Tsareva Natalia Yu.

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.

The article will analyze the possibilities of developing special scenarios for creating a learning environment through the use of digital platforms, as well as the degree to which the best display of pedagogical experience and following leading didactic principles are combined in the course of online Russian language training for future Chinese translators. In addition, the author draws the reader’s attention to the importance of inter­subject relations and identifies a number of unresolved issues related to the practice of developing skills and abilities in the field of foreign language communication in digital format.

The report will address practical issues of the level of formation of textual competence, based on the concept of text theory, which pays great attention to the category of coherence, since it provides a structural and compositional sequence of presentation. In the Chinese audience, when teaching text formation in Russian, there are serious problems concerning both objective factors (the initial discreteness of the text and the difference in language systems) and subjective ones (a low level of analytical abilities, insufficient confidence in their own creative abilities). The importance of this category is difficult to overestimate, because it has a multidimensional, interdisciplinary nature and should become a unifying principle in the development of curricula and programs for future translators in the courses of “Practical Stylistics,” “Theory and Practice of Translation,” “Business Communication,” “Introduction to Linguistics,” etc. Not only does such interdependence of diff erent academic disciplines in teaching foreign languages develop students’ analytics, but it also increases the level of their creativity, which largely determines the competitiveness and demand for future specialists next to computer intelligence.

In this article, from the perspective of linguodidactics, the phenomenon of antonymy, which is a problem in translation, is considered as a search for semantic dominants. Russian language teaching means that mastering the peculiarities of the emergence and functioning of antonymic pairs becomes one of the leading tasks if we assume that the ultimate goal of teaching is to teach students how to understand and translate texts from Russian into Chinese and vice versa. 

Against the background of the classification of antonyms accepted in Russian linguistics, the article analyzes their problem areas, which require sufficiently deep linguistic knowledge in two languages, and the need for a thorough, thoughtful attitude on the part of students to the ways of their translation transformation. Our many years’ experience of working with the Chinese audience allows us to give some recommendations that take into account the difficulties in the formation of language competence in the training of future translators in Chinese universities.