The article studies a new approach to the design of Vocational English courses included into a lager field of English for Specific Purposes or ESP. The courses aimed at the development of foreign communicative competence of Science and Engineering students are in the focus of this research. The approach is an attempt of the integration of the competence model with the paradigm of discourse analysis. This provides a holistic understanding of speech activity as a socially related process and increases the effectiveness of communicative competence development because the discursive practices of the experts' community semantically specify the professional communication of its participants.SHS Web of Conferences 50, 01095 (2018)

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Abstract-

The objective of the article is to discuss pedagogical approaches to translator training performed within the electronic educational space that connects instructors and students in pandemic times by means of E-learning courses. Having been removed from the classrooms, translation didactics has become more challenging because its traditional methodology includes shared experiences as a basis of instruction, best practices exchange, reciprocal learning and professional networking during the contact hours. Communication of obtained experience in translation is an essential part of translator training, and it involves all the stages of translation process: strategies of comprehending source texts, comparative discourse analysis, reflection on how translation decisions are made, and motivation in translation matches selection. Under these circumstances, the design of E-learning translation courses should be in compliance with the needs of students and instructors that go far beyond the traditional functions of learning management systems such as providing training materials and upload assignments. This work is a case study based on E-learning MOODLE courses developed for students of Irkutsk National Research Technical University pursuing undergraduate studies of translation for specific purposes. Initially, they were developed as additional implements to bolster students' classroom activities aimed mainly at assessing students' knowledge with tests, collecting and storing individual student or group assignments, and maintaining students' performance logs. After pandemic rethinking, it became necessary for them to meet a greater spectrum of pedagogical demands, so they were restructured. Based on this experience, the work outlines didactic models of translator training and their applicability to online mode of instruction, elaborates on the principles of translation E-Learning course design, describes the use of MOODLE instruments to perform the tasks of translation instruction, estimates their effectiveness, and suggest perspectives for further research.

The study discusses a new approach to translation of architectural critical materials focusing on the stage of source texts analysis. Architecture synthesizes science, technology, art and social sphere resulting in the heterogeneity of translatological characteristics of texts representing architectural phenomena. They combine the parameters of institutional and personal discourse possessing the features of specialized texts, such as the predominance of cognitive information and a high degree of conventionality, and artistic texts with their emotional, aesthetic and axiological aspects. This functional ambivalence limits the use of traditional methods based on genre or stylistic analysis. This research is an attempt to develop a new approach to pre-translation analysis of architectural texts yielding adequate translation methods for architectural nominations and contributing to the retainment of original text identity. The study views intersubjectivity in pre-translation analysis as conceptual coordination within the discourse of the expert community carried out in the process of interaction between authors of source texts and addressees of translation texts through interlingual mediation. The developed method allows translators to reveal relevant cognitive and discursive parameters of nominations of architectural phenomena at various language levels. In addition, it reveals the translation dominants that assist both to preserve the sufficient level of translation text conventionality within the institutional discourse of architecture and to transfer personal meanings and values implied by source text authors within their personal discourse.