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International Institute of Practical PsychologyFaculty of Translation

(Riga, Latvia)

Self-Assessment of Programme for Professional Training

Profession: Translator/Interpreter

Contents

Introduction

Pages1. Licence 52. The IIPP Application for Accreditation 6

I. General part

1. Self-assessment 72. Description of syllabi 183. A comparison of syllabi for training interpreters 214. Formation of the academic staff. The perspective plan of

training, methodical and research work for the period from 1998 till 2002

25

5. The perspective plan of the Faculty of Translating from 1998 till 2003

32

II. Organisation of the Professional Training Process

1. The plan of studies – syllabus A general plan of the 4-year programme (classes,

credits, distribution by semesters)33

The credit system 36

2. Linguistic competence The concept of linguistic competence 37 The three levels of linguistic competence 40

3. Annotations of the subjects of studies The theory of translation 45

Translation of Modern American and English Fiction 46 Written translation in the speciality 47 Linguistic Geography 48 The art of public speaking: annotating of the press, mass

media and TV programs. Self-presentation through various media (audio -video - cinema) 49

Reading (various ways of reading) 50 Writing 51 Practical Phonetics 52 Phonology 53 The Latin language 54 Phraseology 55 General psychology 56 The Psychology of Communication 57 Practical course of grammar 58 Theoretical grammar 59 Communicative grammar 60 A second foreign language 61 Philosophy 62 Lexicology 63 Stylistic interpretation of the text 64 Basics of General Methodology for Foreign Languages

Teaching65

Basis of Etiquette 66 Arts of oral speaking 67 Mythology 68 Psychological aspects of Communication in Business 69 Business Studies 70 Business Communication 71 The work of a secretary / interpreter (in a foreign

language)72

Introduction into informatics 73 Introduction to World Literature 74 The Cultural and Background Studies of English-speaking

countries 75

4. Examples of programmes Theory of translation 76 Reading 99

5. Checking knowledge and skills General criteria 121 A multi-stage form of the assessment of general

linguistic competence 122 A three-stage form of the assessment of linguistic

competence (Characteristics of oral speech) 123

An example from a Syllabus for professional training:The contents of the examination (summer session)The material of the examination The “keys” (correct answers) for checkingEvaluation Criteria

124125127128129

6. Instructors The list of the academic staff 131 The list of the academic staff working in 1997/98 133 Parameters of the evaluation of instructor’s work 135 A diagram of the analysis of a lesson 136 The analysis of examination process 137 Information on the Educational and Methodological

Commission Sittings 138 Teachers' scientific & research work 139 The scheme of teacher's reports 140

7. The analysis of the instructional work Regime of Academic Year 144 Information about the number of students at the Faculty

of Interpreters in the academic years of 1996/97 and 1997/98 The diagram of the students’ movement 145

Analysis of the Realisations of the 1997/98 Syllabus 146 The results of winter and summer examination sessions

(1997./98)147

The students’ questionaire (1997/98) 149 Analysis of Studying 152

III. Practice

General aims 156 The types of practices 157 A model: the description of two practices (from

ten):Written and oral translation 158 Copies of the 2nd and 3rd-year students’ accounts (in

the given types of practice) 160 A list of institutions at which the students undergo their

practice 162

IV. Materials and Technical Equipment

Information about materials and technical equipment 163

V. The Work with Entrants

A prospectus 165 A guide 169

International Institute of Practical PsychologyFaculty of Translation

(Riga, Latvia)

Self-Assessment of Programme for Professional Training

Profession: Translator/Interpreter,Translator-desk clerk (№ 2444-03 and 2444-10)

(acc. to the Nomenclature of Professions of Latvia Sūtījums ?95-1)

Introductory Part

Owing to the increasing contact of Latvia with foreign countries and Latvia’s impending inclusion in European Union there is a growing need in the Republic for specialists – translators and interpreters in various fields (education, science, culture, etc.).

Judging by the information obtained on the basis of statistic data throughout Latvia, the demand for specialists is in the following fields:

1. The work of translators and interpreters as desk clerks in offices (written and oral translation): approximately 5000 people.

2. The work as interpreters – tourist guides at touris agencies: approximately 150 people.

3. Conducting foreign language clubs and classe at pre-school institutions: approximately 550 people.

4. Organization and conducting of individual classes: more than 800 people. 5. Translator’s work at publishing houses: about 1000 people.

The translator’s profession is acquired also in tackling private problems (marriage, scientists careers’ and the like), which defies statistical recording.

The Translators’ Faculty was set up in 1994 to train professional translators desk clerks for work in various fields: in the sphere of education, business, tourism, and social institutions. The duties of specialists-translators and interpreters may include oral and written translation, writing synopsis of specialists texts (in one’s

specialty), letter correspondence, and liason. Specific features of training at the Faculty are:

• professional and academic training linked and coordinated,• orientation of mastering the language in the sphere of communication,• psychologizing.

Competence in general culture

Linguistic competence(native language)

Competence of character (sociability, emotional self-control)

Specialist- interpreter

Professional competence

(knowledge of the subject matter)

Linguistic competence(Foreign language)

Competence in the cultureof another country

Academic competence(research work)

The specific features of the Faculty are:

• foreign languages are studied in a professional context,• emphasis is laid on independent work in the Center of Language Resources,• studying languages is carried out in the development context of the student’s

personality.

I. The Aims and Tasks of Professional Training:

1) The development of professional skills that are needed for the interpreter (interpreter-desk clerk) to carry out his or her professional activities. We have worked out the following model of a specialist:

1

7 2

6 3

5 4

During the training of specialists-interpreters we picked out seven aspects of professional competence:

1. Competence in general culture.

2. Linguistic competence in the native language.3. Linguistic competence in a foreign language. 4. Competence in the culture of another country, the language of which the student

is studying.5. Academic competence connected with the research work. 6. Professional competence assuming the knowledge of the subject matter to

be translated in the process of work.7. Competence of character that reflects the skill to communicate, self-regulation in

the conduct of one’s emotional state.

The seven factors of successful professional activities are an indispensable and sufficient foundation for the structure of the work of interpreters, interpreters-desk clerks. The students are oriented to self-certification of their professional training in correspondence with the seven aspects of the model described.

2) Provision of conditions for the acquisition of the students’ academic knowledge in the field of literature, linguistics, the science of culture, psychology, etc.(See p. 33).

3) The development of cognition abilities that enable independent acquisition of knowledge as well as the skills of self-certification, self-control and mutual control.

For the implementation of this aim the following tasks were formulated, some of which have already been carried out, others are being solved through the process of work.

1) The development of new working programmes on the basis of up-to-date methods of teaching the living languages in European countries considering the recommendations of the Living Languages Center (Gratz, Austria) functioning under the aegis of the European Council. In the programme emphasis is laid on oral speech (self-presentation), oral and written translation of the literature in specialties “psychology”, “pedagogy”, “linguistics”, “economics”, “law”. The work in this direction is in constant progress.

_________

* Here and further the footnotes refer to the documentation kept in the Training Center of the Translators’ Faculty, at 12 Gogoļa Street, and the material presented in the document if the pages are indicated.

2) Further consolidation of the material basis in the form:

• textbooks, methodical aids for students, training literature (printed matter, audio materials, and video films). At the disposal of students and instructors there are:

* printed matter (textbooks, training means, methodical aids): 4148 units in the main book stock, from them : 1063 units in the Center of Language Resources,

3075 units in the stock of the library;

* audio materials (recordings of radio broadcasts, audio cassettes for the training courses, etc.): 146 units; * video cassettes (video recordings of TV programs, video courses of various

languages): 72 units in foreign languages,

140 units in the native language of different profile. Audio and videocassettes, VIFAX, i.e. video fax, are ordered in cooperation

with the Centre of Language Resources (L.Pasteur University, Strasbourg, France). For full information see section “List of Training Materials”

• technical means (radio, satellite TV, and video tape recorder). In this respect very perspective for the perfection of the training process, in our opinion, are the established contacts with the Center of Communication of Education and Means of Information (CLEMI, Ministère de l’Education Nationale, Paris, France).

3) Training and methodical aids, methodical recommendations and materials prepared by the instructors of the Faculty to ensure the students’ independent work in the Center of Language Resources.

4) Formation of the teaching staff by inviting the academic personnel to work as well as professional translators and interpreters, instructors for whom the foreign language is their native tongue. Thanks to close cooperation with the French Embassy in Latvia in the presence of Mr.Marc Lam, the cultural attaché, a lecturer from France is starting work at the Institute from September, 1998. Also, a contract will be concluded in the nearest time on cooperation between the International Institute of Practical Psychology (Translators’ Faculty) and the French Agency (Agence Française), Riberac, France), concerning an exchange of students and instructors, organization of joint language courses in Latvia and France.

5) The development of a flexible and efficient management system of the teaching process, quality control of future specialists. (See p. 121, 135)

II. The Contents and Organization of the Training Process

The training of specialists is based on a large-scale academic approach allowing to develop the students’ scientific thinking that is needed for writing course and diploma papers. The main criterion for the quality of professional training is orientation towards the development of professional skills and habits that are necessary in the work of translators.

Documents have been worked out setting the aims and tasks for each of the 10 practices envisaged by the program (written translation, oral translation, methodical and pedagogical aids, games, research, library, organizational, advertising and technical means). We have determined the following general targets. The students should have a chance:

1) to be able to comprehend the problems connected with the communication in a foreign language and the problems of mastering a language,

2) to apply the acquired psychological and linguistic knowledge to efficient communication,

3) to master the new terminology and acquire the specific syntax typical of oral and written translating texts in the specialties of psychology, linguistics, literature, pedagogy, etc.

For each type of practice there are fixed deadlines, the site of occurrence, the contents, the extent and criteria of evaluation. In appraising the results both the conceptual and formal aspects will be considered. (See p. 156)

Contracts are signed on cooperation with external organizations (Latvian Association of Museums and the Jūniks-V tourist agency) where students have the opportunity to undergo the pedagogical and organizational practice. We intend to establish contacts with schools in Riga where the students can pass their pedagogical, methodical and separate organizational practices. Some students pass their translation practice in their offices (if they work in this specialty).

(See p. 162)

In accordance with the concept of practical orientation in training, orientation towards independent scientific research work. Students prepare three course papers and one diploma. This enables the ability to check the molding of the student’s professional skills, his proficiency to acquire knowledge independently, to put forward scientific and research problems, to work with original sources of information. During the whole course of training, emphasis is being laid not only on the very fact of writing the works (the course papers and the diploma work) but also on the change in the structure of mind, regulation of thinking and development of a systemic perception of life acquired as a result of this work. From 1998 students will prepare course papers beginning from the very first year of studies. Thus the course papers and the diploma work merge into one entirety and represent scientific practice (one of the 10 practices envisaged by the syllabus). It is important that writing the course papers and the diploma work by the students be entirely and completely independent. The instructor is only their advisor, but not the leader. To help the students, for this purpose “A Guide in Scientific Work” is compiled.

It is emphasized that the students’ work be independent but also that they acquire the language on the basis of the Centre of Language Resources. The organization of the Centre is founded on the concept advised by the Centre of the European University in Strasbourg with whom we keep extensive contacts. The reasons for its foundation are the following:

• To ensure the student’s autonomy in choosing the aims of training as an addition to the goals set by the instructor, as well as to adjust the material and time for studies to his own rate of progress and his preference.

• To raise the motivation level of the students’ attitude to the process of instruction, on the whole, and the teaching material, in particular. Active work in this direction began in 1998, however, preparations for it have been under way since 1996.

This orientation to independent work meets the recommendations of the European Council. Under the auspices of Madam Nicole Buchet-Poto from the Center of Living Languages a series of seminars were held at the Institute devoted to problems connected with the organization of Language Resource Centres. At the seminar, lecturers from the Institute, as well as foreign language teachers from other local educational institutions, took part (the teachers represented Latvian University, secondary schools).

The students-interpreters of the Translators’ Faculty will take part in seminars held by specialists of international standards (from the USA, France, Germany, Holland, Italy, Russia). The students communicate with the guests and acquaint them with the life of our country and the Institute.

Studies at the Institute continue in the summer time too. In summer the students concerned about the growth of their personality participate in trainings, seminar classes, in the work of therapeutic groups, language courses. In 1998 the practice in conversational English and culture was conducted by Mr.O’Rourke (Liverpool, England).

During the traditional International Summer Universities that are held every year at the end of June the students have an opportunity to associate, both on a personal and professional level, with specialists from many countries and to observe the work of skilled interpreters.

III. Provision of the Training Process with the Personnel.The Academic Staff.

The teachers at the Faculty work mainly on a contract basis. This enables to select those instructors whose qualifications satisfy the administration and students (we respect the opinion of the students), to attract more extensively professional translators. Among the 27 foreign language teachers and translators/interpreters, as well as lecturers of other subjects who work at the present time at the Faculty, there are habilitated doctors (12), masters (8), bachelors who are equated to masters (7). Two of them are studying for the master’s degree at the University of Latvia, Faculty of Foreign Languages. In the autumn of 1998 two people are planning to start studies at the University of Latvia to be masters. (See p. 131)

IV. The Instructors’ Scientific and Research Activities

Favourable factors of raising the instructors’ scientific and professional level are mutual visitations of classes, the work in contact with other instructors resulting in the exchange of experience and reciprocal enrichment.

Lecturers regularly take part in seminars, write articles, present reports at conferences organized by the Institute (for instance, the seminar “Innovations in the Teaching Process, May, 1998; annual Summer Universities), as well as outside the Institute (such as the annual methodological seminar designed for foreign language teachers at the higher and secondary educational establishments of Latvia organized by the Ministry of Education of the Latvian Republic and the French Embassy which is usually held in the French Lyceum. Also methodological seminars are organized by the British Council for the teachers of English language in Latvia, for instance, seminars that took place on November 17, 1997; February 21, 1998 and March 1, 1998), and at the University of Latvia. The lecturers of the Institute participated at the seminar devoted to the theme “J.Pestalozzi, his ideas today” organized by the Faculty of Foreign Languages, the University of Latvia, in cooperation with Swiss colleagues. In spring, 1998, two instructors from the Institute were present at a colloquium in Lyons (France). The instructors have publications in various collections of scientific works, and have written critical reviews and comments on theses.

In 1998 the joint creative work of teachers started at the Faculty in order to compile a dictionary of terms used for the development of working programmes used during work in classrooms and writing course papers and diploma works by students. (See p. 139)

It is envisaged by the perspective plan that a seminar will be held on the organization of the students’ work in the Centre of Language Resources for the Baltic region, Saint Petersburg, Moscow, under the aegis of the Living Languages Centre (Gratz) and the Centre of Language Resources (Strasbourg). (See p. 32)

A number of teachers take part in the work of new laboratories (the Laboratory of Figurative and Verbal Communication, headed by assistant professor I.Rezvanova).

The joint work of instructors in the Laboratory allows them to coordinate specific working programmes, to orient the lecturers to the search and introduction into the teaching process of new, modern methods for the organization of students’ training and practical activities, to the forms of control, the development of criteria on how to evaluate results obtained in any particular kind of work.

Work going on at the Faculty is aimed at the improvement of working programmes. The administration of the Institute has compiled “A Reminder to the Teacher” for general use at the Institute according to which the instructor’s work is organized and which is connected with the teaching process, scientific and organizational work. (See p. 139)

The teachers of the Faculty report on their work at the meetings of the methodical council. Fourteen books have been translated from English and French.

V. Quality Assurance: Teaching and Assessment of Knowledge

A quality assurance system is at work within the framework of the Institute and at the Faculty of Translators. It is formed by the joint effort of the administration, collective management bodies including elected bodies of students’ self-government and the teaching staff.

In conformity with the concept of training specialists, parameters were worked out for the assessment of the quality, of teachers’ work, a pattern for the analysis of training, questionnaires for students and for teachers.

Raising the quality of teaching is promoted also by the instructors’ creative search for the most productive forms of training students (cooperative forms of work, creation of self-presentation scenarios , and so on).

The assessment of the results of training students is accomplished according to a ten-point scale. Examinations and credit tests are conducted both in a written and oral form (See p. 125). For checking the competence of the material studied formalized methods are widely applied (language tests).

We have elaborated and introduced into the teaching process a multi-stage form of assessment in general linguistic competence as well as criteria for the evaluation of linguistic competence in examinations in all kinds of training: written and oral translations, abstracting of informational materials (radio and TV programmes), oral speech, writing (a dictation, reproduction), reading (See p. 99)

Much attention is paid to the development of self-control skills. To carry out this work, a bank of test materials has been created at the Centre of Language Resources accompanied by keys, as well as methodical aids with instructions for step by step operations to be carried out by the student, i.e. algorithms performed in the course of learning. For the students “A Self-Control Questionnaire” has been worked out.

Problems connected with the control of knowledge are discussed by instructors during their meetings at the Faculty of Translators and all-institute assemblies, as well as, by exchange of experience, at the teachers’ methodical meetings.

Every year a questionaire is carried out by the students and instructors of the Faculty to find out their opinion on the organization of the teaching process. (See p. 149)

At the Faculty a diagram has been worked out for the analysis of the training process, on the whole, and that of examinations, in particular. (See p. 140) The results of the winter examination session 1997/98 are presented in the section “Analysis of the testing-examination sessions”, and on page 147. The winter

examination session takes place in January, the summer session in June. The analysis of the results takes place every year on February 10 and on July 10.

VI. Generalization

There is a reason to assume that training specialists-interpreters at the Institute on the basis of a holistic model will ensure sufficiently high level of academic and professional training, which meets the European standards.

The first graduation of students from the Institute took place in 1997.

In order to develop further the system of training students we consider it necessary to pay more attention to:

1. The work of students with computers.

2. The work of students in lecture rooms under the guidance of instructors for whom the language studied is their native tongue.

3. Creative work of students.

4. The recording system of the students’ personal growth, as well as to the development of self-control ability.

5. The students’ participation in actions of all the city and Republic held by the Centres of Culture from other countries in Latvia (England, the USA, Germany, France, etc.).

6. Setting up of open language clubs.

Rector of the International Institute

of Practical Psychology J. Mihailov

Director of the of syllabus for training

interpreters/translators - desk clerks

International Institute of Practical PsychologyFaculty of Interpreters

Description of the Syllabus for Training Professional Interpreters and Translators(No. 2444-03 and 2444-10)

Confirmed at the Senate meeting of 25.05.98

The purpose of professional training is to foster expertise of an interpreter-desk clerk that is essential for his or her skilful work; to provide conditions ensuring academic knowledge of students in the science of literature, linguistics, culture, psychology, etc.; to develop cognitive power enabling unaided acquisition of knowledge, as well as the skill of self-assertion, individual and mutual control. The working programme is designed for 4 years (8 semesters) for persons of secondary education. The model of a specialist (an interpreter-desk clerk) includes 7 blocks (see: Documentation: The model of a specialist): competence in general culture, linguistic competence (the native language), linguistic competence (a foreign language, competence in the culture of another country the language of which the student is studying, academic competence (the research work), professional competence (the knowledge of the subject matter), personality competence.

On the whole, the extent of the professional training syllabus is 164 credit points (6560 academic hours).

The list of compulsory subjects (Block A) comprises 17 courses from which 3 are theoretical and 14 practical. The total number of credit points in this block is 108 (4320 academic hours).

The scope of optional subjects in Block B is 6 (6 compulsory optional subjects from 16) from which 2 optional ones in the 1st year of studies, 2 in the 2nd year, 1 option in the 3rd year and 1 in the 4th year. This makes 6 credit points (240 academic hours). In this block are included 13 theoretical and 3 practical courses by means of which the academic, linguistic, professional and personality competence, as well as the competence in the culture of another country is formed.

In Block C optional (free choice) courses are included. The Institute offers 13 courses, among them the subjects of the comprehensive cycle, philological, linguistic subjects (Latvian and any of the European languages), as well as special methodical aids (5) for personality development of land-inquisitive character (for example, history of Latvia, Great Britain, France, in addition to Block B). The student can choose the courses of this block outside the Institute, too).

During the courses of Man’s Visual Culture and Perception of Visual Art conducted by S.Hayenko, art critic, and V.Sushkevich, arts pedagogue and member of the Latvian Union of Artists, the students acquire the skill to analyse the works of fine arts, they develop figurative and analytical thinking.

Much attention is paid to enriching the students’ knowledge about the history, culture, national traditions of the Latvian people, therefore the syllabus contains such subjects as History of Latvia, Visual History of Latvia, Introduction into Latvian Culture. Raising the overall standard of culture is promoted by such subjects as Foundations of Ètiquétte, Intercourse Psychology, Socionics, Elocution. The practical classes of the Eidetic course develop the students’ figurative memory.

The students of the Faculty are offered a chance to acquire or improve their command of Latvian or some other foreign language thus studying the third, the fourth, etc. language, in addition to the two compulsory ones.

Since nowadays it is important to master computer technology, the syllabus contains the course of Informatics.

The syllabus comprises various practices: library, games, organisational, methodical, pedagogical (see: Documentation, section Practice). The total number of practice credits is 46 (1840 academic hours).

During the first semester, the first-year students get acquainted with the translation technique of various texts (politics, economics, culture, science, psychology, anthroposophy, ontopsychology, etc.). The first acquaintance with a professional written translation begins at the end of the first semester, then this work is deepened.

In the second semester work starts in the technique of oral translation. The aim the course translation (oral and written) is to train students in written and oral intercourse in a foreign language, so that it will be useful in the future for professional work in various situations of communication, as well as to teach them the ability to utilise these situations and analyse them. The course is intended to run for 8 semesters.

A significant part of the syllabus is apportioned to abstracting the latest press, radio and video materials (semesters 1-7). This allows the students to be constantly follow the course of events in culture, politics, science, and so on, which is essential for a professional translator/interpreter.

In Bock A those classes that are directed towards the formation of professional habits of linguistic competence are included. They are the courses of the theoretical and practical cycle.

Much attention is paid to the students’ independent work and studies in the Language Resource Centre (LRC).

Mastering languages proceeds within the context of the student’s personality development considering his own orientation and possibilities. Priority in the non-directive approach of the LRC is given to the very student, his problems, also the questions of emotional character, to the evolution of his ability of motivation, self-assertion, individual and mutual control.

The process of studies goes on much easier when the student assumes a part of responsibility for his tuition – both from the point of view of the contents and the training process as such (for instance, in the choice of working methods).

In organising the students’ self-sufficient work in the LRC we are primarily interested in the students’ autonomy, their motivation, self-control, self-certification, as well as mutual checking the results of their studies. On the whole, the manifold practical work (including practices) is given 69.6 credits (2784 academic hours).

The students’ autonomy in the work of the LRC provides for individualised training. The student himself selects the aim of tuition in addition to those goals fixed by the instructor, the student himself decides which material to use in his studies and the time he devotes to it, i.e. part of the work is accomplished in agreement with his individual working plan, considering his own tempo, preference and intentions. The work in the group allows the student to extend and deepen his competence.

We consider that training becomes important for the student only when the subject studied is perceived as having relation to his own plans.

The load of studies is envisaged to combine classes in the lecture room with the previous work of the student in the LRC (50% versus 25%).

Every instructor prepares the teaching matter: printed texts, audio or video subjects with “keys” attached that help the student to check the quality of his work by himself. The students have the chance to perfect their personality by participating in

the work of various seminars organised within the framework of the Institute.

Every student writes 3 annual (course) papers (in the 2nd, 4th, 6th

semester) and a diploma (in the 7th -8th semesters).Graduates from the Institute work successfully as interpreters and

translators in various spheres of activity (business, education, tourism).

S.Mihailova ______________________

Director of the of syllabus for training interpreters/transla

tors – desk clerks

International Institute of Practical Psychology

Faculty of Interpreters

A Comparison of Programmes for Training Interpreters and Translators:

1. International Institute of Practical Psychology (Riga, Latvia),2. Faculty of Interpreters (L.Pasteur University, Strasbourg, France),3. Faculty of Culture and Foreign Languages (J.Verne University, Amiens,

France),4. Faculty of Foreign Languages (Latvian University, Riga, Latvia).

The comparison was carried out in the following aspects: the number of the subjects studied, classes in the lecture rooms, the structure of the courses taught, the system of evaluation (criteria for the assessment of linguistic competence).

Training specialists at the Faculty of Interpreters (L.Pasteur University, Strasbourg, France) is amed in two directions: specialisation in oral or written translation. The length of studies is two years since the Faculty enrols persons holding a Bachelor’s degree + three years of linguistic training with a very high standard of linguistic competence at least in two languages, besides French (for the students from countries of the European Union), or in one foreign language (for the students from other countries), and a high level of overall culture.

The Interpreters’ Faculty of the IIPP matriculates students with secondary education who have studied a foreign language only within the framework of a comprehensive school curriculum, therefore the syllabus is intended for 4 years.

Our syllabus includes a compulsory second language the studying of which starts from zero level, as well as subjects intended to raise the students’ general level of education and culture. On enrolment we, as well as our colleagues, assess the standard of the entrants’ overall cultural awaveness.

Ad interim, it is not envisaged by the syllabus to train specialists separately in oral or written translation; however, in the future, after the material foundation (teaching aids, and so on) is ready, we intend to inroduce a division.

During the admission our entrants undergo psychological and linguistic testing in which (in the same way as at the Faculty of Interpreters of L.Pasteur University) the level of linguistic competence is checked both in the foreign and the native language, as well as the standard of their overall culture. Starting from the academic year 1998/99 we introduce into the syllabus courses aimed at profound knowledge of the native tongue.

Our syllabus is intended for another initial level of the students’ linguistic competence. This explains quite clearly the difference between the structure of courses and the extent of the academic load (see: Appendix “A Comparative Analysis of syllabi”).

After studying the syllabus of this European higher educational institution we used its experience, as far as possible, in order to apply it under our conditions.

At J.Verne Amiens University the Faculty of Foreign Languages (CLERC) is the most open in respect of the subjects taught (i.e. it allows to increase the number of

subjects). Studies go on 4 years in the so-called “classic” department training experts for work in the system of education, as well as in the field of translation.

At the first stage (the 1st year of studies) emphasis is laid upon the studying of two foreign languages: language A (compulsory English), language B and acquaintance with the countries whose languages the students are learning. Such subjects are proposed also as Introduction into Economics and Law.

The syllabus comprises subjects such as grammar, oral practice and translation.

As regards the courses taught by us, there is no particular difference. In our syllabus courses of personality growth are included. A significant place in our syllabus is allotted to courses that enable the students to raise the general standard of their culture. We have a course contemporary media (the press, radio, TV), it is distinguished as a separate aspect of activity realised during the classes in lecture-rooms and independent work of students in the Language Resource Centre.

At Amiens University during the 2nd stage (the 2nd year of studies) much attention is paid to foreign languages, laying special emphasis on applied subjects (economics, law, marketing, international logistics, etc.).

Text-books and the press, TV programmes recommended to the students are partly used in the training process both at our faculty and at Amiens University.

The second stage at Amiens University comprises of 5 basic subjects (oral practice, listening comprehension, grammar, translation and pronunciation). The same number of the same subjects are, in fact, studied at our institute, too (Block A1).

In Module B of the Amiens syllabus there are the following courses: Society, Offices, the USA Economics. The same aspects are also included in our course “Background Studies” (Block B).

The comparison of our syllabus with the syllabi of our European (especially French) colleagues shows that both they and we attach great importance to the students’ self-sufficient work and self-instruction.

A distinctive feature of our syllabus is that introduced courses are apparant, including psychological ones, promoting a rise in the overall standard of education, as well as the growth of students’ personality. In European countries general criteria are elaborated for the evaluation of the linguistic competence corresponding to several levels of mastering the language. On the basis of criteria (DELF) offered by our colleagues from France we have worked out our own very detailed materials for every item of teaching activity.

Drawing a parallel with the organisation of independent work and self-instruction of students in the Language Resource Centre at L.Pasteur University, Strasbourg, we can remark that our work in this direction has much in common (extensive application of materials from TV programmes, VIFAX, as well as preparation of methodical aids, and so on). In the future we intend to pay great attention to this aspect of work.

At the Faculty of Foreign Languages of the Latvian University emphasis is laid on the academic side of the work, that is, the laws of the language itself are studied first of all, at our faculty the foreign language is studied for professional activity and communication. At the LU language is an object, at our faculty it is an instrument.

At the Latvian University the texts of annual and diploma works and their defence takes place in the foreign language. The academic work at our institute is carried out

in the native language. The sense of such a difference is that we consider that it is difficult for the students to do two kinds of work - the research work and language studies at a time.

At our faculty the study of language is aimed at pragmatics.

The difference in the number of academic classes and subjects of studies is insignificant (see Appendix to Table “Comparative Analysis”). In the syllabus of the Faculty of Foreign Languages there are subjects that are not taught at our faculty (for instance, Introduction into Pedagogy and Methods of Teaching Foreign Languages) which we could include in our syllabus in the future.

Comparative Analysis of Syllabi

1. The number and amount of academic hours in lecture rooms for each year of studies (Credits at the IIPP and Latvian University are counted acc. to a scheme - 1 credit point corresponds to 40 acad. hours: in lecture

rooms and independent work)

Year

International Institute of Practical Psychology

Faculty of Translators and Interpreters

Latvian UniversityFaculty of Foreign

Languages

Strasbourg University Institute of Translators

and Interpreters

Amiens University Faculty of Foreign

Language and Culture

Of Number studies subjects hours credits subjects hours credits subjects hours subjects hours

I 14 1400 35 11 704 17.6 11 / 8 688 - 720 11 480II 13 1360 34 9 576 14.4 7 / 4 672 14 480III 9 1040 26 6 384 9.6 11 416IV 6 760 19 9 576 14.4 4 224

Total: 23* 4560 114 21* 2240 56 12 / 10* 1360-1392 30* 1600*1) The total number of subjects is calculated in Blocks A and B (from B only the compulsory subjects). 2) A part of the subjects are intended for several years of studies, therefore the total number of subjects does not make the sum of subjects in years 1 to 4.

2. The structure of academic subjects

No. Years of studiesIIPP

Faculty of Translators and

Interpreters

Latvian UniversityFaculty of Foreign

Languages

Strasbourg UniversityInstitute of

Translators and Interpreters

Amiens UniversityFaculty of Foreign

Language and Culture

1. Practical 24 6 7 52. Theoretical 22 17 4 2

P. S. The following sources were used for comparison:1. Faculté de cultures et langues étrangères et Recherchecs en Communication (CLERC).

Filière de Langues et Civilisations Étrangères. Université de Picardie Jules Verne. Amiens. 1997/98

2. Section traducteurs. Université des Sciences humaines de Strasbourg. Institut de traducteurs, d’interprètes et de Relations internationales. Strasbourg.3. Section interprètes. (Item)4. Tulku fakultâtes mâcìbu programma. SPPI, Rìga.

INTERNATIONAL INSTITUTE OF PRACTICAL PSYCHOLOGYApproved at the IIPP

Senate meeting.25.05.98.

The Perspective Plan of Work for 1998 - 2002 The Perfection of the Academic Staff

No. The kind of activity Term The form of implementation The person in charge

1. Selection of the best graduates from the Institute for the post of instructor.

Every year Consigning the potential instructors to continue their studies with parallel involvement into the work of teachers as assistants and probationers.

Rector, the program director

2. Regular invitation of most talented psychology lecturers from other higher schools of Latvia.

Regularly Wide application of summer seminars to realize this intention allowing the Institute to get acquainted with the work of new lecturers.

The deans of faculties

3. Stimulation of the scientific research work of the academic staff.

Academic year 1998 /

99

Publication of a psychological journal. Development of scientific and research laboratories.

Preparation and publication of materials on the instructors’ experience in the scientific-research and practical work.

Rector, Scientific and methodical council.

4. With the participation of psychology specialists from Estonia and Lithuania, setting up of the Habilitation Council.

1999 Meetings of the Habilitation Council.

Assistant rector for instruction.

5. Elaboration of system for the stimulation of instructor's work.

Academic year1998/99 Remuneration according to the

quality parameters of the teachers' work.

Assistant rector for economy and finances.

CONSOLIDATION OF THE MATERIAL AND INFORMATION BASISFOR REALIZATION OF PREPARATION OF THE PRACTICAL PSYCHOLOGISTS


1. Arrangement of classrooms. November,1998

Reconstruction of the building at 65 Bruņinieku Street.To prepare floors for work. Arrangement of rooms: sanitary fittings, furniture, and lighting appliances.

Assistant rector for construction, economy manager.

2. Extension of the Institute library and Methodical centre.

The 4th

quarter of 1998 – the 1st

quarter of 1999

2000

Moving of the library to the new premises at 65 Bruņinieku Street. Arrangement of the reading room (67 m2) and book depository (15 m2). Connection to the Internet network, systematic replenishment of the library stocks up to 15000 books.

Assistant rector for organizational affairs, assistant rector for economy and finances, head librarian.

24

3. Computerisation of the library. The end of the academic year 1998 /

99

Setting up of a database for books, readers, and practical work of the library.

Programmer, head librarian.

4. Systematisation of the audio-visual library so that it can be used in the educational, teaching and psychotherapeutic work of the Institute.

The academic year of

1998 –1999

Instalment of a special room at 65 Bruņinieku Street.

Assistant rector for organizational affairs.

25

5. Consolidation of the basis of the Resource Centre at the Institute.

Continually. Adding new necessary literature (textbooks, dictionaries), the instructors’ teaching and methodical aids; working out and introduction of computer programmes for studying languages; creation of the audio and visual complex.

Head of the Resource Centre.

6. Arrangement of scientific research laboratories:

- anthroposophical laboratory; - laboratory of verbal and figurative intercourse; - laboratory of personality development; - laboratory of psychological images.

The 4th

quarter of 1998

The 1st

quarter of 1999

The 2nd

quarter of 1999

The 3rd

quarter of 1999

The choice of rooms, purchase of the equipment needed.

Rector, assistant rector for economy and finances, heads of laboratories.

7. Installation of the cinelaboratory. The 4th

quarter of 1998.

The purchase of the equipment. Assistant rector for economy and finances.

8. Extension of the base for the work of the Minor Neuroses Clinic.

1999

Arrangement of two extra rooms for work with customers.

Director of the Clinic of Minor Neuroses.

9. Provision of the Centre for Games at the Institute.

The 1st

quarter of 1999.

To arrange appropriate rooms for this purpose at 29/31 Tallinas Street.

Assistant rector for organizat

26

ional affairs.

10. Arrangement of the Sports and Health Centre

Academic year of 1998-

1999 Arrangement of the Sports Hall and the Body Building Hall at 65 Bruņinieku Street.

Provision of regular musical therapy classes at 12 Gogoļa Street and 65 Bruņinieku Street.

Assistant rector for economy and finances.

11. Opening of students’ café. September, 1998

65 Bruņinieku Street Bursar manager for economy.

27

12. Supplementation of information. The 4th

quarter of 1998

Till the end of 1999.

Connection to the Internet network. Computer encyclopedias, dictionaries and guidebooks in the library and the Resource Centre.

To create one’s own Web page. Installation of a computer complex at 65 Bruņinieku Street.

Creation of a local computer system among all the computers at 65 Bruņinieku Street with connection to the Internet network.

Rector, head of the laboratory

Programmer, assistant rector for economy and finances.

INTERNATIONAL CONTACTS


1. Strengthening of the existing contacts and involvement of new foreign specialists in the work.

All the time. Participation in practical seminars, reading of separate lectures.

Rector, the Senate of the Institute.

2. Probation of the instructors abroad. Starting from1999

Participation in practical seminars, reading separate lectures.

Rector, the Senate of the Institute,

3. Extension of cooperation with the Centre of Living Languages (Austria, Graz) and the Language Resource Centre (France, Strasbourg).

1998-2001 1. Implementation of the Language Resource Center concept.

2. Organisation of a joint seminar with the participation of specialists from the Baltic region, Moscow and Saint Petersburg.

Dean of the Translators' Faculty, members of the Scientific Council.

4. Extension of cooperation forms with the special faculty of psychology from the Saint Petersburg University.

1998 Conclusion of a contract. Rector.

28

5. Establishing contacts with international anthroposophical societies.

1998

1998

19992000

Participation in the International Anthroposophical Conference (Dornach, Switzerland).Organization of a conference on anthroposophical questions at the IIPP with the participation of the members of the International Anthroposophical society. To set up a department of anthroposophic psychology.To set up the Department of Walddorf Pedagogy at the IIPP.

Head of the Laboratory of Anthroposophy,Administration, Head of the Laboratory of Anthroposophy

6. Evolvement of business-like cooperation with the Hanover (Germany) Centre of Psychotherapy.

The academic year of

Together with this Center, to organize the Department of Psychotherapy for the graduates of the program.

The program director, the Senate

7. Strengthening contacts with "Agence Français" (Ribérac, France), with educational institutions in the English speaking countries – to organize regular foreign language courses for the students of the IIPP.

Constantly Organization of related teaching courses at the IIPP and abroad.

The IIPP administration, the Students' Council.

8. Establishment of contacts with neighbouring countries in order to exchange instructors and students, to organise joint conferences and seminars.

1998

1999-2000

1. Conclusion of an agreement on cooperation with the Russian Association of Psychologists.

2. Conclusion of agreements with the psychological centres Estonia, Lithuania and Byelorussia.

Rector.

The Senate and director of the program

29

ORGANIZATIONAL ACTIVITY


1. Optimisation of the organisational structure of the Institute.

Academic year

of 1999-2000Transformation of faculties into programmes and projects.

The Senate, IIPP administrati2. Organisational and methodical

provision of syllabi.1999-2000 Setting up of related resource

centres and laboratories.Production of teaching and methodical materials (photographs, films, posters).

The IIPP administration.

3. Organisation of the work of the Institute in the regions of Latvia.

Starting from 1999

Creation of a support centre for correspondence studies in Gulbene and Rēzekne.

Administration.

4. Activation of psychological services to the population.

1998 Setting up of a manager department with an aim to organize courses, seminars and the “Saturday studio”.

Administration.

5. Participation in joint international projects of the European Council.

Constantly Elaboration of projects on urgent questions of training specialists within the framework of the Institute.

The program director and Senate.

6. Work to extend the basis for students’ practice.

Constantly Conclusion of agreements with educational institutions, medical centres and other organizations.

Assistant rector for organizational affairs. The Students’

30

Council.

7. Ensuring the link with the employers. Constantly Involvement of employers into the quality analysis of training specialists.

Deans of faculties – programme directors.

EDUCATIONAL, SCIENTIFIC AND METHODOLOGICAL ACTIVITY


1. Deepening of specialization in various directions of psychology.

Constantly Working out of special programmes wider using the potential of international contacts of the IIPP.

Rector, programme directors.

2. Load optimization of the students’ work. Constantly

2000

1.Using brief “support synopses” at the lectures for students.

2.Elaboration of practical assignments for each course of studies with concrete control forms.

3. Provision of the teaching process with new training and methodical developments.

Administration, Scientific and Methodical Council, the Students’ Council.

3. Creation of the laboratory of personality growth.

1998-1999 Work on the problems, perspective plan and working programme to investigate the process of students’ self-development.

Rector, head of the laboratory.

4. Regular holding of conferences ”Innovations in the pedagogical

Starting from 1998.

The programme of the conferences, theses.

Rector, assistant

31

process”. rector for organizational affairs.

5. Organisation of the international scientific and methodological conference "Psychological and pedagogical aspects of training specialists in the branch of translation".

1999 The schedule of the conference, theses.

Director of the translators' training programme.

6. Perfection of the organizational forms of the Summer University.

Continuously. Attempts into arranging the Summer University of the psychological centres from Estonia, Lithuania, Moscow and Saint Petersburg making use of their bases.

Rector

7. Publication of scientific and methodical literature.

1998

Every year.

1999

2000

1.Compiling a collection of conference materials dedicated to the problems of Summer Universities and innovations in pedagogy.

2.Publication of materials summing up the experience of the IIPP instructors in the elaboration of creative assignments, tests and crosswords for checking the students’ knowledge.

3.Preparation of a monograph dealing with the new concept on training specialists in Latvia (including the IIPP).

4.Preparation of a monograph on the personality development problems.

The Council of Scientific Methodology, the IIPP administration, the editorial department.

Rector.

32

8. Translation of topical scientific and popular science literature, its scientific editing and publication.

Every year. Publication of separate monographs or articles in a journal of psychology.

Assistant rector for science, editorial department.

J.Mihailovs Rector of the International Institute of Practical Psychology

33

International Institute of Practical PsychologyFaculty of Translators and Interpreters

The Perspective plan of the methodical and scientific work

for the period from 1998 till 2003.

1. To develop a further conception of the Language Resource Centre (LRC):

a) to establish a computer class1999

b) to install Internet 1999c) to permanently enlarge the material base (teaching

materials,instructions, methodical booklets, VIFAX, video and audio materials, etc.) The hole period

d) to increase the possibilities for self-education in the LRC not only for students but for the Institute teachers as well as

for all willing citizens.2000

e) to organise a seminar for the Baltic region, Moscow and St.-Petersburg together with the Centre of Contemporary Languages (Graz, Austria) and the Language Resource

Centreof the University after L. Pasteur (Strasbourg, France)2001

2. To strengthen connections with “Agence Franзais” (Riberac,France) as well as with schools from English-speaking countries with the purpose of establishing regular foreign languages courses for students in this country and

abroad. The whole period

3. To hold an international scientific-methodical conference onthe base of the Faculty of Translation. The theme of the

35

Conference: “Psychological and Pedagogical aspects of formation of translators and interpreters”.1999

4. To establish booths for simultaneous interpretation2000

5. To perfect the framework policy (choice, attestation, increase of qualifications). The whole

period


The Credit System of the Evaluation of the Students’ Educational Activities

The Structure of The Educational Activities1. Theoretical and practical courses (lectures, seminars,

practice).2. Individual work (including the LRC).3. Free time (recreation cycle).Notes: Group A - Obligatory courses. Group B - Compulsary choice. Group C - Facultative optional courses

40 hours (academic) - 1 credit point: class-work + individual workBesides the temporary parameters, each course credits include:

1. Theoretical knowledge, practical skills and habits: 50%2. Individual work: 40%3. The attendance of not less than 80% of all the classes: 10%4. A high level of a student's general preparation (knowledge)

as a result of personal activities: (+)10%Notes:

36

For every course a student gets an adequate number of credits, if he:

Timely and fully fulfills all the necessary tasks (see directives "Information for students").

Attends 4/5 of classes of the corresponding course.A student gets supplementary 10% of credits for the active and creative participation in the educational process. One's personal growth is determined by: a) The result of testing the subjects of personal growth.b) Participation in seminars and training (one's subjective

feeling of growth, development and satisfaction).c) The results of practices (ability to fulfill a new type of work:

for instance, shooting a self-presentation video film).

International Institute of Practical PsychologyThe Faculty of Interpreters- Desk Officers

Syllabus-ProgrammeSpeciality “Interpreter-Desk Officer”

Confirmed at the Senate meeting of 25. 05. 98.

No.

Academic subject

Cycle Term Number of acad. hours per

week

Total number of academic

hours

Credits(the work in

class-rooms + independ. work

In lecture-rooms

Indep. work

Per term

Total

THE 1st BASIC BLOCK A : THE 1st AND THE 2nd LANGUAGE1. Translation (oral,

consecutive)Pc 1-8 4 512 128 2 16

2. Translation (written) Pc 1-8 4 512 128 2 163. Reading Pc 1-2 2 64 16 1 24. Writing Pc 1-5 2 160 40 1 55. Oral test: the press,

radio, informative analysis of TV

Pc 1-7 2 224 56 1 7

37

programmes. Self-presentation and media presentation (audio- video-cinema)

6. Practical course of phonetics

Pc 1-2 2 64 16 1 2

7. Phonology Pc 3-4 2 64 16 1 28. Latin language Pc 1-2 2 64 16 1 29. Theory of translation T 1-4 2 128 32 1 4

10. Phraseology Pc 3-4 2 64 16 1 211. Linguistic geography

(translation practice)Pc 5-7 2 96 24 1 3

12. General psychology T 1-4 2 128 32 1 413. Communicative

psychologyT 2 2 32 8 1 1

14. Course of practical grammar

Pc 1-4 2 128 32 1 4

15. Communicative grammar

Pc 5-6 2 64 16 1 2

16. The second foreign language (English, Italian, Spanish, French)

Pc 1-8 8 1024 256 4 32

17. Translation of Modern American and English Fiction

Pc 3-6 2 128 32 1 4

THE TOTAL NUMBER OF SUBJECTS - 17 3456 864 108

THE 2nd BLOCK B: THE PART OF LIMITED CHOICE 18. Mythology T 3 2 32 8 1 119. Philosophy T 4 2 32 8 1 120. Lexicology T 7 2 32 8 1 121. Stylistic interpretation

of the text T 6 2 32 8 1 1

22. Methodical foundations of teaching foreign languages

T 3 2 32 8 1 1

23. Fundamentals of etiquette

Pc 2 2 32 8 1 1

24. Background studies (geography, history, culture, etc. of countries)

T 1 2 32 8 1 1

25. Arts of oral speaking Pd 2 2 32 8 1 126. Psychological aspects

of business contacts Pc 1 2 32 8 1 1

27. A course of business in a foreign language

T 5 2 32 8 1 1

28. Business contacts in a foreign language

T 6 2 32 8 1 1

38

29. Secretary / interpreter job responsibilities and routines

T+Pc

7 2 (1+1)

32 8 1 1

30. Introduction into informatics

T 4 2 32 8 1 1

31. Introduction into the theory of literature. Poetry

T 7 2 32 8 1 1

32. Legal basis of professional activity

T 7 2 32 8 1 1

33. Introduction to world literature

T 5 2 32 8 1 1

TOTAL NUMBER OF THE SUBJECTS OFFERED: 16; AMONG THEM :FIXED NUMBER OF SUBJECTS - 6; FIXED NUMBER OF CLASSES - 240;

THE NUMBER OF CREDITS - 6.THE 3rd BLOCK C: OPTIONAL SUBJECTS

34. The third foreign language (German, French, Spanish, Italian, Greek, Swedish, Norwegian, Danish, Finnish)

Pc 1-8 2 256 64 1 8

35. Latvian state language

Pc 1-4 2 128 32 1 4

36. Introduction into history of Latvia

T 1-2 2 64 16 1 2

37. Introduction into the history of Latvian culture

T 3-4 2 64 16 1 2

38. Visual art in Latvia Pd 3-6 2 128 32 1 439. The History of art Pd 3-8 2 192 48 1 640. Introduction into the

history of language T 6 1 16 4 0.5 0.5

41. Introduction into linguistics

T 6 1 16 4 0.5 0.5

42. Eidetic Pd 5-6 2 64 16 1 243. Man’s visual culture Pd 3-4 2 128 32 1 444. Socionics Pd 2-7 1 96 24 0.5 345. Introduction into

theoretical grammar T 5 2 32 8 1 1

46. Civil defence T 2 1 16 4 0,5 0,5

The 4th BLOCK D: PRACTICE 47. Written translation 1-8 400 1 – 1.5 1048. Oral translation 1-8 400 1 – 1.5 1049. Methodical practice 3-6 40 150. Pedagogical practice 4-7 40 151. Game practice 1-2 20 0.552. Scientific-research

practice:Theoretical aspects of scientific-research

3-6 160 1 4

39

work Compiling annual papers

2; 4; 6

360 3 9

Compiling and defence of diploma works

7-8 240 3 6

53. Library practice 1-4 40 154. Organisational

practice1-6 60 1.5

55. Advertising practice 3-6 40 156. Practice

“Acquaintance with the office equipment (a tape recorder, television, video, computer)”

1 40 1

TOTAL NUMBER OF CLASSES AND CREDITS PER BLOCK:

1840 46

THE 5th BLOCK E: THE RECREATIVE CYCLE 57. Participation in the

discussion club 1-8

58. Personality and physical activity

7

Appendix

Pc - a practical course An academic year has - 32 classes in lecture rooms, T - a theoretical course 8 session weeks and 4 seminar (Pd) weeksPd - a course of personality development

The total number of academic hours: 6560 (3776 in lecture rooms + 2784 independent work and practices)The total number of credits: 164 (94,4 in lecture

rooms + 69,6 independent work and practices)

Director of the syllabus for training interpreters-

desk-officers _________________ S. Mihailova

Parameters of Linguistic Competence of Students

40

(Elementary) Level 1

General Statement

At this level learners are able to communicate in a number of familiar situations in which language is used in everyday life.

Specific Statement

During the course of teaching a foreign language, students should master the following skills:

Oral: understanding and interaction

Learners at this level are able to: understand spoken simple factual information and information to

meet day-to-day requirements; take part in personal interaction, asking for and providing

personal information and information to meet day to day requirements in public and official life.

Exemplary description of principal interactions/situations: find out what time a bus, train, etc. leaves and how much

something costs; understand the outline of information given in public places,

as long as it is a predictable context and can ask simple questions to get more information;

express their own likes and dislikes in simple terms; handle basic enquiries related to their own familiar job area,

dealing, for example, with questions about prices, quantities of goods ordered, or delivery dates;

provide straightforward facts in a meeting, if asked directly.

A: Mastering foreign speech:

a) to be understood by one’s partner,b) to be able to lead a conversation on everyday topics.

B: Communication:

a) to be able to introduce somebody from the surrounding persons and to communicate, using the most elementary expressions and greeting, parting and gratitude,

b) to be able to lead a conversation on general topics,c) to understand the general sense of the speech connected

with the topics of everyday life on condition that the conversation partner uses the same simple, habitual

41

expressions, repeating them from time and paraphrasing one’s remarks,

d) to be able to answer the question about one’s state of affairs and thank one’s partner,

e) to make short statements on topics of social character,f) to be able to address one’s conversation partner and greet

him/her using the simplest and most usual forms of polite address,

g) to be able to enquire about the partner’s state of affairs, his life and to react in an adequate way to his information.

C: Monologue:

a) to be able to speak about oneself and one’s environment,b) to be able to describe briefly and in simple expressions

some event,c) to be able to tell about one’s plans and projects, about

one’s everyday, habitual activities and affairs, about one’s past,

d) using simple words and expressions, to be able to describe briefly and compare different things and objects,

e) to be able to explain why he likes or does not like the given thing or object,

f) to be able to speak about one’s family, conditions of life, about one’s studies at the institute, about one’s present (former) work,

g) to be able to describe in the simplest expressions various people, places and objects.

Written: comprehension and interaction

Learners at this level are able to: read simple texts, many of which are of the kind needed for

survival when traveling or going about in public; write simple messages.Exemplary description of principal interactions/situations:

understand street signs and public notices; understand product packaging, forms, posters, brochures, city

maps and instructions on how to make a phonically; dealing with personal messages written as letters or

postcards; gain some information from informative texts such as

weather forecasts and short texts taken from newspapers and magazines;

take the name of a telephone caller and note down a simple message including a phone number;

write very simple personal letters, expressing thanks, or a basic message.

42


Level 2

General Statement

At this level learners are able to cope linguistically in a number of everyday situations which require a largely predictable use of language.

Specific Statement

After completing the course of teaching a foreign language the students should master the following skills:

Oral: understanding and interaction

A person will meet all the requirements of level 1 and in addition be able to participate in the following exemplary interactions/situations: understand the main points of a commentary and ask questions

in order to get more information, as long as no specialized technical knowledge is needed;

deal with most situations likely to arise when making travel arrangements through an agent or when actually traveling;

state requirements within their own job area, and ask questions of a fact-finding nature;

take part in a discussion during a meeting which involves the exchange of factual information or receiving instructions of a predictable and familiar kind;

pass on and receive messages involving routine matters where telephone calls are concerned.


a) to express oneself with sufficient fluency in a foreign language,

b) to start a spontaneous conversation,c) to build one’s utterances to a good fluency and without

prolonged pauses,

43

d) to start a spontaneous conversation with the users of the foreign language without feeling any difficulties on one’s behalf and causing confusion.

B: Communication:

a) to be able to communicate sufficiently well in informal situations,

b) to understand what the conversation partner is telling him on condition that the latter does not use too complicated idiomatic expressions in his speech and expresses his/her opinions sufficiently precisely and clearly,

c) to be able to maintain a conversation with unknown people (for instance, the guests from France who have visited the Institute) on well-known or interesting topics

d) to be able to join a conversation without a preliminary preparation on topics of everyday life,

e) to be able to express one’s opinions exactly and clearly and to repeat, if necessary, separate words or expressions during the conversation;

f) to be able to express one’s reaction in the course of the conversation to such emotions as: surprise, joy, sorrow, interest, indifference.

C: Monologue:

a) to be able to express oneself precisely and clearly on everyday topics,

b) to cover the most significant details of an event or happening,

c) to speak in detail about the events and facts from one’s own life, conveying in addition to it one’s feelings and reactions,

d) to retell the dialogue of a book or film describing one’s own reaction to the material read or seen,

e) to speak about one’s dreams and future plans,f) to describe some event: real or invented.

Written: comprehension and interaction

A person will meet all the requirements of level 1 and in addition be able to participate in the following exemplary interactions/situations: understand the substance and relevant details of written texts; express themselves in writing within the constraints of a limited

number of text-types; write simple, personal letters expressing thanks, short messages

and simple lists at home and at work;

44

take down simple notes such as telephone messages at home and at work.


Level 3

After completing the course of teaching a foreign language the students should have mastered the following skills:


a) to be able to come into a spontaneous contact with the users of the foreign language without feeling difficulties in the communication and understanding of one’s partner,

b) to be able to judge on the topic of the given discussion and conversation avoiding long pauses in one’s speech,

c) to be able to express sufficiently precisely one’s opinions in the course of the conversation,

d) to be able to illustrate one’s utterances and judgments with various examples.

B: Communication:

a) to use foreign language freely and efficiently using in one’s speech various means of expressing feelings, emotions, jokes, idiomatic expressions,

b) to be able to conduct a conversation on various social topics and topics from one’s own life using a wide range of linguistic means.

C: Monologue:

a) to be able to describe exactly and in detail the events and facts in the course of speech and discuss differing topics.

The language competence (LC)

45

is a systemic education for the individual

1. Results of the process of education (education and self-education).

2. Is of multi-level structure (both at the levels of language and personality).

3. Is the prerequisite of effective professional activities related to translating.

4. Can be represented and described through a system of separate parameters and assessed by corresponding diagnostic means and by language experts.

5. Serves the basis of furthers advancement in the linguistic, professional and personality domains.

6. The signs of language competence are in three levels:a) language,b) productive (professional),c) personality.

1. An as much as the teaching is of systemic character, the essential parameters of LC:

a) Well-known to the students. They are as follows : phonetics lexicon grammar syntax utterance linguistic semantics

b) They are coordinated, i.e. belong to essentially one and the same level:

phonetics and lexicon vocabulary and command of grammar categories a whole spoken example and sequence of tenses the pragmatism of an spoken example and its stylistic

appearance linguistic and extra-linguistic means

46

c) Linguistic categories are of sensible character thus if required they could be reflected or corrected at will.

d) The missing elements of LC can be recovered independently with the help of

study books and manuals dictionaries and reference books audio and video materials

e) The language competence is of a dynamic nature and the basic pre-requisite of its development is academic, professional and personal motivation.

The criteria of professional effectiveness:

a) Good speed of interpretation

b) Even and quiet intonation

c) Emotional uninvolvement (neutrality) into the content of the utterance

d) Sufficiently long voice and microphone stills

e) Ability to pick out an adequate strategy of translation, and namely, not to translate separate words, but take longer periods and phrases

f) Ability to adequately convey the message of the utterance, translating not the words or the phrases, but finding one's mother tongue equivalents corresponding to the original

g) Good awareness of the subject area (knowledge of the subject to be translated)

h) Ability to control emotional, intellectual and physiological manifestations of psyche (i.g. weariness or loss of voice) and counteract the negative factors of working situations (pressure, constraining aggressiveness, manipulating etc.).

Translators' Faculty

47

A PROGRAMME OF TRANSLATION THEORY

0. The aims and methods

0.1 The aims

- To acquaint students with the basic principles of translation theory and practice;

- To gain translation experience; - To develop the ability to create a unity of form and contents according to the above principles

with relation to the choice of words, phrase structure, various speech styles (both written and oral) etc.

- Students should acquire set phrases, aquaint themselves with research methods and the formation of new designations in each particular case.

0.2 Methods

- Lectures in the classrooms are combined with independent work at the Language Centres under the guidance of the teacher;

- Theoretical knowledge is supported in discussions on the themes of the list, which is given at the end of this programme;

- The types of translation are selected depending on the purpose of instruction (a three-stage system of language competence);

- Written translations are carried out by the students independently. The text to be

translated is annexed to an independent analysis, or is checked by the teacher who, in case of necessity, acts also as an advisor; - Oral texts are translated independently (if the text

and its translation are designed for independent analyzing).

1. The essence and process of translation (>2.8)

1.1 Translation as a 3-stage process of communication: the author - the translator/interpreter - the reader/listener (>3.1). Combined processes: the author + the translator/interpreter - the reader/listener; the author - the translator/interpreter + the reader/listener; the author - translator/interpreter 1 - the translator/interpreter 2 - the listener/reader, etc. (>3.1).

1.2 The source text (original)

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1.3 The target text (translation) 1.3.1 Translation as a version of the original 1.3.2 A source-oriented translation

1.3.3 A target-oriented translation 1.3.4 The invariant

1.4 Factors that determine the complexity of translation processes 1.4.1 The SL (source language) writer 1.4.2 The SL (source language) norm 1.4.3 The SL (source language) culture 1.4.4 The SL (source language) setting and tradition 1.4.5 The TL (target language) readership 1.4.6 The TL (target language) norm 1.4.7 The TL (target language) culture 1.4.8 The TL (target language) setting and tradition) 1.4.9 Facts of the matter

1.4.10 The translator/interpreter 1.4.11 The initiator of the translation (client) 1.4.12 The function of the translation 1.5 The translatability problem (>2.4.4;2.6.3) 1.5.1 The translatability concept 1.5.2 Cultural untranslatability 1.5.3 Linguistic untranslatability 1.5.4 The translatability problem of Latvian folksongs

1.6 The equivalence problem between the original and the translation 1.6.1 The degree of equivalence 1.6.2 The formal equivalence

1.6.3 The dynamic equivalence 1.6.4 The similar response principle. Eugene Nida 1.6.5 An equivalent translation 1.6.6 An adequate translation 1.6.7 An acceptable translation 1.6.8 A free translation (rewriting)

1.7 The types of translation 1.7.1 Depending on the type of the text 1.7.1.1 The translation of an informative (content-oriented) text expressive (author-oriented) text 1.7.1.2 The translation of a vocative (reader-oriented) text

1.7.1.3 Intralingual translation

1.7.2 Depending on the form (medium) of the translation

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1.7.2.1 A written translation 1.7.2.2 An oral translation

1.7.2.2.1A simultaneous translation1.7.2.2.2A consecutive translation

1.7.2.2.3 A voice-over translation 1.7.2.3 Machine translation

2. A historical review of translation theory and practice

2.1 Translation as a historical category. Dependence of the translation on the social and economic factors of the epoch.

2.2 The Classical Period 2.2.1 Translations from Greek into Latin 2.2.1.1 Livius Andronicus 2.2.1.2 Ciceronian sense-for-sense translation

2.3 Middle Ages 2.3.1 Translation of ecclesiastical literature 2.3.2 Translations from the Bible into modern languages 2.3.3 Predominance of the literal translation in the Medieval translation practice

2.4 Renaissanse - the great age of translation practice 2.4.1 Translations of secular literature

2..4.2 The first translations from one modern language into another

2.4.2 Struggle between the supporters of the free and the literal translation

2.4.4 The untranslatability problem (>1.5.1;2.6.3) 2.4.5 Dante 2.4.6 Cervantes 2.4.7 The German tradition 2.4.7.1 Albrehcts von Eyh 2.4.7.2 Martin Luther

2.5 Classicism 2.5.1 The French tradition 2.5.2 Improved translations 2.5.3 Tyler."The Principles of Translation " - the first systematic treatise of translation processes

in the English language

2.6 Romanticism

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2.6.1 Shift of emphasis from the formal processes of translation

2.6.2 Embellishment of translations 2.6.3 Revival of the untranslatability concept (1.5.1;2.6.3)

2.7 The Post-Romanticism period 2.7.1 Returning to literalism 2.7.2 Archaization 2.7.3 Pedantry

2.8 The New Times2.8.1 The origin of modern views on the essence of

translation2.8.2 Further departure from the source text

2.8.3 The functional approach 2.8.4 Goethe

2.9 Modern views on the essence of translation2.9.1 Translation theory as a relatively new scholarly

activity 2.9.2 Variety of translation theories 2.9.3 The theory of literary translation 2.9.3.1 The Russian tradition of literary translation. K.Chukovsky 2.9.3.2 The American Translation Workshop. Ezra Pound

2.9.4 Translation as a part of macrolinguistics J.C.Catford;E.Nida;Wills; Reiss; A.Fyodorov;

L.Barkhudarov; V.Komissarov 2.9.5 Social and linguistic theories of translation. Christian Nord

2.9.5 Translation as intercultural communication. Christian Nord; Andre Lefevere; Susan Bassnet

2.9.7 Communicative models of translation. (>3.5.8). Christian Nords 2.9.8 The "skopos" theory. Hans Vermeer 2.9.9 The polysytem theory. Itamar Even-Zohars ;

Gideon Toury 2.9.10 The deconstruction theory. Jacques Derrida

2.9.11 The descriptive aspect of translation theory 2.9.12 The prescriptive (normative) aspect of translation theory 2.9.13 Translation as a masterpiece 2.9.14 Interdisciplinary translations

2.10 Translation in Latvia2.10.1 Translations into Latvian and from Latvian before the

end of the 19th century 2.10.2 Translations into Latvian from English

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2.10.2 Translations into English from Latvian 2.10.3 The main trends in the translation practice in Latvia

2.10.4.1 Adaptations 2.10.4.2 The causes of literalism at the first stages of translation

2.10.4.3 Gradual transition to free translations 2.10.4.4 The polysystem theory in the translation practice in Latvia

2.11 Translations from English into Russian 2.12 Translation from Russian into English

3. Stages and principles of translation, their linguistic and structural levels

3.1 Translation as a 3-stage process of communication (>1.1) 3.1.1 A direct translation 3.1.2 A second-hand translation 3.1.3 A multi-stage translation 3.1.4 The objective factors of the translation process 3.1.5 The subjective factors of the translation process

3.2 Two basic principles of translation3.2.1 The literal translation

3.2.1.1 An overtranslation 3.2.2 A free translation

3.2.2.1 Causes for the departure from literal translation 3.2.2.2 Undertranslation 3.2.3 An interlinear translation 3.2.4 A semantic translation. Peter Newmark 3.2.5 A communicative translation. Peter Newmark 3.2.6 A documentary translation 3.2.7 An instrummental translation 3.2.8 The problem of faithfulness and loyalty

3.3 Three stages of translation 3.3.1 Understanding and identification of the linguistic,

stylistic and literary elements of the source text 3.3.2 Interpretation (decoding) of the source text 3.3.2.1 Interpretational stand-point and its necessity 3.3.3 Recreation and recooding of the source text

3.4 Linguistic and structural levels of translation 3.4.0 The concept of the linguistic and structural level 3.4.1 Translation on the phonematic level (>4) 3.4.2 Translation on the morphemic level (>5) 3.4.3 Translation on the level of separate words (>6)

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3.4.4 Translation on the phrase level (>7) 3.4.5 Translation on the level of simple sentences (>8) 3.4.6 Translation on the level of compound and complex sentences (>9) 3.4.7 Translation on the text level (>10) 3.4.8 Stylistic problems of translation (>11)

4. Translation on the phonematic level

4.1 A phoneme as the smallest unit of the linguistic structure with a capacity of distinguishing

meaning

4.2 Reproduction of the SL (source language) phonemes in the TL (target language)

4.2.1 Transcription of similar phonemes 4.2.2 Transcription of different phonemes

4.2.3 Reproduction of phonemes of one language not existing in the other

4.2.4 The main principles of reproduction of English phonemes in Latvian

4.2.5 The main principles of reproduction of Latvian phonemes in English 4.2.6 The main principles of reproduction of English phonemes in Russian 4.2.7 The main principles of reproduction of Russian phonemes in English 4.2.8 Transliteration

5. Translation on the morphemic level

5.1 A morpheme as the smallest unit of the linguistic structure having its own (independent) meaning

5.2 Morhemes - the carriers of the lexical meaning of words 5.2.1 The root of the word 5.2.2 Lexical suffixes 5.2.3 Lexical prefixes

5.2.4 Lexical postfixes

5.3 Morphemes - the markers of grammatical categories A grammatical category - a generalized formal and semantic unit of the language structure

5.4 Gender 5.4.1 The grammatical and the logical (semantic) gender. Their coincidence and difference

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5.4.2 Cases of the coincidence and difference of gender translating from one language into another. The formal and lexical means

5.5 Number 5.5.1 The logical and the grammatical number. Coincidence and difference

5.5.2 Cases of the coincidence and difference of number translating from one language into another

5.6 Case5.6.1 The logical and grammatical sense of cases - indication

to the connection of words in the sentence reflecting the relations among extralingual realities

5.6.2 The types of realization of cases in various languages - inflections, prepositions, the word-order. Cases of their coincidence and difference translating from one language into another

5.7 Person5.7.1 Person as a grammatical and lexical generalization of the

partner of communication/intercourse 5.7.1.1 The speaker(s) - the 1st person 5.7.1.2 The person(s) addressed - the 2nd person 5.7.1.3 The person(s) mentioned - the 3rd person 5.7.2 Peculiarities and difficulties in the reproduction of

persons translating from one language into another (for instance, "you" in the English language)

5.7.3 The ways of reproducing impersonal situations in translations 5.7.4 The ways of generalization by means of pronouns 5.7.5 Pronouns as substitutes of articles in English

5.8 Categories of indefiniteness and definiteness 5.8.1 Indefinite quality ("some, a certain") 5.8.1.1 The indefinite article or its absence in the English language

5.8.1.2 Indefinite pronouns in English, Latvian and Russian 5.8.1.3 The indefinite inflection of adjectives in Latvian and

Russian 5.8.2 Definite quality ("this, such a") 5.8.2.1 The definite article in English

5.8.2.2 The definite pronouns in English, Latvian and Russian 5.8.2.3 The definite inflection of adjectives in Latvian and

Russian 5.8.3 Indefinite quantity ("some, several")

5.8.3.1 The indefinite article or its absence in English5.8.3.2 Indefinite pronouns/adverbs in English, Latvian and

Russian 5.8.4 Definite quantity ("all")

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5.8.4.1 The definite article in English5.8.4.2 Definite pronouns/adverbs in English, Latvian and

Russian 5.8.5 Generalization ("everybody")

5.8.5.1 The indefinite or the definite article in English 5.8.5.2 Generalizing pronouns/adverbs in English, Latvian and Russian

5.9 Categories of the completeness and incompleteness of an action/process in English, Latvian and Russian 5.9.1 Prefixes 5.9.2 Postfixes and postpositions 5.9.3 Aspects of verbs

5.10The tense of the verb. The grammatical tense as a relation of the situation expressed in the sentence to the moment of speech

5.11 The speaker's point of view. Grammatical means (flections, prefixes, auxiliary words, the reported form in Latvian, future in the past in English, etc.)

5.11.2 Special lexical means ("seem, in my opinion")

5.12 The direction of the action/process and the means of its expression in various languages 5.12.1 An intransitive action/process 5.12.2 Progressive transitivity. The active voice 5.12.3 Regressive transitivity. The passive voice 5.12.4 A reflexive action/process 5.12.5 A reciprocal action/process. Mutual interaction

6. Translation on the level of separate words

6.1 The word as a separate morpheme or a complex of several morphemes

6.2 The grammatical meaning of the word. Parts of speech (Classes of words) 6.2.0 A part of speech as a complex of grammatical categories 6.2.1 Independent (principal) classes of words 6.2.1.1 The noun 6.2.1.2 The verb 6.2.1.3 The adjective 6.2.1.4 The numeral 6.2.1.5 The adverb

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6.2.1.6 The words of the category of state 6.2.1.7 The pronoun 6.2.2 Structural parts of speech. Auxiliary words 6.2.2.1 The article 6.2.2.2 The preposition 6.2.2.3 The postposition 6.2.2.4 The particle 6.2.2.5 Conjuctions 6.2.2.5.1 Coordinators 6.2.2.5.2 Subordinators 6.2.3 Isolated classes of words 6.2.3.1 Interjections 6.2.4 The decisive role morphological features

(inflections) in the identification of the parts of speech in Latvian/Russian

6.2.5 Syntactical features of words (their position in relation to other words, the replacement of morphemes with prepositions or postpositions) in English language

6.2.6 Relative independence of the parts of speech and transition from one part of speech into another within the same language. Morphological transformations

6.2.6.1 Transformations within one part of speech6.2.6.2 Transformation of one part of speech into another

6.2.6.3 The role of morphological transformations in the translation process 6.2.7 The free and the bound usage of grammatical forms 6.2.7.1 The free usage 6.2.7.2 The bound usage 6.2.8 Pragmatic adaptation. Gains and losses in the translation process

6.3 The types of the lexical meanings of the word 6.3.1 The denotative (referential) meaning of the word 6.3.2 The connotational (pragmatic, emotional) meaning. The emotive charge. The diminuative forms 6.3.3 The stylistic colouring of the word

6.3.4 The choice of words by the type (style) of the text 6.3.3 Words void of denotative meaning. Constructions with "it, there, one", etc. in English 6.4 The choice of words depending on the context 6.4.0 The concept of context 6.4.1 Microcontext (narrow context) 6.4.2 Macrocontext (wide context) 6.4.3 The ideological context

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6.5 Contextual meanings of the word 6.5.1 A constant (prescriptive) meaning 6.5.2 An inconstant (occasional) meaning 6.5.3 Polysemy as a problem of translation 6.5.4 Sinonymy as a problem of translation 6.5.4.1 Ideographic synonyms 6.5.4.2 Stylistic synonyms 6.5.5 Homonyms 6.5.6 Antonyms

6.6 The main types of lexical transformation 6.6.1 Concretization 6.6.2 Generalization 6.6.3 Semantic extension 6.6.4 Translation with the use of antonyms 6.6.5 Compensation 6.6.6 Explanatory translation 6.6.7 Translation of occasional words 6.6.8 Lexical reduction (omission) 6.6.9 Compression

6.7 Various layers of words in the language 6.7.1 The basic word stock 6.7.2 Archaisms (archaic words, old, antiquated, historical words) 6.7.3 Neoloisms (new words) 6.7.4 Words used in dialect 6.7.5 International words (borrowed words) 6.7.6 Barbarisms 6.7.7 Professionalisms 6.7.8 Terminology 6.7.9 Literary and learned words 6.7.10 Familiar and colloquial words 6.7.11 Occasional words 6.7.12 Jargon words 6.7.13 Slang 6.7.14 Vulgar words (four letter words)

6.8 Ways of translating various lexical levels 6.8.1 Stylistic compensation 6.8.2 Direct transfer 6.8.3 Coursening of linguistic expression 6.8.4 Softening of the meaning 6.8.5 A functional approach 6.8.6 Transliteration 6.8.7 Translation conventions 6.8.8 Convention shifts 6.8.9 A recreative (actualizing) translation 6.8.10 An archaic (conservative, historicizing) translation

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6.9 The "false friends" of the translator

7. Translation on the phrase level

7.1 The types of word combinations 7.1.1 Free word combinations 7.1.2 Stable word combinations 7.1.3 Compound words 7.1.4 Idioms and phraseological units

7.2 The types of word connection7.2.1 The semantic connection. Semantic agreement

7.2.2 Semantically incompatible word combinations 7.2.2 The types of word connections (arrangement) in phrases

7.2.2.1 The head-word 7.2.2.2 The dependent word 7.2.2.3 Subordination

7.2.2.4 Coordination7.2.2.5 Adjoinment

7.2.2.6 Mixed arrangement 7.2.3 Formal-grammatical connection (depending on the

part of speech of the head-word) and its peculiarities in English, Latvian and Russian

7.2.3.1 Agreement 7.2.3.2 Government 7.2.3.3 Parataxis

7.2.3.4 Predicative adjoinment (predicative agreement) 7.2.4 Transformation of word combinations 7.2.4.1 The morphological transformation of the head-word (>6.2.6)

7.2.4.2 Transformations of the dependent word (depending on the part of speech of the head-

word)

7.3 Translation of phraseology7.3.1 Phraseological equivalents

7.3.2 Phraseological analogues 7.3.3 Culture-bound idioms

7.3.4 The descriptive translation of phrazeologisms 7.3.5 Compensation 7.3.6 Translation of occasional phraseological units

8. Translation on the level of a simple sentence

8.0 The essence of sentence S

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8.1 The types of semantic and syntactical connections in the sentence 8.1.1 Predicativity. Predicative (verbal) phrases VP 8.1.1.1 The dominant predicativity of the sentence 8.1.1.2 Subordinate predicativity 8.1.1.3 Potential predicativity 8.1.2 Non-predicative phrases 8.1.2.1 Object phrases OP 8.1.2.2 Adverbial phrases DP 8.1.2.3 Attributive phrases AP

8.2 Members of the sentence 8.2.0 Members of the sentence as formal and semantic

positions of separate words, word combinations or dependent sentences

8.2.1 The (grammatical, syntactical) subject of sentence S 8.2.1.1 The nominal subject Sn 8.2.1.2 The verbal subject Sv (the verbal noun, gerund, infinitive) 8.2.1.3 The adjectival subject Sa

8.2.1.4 Any word or phrase Sx 8.2.2 The grammatical (syntactical) object O of the sentence 8.2.2.1 The direct object Od 8.2.2.2 The indirect object Oi 8.2.3 The grammatical (syntactical) predicate P 8.2.3.1 The simple verbal predicate Pv 8.2.3.2 The compound predicate. Components 8.2.3.2.1 The link-verb (copula) Pl 8.2.3.2.2 The aspective Pa ("begin, seem") 8.2.3.2.3 The causative Pc ("cause") 8.2.3.2.4 Predicatives, complements C (by their morphological structure) 8.2.3.2.4.1 The nominal complement Cn 8.2.3.2.4.2 The adjectival complement Ca 8.2.3.2.4.3 The adverbial complement Cd 8.2.3.2.4.4 The verbal complement Cv (the infinitive, gerund) 8.2.3.2.5 Predicatives, complements C (by their

connection with the grammatical subject or object) 8.2.3.2.5.1 The nominal subject complement SCn 8.2.3.2.5.2 The adjectival subject complement SCa 8.2.3.2.5.3 The adverbial subject complement SCd 8.2.3.2.5.4 The verbal subject complement SCv 8.2.3.2.5.5 The nominal object complement OCn 8.2.3.2.5.6 The adjectival object complement OCa 8.2.3.2.5.7 The adverbial object complement OCd 8.2.3.2.5.8 The verbal object complement OCv

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8.2.3.3 The types of compound predicates 8.2.3.3.1 A compound nominal predicate Pl C 8.2.3.3.1.1 With a nominal complement Pl Cn 8.2.3.3.1.2 With an adjectival complement Pl Ca 8.2.3.3.1.3 With an adverbial complement Pl Cd 8.2.3.3.2 A compound verbal predicate Pv Cv 8.2.3.3.2.1 With an aspective verb Pa Cv 8.2.3.3.2.2 With a causative verb Pc Cv 8.2.3.3.3 Mixed compound predicates 8.2.3.3.3.1 A compound nominal-verbal predicate Pl Pv C 8.2.3.3.3.2 A compound verbal-nominal predicate Pv Pl C 8.2.4 Adverbial modifiers D 8.2.4.1 Adverbial adverbs Dd 8.2.4.2 Nominal adverbial modifiers Dn 8.2.4.3 Verbal adverbial modofiers (the infinitive, gerund) Dv 8.2.4.4 Adjectival adverbial modiifiers Da ("It is cold. I am cold. The moon rose red.") 8.2.5 The attribute A as a result of nominalization 8.2.5.1 Nominalization of a predicative phrase. The verbal attribute (the participle) Av 8.2.5.2 Nominalization of an object phrase. The nominвlais atribъts An 8.2.5.3 Nominalization of the nominal complement. Apposition An 8.2.5.4 Nominalization of an adjectival complement. The adjectival attribute Aa 8.2.5.5 Nominalization of an adverbial complement. The adverbial attribute Ad 8.2.6 Cases of the coincidence and difference of the

members in the sentence with their logical and semantic (denotative and propositional) contents

8.3 The semantic and syntactical arrangement of the members in the sentence 8.3.1 Subordination 8.3.1.1 Agreement 8.3.1.2 Government 8.3.1.3 Parataxis 8.3.1.4 Adjoinment 8.3.2 Coordination 8.3.3 Mixed arrangement 8.3.3.1 Coordinated-subordinated arrangement 8.3.3.2 Subordinated-coordinated arrangement

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8.4 The focus (topic) of the sentence. Topicalization. Conservation of the semantic (denotatative) invariant by transforming the sentence structure

8.5 The functional perspective. The theme and the sheme (the known and the new)

8.6 The order of words (members) in English, Latvian and Russian sentence

8.6.1 The word order determined by grammar 8.6.2 Emphasizing of the focus by changing the word order of the sentence 8.6.3 Indication of the functional perspective (theme and rheme) by means of the word order 8.6.4 Obligatory shifts of the word order translating from one language into another 8.6.5 Optional shifts of the word order translating from one language into another 8.6.6 Splitting of the sentence 8.6.7 Joining of sentences

8.6.8 Omission of separate words or parts of the sentence 8.6.9 Substitution 8.6.10 Translation of non-equivalent grammatical structures 9. Translation on the level of a compound and complex sentence

9.0 A compound and a complex sentence as an intermediate link between a simple sentence an a text

9.1 The types of semantic and syntactical connection of separate components (independent and dependent) of the sentence

9.1.1 Coordination. Coordinators 9.1.2 Subordination. Subordinators 9.1.3 Mixed compound and complex sentences

9.1.3.1 Compound-complex sentences 9.1.3.2 Complex-compound sentences

9.2 Clauses as members of the sentence 9.2.1 Subject clauses Scl 9.2.2 Object clauses Ocl 9.2.3 Predicative clauses Ccl 9.2.4 Adverbial clauses Dcl 9.2.5 Attributive clauses Acl

9.3 Syntactical transformation as a means of creating clauses from independent sentences 9.3.1 Nominalization Cln

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9.3.2 Adjectivization Cla 9.3.3 Adverbialization Cld

9.4 Quasi-complex (infinitive, participial, gerund) constructions 9.4.1 Relative constructions 9.4.2 Absolute constructions

9.5 Translation of non-equivalent structures 9.5.1 Splitting of the sentence 9.5.2 Joining of sentences 9.5.3 Substitution 9.5.4 Omission

10. Translation on the text level

10.0 The concept of text. The text and a paragraph

10.1 Formally free connection of sentences in the text

10.2 Semantic connection between sentences in the text 10.2.1 The change of the theme and the rheme

(functional perspective) in consecutive sentences of the text

10.2.2 A change of the word order in individual sentences depending on the functional perspective 10.2.3 Specific words and constructions that point to the

semantic connection of sentences in the text

11. Stylistic problems of translation

11.0 Diversity and national character in stylistic devices

11.1 Phonetic means11.1.1 Euphony11.1.2 Onomatopea11.1.3 Alliteration

11.1.4 Assonance

11.2 Lexical means 11.2.1 The basic word stock 11.2.2 Archaisms (archaic, old, antiquated, historical words) 11.2.3 Neologisms (new words) 11.2.4 Words used in dialect 11.2.5 International (borrowed) words 11.2.6 Barbarisms

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11.2.7 Professionalisms 11.2.8 Terminology 11.2.9 Literary and learned words 11.2.10 Familiar and colloquial words 11.2.11 Occasional words 11.2.12 Jargon words 11.2.13 Slang 11.2.14 Vulgar (four-letter) words 11.2.15 Idioms. Phraseological units

11.3 Semantic means 11.3.1 The metaphoric group 11.3.1.1 Simile 11.3.1.2 Metaphor 11.3.1.3 Personification 11.3.2 The metonymic group 11.3.2.1 Metonymy 11.3.3 The mixed (metaphoric and metonymic) group 11.3.3.1 Allegory 11.3.3.2 Antonomasia 11.3.3.3 Periphrasis 11.3.4 Identity (coupled) devices 11.3.4.1 Couplled synonyms 11.3.4.2 Synonymic variations 11.3.5 Identity (substituted) devices 11.3.5.1 Euphemisms 11.3.5.2 Disphemisms 11.3.5.3 Periphrasis 11.3.6 Contrastive (coupled) devices 11.3.6.1 Antithesis, coupled antonyms 11.3.6.2 Oxymoron 11.3.7 Contrastive (substituted) devices 11.3.7.1 Irony 11..3.8 Non-equality devices 11.3.8.1 Climax 11.3.8.2 Anticlimax 11.3.8.3 Hyperbole 11.3.8.4 Litotis (understatement)

11.4 Syntactical means11.4.1 Absence of logically required members of the sentence

11.4.1.1 Ellipsis 11.4.1.2 Aposiopesis 11.4.1.3 Nominative sentences 11.4.1.4 Asyndeton 11.4.1.5 "Apo coinu" 11.4.1.6 Zeugma

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11.4.2 Excess of logically required members of the sentence 11.4.2.1 Simple repetition

11.4.2.2 Framing 11.4.2.3 Anadiplosis 11.4.2.4 Syntactic tautology 11.4.2.5 Polysyndeton 11.4.2.6 An emphatic construction

11.4.2.8 Pleonasms 11.4.3 Unusual arrangement or usage of sentence components 11.4.3.1 Stylistic inversion 11.4.3.2 Detachment

11.4.3.3 The use of coordination instead of subordination11.4.3.4 A negative construction instaed of the affirmative

one 11.4.3.5 Negation without negative words 11.4.3.6 A rhetoric question 11.4.3.7 A rhetoric address 11.4.3.8 A rhetoric exclamation 11.4.4 Syntactic means of style in the text 11.4.4.1 Parallelism 11.4.4.2 Chiasmus 11.4.4.3 Anaphora 11.4.4.4 Epiphora 11.4.4.5 Chain 11.4.5 Reported speech and its difference from the indirect

speech

11.5 Stylistic problems of the translation11.5.1 Factors that determine the approach to style transfer

11.5.1.1 The linguistic (language) system 11.5.1.2 The cultural context 11.5.1.3 Aesthetic considerations 11.5.1.4 Traditions 11.5.2 Types of stylistic transformations 11.5.2.1 Substitution 11.5.5.2 Stylistic compensation 11.5.5.3 Levelling out of the source text 11.5.5.4 Enhancing the expressiveness of the source text 11.5.5.5 Consistency of the stylistic context

12. Culture as a component of the translation

12.1 Intercultural reality

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12.2 The national and historical in the source text and in translation (partial loss and recreation)

12.3 Non-equivalent vocabulary 12.3.1 Cross-cultural differences 12.3.2 Culture bumps 12.3.3 Foreign culture words 12.3.4 Double load of culture words

12.4 The transfer types of foreign culture words 12.4.1 Zero translation 12.4.2 Transcription 12.4.3 Transliteration 12.4.4 Grammatical adaptation 12.4.5 Coinage of new words 12.4.6 Calque (loan translation) 12.4.7 The use of a functional analogue 12.4.8 Generalization 12.4.9 Descriptive (explanatory) translation

12.5 Criteria for the choice of a method 12.5.1 The type of language

12.5.2 The text type 12.5.3 The importance of the borrowed culture word 12.5.4 The addressee 12.5.5 Conventional ways of translation

13. Peculiarities of translating texts of different types

13.1 The official style 13.1.1 Exact standard constructions. Long sentences or a whole sentence 13.1.2 Archaic words 13.1.3 Special foreign words 13.1.4 Special terms 13.1.5 Abbreviations 13.1.6 The style of official letters.

13.2 Translation of informative texts 13.2.1 Precision and lucidity as the main requirements in translating technical texts 13.2.2 Informative texts as texts connected with objective reality (thing-bound texts) 13.2.3 Competence (special knowledge; expertise) in the subject area 13.2.4 An identified (recognized) translation 13.2.5 Coining new terms 13.2.6 Transcription 13.2.7 Footnotes

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13.2.8 Improvement of the source text in translation 13.2.9 Localization (home-style)

13.3 Journalism. Vocative (apellative) texts. The newspaper style 13.3.1 Non-homogeneity of the newspaper style 13.3.2 The functional approach 13.3.3 The author's attempt to convince the

reader/listener. Reception-oriented approach 13.3.4 Compression

13.3.5 Abiding by traditions 13.3.6 Keeping to the home-style 13.3.7 The use of quotations 13.3.8 Rewriting 13.3.9 The style of advertisements

13.4 Translating puns13.4.1 Abbreviations

13.4.2 An onomapoeic words (sound imitation) 13.4.3 Allusions 13.4.4 The subtext 13.4.5 An explanatory translation 13.4.6 Footnote 13.4.7 Minimum changes

13.5 The literary colloquial style 13.5.1 Combination of the peculiarities of an elaborated literary and colloquial styles

13.5.2 Normalized vocabulary 13.5.3 Interjections

13.6 The familiar colloquial style 13.6.1 Familiar words of the "lower style" 13.6.2 Slang 13.6.3 Lexically void words 13.6.4 The use of short sentences and phrases 13.6.5 Omissions 13.6.6 Asyndetic constructions 13.7 The peculiarities of a dramatic text 13.7.1 Adaptation

13.7.2 Performability as the central consideration in translating dramatic texts

13.7.3 Acoustic demands 13.7.4 A shift of functional styles 13.7.5 The dramatic style as a historical category

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13.8 Translating poetry 13.8.1 Instability of the source text 13.8.2 The subjective factor in translating poetry 13.8.3 Dependence of contents on form 13.8.4 The unity of form and contents 13.8.5 Rhythm and rhymes a translation problem 13.8.6 Imagery

14.Oral translation

14.1 Advantages and drawbacks of the consecutive translation 14.2 Note taking

14.3 A simultaneous translation 14.4 Conference interpreting 14.5 Compression

14.6 Expansion 14.7 Background

15. A critical evaluation of the translation

15.1 Types of evaluation15.1.1 A retrospective evaluation

15.1.2 A prospective evaluation 15.1.3 An introspective evaluation 15.1.4 A normative evaluation

15.2 The norms of translation 15.2.1 Expectancy norms 15.2.2 Professional norms. Andrew Chesterman 15.2.3 Preliminary norms 15.2.4 Initial norms 15.2.5 Operational norms. Gideon Toury

15.3 Norm breaking 15.3.1 Function enhancing 15.3.2 Function preserving 15.3.3 The change of the function

15.4 Professional ethics

16.5 Criticism of the translation15.5.1 Stating of the author's purpose15.5.2 Stating of the translator's purpose15.5.3 Selective representative comparison

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15.5.4 Distinguishing between incompetence and the translator's purpose

15.5.5 Evaluation of the degree of difficulties of the translated text

15.5.6 Putting the translation into a historical context

15.6 The author's style and the translator's style

15.7 Quality evaluation in relation to cost effectiveness 16. The translator's tools. Dictionaries

16.1 The words that are not in dictionaries (undefinable words) 16.2 Recognized translations

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THEMES FOR DISCUSSION TИMAS DISKUSIJВM

1. The original and translation. Oriеinвls un tulkojums. Оригинал и перевод.

2. Factors that determine the complexity of the translation process. Faktori,kas nosaka tulkoшanas procesa komplekso raksturu.

Факторы, определяющие комплексный характер перевода..

3. The concept of translatability. Pвrtulkojamмbas jиdziens.

Понятие переводимости. 4. The concept of equivalents. Ekvivalenta jиdziens.

Понятие эквивалента.

5. The variety of translation theories. Tulkoшanas teoriju daudzveidмba.

Многообразие теорий перевода. 6. Translation studies as an interdisciplinary field of investigation. Tulkoшanas procesa pиtмjumi kв pиtniecмbas starpdisciplмnu nozare.

Изучение процессов перевода как междисциплинарная сфера исследований.

7. Types of translation. Tulkojumu tipi.

Типы перевода.

8. The unit of translation. Tulkojuma vienмba.

Единица перевода.

9. Literal translation. Semantic translation. Documentary translation. Burtiskais tulkojums. Semantiskais tulkojums. Dokumentвrais tulkojums. Буквальный перевод. Семантический перевод. Документальный перевод.

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10. Free translation. Communicative translation. Instrumental translation. Brмvais tulkojums. Komunikatмvais tulkojums. Instrumentвlais tulkojums.

Свободный перевод. Коммуникативный перевод. Инструментальный перевод.

11. A historical survey of translation in Europe. Tulkoшanas vиsturisks apskats Eiropв.

Историеский обзор перевода в Европе.

12. A historical survey of translation in Latvia. Tulkoшanas vиsturisks apskats Latvijв.

Исторический обзор перевода в Латвии.

13. The objective and the subjective aspect of the translation process. Tulkoшanas procesa objektмvais un subjektмvais faktors.

Объективный и субъективный фактор процесса перевода.

14. The stages of the translation process. Tulkoшanas procesa stadijas.

Стадии процесса перевода. 15. Transference of the denotational meaning of the word. Vвrda denotatмvвs nozмmes pвrnesums.

Перенос денотативного значения слова.

16. Transference of the connotational meaning of the word. Vвrda konotatмvвs nozмmes pвrnesums.

Перенос коннотативного значения слова.

17. Transference of the intralinguistic meaning of the word. Vвrda intralingvistiskвs nozмmes pвrnesums.

Перенос интралингвистическоогозначения слова.

18. Problems connected with the grammatical aspect of the translation. Problиmas, kas ir saistмtas ar tulkojuma gramatiski aspektu.

Проблемы, связанные с грамматическим аспектом перевода.

19. Types of grammatical transformation. Gramatisko transformвciju tipi. Типы грамматических трансформаций.

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20. The choice of words and the role of context. Vвrdu izvиle un konteksta loma. Выбор слов и роль контекста.

21. Peculiarities of translation of various lexical levels. Daэвdu lмmeрu leksikas tulkoшanas мpatnмbas. Особенности перевода лексики различных уровней.

22. Translation conventions. Tulkoшanas konvencionвli paриmieni.

Конвенциальные премы перевода.

23. Culture specific problems and national colouring. Kultъras specifiskas problиmas un nacionвlв nokrвsa.

Специфические проблемы культуры и национальная окраска.

24. Transference of foreign culture words. Vвrdu,kas saistмti ar citzemju kultъru,pвrnesums.

Перенос слов, связанных с иностранной культурой.

25. Translation of phraseology. Frazeoloеijas tulkoшana. Перевод фразеолгии.

26. Types of lexical transformation. Leksikas transformвciju tipi.

Типы трансформации лексики.

27. Stylistic aspects of translation. Tulkojuma stila aspekti.

Аспeкты перевода стиля.

28. Peculiarities of the translation of plays. Lugu tulkoшanas мpatnмbas. Особенности перевода пьес.

29. Peculiarities of the translation of poetry. Dzejas tulkoшanas мpatnмbas.

Особенности перевода поэзии.

30. Peculiarities of translation of informative texts. Informatмvu tekstu tulkoшanas мpatnмbas. Особенности перевода информитивных текстов.

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31. Peculiarities of translation of appellative texts. Apelatмvu tekstu tulkoшanas мpatnмbas.

Особенности перевода апеллятивных текстовю

32. Oral translation. Mutvвrdu tulkoшana.

Устный перевод.

33. Translation assessment. Function and norm. Tulkojuma novиrtишana. Funkcija un norma.

Оценка перевода. Функция и норма.

34. Dictionaries and unfindable words, Vвrdnмcas un neatrodami vвrdi. Словари и слова, которых нет в словаре.

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Basic literature:

1. Readings in Translation Theory. Ed. by A. Chesterman. Loimann Kirjapaino Oy. Finland, 1989.

2. Gentzler E. Contemporary Translation Theories. Routledge.3. Sģlis J., Zālģte T. Basic Problems of Translation Theory. Rģga,

1984.4. Черняховская Л.А. Перевод и смысловая структура. Москва, 1976.5. Тетради переводчика. Под ред. Л. С. Бархударова. М., 1963 - 1969.

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Сост. Акуленко В.В. и др. Москва, 1969.Англо-русский политехнический словарь. Москва, 1962.Англо-русский словарь. Сост. Аракин В.Д. и др. Москва, 1963. Англо-русский словарь глагольных словосочетаний. Ред. Э.М Медникова. Москва, 1986.Англо-русский словарь по программированному обучению. Сост. Н.В.Володин. Москва, 1968.Ахманова О.С. Словарь лингвистических терминов. Москва, 1966.Борковский А.Б. и др. Словарь по программированию. Английский,

русский, немецкий, французский. М., 1991.Власова З.Н. Англо-русский словарь с иллюстрациями. Москва, 1964. Жданова Г.С. и др. Словарь терминов по информатике на русском и английском языках. Москва, 1971.Игнатьев-Каллэхем Л. Русско-английский политехнический словарь. 3-е изд. Москва, 1995.Каменецкайте Н.Л. Синонимы в английской фразеологии. Москва, 1971. Краткий англо-русский философский словарь. Сост. П.В.Царев. Москва, 1969.Кузнецов Б.В. Русско-английский словарь научно-технической лексики. Москва, 1992. Кузьмин С.С., Шадрин Н.Л. Русско-английский словарь пословиц и поговорок. Москва, 1989. Лексический минимум по английскому языку для заочных неязыковых вузов. Москва, 1972.Лингвистический энциклопедический словарь. Сост. В.Н.Ярцева. Москва, 1990.Маркетинг. 1000 терминов рыночной экономики. Толковый

терминологический словарь-справочник. Москва, 1991.Нов.ий большой англо-русский словарь. Ч.I. Москва, 1993.Нов.ий большой англо-русский словарь. Ч.II. Москва, 1993.Нов.ий большой англо-русский словарь. Ч.III. Москва, 1994.Розенталь Д.Э., Теленкова М.А. Словарь-справочник лингвистических терминов. Москва, 1976. Русско-английский внешнеторговый и внешнеэкономический словарь. Ред. И.Ф.Жданова. Москва, 1991.Русско-английский словарь. Ред. А.И.Смирницкий. Москва, 1962.Русско-английский словарь книговедческих терминов. Сост. Т.П.Елизаренкова. Москва, 1969. Русско-латышский словарь юридических терминов. Рига, 1993.Словарь литературоведческих терминов. Сост. Л.И.Тимофеев и С.В.Тураев. Москва, 1974.Словарь-справочник автора. Москва, 1979.

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Толковый словарь по вычислительным системам. М. 1991.Фалькович М.М. Лексический минимум по английскому языку. Москва, 1964. Философский энциклопедический словарь. Москва, 1983. Черная А.И. Словарь-справочник неологизмов в американской научно-

технической литературе., Москва, 1971.

Словари на CD-ROM , например, Socrat, Polyglossum, Stylus, Lingvo Office 2.5, Pars, Context, Collins English Dictionary.

Энциклопедии на CD-ROM , например, British Multimedia Encyclopedia, Compton's Interactive Encyclopedia, Grolier, Encarta, Webster's New World Dictionary on Power CD, Bookshelf, World Atlas и т.д.

Programme

Course title: Latin

Instructor: B. Cirule, a lector

Studies hours: 2 acad. hours a week, 1st and 2nd semesters; 2 credits.

Contents: In the course of studies the students acquire the knowledge of Latin to contribute to their general education, broadening their mental outlook and rendering a more mature approach to language learning. The students gain elementary skills in Latin grammar, with a dictionary they are able to translate texts, which have been specifically chosen to acquaint the students with elements of culture inherited from ancient times.

The course comprises of Latin proverbs and several dicta of ancient thinkers.

A lot of attention is paid to Latin borrowings widespread in contemporary languages.

Control: Tests at the end of 1st and 2nd semesters.

Literature: 1) N. Gonàarova “Latìðu valoda” Minska, 1986.2) Z. Pokrovska “Latìðu valoda” M., 1969.

A. Kozarýevskis “Latìðu valoda” M., 1971.

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Programme

Course title: Arts of public speaking: annotating of the press, mass media and TV programs. Self - presentation through various media (audio - video - cinema)

Instructors: V. Sokolova, V. Mazurs

Studies hours: 2 acad. hours a week, 1 - 7 semesters; 7 credits.

Contents: The task of the course is to develop the communicative skills and to give understanding of the peculiarities of communication in German, English, French and Italian originating from the geography and history of the countries, the speech etiquette of the language, customs and habits, superstitions, occupations and beliefs, holidays, spare times, students life, personal traits, emotional states, art, literature, science.

The course is designed to develop the communicative skills in a wide range of social situations and spheres.

Control: Exams at the end of each semester.

Press: Baltic Observer, Times, Cosmopolitan, Spiegel, Fran im Bild, Monde, Psychologies.

TV and radio programs: CNN, NBC, France-Inter, TF-5, BBC.

Programme

Course title: The Art of Reading

Instructor: L. Bavrina

Studies hours: 2 acad. hours a week, 1st and 2nd semesters; 2 credits.

Contents: The course is designed to develop students skills in various types of reading, such as scanning, skimming, analytical etc. of the general type and specialists texts, fiction, periodicals, the press and others.

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During the studies the students learn how to use the method of educated guess in, how to make a synopsis, acquire the skills of reading for scientific information, of adequate understanding of a written piece based on either general or specific context. There is specific emphasis on the lexis, grammatical and syntactic structures.

Control: 1. Progress tests - monthly, final tests - January and May. Final tests comprise the assignments on:

a) reading a text (the length in accordance with the difficulty level),

b) tasks for general comprehension, to extract the main idea,

c) looking for specific information,d) understanding of the text structure and the

development of the arguments,e) the knowledge of the lexis and the skills of educated

guess.2. Self-check: test assignments with keys for each lesson

at the LRC.

Literature: Study Reading. A course in reading skills. Eric H. Glendinning, Beverly Holmstrom Cambridge University Press, 1994

Programme

Course title: Linguistic Geography (Variantology of the Modern Literary English Language)

Instructor: L. Taivâne, ph. D., assoc. professor

Studies hours: 2 acad. hours a week, 5 - 7 Semester; 3 credits.

Contents: The main task of the Course is to acquaint students with specific features of American, British and Canadian English on 3 levels (lexical, morpho - phonetic and gammatical levels) as well as to develop skills of adequate translation of literature belonging to various functional styles and extralinguistic types.

Control: The 5 - 6 term credit (American and British English).(evaluation) The 7th term credit (Canadian English).

Literature: 1. L. Popova (L. Taivâne) Canadian English, M. 1985.

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2. A. D. Shveitzer. Literary English in England and USA. London. 1984.

ProgrammeCourse title: The Art of writing


Studies hours: 2 acad. hours a week, 1 - 5 Semesters; 5 credits.

Contents: The Course develops the skill to produce an effective written piece by focusing on the structure, choice of arguments and specific evidence to support the statements, lexical and stylistic means relevant for this purpose. Different types of essays are examined, learners are presented with opportunities to draft and edit. The Course is designed to train the students to review, annotate, abstract and make a synopsis of various types of texts. The course is linked with the course on various types of reading and makes for a logical continuation of the latter.

Control: 1) Progress tests - every month, final tests in January and May

2) Self-check and mutual testing on the basis of test assignments at the LRC.

Literature: Working with Words, Ruth Gairns and Stuart Redman Effective Writing, Cambridge Course. Cambridge University Press 1994

Programme

Name: T he theory of translation .

Compiler and director of the program: J.Markots, Dr.philol.

Number of classes: 2 academic hours a week, Semesters 1 – 4, 4 credits.

Contents: It is envisaged by the programme to acquaint students with the essence, elements, functions and main types of translation; the significance and role of translation in various periods of history; the main problems in translating a popular science (chiefly, psychological) text and

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the ways of their solution on all the levels of language structure – phonetic, morphological, lexical, phraseological, sentence and text levels; stylistic peculiarities of various texts (scientific, popular science, publicistic, colloquial, fiction and poetry); criteria for the assessment of a ready-made translation.

Checking: A credit test at the end of each term.

References: 1. Readings in Translation Theory. Ed. by A.Chesterman. Loimann Kirjapaino Oy. Finland,1989.

2. Gentzler E. Contemporary Translation Theories. Routledge,

1993.

3. Sīlis J., Zālīte T. Basic Problems of Translation Theory. Riga, 1984.

4. Швейцер А.Д. Перевод и лингвистика. Москва, 1973.

5. Черняховская Л. А. Перевод и смысловая структура. Москва, 1976.

6. Тетради переводчика. Под ред. Л. С. Бархударова. М., 1963-1969.

Programme

Course title: Phonology


Studies hours: 2 acad. hours a week in Semesters 3 - 4, 2 credits.

Contents: The course is designed to increase the students’ listening skills and to give them practice in understanding authentic spoken English. It takes a discourse-based approach to the study of English intonation as related to the general message, modality and stylistics of an utterance, emotional state and social status of the speaker. Exercises and drills which are part of the course focus on the aspects of fluency and accuracy. Special attention is given to the ways in which the intonation should be taken into account when interpreting. The course is logically linked with the course of Practical Phonetics. Difficulty level: 3rd - 4th semesters.

Control: 1. Progress tests - monthly. Final tests - January, May. Final tests comprise tasks on listening comprehension, consecutive (in between) interpreting of audio extracts.

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2. Self-testing and assessment: tasks with keys for every unit at the LRC.

Literature: Intonation in Context, Barbara Bredford Cambridge University Press, 1988, Great BritainTeacher’s BookStudent’s BookCassette“Soundtracks”. Real - life ListeningSusan A bey, Longman, 1989

Programme

Name: Introduction into practical (written) translation.

Compiler and director of the program: J.Markots, Dr.philol.

Number of classes: 4 academic hours a week, Semesters 1 – 8, 16 credits.

Contents: The programme envisages the develop of students’ practical skills in written translations of popular science and scientific (psychological, economical, linguistic, etc.) texts from English into their mother tongue, and vice versa, on all the levels of language structure. On the phonetic level there the ways of transcription and transliteration in translating proper nouns and borrowed words are discussed; on the morphological level - the cases of agreement and disagreement of morphological categories. On the lexical level skills are developed for the work with terms as well as the so-called “false friends of the translator”. On the phraseological level attention is drawn to the difference in the word order in various languages, as well as to idioms and clichés. On the level of sentence it is essential to know how to place accents correctly – to point out the position of the “old” and the “new” information in the text of the translation. Students should acquire skills of work with the dictionary. Depending on the style of the text one should learn to select a language unit corresponding to the given style. The quality of the translation is assessed by the degree it combines the precision of the original text with the informative aspect and the norms of the target language, euphony and balance. Spelling and punctuation are also important criteria for the quality of the translated text.

Checking: A credit test and an examination at the end of each term.

References: 1. Longman Dictionary of English Language and Culture. 2nd ed. Harlow, 1993.

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2. Benson M., Benson E., Ilson R. The BBI Combinatory Dictionary of English. Moscow, 1990.

3. Новый большой англо-русский словарь. Т. 1-3. Москва, 1993-1994.

4. Крупнов В.Н. Курс перевода. Английский язык. Москва, 1979.

Programme

Course title: Translation of Modern American and English Fiction

Instructor: L. Taivâne, ph. D., Assoc. Professor

Study hours: 2 hours a week, the 3 - 6 terms; 4 credits

Contents: The main task of this Course is to develop students' skills of translating Modern American and English fiction on informative, linguistic and stylistic levels; to acquaint students with types of narration, forms of prose, structure of texts, the character of the language and to develop skills of adequate translation of polysemantic words, synonyms, antonyms, collocations, derivatives and phrasal verbs. Also, students are supposed to master stylistic devices of lexical and grammatical character.

Controle: 1. Credit - at the end of the 3, 4, 5 terms 2. Examination - at the end of the 6 term

Literature: 1. M. Kalniða. Reading and Comprehension, Rìga, Latvijas Universitâte, 1992.

2. L. Taivâne. Composition and Lexico - Stylistic Commentary on fiction texts, Rìga, Latvijas Universitâte,

1995.

Programme

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Course title: Grammar and translation

Instructor: O. Skachkova

Studies hours: 2 acad. hours a week, 1st - 4th semester; 4 credits.

Contents: The course envisages full systematisation of grammatical material by levels. The emphasis is put on grammatical structures and forms which cause most difficulties with the learners, exercises and drills for grammar forms and structures are offered for fluent, confident and correct usage of these. Cross-linguistic patterns are considered and a lot of attention is paid to the adequacy of translation and the lexical means of rendering the grammatical aspects of an utterance into another language.

Control: Progress tests. Final tests - January and May. Final examination at the 4th semester (see “Winter examination” contents).

Literature: 1. Murply, Raymond. English Grammar in Use. Cambridge; University Press.

2. Gordon E. M., Krylova J. P. A Grammar of Present - day English. Moscow, Higher School Publishing House, 1974.

3. Бонк Н. А., Лукьянова Н. А., Памухина А. Г. Учебник английского языка: В двух частях. 1996.

Programme

Course title: The Psychology of Communication

Instructor: I. Plotnieks

Studies hours: 2 acad. hours a week, 2 semester; 1 credit

Contents: The main ideas, aims and tasks: to introduce the students into the main concepts and laws of intercourse to provide the understanding of these so as to prepare the students to apply the knowledge in practice in accord with their own individuality, to fit the actual situation, and to answer the aims of the contact. The main tasks of the course: 1) To give the necessary theoretical knowledge and

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understanding of the basics of the psychology of intercourse, to motivate the students to read extensively on the corresponding topics. 2) To train the students to apply their knowledge in practice. 3) To acquaint the students with the research methods of psychology (sociometry, interviews, tests etc.).

The target theoretical knowledge and practical skills of the course:1. Main concepts and laws.2. The ability to explain, analyse and evaluate theoretical

observations and practical recommendations obtained from the course and the literary studies.

3. The ability to apply research methods included in the course (the choice of the method of the student’s option and in accord with his interests and specialisation), the ability to process and interpret data obtained.

4. The ability to analyze and assess a given communicative situation.

Control: Progress tests, final test.

Literature: 1. Kretner R., Kinicki A. Organizational Behavior. Boston,1989

2. Pease Allen. Body Language. Riga, 19953. Plotnieks I. Communication in Pedagogy. Riga, 1990

Programme

Course title: Phraseology

Instructors: I. Rezvanova, V. Sokolova

Studies hours: 2 acad. hours a week, 3rd - 4th semesters; 2 credits.

Contents: The course is designed to develop the imaginative thinking of the learners, and also to train the students to carry out an adequate analysis of phraseological units usage in a given context. Much attention is paid to the etymology of the speech units and the issues of translation of the phraseologisms.

Control: A test with a mark.

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Literature: 1. W. Schenk. M. Dubinina. Idiomatische Wendungen. M.: Vysschaja Schkola, 1986

2. Cambridge International Dictionary of Phrasal Verbs. Cambridge University Press, 1997

3. Help with practical idimatics. C., 19974. А. В. Кунин. Курс фразеологии современного

английского языка. М., Высшая Школа, 1996.5. А. Г. Мазарян. Фразеология современного

французского языка. М., 1987М. М. Курчаткин. Фразеология испанского языка. М., 1983

Course title: Philosophy

Instructor: I. Vedin

Studies hours: 2 acad. hours a week, 4 semester; 1 credit

Contents: The aims of the course are to increase the intellectual abilities and facilitate creative thinking, to improve the cultural standards of the students and to develop their skills in the methodology of academic studying. The course is designed to give the methodological fundamentals for studying the humanities and courses of the social sciences block.

Creative home assignments: there are envisaged three theoretical conferences within the framework of the course at which the students are to present their reports on the issues of cognitive philosophy.

The target skills and knowledge to be acquired: theoretical knowledge on the main issues of Cognitive philosophy as connected with the syllabus of the course. The tasks and objects of the course are: to acquaint the students with the way given speech and social models function in communicative situations, to motivate the students to attain a deeper understanding of the mentality of people whose language they study, to work out a creative approach to research and find information on the given assignment, to get students interested in looking for and accumulating information of the kind, to prepare the students for fluent communication in various situations.

Control: exams at the end of each semester

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Literature: 1. Kśle M., Kślis R. Filosofija. Rģga, 19962. Europaische Enzyklopädie zu Philosophie und

Wissenschaften. Bd. 1-4. Hamburg, 1990Введение в философию / под ред. И. Фролова. М., 1991

Programme

Course title: The theoretical grammar of Modern German Language

Instructor: V. Sokolova, Dr. Philol.

Studies hours: 2 acad. hours a week, 4th semester; 1 credit

Contents: The course focuses on the theoretical classification of logical conceptual categories in the grammatical system of Modern German, the practical knowledge obtained during the 1st - 4th semesters is summarised, revised and considered systematically. The course highlights and examines an important aspect of grammar difficulties in the translation of specialist texts.

Control: The test at the end of 4th semester.

Literature: W. G. Admoni. Der deutsche Sprachbau, Leningrad, Prosveschenie, 1986H. Brinkmann. Die deutsche Sprache. Gestalt und Leistung. Duesseldorf, 1991

Programme

The name of course: The second Foreign Language (French)

Instructor: S. Mihailova

Studies hours: 8 acad. hours a week, 1 - 8 terms; 32 credits.

The goals: To teach the students oral and written communication skills in French (3 language proficiency levels) as well as appropriate ways of expressing their intentions, ideas, opinions, responses, feelings. The students should improve their social and cultural conversation skills, as well as scientific analytical capabilities (monologue, dialogue, discussion in a group), they should be able to

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participate in general scientific discussions and discuss social problems. The following aspects of language are taught: writing, translation, conversation (audio-video) and reading.

Control: 1st term: differentiated test.2nd term - 7th term: examinations at the end of each term.8th term: General test (Final examination).

Literature: 1. Jacky Girardet. Nouveaw sans frontières. CLE International, Paris

2. Pierre Gibert, Philippe Greffet. La bonne route. Hachette, Paris

Guy Capelle, Noële Gidon. Le Nouvel Espace, Hachette, Paris.

Programme

Course title: English Lexicology

Instructor: I. Rezvanova


Contents: The aim of the course is to acquaint the students with the peculiarities of English lexicology as a systematic linguistic phenomenon, with the laws and processes that take place in formation of the lexical system of the language. Within the framework of the course students are trained to adequately choose lexis in specific communicative situations. Within the framework of the course it is it is envisaged that students will be helped to attain understanding of concepts and terms of the lexicology. To acquaint the students with the laws of lexical system formation and functioning, linguistic paradoxes. To develop the skills to analyse the choice of lexico-semantic variants and the usage of lexical units by the language carries in various fields of communication. To develop the practical ability to adequately use lexis in concrete communicative situations taking into consideration the aim, task and stylistics of the communication as well as the status of these involved. To compile methodology of observation, to be able to process the experimental data mathematically.

Control: an exam at the end of course.

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Literature: 1. Ogden C.K., Richards J.A. The Meaning of Meaning. London, 1936

2. A Supplement to the Oxford English Dictionary. Oxford, 1972-1986. Vol. I - IV.

3. Шмелев Д.Н. Проблемы семантического анализа лексики. М., 1973

Щерба Л.В. Языковая система и речевая деятельность. СПб., 1974

Programme

Course title: Stylistic interpretation of the text.

Instructor: L. Bavrina, V. Sokolova, I. Naumova.

Studies hours: 2 acad. hours a week, 6th semester; 1 credit.

Content: The aim of the course is to develop the skills in interpretation of general type and specialists texts. Interpretation is carried out on functional, linguistic and stylistic levels. The course envisages the development of skills of adequate translation and analysis of lexical units, syntactical structures collocations based on the pragmatism of the text.

Control: A test with a mark.

Literature: 1. M. Treilona. A. Treilons. English for adwanced Studies, Zvaigzne ABC, Rìga, 1996.

2. E. Reisel, E. Schendels. Deutche Stilistik, Moskau, Prosvecenije, 1986.

Programme

Course title: The Basics of General Methodology for Foreign Language Teaching.

Instructors: S. Mihailova, V. Sokolova.

Studies hours: 2 acad. hours a week, 3 semester, 1 credit.

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Contents: The course focuses on the issues of methodology for language teaching. Language is viewed as means of communication and the students are familiarised with methodological characteristics of various types of language activities (listening, speaking, reading, writing) and aspects (phonetics, lexics, grammar). A comprehensive overview is given of the contemporary strategies and principles used to develop language skills, the students are acquainted with the techniques and materials for language teaching and the history of methodology.

Control: A colloquium at the end of the course on all the materials covered. A test with a mark at the end of the practicals.

Literature: 1. Harmer J. The Practice of English Language Teaching (Longman Group, U.K., 1987). -252 p.

2. Anderson, A. and Lynch, T. (1988). Listening. Oxford: Oxford University Press.

3. Guide pédagogique pour le professeur de français langue étrangere sous la direction d’André Reboullet, Hachette, 1971.

4. Pour un nouvel enseignement des langues et une nouvelle formation des enseignants, CLE International Paris, 1981.

Е. И. Пассов. Основы коммуникативной методики обучения иноязычному общению, Москва, 1989.

Programme

Course title: Communicative Grammar of English

Instructor: Iraida Guljane

Study hours: 2 acad. hours a week, 5-6 semester; 2 credits

Contents: The basic concept, aim and tasks of the course are: to acquaint the students with the communicative aspects of learning English grammar where grammatical structures are systematically related to the meanings, uses and situations. To enable the students to distinguish among and apply the varieties of English (formal / informal, personal / impersonal, spoken / written, British / American, etc.). The role of intonation in oral speech. To acquaint the students with grammar in use, its 4 sections of meaning organisation: 1- concepts, 2- information, reality and belief, 3- mood, emotion and attitude, 4- meanings in

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connected discourse. To teach the standard symbols for understanding different dialects of English.

Control: Credit test at the end of the end of the 6th term.

I. Literature: 1. G.L. Svartvik. A Communicative Grammar of English, Moscow, 1983

2. J.F. de Feritas. Survival English, Moscow, 19903. P. Viney, K. Viney. Handshake. A Course in

communication Oxford, Univ. press, 1996

II. Tapes and Video-films.

Programme

Course title: Fundamentals of etiquette

Instructor: A. Krumina

Studies hours: 2 acad. hours a week, 2 semester; 1 credit.

Contents: The objective of the course “Fundamentals of Etiquette” (Businessman’s Etiquette) is to give the students an insight into jurisdiction concerning communication, the holding of business conferences and the basic rules of etiquette (manners). Specific ethical peculiarities of communication in everyday life and business communication are especially stressed.

Control: A test at the end of the course.

Literature: 1. Т. Холопова. Протокол и этикет для деловых людей.

М., 19942. Gumpers J. J. Discourse Strategies.

Cambridge, 19823. Allan Pease. Body language. Camel Publ. Cie, 1981

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4. Allan Pease. Interpréter les gestes, les mimiques, les attitudes. Paris, 1988

ProgrammeCourse title: The Cultural and Background Studies of the

English-speaking Countries.

Instructor: Matthew O’Rourke.

Studies hours: 2 acad. hours a week, 2nd semester, 1 credit.

Contents: The Course is designed to encourage students to overcome the problems of understanding and being understood by other speaker of English, to consolidate, expand and up-date their active vocabulary, and to improve their fluency, accuracy and range of expression. Spoken English is taught in an informative and motivating situation centered around the values and thinking of different cultures, a brief look at world cultures, and cross cultural discussions are also included.

Control: A test with a mark at the end of the course.

Literature: 1. Cambridge International Dictionary of English, Paul Procter Cambridge University Press, 1996.

2. Meaning into Words, Adrian Doff, Christopher Jones and Keith Mitchel, Cambridge University Press, 1996.

Programme

Course title: Arts of oral speaking

Instructor: A. Krumina

Studies hours: 2 acad. hours a week, 2nd semester; 1 credit.

Contents: The aims of the course are as follows:1) To develop the skills of cultured speaking to be applied

on everyday basis.2) In the course of practical studies to correct common

mistakes.

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3) To help students to master the techniques and logic of faultless oral speaking.

At the course of studies learners master the correct articulation and accent, receive voice training, acquire skills in recitation.

Control: A test at the end of 2nd semester.Literature: 1. Bormane O. Skatuves runas māksla

2. Apele A. Runas māksla3. Katlape N. Izteiksmìgas runas pamati4. Ferda È. Topoøa aktiera æermeða kultúra

Lìsijs. Tiesas runas

Programme

The course title: MythologyInstructor: J. MihailovStudies hours: 2 acad. hour a week, 3rd semester; 1credit.The aim of the course is to make the students aware of

multidimensional relations of a person with the world, nature, himself and other people (conscious - unconscious, internal - external, impersonal - personalised, chaotic - structured and so on).

The objects of the course: to activate the students knowledge of the stories of

classical myths, to help them see symbolic meanings in the images

and plots of mythology, to involve students in the discovery of new

(contemporary) forms of classical myths.Basic Contents: work with the symbolic aspects of the myths.

Finding the contemporary sense and content of the mythologems, the methods of symbolic expression for mythical contents. The myth as the archetypal attitude of a person to himself and others, as the history of how humans have striven to be in control with respect to their cognitive abilities, as a constitutive (system - forming) factor of the psyche. The modelling of mythological contents (Narcissus, Oedipus, Minotaur, Orpheus and Eurydice, Bacchus and Ariadne, the Muses)

Main outcome: 1) Knowledge of the basic mythological plots and the

ability to make them interesting for others.2) The ability isolate the symbolic plane of

mythological imagery.

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3) The ability to find instances of modern myth - making.

Creative assignment: to compile a quiz of 15 questions based on mythological material.

Control: a test and the accomplished creative assignment.Literature:

1) Мифы народов мира. Т. 1-2. М., 1980 - 1982.2) Фрезер. Золотая ветвь. М., 1980.3) Агбунов. Античные мифы и легенды. М., 1994.

Programme

Course title: The psychological aspects of communication in business

Instructor: L. Koljesnikova

Studies hours: 2 acad. hours a week, 1st semester; 1 credit

The aim of the course is to develop effective skills for communication in business, such as the ability to resolve conflicts which may arise in business intercourse and to increase one’s self-esteem.

Contents: The course is designed to prepare the students for future work which includes active business communication. Within the frameworks of the course students undergo psychological training to develop and increase their social skills. The training is of a behavioural type and is based on neuro-linguistic programming. Some of the exercises are video-recorded.The themes of the course:1. Personality signals.2. How to effectively establish contact with a partner.3. Business talks: methods and strategies.4. Image. Self-presentation.5. Public appearances.6. Group discussions.

Control: An exam in the end of the course.

Literature: 1. Бороздина Г.В. Психология делового общения. М., 1998.2. Allan Pease. Body Language. Camel Publish. Cie, 1981

96

3. Робер М.-А., Тильман Ф. Психология индивида и группы. М., 1988

4. Фишер Р., Эртель Д. Подготовка к переговорам. М.,1996.

Programme

Course title: Business studies

Instructor: T. Medlevska


Contents: The aim of the course is to acquaint students with the basics of business practice undertakings and the theories and practices of business, in such fields as business law, business administration and management, banking and finance, marketing, business transaction and many essential features of business enterprising. The understanding of the processes is indispensible for an interpreter / translator who will work with clients who are in business. It is envisaged that skills will be developed in business negotiations, understanding of business data and the ability to find information in foreign language.

Control: Colloquia on sections and topics - monthly; a test at the end of the 5th semester.

Literature: 1. Starting up your own business Expert advice from the U. S. Small Business Administration. Dr G. Howard Poteet, Vienna Embassy of the United States of America, United States Information Service, Vienna 2. Murply, Raymond. English Grammar in Use.

Cambridge, University Press

Programme

Course title: Business communication



97

Contents: The aim of the course is to acquaint the students with the specific language of communication among business people from different countries, the business ethics and rules of etiquette applied in various situations. The course focuses on social skills and manners expected from an interpreter / secretary while acting in this capacity in a range of situations, such as conference translation, social reception etc.

Control: 1. Practical colloquia - monthly, final test - January and May.

2. Self-checks by the test assignments on every topic with keys at the LRC.

Literature: 1. Clues to Communicating in Business. V. Agamdzhanova,

I. Keisha, N. Krastina, S. Kvazhe, E. Laurenovicha, Riga, 1992.2. A Businessman's Treasure Trove. Business Etiquette. Business Speeches. Business Correspondence. L. Grafora, D. Shakhbajnva, Progress Press

Programme

Course title: Secretary / interpreter job responsibilities and routines.

Instructors: L. Bavrina, V. Sokolova


Contents: The aim of the course is to acquaint students with the job responsibilities and routines of a secretary / interpreter and to show how Business English is used in authentic situations such as telephoning, getting to know clients, taking part in meetings and conferences and coping with everyday business problems. This in a multi-skill course which develops the English / German skills required from a secretary / interpreter for successful communication and operation in their jobs. The course allows learners to build up key vocabulary and increase skills in the areas of describing companies, products and travel. The

98

business correspondence section covers a wide range of business situations such as compiling fax-messages, standard letters etc. The course contains information on the key business and economic concepts, political structures, culture and traditions in different countries and takes a linguistic-based approach to the most recent developments and facts and issues of the world around.

Control: A credit test at the end of the course.

Literature: 1. Ashley A. A Handbook of Commercial Correspondence (Oxford University Press, Hong Kong, 1989). - 280 p.2. Bateman David N., Sigband Norman B.

Communicating in Business, 3rd ed. (Gleenview, Illinois, Boston, London, 1989).

3. Vanderbilt A. Amy Vanderbilt’s etiquette (Doubleday and Company, 1972).

4. M. Dany, J. Geliot, M. - L. Parizet. SECRETARIAT Commercial Hachette, Paris.

Programme

Course title: Introduction into Computer Science

Instructors: Anda Skudra, Dainis Ziemelis


Contents: The main aim of the course is to form and develop computer skills. It is envisaged that having completed the course the students will be able to work independently in Microsoft Windows’95, as well as being able to accomplish word processing, editing, grammar and spelling check-ups, to do graphs and schedules, drawing and sketching in the MS Office.


Literature: 1. J. Muller, P. Norton. Peter Norton about Windows’95 (Adopted for Russian Language). М., Бином, 19982. M. Halvorson, M. Young. Microsoft Office ’98. Санкт - Петербург, “Питер”, 1997

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International Institute of Practice PsychologyFaculty of Translators and Interpreters

Programme

Course title: Introduction into the World Literature

Instructor: O. Skachkova

Studies hours: 2 acad. hours a week, the 5th semester; 1 credit.

Contents: The course offers a short historical review of Anglo - Saxon, American, German, French, Italian and Spanish literature, the aim of the course being the introduction of students to the literary works of the Middle Ages and Renaissance, the Enlightenment, the periods of the French Revolution and the 19th - 20th centuries, as well as giving a brief summary of the main cultural and historical tendencies in the countries of the language studied.


Literature: 1. Федоров Н. А., Мирошенкова В. И. Античная литература. Хрестоматия. М., “Просвещение”, 1975

2. Пуришев Б. И. Зарубежная литература средних веков. Хрестоматия. М., “Просвещение”, 1975

3. Пуришев Б. И. Зарубежная литература. Эпоха Возрождения. Хрестоматия. М., 1976

4. Н. П. Михальская, Б. И. Пуришев. Зарубежная литература XX века. Хрестоматия. М., “Просвещение”, 1981.

Jean - Pierre Salgas, Alain Madaud. Roman français contemporain. Paris.


Programme

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Course title: The Cultural and Background Studies of the English-speaking Countries.

Instructor: Matthew O’Rourke.

Studies hours: 2 acad. hours a week, 2nd semester, 1 credit.

Contents: The Course is designed to encourage students to overcome the problems of understanding and being understood by other speaker of English, to consolidate, expand and up-date their active vocabulary, and to improve their fluency, accuracy and range of expression. Spoken English is taught in an informative and motivating situation centered around the values and thinking of different cultures, a brief look at world cultures, and cross cultural discussions are also included.

Control: A test with a mark at the end of the course.

Literature: 1. Cambridge International Dictionary of English, Paul Procter Cambridge University Press, 1996.

Meaning into Words, Adrian Doff, Christopher Jones and Keith Mitchel, Cambridge University Press, 1996.

An Example from a Syllabus for professional training

I. The contents of the examinations (summer session)The 2nd year of studies, the second level of the language

competence

II. An example of the examination materials:

1. Texts to be translated in written form.

a) the first part: from the foreign language into the native language.

b) the second part: from the native language into the foreign language.

2. Keys3. Evaluation criteria

P. S. All the examination materials can be seen in the Documentation, Examination session

101

INTERNATIONAL INSTITUTE OF PRACTICAL PSYCHOLOGY

THE FACULTY OF INTERPRETERSSUMMER EXAMS

The 2nd Year.

The First Foreign Language

I. Practice of translation1. Written translation of a specialised text (psychology) using a

dictionary:a) from the foreign language into the mother tongue;b) from the mother tongue into the foreign language.

The text: 1500 printed items (750 p.i. + 750 p.i.).The time limit: 120 minutes.

2. Consecutive oral spontaneous translation of an audio text, in a familiar subject area, the students’ interpreting is to be tape-recorded:a) from the foreign language into the mother tongue;b) from the mother tongue into the foreign language.

The text: half a typed page (a quarter + a quarter page).

II. Writing Reproduction.

The text: 2 typed pages.The time limit: 90 minutes.

III. VideosubjectThe exposition - the group watches the material. The test based on the subject to be administered.

The duration: 3 minutes.The time limit: 45 minutes.

IV. Oral speechA conversation based either on an audio or a video subject (sec.

p. III).

The Second foreign language

I. WritingReproduction.The text: one page.

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The time limit: 60 minutes.

II. Written translation of a specialised text (psychology) using a dictionary: from foreign language into the mother tongue.

The text: 1000 printed items.The time limit: 70 minutes.

III. Reading of a general type text without a dictionary. A test.

The text: half a page typed.The time limit: 45 minutes.

IV. Audio-visual comprehensionA video subject watched by the group.A test for comprehension.

The duration: 2-3 minutesThe time limit: 45 minutes

V. A conversation based on the video subject (see IV.)

The materials of the examination and the keysYou can see in the IIPP Translators Faculty Documentation

(Gogoļa 12)

Criteria for the Evaluation of the Examination Results

in Written Translation.

Nr. Parameter Quality criterion Score

1. The amount of the work.

The work is done completely.Incomplete (1-2 sentences).Completed partly (3/4 ). Not completed (=1/2).

3210

2. The duration of the work.

The work is completed in time.The time is exceeded.

10

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3. The precision of the translation (terms, general scientific vocabulary, particles, parentheses, etc.).

A very exact translation.1-2 shortcomings.Many shortcomings that do not violate understanding of the translation.The translation, on the whole, is not an adequate relation to the original or it cannot be understood.

321

0

4. The word order, emphasis of new information in the translation. The style (repetitions, vocabulary of another style, etc.).

An exact translation.1-2 shortcomings.3 and more shortcomings.The translator does not feel the semantics of the sentence at all. A literal translation.

3210

5. The translation of word combinations and syntactical constructions.

An exact translation.1-2 shortcomings.3 and more shortcomings.The translator, in fact, is not familiar with the constructions found in the original.

3210

6. Grammar mistakes (tenses, numbers, etc.).

No mistakes.1-2 mistakes.3 and more mistakes.Very many mistakes. The translator does not know the basis of grammar.

3210

7. Orthographical mistakes, punctuation.

No mistakes.1-2 mistakes.3 and more mistakes.Very many mistakes.

3210

Total:

Score. Mark.

1917 - 1815 - 1613 - 14

10987

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11 - 129 - 107 - 85 - 63 - 41 - 2

0

6543210

Multi-staged assessment of overall language competence

Stage Level of competence Notes

9 Competence at the level of native speaker having profound language skills

Faces no problems in communication

8 Competence at the level of a language carrier having medium language skills

Faces no problems in communication, however language skills need to be perfected

7 Has sufficient language skills, however it is evident that he is a foreigner (advanced level)

Chief problems: insufficient fluency, evident stylistic mistakes

6 In the majority of cases can find his way around in the language, however lacks fluency, has both stylistic and grammar mistakes

Needs help for fluent and correct everyday communication

5 Oral speaking is hindered by lack of language skills (intermediate level)

Is able to find a around-about way” in the situations, however suffers difficulties in everyday communicative situations

4 Extremely limited communicative possibilities (elementary level)

Frequently faces difficulties in comprehension and communicative situations. A lot of work is needed to increase language

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3 On the whole has no language efficiency. Speaks a little better than a beginner

Understand separate words, but is not able to answer in the required language. Longer studies are required

2 Know several words in the language, but is able to use only the simplest words

The elementary course is required (even if several words or expressions seem to be familiar) to muster the elementary level of communication

1 Has no knowledge and no skills in the foreign language (beginner’s level

Could know separate words or greetings, but has no speech

Based on Peters J. Roe: “Repeated assessment’s assessment”(French Language World, Nr.165)

International Institute of Practical PsychologyTranslate Faculty

A THREE-STAGE ASSESSMENT OF LANGUAGE COMPETENCE

3. The student of the stage should be able:

SPEAKING

- to quickly orient himself to the language situation (to answer promptly and readily);- to communicate freely and spontaneously;- to respond to situations with utterances;- to make one’s point, to convey one’s option;- to have sufficient lexis, enriched with idioms, and a stock of set phrases;- to reproduce correct intonations and tunes.

2. The student of the second stage should be able:- to comprehend the language situation and

106

to reach to it adequately;- to produce utterances corresponding to the situation. The student’s speech is comprehensible, relatively correct in relation to the grammar and syntax. The lexis is not very rich or fluent, better intonation is desired.

1. The student of the first stage:- begins to communicate in the acquired language;- is able to construct a generally comprehensible utterance in response to an answer in the specific situation.(From «Cahier d’evaluation 3/4» CIEP; 1992)

Director of the of syllabus for traininginterpreters/translators - desk clerks

______________ S. Mihailova

What does the notion “oral speech competence” mean?

Contents Manifestation

Thoughts and ideas Attitudes, gestures

You must have a clear idea of what you are going to say and be able to convey your message correctly.

You must be able to relate what you say with the age, position and social status of your interlocutor

You will be better understood if: You are behave naturally in

a relaxed way; You expression is open,

smiling and vivid; You support you

communication with gestures relevant to the situation

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Structuring Voice

You thoughts should be logically interconnected. First of all, state your point and purpose. Support your utterance with specific examples, make you speech more colourful with the help of metaphores and humour. What you say should be concise and clear.

The tone of your voice should correspond with the distance that separates you from your interlocutor.

At the second level it is necessary to be more careful in your articulation and style of speaking.

Intonations should be more expressive and colourful.

Speech Facial expression, eyes, pauses

In everyday communicative situations it is most important to be able to understand and get across you message rather than speak correctly simply as a communicative act with meaningless phrases.

In case you are having difficulties in finding the proper word you can ask your interlocutor who will be more than willing to help

From the eyes of your interlocutor you can judge if he is following you.

To establish and maintain contact with your interlocutor it is necessary to have eye contact with him.

Pauses in your speech indicate that you’re weighing and considering what you say.


The parameters of the evaluation of lecturers’ work

1. While dwelling upon studies programmes lecturers should take into account the conception of the Institute (orientation onto communication).

2. Creation of a favourable atmosphere in the process of teaching (contact with students).

3. Fulfilment of all the points of the agreement (intensity and professionalism in the lecturer’s work).

4. Observance of the regime of work (work-discipline).

108

5. Development of one’s cultural level, one’s teaching specialisation.

6. Co-ordination of the purposes of teaching indicated in studies programmes with the development of students’ communication.

7. In programmes there should be singled out a list of students’ language skills and means to check them up.

8. Observance of ethical norms (prohibition to discuss with students problems connected with the competence and personality of other lecturers).

9. Active participation in lecturers’ scientific-methodical meetings.10. Working out methodical materials to be used in class and in

further activisation of students’ individual research activity.

A Diagram of the analysis of a lesson

TeacherSubjectAspectDate

1. The lesson begins: in time / not in time (several minutes later), the delay is due to the teacher’s / students’ fault, due to other reasons (which ones).

2. The students are ready for classes: yes / not ready (if not ready, what’s wrong)

3. The teacher’s looks.4. Contact with the group:

bad / good5. The atmosphere in the group:

resultative / not resultative6. The usage of technical means:

yes (which ones, the proportion in the duration of the lesson) / no7. Materials:

the proper number / no interesting / dull directed at the pragmatics and communication / no favour the development of educational, cultural level / no correspond to the level of the competence of the group / no introduction of the supplementary fresh information / no difficult for perception / no very easy

8. The teachers orient students onto individual work in LRS: yes (in what way) / no

109

the teacher has prepared instructions for the students’ individual work / no

9. The purpose of the lesson: indicated at the beginning of the lesson / no clearly determined / no realised (to what degree) / no

10. Methodical work: innovations (which ones) / no

11. Who talks longer in class: the students / the teacher


The analysis of the examination processSubject:Teacher:1. The volume of the material:2. The duration time of the examination:

the planned time, the actual time.

3. The contents of the material to be controlled: correspond to the definite level of the language

competence(yes/no)

correspond to the object of the control(yes/no)

not difficult for the students present great difficulties

(which ones concretely) present some difficulties

(which ones concretely)4. Audio-visual materials:

the correspondence of the presentation time and information volume

(enough-not enough) the tempo corresponds to the level of the language

competence5. The reaction of the students to the examination material:

calm, acceptance, disconcerted, negative

6. Evaluation criteria: satisfactory supplements (which ones) speeded up the control of the students work

110

a) considerably,b) not much,c) no

simplified the check up7. Other aspects of the analysis:

(your personal remarks, wishes)

1997/98 academic year


Educational and Methodological Commission

Chairman: Svetlana Mikhailova, the Dean of the FacultyCommission: Jānis Markots, Dr. philol.

Valentģna Sokolova, Dr. philol.Irģna Rezvanova, Dr. philol.Ludmila Bavrina, Bac. philol.

Secretary: Sanita TarvidaInformation on the Commission Sittings in 1997/98 acad.

yearNr. Theme Date1. Innovations in credit-based assessment of

students academic progress.Reporter: S. Mikhailova

Organisation for students self-studies at the LRC. Preparation of methodological materials by the instructors.

Reporter: V. Sokolova

10. 09. 97.

2. The Criteria of Language Competence assessment and evaluation (three levels of language competence) at the exams: translating (written), interpreting (oral), speaking, writing, reading, making a synopsis of audio and video subjects.

Reporter: J. Markots. Contents of examination materials

Reporter: S. Mikhailova

15. 10. 97.

3. Compiling of studies and methodological literature, audio and video materials for LRC.

Reporter: I. Rezvanova

18. 12. 97.

4. Preparing for the scientific methodological conference “Innovation in educational process”

Reporter: L. Bavrina

12. 02. 98.

5. The aims and tasks of professional training and methodological aids and materials.

28. 04. 98.

6. Professional Training at the IIPP. Self-Assessment 15. 05. 98.

111

of Syllabi and Materials. Discussion.7. Confirmation of educational and methodological

commission working programme for the 1998/99 acad. year

08. 07. 98.

International Institute of Practical PsychologyFaculty of Translators

Information about the number of the students at the Faculty of

translators within the period of 1996/97 - 1997/98 ac. year

Course Academic The number The number of studentsyear of groups on 01. 09. on 06. 06.

I 4 47 37II 1996/97 5 58 52III 1 17 12IV - - -

The total number per year

10 122 101

I 4 47 34II 1997/98 4 32 25III 4 41 32IV 1 7 7

The total number per year

13 127 105

The diagram of the students within the periodof the 1996/97 - 1997/98 ac. year

112

1996/97 1997/98 01. 09. 06. 06.0

20

40

60

80

100

120

140

1996/97 1997/98 01. 09. 06. 06.

01. 09. (the beginning of the Academic Year) 06. 06. (the end of the Academic Year)

INTERNATIONAL INSTITUTE OF PRACTICAL PSYCHOLOGYEDUCATIONAL ACTIVITIES. ANALITICAL REVIEW.

1. Aims and objectives and the extent of implementation.2. Means of implementation:

material, technical,educational,methodologic.

3. Students’ awareness.Information Package for Students: an agreement, guidelines, education concepts, list of the students council members and provisions of

students self-government, IIPP prospectus. Substructures:

Minor neuroses clinics, Italian Cultural Centre, The Weekend Studio, The 3rd Age University,

113

Laboratories, Art Gallery;

Professors, instructors, teachers. Summer language courses abroad. Possibilities for probation abroad. Guest events (lectures, seminars held by foreign

guests). Publications about the Institute.

4. Skills acquired in educational subjects, language competence evaluation criteria:

1st level,2nd level,3rd level.

5. Professional competence assessment parameters and criteria: the overall level of culture, the mother tongue command, foreign language skills, teaching skills and competence,personal merits.

6. Monitoring and current control: tests,exams,progress tests, summing up a stage, tests,seminars,discussions,conferences, colloquiums,course papers,graduation exams,defence of the thesis.

7. Examination and test materials: relevance to the working programme, relevance to level of language and professional

competence,consistency with the concepts of the Institute.

8. Subject areas (number of courses):

General educational

Science Humanities

Language

114

A B C

A B C

A B C

A B C

plannedrealizednew courses

9. Hours per courses

I II III IV

lecture - room studies_______________________________________

independent studies at RC___________________________________

lectures__________________________________________________ seminars_________________________________________________ training_________________________________________________

10. Practical measures: library,organizational,pedagogical,methodological,game practices, translating / interpreting.

11. Final qualitative outcome assessment: in accordance with the requirements

yes no ______ the group’s joint external

product_____________________________ the individual internal

product_______________________________

12. Students:motivation,discipline,attendance, individual work, joint work of the group, theme ratification for theses and defence of the theses,students academic progress through years:

I II III IV

115

sent down for poor progress_____________________________

sent down for financial arrears___________________________

academic leave________________________________________

defence of the diploma.

13. Students creative work outside the syllabus:

14. The students’ feed-back procedures:questionnaires,assemblies, forums, individual conversations.

Lecturers and instructors

15. Individual working programmes and accounts:consistency with the Institute concepts,professional competence in the area of instruction,quality,skillfulness, correctness,design, in keeping with the dead-lines.

16. Instructors’ and lecturers’ methodic work:guidelines for students’ independent work in the RC, test assignments for RC and examinations:

in accordance with the syllabus, skillfulness and correctness, design;

supplementary educational materials: audio, video, printed, links with the basic educational material.

17. Supporting the independent students’ work:sign - posting, links with other subjects,material support and aids,control.

116

18. Instructors’ interaction:correction of the working programmes,continuity of materials, links with materials prepared for the RC by the

colleagues, joint development of individual syllabus and preparation

of materials for advanced and weaker students.

19. Scientific research of the Instructors:preparation for advanced degrees (master, doctor),publications,presentations at seminars, conferences etc.

20. Extention / Refreshment work:at the Institute,outside the Institute.

21. Instructors’ ratings with the students.

22. Observation of the graduates’ further professional work:professional activities,activities in related fields,activities in a field, distant from the graduate’s speciality.

The Types of Practice

During his/her studies every student should attain credits in the following practices:

1. Written translation Semesters 1 - 8 2. Oral interpretation Semesters 1 - 8 3. Methodical practice Semesters 3 - 6 4. Pedagogical practice Semesters 4 - 7 5. Games practice Semesters 1 - 2 6. Scientific practice Semesters 2 - 8 7. Library practice Semesters 1 - 4 8. Organisational practice Semesters 1 - 6 9. Advertising practice Semesters 3 - 610. Practice in “Acquaintance with Semester 1 office equipment”, (tape recorders, TVs, videos, computers).

117


The list of institutions, where the students had their practical courses.

1) Latvijas Mâkslas Muzeju Apvienìba K. Valdemâra ielâ 10a, Rìga, LV-1342

2) "Juniks-V" K. Barona ielâ 37-1, Rìga, LV-1011

3) AS "Latvijas papìrs" Stabu ielâ 34, Rìga, LV-1011

4) Czech Airlines, International Airport, Rìga, LV-1053

5) Farmaceitiskâ kompânija "Calex", Krustpils ielâ 81c, Rìga, LV-1057

6) 223. bèrnudârzs Aptiekas ielâ 12, Rìga, LV-1005

7) Latvijas Skolotâju savienìba Meræeîa ielâ 11-515, Rìga, LV-1050

8) Rìgas 67. vidusskola Parâdes ielâ 5, Rìga, LV-1016

9) SIA "Furors" Maskavas 157a, Rìga, LV-1019

10) SIA "Misis Latvija" Peitavas ielâ 10/12, Rìga, LV-1050

11) SIA "Profarm" Ltd Bauskas ielâ 182, Rìga, LV-1076

12) Sporta deju centrs "Svings" Peitavas ielâ 10/12, Rìga, LV-1050

118

13) Viesnìca "Sigulda" Pils ielâ 6, Sigulda, LV-2150

The Purpose of Practice

1. Realisation of the problems connected with communication and language learning.

2. Application of the acquired command of language and knowledge of psychology in communication with other people.

3. Mastering new terms and specific syntax in a written and oral form through the translation of special literature.

I. Written Translation

Each 1st -4th -year student should translate a minimum 10 pages (in computer setting) of material in one’s speciality (psychology, linguistics, theory of literature, law, etc.) every year.

The accounting time: Not less than 3,5 pages of the translated text in the computer setting should be presented on the last week of each month.

The place of undergoing practice:Consultations in the Recourse Centre.of the Institute.

The criteria of evaluation:1. The volume.2. Agreement with the norms of the native language.3. Exactness of translation and the expressiveness of language.4. Language register. 5. Logical evolution of the text.

119

6. A list of terms (100 per semester).7. Compliance with the terms.

120

II. Oral Interpretation

2.1 Beginning from the 2nd semester of the 1st year and on to the 4th

year, every student will participate as an interpreter at seminars organised by the Institute at which invited foreign lecturers appear before the audience, as well as in other events organised for these guests (theatres, exhibitions, tours of the city). If necessary, contact in a second foreign language (French, Italian, German) would be welcome.

Every student should work as an interpreter at least 2 times in year, 2 hours each time.

The 3rd - 4th -year students participate as interpreters at the seminars of invited foreign lecturers.

1.2 Consecutive interpretation. 1) One student is reading - the other is translating in a

consecutive way (the credit test during the classes); 2) Consecutive interpretation of lectures at seminars.

Criteria of evaluation:1. The number of hours spent in the guest’s company.2. The professional standard of translation.3. The degree of intercommunication.


121

Academic year plan(1997/98)

The 1st term

Academic weeks 01. 09. 97. - 20. 12. 97.

Holidays 20. 12. 97. - 04. 01. 98.

Winter session 05. 01. 98. - 29. 01. 98.

The 2nd term

Academic weeks 02. 02. 98. - 30. 05. 98.

Holidays 06. 04. 98. - 13. 04. 98.

Summer session 01. 06. 98. - 30. 06. 98.

Summer seminars 01. 07. 98. - 31. 08. 98.

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INTERNATIONAL

Rector of the International Institute of Practical Psychology

International Institute of Practical PsychologyTranslation Faculty

The analysis of the results of the winter session of 1997/98 ac. year Credits

Academic subjects The 1st course The 2nd course The 3d course The 4th courseCredit Stud.

numberCredit Stud.

numberCredit Stud.

numberCredit Stud.

n.

Phonetics 10 12Latin language 38 50Theory of translation 21 21 3 3 23 23Special texts translation

25 25 17 17 15 15

The 2nd foreign language

36 36

J. Mihailovs (Signature)

123

History of philosophy 23 31Phonology 19 22 5 5Logics 21 23

Examinations

Academic subjects The 1st course The 2nd course The 3d course The 4th courseaverage marks

The 1st foreign languageDictationReading 7,3 7,8Translation 6,6 7,3 7,2 6,9Self - presentation 7,5 7,8 7,8 6,6Atstâstìjums 6,9 7Audio-visual 8,6The 2nd foreign languageTranslation (written) 7,7Test (reading) 8,7Writing 7,2 7Translation 7,3 7,7Reading 7,9 8Self - presentation 7,8 8,5 7,3The averange mark of the course

7,3 7,6 7,7 7,3

The averange mark of the faculty

7,5

See the supplimentary information in the Documentation: Section "The analysis of the results of the winter session of 1997/98 ac. year"

International Institute of Practical PsychologyTransation Faculty

124

The analysis of the results of the summer session of 1997 / 98 ac. yearExaminations

Academic subjects The 1st course The 2nd course The 3d course The 4th courseaverage marks

The first foreign languageTranslation (oral, consecutive) 6,9 9 8 6,9Translation (written) 6,4 7,8 7,8Reading 7,6 7,8 8,3 8,1Writing 6,5 7,2 7,4 7,7Self - presentation 7,6 7,8 8,2 7,9The second foreign languageTranslation (oral, consecutive) 7,1 8,4 7,7 7Translation (written) 7,9 8 7,4 8Reading 8 8 6,6 7,4Writing 9,2 9,2 8,9 9,2Self - presentation 8,5 7,8 7,9 8,7Philosophy 7The averange mark of the courses

7,7 8 7,8 7,8

The averange mark of the faculty

7,8

CreditsAcademic subjects The 1st course The 2nd course The 3d course The 4th course

Credit Stud. number

Credit Stud. number

Credit Stud. number

Credit Stud. number

Introduction into linguistics * 22 22Latvian state language * 3 3Latin language 24 32Phraseology 19 21 21 23Written special texts translation 28 33 13 13 8 10 6 7General psychology 21 32 4 9Communicative psychology 4 5Fundamentals of etiquette * 13 13 19 19 3 3Socionics * 7 7 8 8 8 8History of Latvia * 9 9* limited choice

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International Institute of Practical PsychologyFaculty of Translators and interpreters

Analysis of the Realisation of the1997/98 SyllabusConfirmed at the Senate meeting of 25. 05. 98.

Number of academic subjects Number of academic hours Block classes in lecture rooms independent work in the LRC under

the guidance of an instructor planned realised planned realised planned realised

A15 15 2752 3346 2132 2100

B(1 - 16) 16 7

from 192 to 512 318 12 10

C (1 - 13) 12 7 from 32 to 2184 428 - -

Courses Planned number Realised number acad. subjects acad. hours acad. subjects acad. hours

Practical 23 3168 20 3448Theoretical 22 896 9 644

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S.Mihailova _____________________________________

Director of the syllabus for training interpreters/desk officers

International Institute of Practical PsychologyTranslators’ Faculty

List of the Academic Staff

Nr. Surname, name Year of birth

Academic degree Pedagogical experience

Subject

1. Arnte Aina 1927 Dr. hist. 43 Latvian language2. Bavrina Ludmila 1954 Bac. philol.* 23 English language3. Broks Jвnis 1956 Dr. philos. 10 History of philosophy4. Cмrule Brigita 1954 Mr. philol. 23 Latin language5. Gudzuka Aija 1956 Mr. hist. 15 History of Latvia6. Guовne Iraмda 1939 Dr. philol. 36 English language 7. Hajenko Svetlana 1941 Bac. arts* 38 Man’s visual culture

Visual art in Latvia8. Jansone Baiba 1955 Mr. philol. 4 English language9. Koоesnikova Larisa 1967 Bac. psychol. 2 Psychological aspects of

business contacts 10. Kovaоenko Tatjana 1965 Bac. philol.* 7 French language11. Lindenberga Рina 1953 Mr. philol. 24 English language12. Lъse Rъta 1941 Mr. philol. 38 English language13. Markots Jвnis 1943 Dr. philol. 34 English language14. Mazurs Viktors 1966 Bac. philol.* 11 English language

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15. Medоevska Tatjana 1948 Bac. philol.* 3 English language16. Meiere Lilita 1968 Bac. philol.* 9 French language

Italian language17. Mihailova Svetlana 1940 Mr. philol. 37 French language18. Mihailovs Jвnis 1939 Dr. psych. 40 Image psychology

Introduction into the theory of personality

19. Naumova Irina 1927 Dr. philol. 40 English language20. Niedre Laila 1972 Mr. philol. 5 German language21. Matthew O’Rourke,

specialist from the UK1971 Bac. philol. 2 English language

Background studiesFundamentals of etiquette

* Bachelor, equated to Master.

22. Plotnieks Imants 1929 Dr. psych.,Dr. habil. ped.

45 Intercourse psychology

23. Rezvanova Irмna 1959 Dr. philol. 18 English languageSpanish language

24. Carole Cerignat, french specialist

1974 Mr. philolog. - French language

25. Skaаkova Olga 1954 Dr. philol. 14 English language26. Sokolova Valentмna 1950 Dr. philol. 23 German language27. Taivвne Ludmila 1939 Dr. philol., assistant

prof.40 English language

28. Tunne Ineta 1961 Dr. psych. 17 General psychology29. Vilcвne Vija 1940 Mr. class. philol. 30 Latin language

S. MihailovaFaculty’s dean

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International Institute of Practical PsychologyTranslators’ Faculty

List of the Academic Staff (1997/98)

Nr. Surname, name Year of birth

Academic degree

Pedagogical

experience

Subject Winter semest

er

Summer

semester

’97. - ’98.

1. Arnte Aina 1927 Dr. hist. 43 Latvian language 4 26 302. Bavrina Ludmila 1954 Bac. philol.* 23 English language 172 400 5723. Broks Jвnis 1956 Dr. philos. 10 History of philosophy 64 64 1284. Cмrule Brigita 1954 Mr. philol. 23 Latin language 92 64 1565. Gudzuka Aija 1956 Mr. hist. 15 History of Latvia 32 32 646. Guовne Iraмda 1939 Dr. philol. 36 English language 240 240 4807. Hajenko Svetlana 1941 Bac. arts* 38 Man’s visual culture

Visual art in Latvia64 64 128

8. Kovaоenko Tatjana 1965 Bac. philol.* 7 French language 308 310 6189. Lindenberga Рina 1953 Mr. philol. 24 English language 128 164 29210. Lъse Rъta 1941 Mr. philol. 38 English language 128 164 29211. Markots Jвnis 1943 Dr. philol. 34 English language 112 200 31212. Mazurs Viktors 1966 Bac. philol.* 11 English language 268 328 59613. Medоevska Tatjana 1948 Bac. philol.* 3 English language 32 32 6414. Meiere Lilita 1968 Bac. philol.* 9 French language

Italian language206 196 402

15. Mihailova Svetlana 1940 Mr. philol. 37 French language --- 20 2016. Mihailovs Jвnis 1939 Dr. psych. 40 Image psychology

Introduction into the theory of personality

96 --- 96

129

17. Niedre Laila 1972 Mr. philol. 5 German language --- 128 12818. Plotnieks Imants 1929 Dr. psych.,

Dr. habil. ped.

45 Intercourse psychology --- 32 32

19. Rezvanova Irмna 1959 Dr. philol. 18 English languageSpanish language

294 226 520

20. Skaаkova Olga 1954 Dr. philol. 14 English language 174 172 34621. Sokolova Valentмna 1950 Dr. philol. 23 German language 138 338 476* Bachelor, equated to Master.22. Шelomova Hanna 1936 Dr. philol. 40 German language 136 --- 13623. Шalha Brigita 1954 Mr. philol. 14 German language 66 --- 6624. Taivвne Ludmila 1939 Dr. philol.,

assistant prof.

40 English language --- 64 64

25. Tokare Svetlana 1939 Bac. philol. 40 Italian languageSpanish language

40 --- 40

26. Tunne Ineta 1961 Dr. psych. 17 General psychology 18 64 8227. Vilcвne Vija 1940 Mr. class.

philol.30 Latin language --- 62 62

J. MihailovRector of the International Institute of Practical Psychology


130

Information about the scientific / methodical work of the lecturers within the period of еру ac. year 1997/98

Methodical papers Scientific papersPrinted materials Num

.Audio and video materials Num

.Types of scientific

papers Num

.A set of the methodical materials for the students’ individual work in LRC (instruction, texts, a test, keys for self-control)

13 The set of the materials:audio or video texts, instruction, a test, keys for self-control

9 Participation at the conferences and seminars

6

Instructions for the students’ individual work in LRC

4 Publications 7

Test and final tests to control the level of the students knowledge

20 Opinion (Reference) about thesis (dissertation)

1

Total 37 9 14

See supplementary information in the Documentation; section "Lecturers’ scientific and methodical work".

131

International Institute of Practical PsychologyThe Faculty of Interpreters

1 Acadēmijas Square, Rooms 806, 71112 Gogoļa Street Riga, LV-1050

Tel.: 7226990; 211092 (Secretariat)Fax: 0003717229011

Rìga, 1998

A GUIDE (FOR ENTRANTS)

132

1. Profession: philologist.2. Speciality: interpreter/desk officer.3. Field of activity: education, psychotherapy, business, tourism.4. Functions: Oral and written translation / interpretation,

abstracting special texts, correspondence, tourist guide skills.

5. Specificity of training: combination of academic and professional training, orientation towards the communicative sphere of language

aquisition and mastering,

psychological trend of the training process6. Duration of studies: 4 years7. Entrance requirements: persons are admitted who have

secondary education or a bachelor’s diploma in another speciality and a certain standard of overall cultural understanding.

8. The diploma is conferred with the rights to continue master’s studies in the branch of philology.

9. Receipt of documents: application takes place all year round. The entrants are invited for testing (psychological and linguistic) during the period that runs from June till September. The people admitted to the Institute have an opportunity to attend seminars on psychology held in order to perfect the students’ personality (July, August).

10. Testing: clarification of the entrants’ personal features, clarification of the level of linguistic competence (in a

foreign and the native language)1) general translation of a text from a foreign language

into the mother tongue and from the native language into a foreign language (10-15 lines),

2) lexical and grammatical test (in a foreign language),

133

3) a test of the native language competence,4) a discourse in order to state the level of the entrant’s

overall culture.11. The schedule of classes in lecture rooms is drawn up at the

beginning of each academic year. Semester 1: from the middle of September till the end of

January, Semester II: from February till June. The examination session: January and June. The small session for settling up one’s debts: the first half of

February and September.12. The acquired languages: English, French, German, Italian,

Spanish; Latvian, Russian (for foreigners).13. Alongside with the first and the second foreign language a

third foreign language is taught too – an optional course (the groups of beginners, and those who continue their studies): English, German, French, Italian, Spanish, Danish, Finnish, Norwegian, Swedish (the group is formed if there not less than 9 students in it).

14. The hostel: For those who need it, there is a chance to find a room in the hostel (contact the administration: Room 711; tel.7226990).

15. The structure and contents of the academic courses (see Appendix)* :

During the first year (Semester I) students are acquainted with the technique of translating various texts (politics, economics, culture, science, psychology, anthroposophy, ontopsychology, etc.).

The first acquaintance with a professional translation begins at the end of the first semester, then it is continued and deepened.

During the second semester students get acquainted with the technique of oral translation.

Students are offered the chance to acquire knowledge of a series of subjects from the comprehensive, general-scientific, philological cycle; there is an opportunity to take part in the work of seminars designed for personality growth.

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The students should submit 3 annual papers (semesters 2, 4, 6) and a diploma work (semesters 7-8).

Into the syllabus there are included various practices: library, games, organisational, methodical, pedagogical, and translation practice.

16. Contacts: International:

European Council. Centre of Living European Languages. Graz.

Centre of the European University in Strasbourg. SPIRAL – the Pedagogical Inter-University Centre.

The Language Resource Centre (self-instruction). Ministry of National Education. CLEMI (Centre of Education and Information). Paris.

France. The Lyon Language Centre. Lyon. France. French Agency (Agence Française). Ribérac. France. The Linguists’ Association of Higher Educational

Institutions (UPLEGEES). Toulouse. France. The English Language School (Lake School of

English). Oxford. England. Local state and other organisations:

Ministry of Education of Latvian Republic. Latvian Association of Foreign Language (French)

Teachers. The Museum of Theatre (Riga). Centre of Education of Latgale Suburb, Riga City. The Juniks Tourist Agency (Riga).

135

Appendix

The Subjects Taught *

1. The first foreign language: Translation Reading An analytical review of the contents and information. Abstracting. Translation

of radio and TV programmes. A letter An oral examination: self-presentation and media presentation

2. The second and the third foreign language (integrated): Translation Reading An analytical review of the contents and information. Abstracting. Translation

of radio and TV programmes. An oral examination: self-presentation and media presentation

3. Translation theory4. Practical course of phonetics5. Phonology6. Phraseology7. Practical course of grammar8. Communicative grammar9. The native language10. General psychology11. Communicative (intercourse) psychology12. Introduction into philosophy13. Philosophy14. Informatics15. Lexicology16. Background (state) studies (Great Britain, the USA, France)17. Elocution18. Business communication19. The work of a desk officer20. Introduction into the theory of literature 21. Foundations of law

22. Variantology

* Not more than 40 academic hours a week: 20 classes in lecture rooms and 20 hours of independent work

International Institute of practical Psychology

136

The Faculty of InterpretersRiga, Latvia

PROSPECTUSThe faculty of Interpreters was set up in 1994 with an aim to prepare

professional interpreters.

1. The aims and goals of professional training are:

1) To form and develop professional skills necessary to perform the

professional duties of an interpreter (translator - reviewer).

2) To create the conditions for students to acquire academic

(scientific) knowledge in the fields of literary studies, culture

studies, linguistics, psychology.

3) To develop educational abilities and skills which will allow students

to independently acquire knowledge as well as the skills of self-

evaluation, self- and mutual control.

2. Profession: interpreter (№ 2444 03 and № 2444 10 Professions

Classificator of the Latvian Republic. Sutijums № 95-1).

3. Speciality: interpreter (translator-reviewer).

4. Sphere of work: education, psychoterapy, business, tourism.

5. Functions: oral and written translation and interpreting, reviewing of

specialists texts, correspondence, secretarial services, escort.

6. The specificity of training:

professional training and academic education combined;

language teaching patterned on communicative functions;

psychology integrated into training and education.

2. The Specificity of the Faculty:

foreign languages studied in a professional context;

137

emphasis on the independent work of the students at the Language

Resource Center (LRC);

language studying linked to students personal growth.

3. Term of study: 4 years.

4. Diploma issued stipulates the possibility of postgraduate studies for a

masters degree in philology.

5. Conditions of enrollment: admitted are the persons holding a certificate

of secondary education or a bachelor degree in another speciality as well

as showing a definite cultural level.

6. Entrance tests:

to define the personal strengths and weaknesses of the entrants;

to define the level of language competence (in a foreign language

and the mother tongue)

1) to translate a general text from a foreign language in to the

mother tongue and vice versa (10-15 lines),

2) a test in vocabulary and grammar (foreign language),

3) a test for competence in the mother tongue,

4) an interview to determine the general level of culture of the

entrant.

7. Languages taught:

a) English, French, German, Italian, Spanish, Latvian, Russian (for

foreigners);

b) alongside the first and second foreign languages a third foreign

language can be studied as an elective course.

7. Educational courses. Structure and contents (see: Working Programme,

file №...)

138

During the first year, first term the students are familiarized with the

methods of translation of a wide array of texts (from politics,

economics, culture, science, psychology, anthroposophy,

ontopsychology etc.).

The first acquaintance with the professional translation will have begun

by the end of the first term, to be continued and intensified later on.

During the second term students are familiarized with methods of oral

translation.

The students are offered general educational, philological cycles; they

can attend seminars on personal growth.

The students are to write three course papers (terms 2,4,6) and a

diploma paper (terms 7-8).

The curricula comprises various types of practices: library, game,

organizational, methodics, pedagogical, interpreting.

8. Control, self-evaluation (see file №...):

the subject of control;

exam requirements;

criteria of assessment.

9. Zinks:

International (of Europe)

Council: European Centre of hiving languages. GRAZ, Austria.

European University Centre. SPiRAL. Inter-University Pedagogic

Centre. Language Resource Centre. Strasbourg, France.

The Ministry of National Education. CLEMJ (The Mass Media

and Education Linkages Centre) Paris, France.

Lyons Language Centre. Lyons, France.

French Agency (Agence Franaise). Pibepak, France.

139

Association of Higher School Linguisto (UPLEGEES). Toulouse,

France.

Lake School of English, Oxford, England.

Local state bodies and other institutions:

The Ministry of Education of Latvia.

Association of foreign Languages Teachers of Latvia (Department

of French).

French Embassy in Latvia.

The Museum of Theatre.

Educational Centre of Latgale district. Riga.

"Juniks", tourists agency. Riga.

140