Basing on the analysis of the general system of exercises and tasks for translator/interpreter training, the authors offer a threecomponent system of exercises and tasks for teaching non-fiction translation. The components discrimination is based upon their aims, which fall into one of the three categories. The first one is related to the acquisition of skills and subskills, which are required for the translation process, but do not involve translation proper. The second category includes the translation actions and operations that can be automatised, while the third one incorporates translation skills, which are based on the actions and operations of the first two categories. Taking into account the said discrimination, the authors suggest a system composed of three subsystems: (1) preparatory exercises, (2) those intended for the translation automatic components formation, and (3) for the development of translation skills. The authors offer a list of skills and subskills required at each stage of the translation process (the source text analysis, the translation proper and the target text editing), as well as describe the content of groups, types and subtypes of exercises within each subsystem. The prospects of further research are outlined.

The aim of the paper deals with the preliminary verification of D. Gile’s (2009) hypothesis (Effort Model) concerning the dependence of the translation quality not only on the command of the two languages involved, but also on the degree of the translator’s or interpreter’s processing mechanism saturation. The methods of the research included a comparative analysis of two target texts (English) translated by the same subjects from the same non-fiction source text (Ukrainian) related to the domain of law. The said source text was first rendered into English orally (sight translation) and then translated in the written form within a predetermined time limit. The subjects, first-year MA students majoring in Translation, whose command of English ranged between B2 and C1 levels within the CEF classification, were properly motivated to achieve the maximum possible result. The analysis of both English target texts (oral and written) was based on a number of parameters, which included the preservation of the source text information in the target texts, their grammar and lexical accuracy, as well as their coherence. The sight translation analysis additionally assessed fluency, while the written translation – orthographic control. Results. It was established that the preservation of the source text information in the target texts is equally high in both types of translation. The same is generally true concerning their grammar and lexical accuracy as well. A slight growth of the number of mistakes in the article use and an insignificant amount of more elementary errors, non-compatible with the subjects’ level of English, may be accounted for by the restricted monitoring capacity in sight translation due to the processing mechanism saturation. By coherence criterion, the sight translation target text does not meet the requirements of the B2+ level the written translation target text belongs to. In some fragments, it slides down to level B1 or even A2, especially in relation to fluency, whose quality is often deteriorated by unmotivated pauses, false starts, repetitions, self-corrections and reformulations. Conclusions. The authors suggest an assumption that the said deterioration in sight translation is accounted for by a higher degree of simultaneous efforts concentration in it as compared with the written translation. The paper outlines the prospects of further research.

The aim of the paper deals with the preliminary verification of the hypothesis concerning the impact of the source text structure on the choice of translation strategy (form-oriented or sense-oriented) in the process of rendering a text in a native (Ukrainian) into a foreign (English) language by university students majoring in Translation. The methods of the research included a comparative analysis of the target texts (English) translated (within a predetermined time limit) from the source text (Ukrainian) related to the domain of economics. The structure of the source text, while remaining grammatically acceptable in the Ukrainian language, had been deliberately made structurally non-congruent with that of the direct word order, which is most frequently used in English. The subjects, the fourth-year BA students majoring in Translation, whose command of English ranged between B2 and C1 levels within the CEFR classification, had been properly motivated to achieve the maximum possible result. The analysis of the target texts was based on a number of parameters, which included the preservation of the source text information and its structure in them. Results. It was established that in translating from a native into a foreign language, the subjects have a tendency to replicate the structure of the source text at the levels of clauses and sentences. However, it does not always result in the distortion of the source text sense or/and the violation of the target language norms as the subjects often managed to render the said sense and to keep to the said norms by means of changing the functions of the words in the sentence. The probability of the subjects’ abandoning the source text structure increases when the latter is evidently unsuitable for replication, in which case they switch over to the sense-oriented strategy. The correlation of the two strategies in translating sentence segments is generally identical to the one related to clauses and sentences, while the form-oriented strategy generally prevails in rendering phrases. Conclusions. The source text structure has a certain impact on the choice of translation strategy increasing the share of the form-oriented approach. However, this impact is not unequivocal and may depend on a number of factors, which require additional study. The paper outlines the prospects of further research.

The aim of the research is looking for the ways to intensify the future translators’ analytical and thinking activity during their independent work in online teaching. The author strives to achieve it through the combination of post-editing machine-translated texts and the Think-aloud protocol procedure. It is also assumed that this combination reduces the students’ dependence on the MT target text structure, as well as improves their competence in translating specialized texts. The methodology of research involved experimental post-editing-based online teaching (28 contact hours and 92 hours of independent work) of an elective university course ‘Specifics of translating English-language discourse in the domain of Psychology’ to the first-year MA students (majoring in English and Translation) whose command of English ranged from C1 to C2 levels in the CEFR classification. The parameters of analysis included the percentage of the students’ uploaded home tasks, the degree of the subjects’ post-editing intensity in their weekly homework, the students’ independence in the interim and final tests, as well as the marks in the Final test. The results of the analysis demonstrated a substantial difference between various groups of the subjects by all indicators. The amount of home tasks uploaded by the subjects in groups A and B (with more intensive analytical and thinking activity) exceeds the similar parameter in groups C and D (with less intensive activity) more than twofold. There is a considerable advantage of the groups A and B (and even C) subjects’ post-editing intensity in their weekly homework as compared to group D. The intensity of the students’ analytical and thinking activity decreased from the highest (group A) to moderately high (group B) to average (group C) and to low (group D). The degree of the students’ independence in the interim and final tests decreased from 85.0% (group A) to 35.0% in group D, with the remaining groups’ indicators in between – 59.0% (group B) and 46.0% (group C). These indicators clearly correlate with the average marks in the final test, which amounted to 93.80, 63 and 53 points (out of 100) in groups А, В, C and D respectively. Conclusions. Post-editing, in combination with the modified TAP procedure, contributes to the efficient development of the specialized texts translation competence due to the intensification of the students’ analytical and thinking activity, reduces their dependence on the MT target text structure and correlates with the improvement of the overall quality of their translation.

The comparison of English wh-questions acquisition by monolinguals, bilinguals and EFL learners showed inter-groups similarities, which included wh-questions formulaic use, overgeneralization, non-inverted structures, archiforms, double marking of auxiliaries and past tense. The authors suggest a special role of there is/are structures in the wh-questions acquisition by EFL learners. The research results allow assuming the impact of universal factors upon the process of wh-questions acquisition irrespective of the learners’ age, onset of the bilingualism, if they acquire English as the first or the second language, or whether it is acquired in the formal or informal environment.