Author’s name:
Ekaterina I. Belyaeva, Alexandra A. Meshcheryakova, Tatyana N. Sineokova N. A. – Dobrolyubov Linguistics University of Nizhny Novgorod, Nizhny Novgorod, Russia
Abstract:
The article presents the results of the survey, conducted among trainee interpreters at the ini-tial stage of their university training with the intent to establish the degree of the students’ in-volvement in different types of research, to analyze the students’ own assessment of their ability to conduct research, to examine their motivation for taking part in research activities, and to identify the factors which impede the development of their potential as researchers. The results of the experiment demonstrate that more than half of the respondents have had some research experience, although they do not always associate some of the mentioned ac-tivities with the field of science. Only half of the students who have taken part in research work have the wish to continue doing so in the future, but there is reason to suppose that this seemingly negative attitude depends on the context of the question, which influences the choice of the answer. The main motivation for research work seems to be practical benefits for the future profession. Students demonstrate inner personal motivation for research work: the survey respondents mention the role it plays in developing their creative potential, in deepening their knowledge and acquiring further expertise. External incentives such as public approval and extra points on the academic record, are also important. While assessing their ability to perceive and analyze scientific information as good, the majority of the respondents indicate lack of time, insufficient soft skills, and dearth of information about available re-search advisors as primary factors that impede their further involvement in research work. In-volving more students into research work may be possible through: a) acquainting them with the existing research schools, prominent scholars and their fields of interest, and various for-mats of research work available at LUNN’s Higher School of Translation and Interpreting of as early as the first year of their studies; b) overcoming students’ self-doubt and their tenden-cy to undervalue their abilities by developing their cognitive skills; and c) stimulating stu-dents by awarding them with extra points which would allow them to get scholarships of var-ious kinds and a higher position in LUNN’s academic rating. Key words: trainee interpreters; initial stage of education; research work.
| Section | LANGUAGE AND CULTURE |
| DOI: | |
| Downloads | 449 |
| Key words | trainee interpreters; initial stage of education; research work |
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