Udc: 78. The cognitive aspect of using phraseological units in teaching translation

Translation training. In the article we will focus on translation training on the automation of skill of interpretation. The ability to translate legal documents is a special activity that, in addition to language skills, requires both knowledge of translation theory and practical skills. Acquired skills to transfer only the result of long training, based on the methodological system taking into account the synthetic nature of all types of verbal activities: reading to extract information, making translation decisions, the playback of the translated text or its parts, the ability to perceive simultaneously and at the same time to produce the translation, the ability to allocate attention.
Teaching lexical material requires the development of students' receptive (recognition and understanding) and expressive (intuitively correct use and word formation) lexical skills. The acquisition of these skills is based on the creation of lexical automated dynamic connections (unity of auditory - grapheme-phonemic and semantic images of words and phrases). It requires speech practice that creates flexible and strong lexical skills. However, to achieve a high level of assimilation, the lexical minimum must be carefully selected and dosed.
There are generally accepted principles for selecting an active dictionary – semantic, the principle of compatibility, the principle of stylistic limitlessness, the principle of frequency, the principle of word formation value, the principle of excluding international words, etc. Although this list should be slightly adjusted to take into account the specifics of the specialty language.
The training procedure consists of the following stages:

1. 
   Read and translate the text in which the cliched lexical and grammatical structures (hereinafter referred to as CLGS) are graphically highlighted.
   

It is allowed to use hints in the form of a translation of the CLGS given below the text, or a full translation of this text.

2. 
   Give students time to repeat the graphically highlighted CLGS on their own for 2-3 minutes.
   
3. 
   Students in pairs verbally check each other's comprehension of the CLGS.
   
4. 
   perform a front-end review of the completed task with closed textbooks. If there are any errors, students should work out the correct pronunciation in a chorus.
   
5. 
   Conduct a translation dictation on the studied CLGS.
   

6. 
   Students record the number of correctly translated CLGS. Collect the work and check whether it is correct.
   
7. 
   Homework assignment-translate the text learned in the lesson from Russian to English.