Syntactic Parallels as a Linguodidactic Problem in the Theory and Practice of Teaching Russian as a Foreign Language to Future Translators

Abstract

The article provides a linguodidactic perspective on targeted training while taking into account psycholinguistic factors influencing the generation of future interpreters’ response and syntactic synonyms that are close, but not identical, in meaning to one another. The author analyzes the importance of the use of simple sentences in speech as well as possibilities of their usage while considering semantics and the presence of synonymous constructions. The author provides the reader with numerous examples to illustrate the idea that selecting specific syntactic synonyms implies both their deep rethinking on the part of the students and systemic commenting on the part of the teachers.

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