Abstract:

The authors of the article share their experience of teaching translators in the university under lockdown and present some criteria how to assess students’ translations. The educational process of educating translators (excluding interpreting) supposes discussion in the format of round table. At the seminars students discuss the nuances of the word meaning and whose variant is better for written speech usage. Frequently they face the problem how to translate the grammar structures that do not exist in their native language or what is more difficult how to translate stylistic devices as the associations are so different in the cultures and, consequently, it is a translation problem that should be solved. Sharing their ideas students learn to work in the team and get the skills of critical thinking. However, under lockdown it is hard to set such a format due to pandemic. In this case digital technologies and resources for learning help to improve the educational process. The authors designed the digital educational resource ‘Practical Course of Translation from English into Russian’. As there is no possibility of in-person attending an independent work of students under supervision of an instructor becomes essential. The course has different sections that provide guidelines, the information regarding translation techniques, references of research articles and the texts of different styles and genres for translation. Students also can learn the criteria basing which an instructor will assess their works. The course also has the section ‘Forum’ where students can ask questions and share their views. The provided assessment criteria prevent from misunderstanding and ensure quality assurance of translation assessment.

Keywords:

Lockdown, educational process, digital technologies, digital educational resource, translation techniques, assessment criteria, quality assurance.