title: Ð¤Ð¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ðµ Ð»ÐµÐºÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð½Ð°Ð²ÑÐºÐ¾Ð² Ð¿ÑÐ¸ Ð¾Ð±ÑÑÐµÐ½Ð¸Ð¸ ÑÑÑÐ½Ð¾Ð¼Ñ Ð¿Ð¾ÑÐ»ÐµÐ´Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¼Ñ Ð¿ÐµÑÐµÐ²Ð¾Ð´Ñ Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¾Ð² (Ð¸ÑÐ¿Ð°Ð½ÑÐºÐ¸Ð¹ ÑÐ·ÑÐº)
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Formation of lexical skills when teaching consecutive interpreting to linguists (Spanish language)
Creators: name: Ð¨Ð°Ð±Ð°ÐµÐ²Ð°, ÐÐ»Ð¸Ð·Ð°Ð²ÐµÑÐ°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2024
Subjects: Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ Ð¿ÐµÑÐµÐ²Ð¾Ð´Ñ
ÑÑÑÐ½ÑÐ¹ Ð¿Ð¾ÑÐ»ÐµÐ´Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½ÑÐ¹ Ð¿ÐµÑÐµÐ²Ð¾Ð´
Ð»ÐµÐºÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð½Ð°Ð²ÑÐº
Ð¸Ð³ÑÐ¾Ð²Ð¾Ð¹ Ð¼ÐµÑÐ¾Ð´
Ð¿ÑÐ¾Ð±Ð»ÐµÐ¼Ð½ÑÐ¹ Ð¼ÐµÑÐ¾Ð´
Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ Ð¸ÑÐ¿Ð°Ð½ÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ
teaching translation
consecutive interpretation
lexical skill
game-based learning
problem-solving method
teaching spanish

description: ÐÐ°Ð½Ð½Ð°Ñ Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° Ð¸Ð·ÑÑÐµÐ½Ð¸Ñ Ð¼ÐµÑÐ¾Ð´Ð¾Ð² Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð²-Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¾Ð² ÑÑÑÐ½Ð¾Ð¼Ñ Ð¿Ð¾ÑÐ»ÐµÐ´Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¼Ñ Ð¿ÐµÑÐµÐ²Ð¾Ð´Ñ Ð½Ð° Ð¿ÑÐ¸Ð¼ÐµÑÐµ Ð¸ÑÐ¿Ð°Ð½ÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ°. ÐÐ±ÑÐµÐºÑÐ¾Ð¼ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ ÑÑÐ°Ð» Ð¿ÑÐ¾ÑÐµÑÑ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² ÑÑÑÐ½Ð¾Ð¼Ñ Ð¿Ð¾ÑÐ»ÐµÐ´Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¼Ñ Ð¿ÐµÑÐµÐ²Ð¾Ð´Ñ. ÐÑÐµÐ´Ð¼ÐµÑÐ¾Ð¼ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ ÑÐ²Ð»ÑÐ»Ð°ÑÑ Ð¼ÐµÑÐ¾Ð´Ð¸ÐºÐ° Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ ÑÑÑÐ½Ð¾Ð¼Ñ Ð¿Ð¾ÑÐ»ÐµÐ´Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¼Ñ Ð¿ÐµÑÐµÐ²Ð¾Ð´Ñ Ð½Ð° Ð¾ÑÐ½Ð¾Ð²Ðµ ÐºÐ¾Ð³Ð½Ð¸ÑÐ¸Ð²Ð½Ð¾Ð¹ ÑÑÐ°ÐµÐºÑÐ¾ÑÐ¸Ð¸ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð¿Ð¾ Ð¸ÑÐ¿Ð°Ð½ÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ. Ð¦ÐµÐ»Ñ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð·Ð°ÐºÐ»ÑÑÐ°Ð»Ð°ÑÑ Ð² ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐºÐµ Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¸Ñ Ð¾ÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐµÐ¹ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ ÑÑÑÐ½Ð¾Ð¼Ñ Ð¿Ð¾ÑÐ»ÐµÐ´Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¼Ñ Ð¿ÐµÑÐµÐ²Ð¾Ð´Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ñ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð¿Ð¾ Ð¸ÑÐ¿Ð°Ð½ÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ. Ð ÑÐ°Ð±Ð¾ÑÐµ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð»Ð¸ÑÑ ÑÐ°ÐºÐ¸Ðµ Ð¼ÐµÑÐ¾Ð´Ñ, ÐºÐ°Ðº ÑÐµÑÐµÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð¸Ðµ, Ð°Ð½Ð°Ð»Ð¸Ð· Ð¸ Ð¾Ð±Ð¾Ð±ÑÐµÐ½Ð¸Ðµ Ð½Ð°ÑÑÐ½Ð¾-Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¾Ð¹ Ð»Ð¸ÑÐµÑÐ°ÑÑÑÑ, Ð° ÑÐ°ÐºÐ¶Ðµ ÑÐ±Ð¾Ñ Ð¸ ÑÑÐ°Ð²Ð½ÐµÐ½Ð¸Ðµ ÑÑÐ°ÑÐ¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð´Ð°Ð½Ð½ÑÑ. Ð ÐµÐ·ÑÐ»ÑÑÐ°ÑÐ¾Ð¼ ÑÐ°Ð±Ð¾ÑÑ ÑÐ²Ð»ÑÐµÑÑÑ ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹ Ð¿Ð¾ ÑÑÑÐ½Ð¾Ð¼Ñ Ð¿Ð¾ÑÐ»ÐµÐ´Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¼Ñ Ð¿ÐµÑÐµÐ²Ð¾Ð´Ñ, ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ð½ÑÑ Ð½Ð° Ð¾ÑÐ½Ð¾Ð²Ðµ ÐºÐ¾Ð¼Ð±Ð¸Ð½Ð°ÑÐ¸Ð¸ ÑÑÐ°Ð´Ð¸ÑÐ¸Ð¾Ð½Ð½ÑÑ Ð¸ ÑÐ¾Ð²ÑÐµÐ¼ÐµÐ½Ð½ÑÑ Ð¼ÐµÑÐ¾Ð´Ð¾Ð² Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¸ ÑÑÐ¸ÑÑÐ²Ð°ÑÑÐ¸Ñ Ð¿ÑÐ¸ÑÐ¾Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ðµ ÑÐ°ÑÐ°ÐºÑÐµÑÐ¸ÑÑÐ¸ÐºÐ¸ Ð´Ð°Ð½Ð½Ð¾Ð³Ð¾ Ð²Ð¸Ð´Ð° Ð¿ÐµÑÐµÐ²Ð¾Ð´Ð°. ÐÑÐ¸Ð²ÐµÐ´ÐµÐ½Ñ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð¿ÐµÐ´Ð°Ð³Ð¾Ð³Ð¸ÑÐµÑÐºÐ¾Ð³Ð¾ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½ÑÐ° Ñ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸ÐµÐ¼ Ð²ÑÑÐµÑÐºÐ°Ð·Ð°Ð½Ð½Ð¾Ð³Ð¾ ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑÐ° ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹. ÐÐ¾Ð»ÑÑÐµÐ½Ð½ÑÐµ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð¼Ð¾Ð³ÑÑ Ð±ÑÑÑ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ñ Ð¿ÑÐ¸ Ð¾Ð±ÑÑÐµÐ½Ð¸Ð¸ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð²-Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¾Ð² ÑÑÑÐ½Ð¾Ð¼Ñ Ð¿Ð¾ÑÐ»ÐµÐ´Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¼Ñ Ð¿ÐµÑÐµÐ²Ð¾Ð´Ñ.
description: This final qualification is devoted to the study of methods of teaching consecutive interpreting to linguistic students on the example of the Spanish language. The object of this research is the process of teaching students consecutive interpretation. The subject of this research is the methodology of teaching consecutive interpreting based on cognitive trajectory in Spanish classes. The purpose of the study was to develop methodological features of teaching consecutive interpreting to linguistic students in Spanish classes. The work used such methods as abstracting, analysis and generalization of scientific and methodological literature, as well as collection and comparison of statistical data. The result of the work is a set of exercises in consecutive interpretation, developed based on a combination of traditional and modern teaching methods and taking into account the psycholinguistic characteristics of this type of interpretation. The results of a pedagogical experiment using the above set of exercises are presented. The results obtained can be used in teaching linguistic students consecutive interpretation.