Recibido: 21/07/2021 Aceptado: 01/09/2021

RESUMEN

Objetivo. El objetivo de la investigación consistió en determinar la efectividad y relevancia de la

implementación de la tecnología de Aprendizaje Basado en Proyectos (ABP) y la evaluación de

los estudiantes sobre las perspectivas de aprendizaje de la teoría lingüística, la teoría y la práctica

de la traducción utilizando el método ABP. Metodología. La hipótesis de la investigación es que

el uso de tecnologías de aprendizaje basadas en proyectos dentro de los cursos de idiomas

aumenta la comprensión de los conceptos lingüísticos nativos, fortalece el vínculo entre la teoría

mostraron que los estudiantes tienen una evaluación muy positiva del uso de la tecnología de

proyectos en la formación profesional de los estudiantes del campo filológico, pues esta

formación es efectiva. El examen de casos prácticos sobre la implementación del método ABP

permitirá identificar más perspectivas en áreas tales como la colaboración y el diseño de

proyectos.

PALABRAS CLAVE: Ambiente de aprendizaje; Métodos de aprendizaje; Enseñanza de idiomas;

Lingüística.

Philology is a branch of knowledge, the core concept of which is language, its study,

semantic components, and system connections and, of course, ways of effective language

disciplines are an important component of the curricula of various philological disciplines and

specialties with foreign languages of instruction. Sometimes it is a specialty of the student's

choice, but it is not very popular, it is considered that it is not important and vital for better

language learning. This is a pedagogical problem, where it is necessary to resort to innovative

approaches and pedagogical technologies of interactive level. The project approach can show

the important role of the theory of linguistics in activating and promoting language learning in

the educational context.

The study of design technologies has been going on since the XIX century (Dewey, 1938)

design technologies were gradually considered, researches as investigations were singled out;

activities have also been studied in modern pedagogy (Solemani, et al., 2015). The relationship

between the PBL method and the preservation and nurturing of student educational interests

has also been in the research focus (Peterson, Nassaji, 2016), this also applied to the search for

ways to improve the activity of writing and translating texts (Sedeghi, et al., 2016; Vasquez,

2018).

The pedagogy of translation is not outside the research interests. The potential of

translation as a teaching technique for the formation and intensification of linguistic and

because it helps to bring theoretical teaching material closer to practice; changes the roles of

prospects for learning linguistic theory, theory and practice of translation using the PBL method.

To achieve an objective, a number of tasks were performed: to determine the structure and

sequence of project activities by students of philological specialties; to establish the assessment

given by students on the relevance and prospects of studying linguistic theory, theory and

practice of translation using the PBL method.

after Hryhoriy Skovoroda, Ukraine). 20 participants who attended during the academic year (2

6 steps (initiation, definition, design, development, implementation, and summarizing). At this

Based on the implemented project, data on translation features were collected, bilingual

glossaries were compiled, and translation techniques were identified, as well as the main

difficulties and errors of translation, project dossiers, links to websites and groups on social

networks, etc. were compiled. The training materials were later uploaded to university websites,

electronic archives, specially adapted for the purposes of this study.

Regarding the difficulties encountered by the research team during the work on the

project and in the process of conducting the experiment, it is time costs (2 semesters), and it is

techniques, but had not previously used project-based learning technology. In parallel with the

specific skills and knowledge. They work with texts of different genres prepared by the teacher,

determine the types of translation, and consider the main provisions of the theory of linguistics,

which help to identify the type of translation, to determine its stylistic markers and pragmatics.

2. Project identification and planning phase. At this stage, (the first half of the second

week of training) are formed requirements for the project, tasks to achieve the goal. For example,

the number of interviews on the initial topic, their transcription, determination of

pronunciation, translation, analysis of transcripts based on linguistic theory and translation

project.

so that everyone could comment on their project and so that each member of the project team

could present this project.