PSYCHOLOGICAL MECHANISMS OF STUDENT ACTIVITY WITHIN THE DISCIPLINE WRITING AND READING IN WRITTEN TRANSLATION

Chervenko Iuliia Iu.; Karpova Iuliia A.

doi:10.29121/shodhgyan.v4.i3.2026.155

Authors

Chervenko Iuliia Iu. Candidate of Pedagogical Sciences, Associate Professor, Associate Professor Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University, Russia
Karpova Iuliia A. Candidate of Pedagogical Sciences, Associate Professor, Associate Professor, Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University, Russia

DOI:

https://doi.org/10.29121/shodhgyan.v4.i3.2026.155

Keywords:

Written Translation, Reading in Written Translation, Psychological Mechanisms, Referential Matrix, Subject-Thematic Content

Abstract [English]

This article discusses the psychological aspects of Russian students’ activities within the taught discipline “Writing and Reading in Translation”. The article is written based on the experience of students in writing and reading classes in translation. Students carry out thematically oriented reading of special texts, while ensuring a culture of semantic perception of text materials, as well as, on their basis, a culture of generating secondary texts. Speech perception technology looks like a kind of strategy that is subordinated to the final goal-result. The theoretical foundation of the study was the work of I. A. Zimnyaya, V. D. Shadrikova, Yu. N. Karaulova, A. N. Leontyeva, T. S. Serova. Such psychological mechanisms as semantic perception, probabilistic forecasting, attention, thinking and memory are analyzed, their role in thematically oriented reading and written translation is emphasized. Attention is drawn to the need to highlight key words when reading special texts, create a logical-semantic structure of the topic, consisting of basic and additional key concepts, and create a referential matrix. Students learn to compare the referential histories of texts and discover their referential identity.

The article describes the technology for working with texts within the discipline mentioned above and describes its stages. As examples at each stage, work done by students is given, in which variability is clearly visible. The authentic text material analyzed by students relates to the current topic “Energy”. Students, after working with small texts, move on to larger texts. The proposed technology is aimed at developing students’ skills in identifying key words, creating a structure of subject-thematic content, and promoting the formation of a category-conceptual apparatus, which facilitates the work of written translation of special texts. It is students’ understanding of the psychological mechanisms within the discipline “Writing and Reading in Translation” that lays the foundation for successful work in translation. Students’ activities within the discipline “Writing and reading in written translation” are based on the functioning of such psychological mechanisms as semantic perception, probabilistic forecasting, attention, thinking and memory, which lays the foundation for successful work in written translation.

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