ЭКСПЕРИМЕНТАЛЬНЫЙ ИНТЕРНЕТ-МЕДИА-ПОРТАЛ ДЛЯ ОБУЧЕНИЯ УСТНОМУ ПЕРЕВОДУ В ВУЗЕ

Рассматриваются вопросы интернет-лингводидактики на основе авторского онлайн-проекта - медиа-портала Evabasil (httpHYPERLINK «http://www.netvibes.com/evabasil/»://HYPERLINK «http://www.netvibes.com/evabasil/»wwwHYPERLINK «http://www.netvibes.com/evabasil/».HYPERLINK «http://www.netvibes.com/evabasil/»netvibesHYPERLINK «http://www.netvibes.com/evabasil/».HYPERLINK «http://www.netvibes.com/evabasil/»comHYPERLINK «http://www.netvibes.com/evabasil/»/HYPERLINK «http://www.netvibes.com/evabasil/»evabasilHYPERLINK «http://www.netvibes.com/evabasil/»/), созданного с помощью виджет-технологий для размещения на одной странице сайта фидов, подкастов, видкастов, вебинаров и являющегося составной частью «смешанного» (Blended) обучения. В частности, даются примеры, практические и методические рекомендации по использованию содержания медиа-портала для обучения устному двустороннему переводу (английский и русский языки) в вузе.

EXPERIMENTAL INTERNET-MEDIA- PORTAL FOR INTERPRETING STUDIES AT UNIVERSITY

The article exposes online linguodidactical methods and practical examples of Internet Media Portal Evabasil (http://www.netvibes.com/evabasil/) and its application for Interpreting Studies (bilateral oral translation, English-Russian). With open and free widget technology, allowing to insert RSS feed, podcast, vidcast, webinars and other media resources on one site page, the Media Portal can be used for Blended courses design and implementation in Linguistics and Translation Studies at higher education institutions. But it also requires basic Informatics knowledge, eLearning or Blended courses experience and some internet linguodidactis practice. The present article follows previous author’s publication on the same project where main principles of online pedagogical design and all technical details on the Media Portal building are described[2] The mail goal of Evabasil Netvibes Media Portal is to significantly activate and intensify interpreter’s training and their professional skills. It can be especially useful for developing or mastering sequential and simultaneous (oral) interpreting. Pedagogical benefits of such online materials on-one-site layout are evident: with widget technology behind, all types of digital information (text, audio, video) in several languages are integrated and open on one site page. They are available any time, any place on any device with fast internet connection, can be used both in class and at home by students. The portal permits subscription on digital media from 90 countries and on vast variety of topics. Online content translation support on over 40 languages is also available for users if need. Two examples ( based on BBC and Echo of Moscow video and audio podcasts) of students-linguists and translators collaborative group work, their in class interpreting activities and recommended home individual assignments are provided as long as the extensive didactical advice, pros and cons of such experiment. The authentic material in English allows to master any oral translation difficulties, such as speed of speech and accents, and master bilateral interpreting in groups. Besides, students actively listen and comment on professional authentic interpreting recordings for further own reproductive and productive interpreting at the same lesson. To sum up, the Blended Media Portal Project findings can be recognized as positive, motivating and beneficial to developing both students and teachers creative and integrative multi-skills and efficient tool and method for students’ mastering in linguistics, translation studies and multicultural communication though it requires previous eLearning and technical knowledge. The article may be interesting for any professionals in the field of linguistics using eLearning and Blended courses for teaching at Higher education institutions, for translators and interpreters.