DIGITAL TRANSLATION METHODS IN THE CONTEXT OF FOREIGN LANGUAGE EDUCATION: CORPORA APPROACH

Author(s): Mikhaylova A.G., Kobzeva N.A.

Rubric: Methods and technologies of training and education

DOI: 10.21777/2500-2112-2024-1-23-30

Release: 2024-1 (46)

Pages: 23-30

Keywords: digital technologies, corpora, lexicon, translation methods, foreign language, culture, genre, foreign language skills

Annotation: The article describes the use of corpora as promising translation methods in the context of foreign language education. Corpus-driven approaches is known to have become popular in lexicography following digital tech- nological advances. This method have made it possible for computer programs to process vast amounts of data very rapidly. The purpose of the study: to identify the main role of corpora in teaching a foreign language. The following research methods are: content analysis of scientific literature on the research topic, interpretation, systematization, structuring. The following results are obtained: currently the problem of corpus approach use as digital means to solve foreign language education issues are relevant due to Foreign language study enhances human’s opportunities in technologies. It is necessary to create a link between the digital society and humanitar- ian education, that is, digital culture. The use of corpus technologies can provide significant assistance in the professional activities of a foreign language teacher. The corpus approach is an important tool in organizing the learning process, finding the necessary content of educational tools, and its application can ensure the quality of teaching a foreign language. In conclusion it is noted that expanding the corpus capacity to translate texts contributes to the diversification of learning processes through digital technologies.

Bibliography: Mikhaylova A.G., Kobzeva N.A. DIGITAL TRANSLATION METHODS IN THE CONTEXT OF FOREIGN LANGUAGE EDUCATION: CORPORA APPROACH // Education Resources and Technologies. – 2024. – № 1 (46). – С. 23-30. doi: 10.21777/2500-2112-2024-1-23-30