This course is designed for true beginners to acquire speaking and reading skills of basic Japanese. Students are to learn how to read, pronounce and recognize Japanese alphabets (Hiragana and Katakana), aiming at being able to acquire and practice basic and frequently used Japanese words and phrases through classroom activitiesfollowing the guidelines of JF Standard for Japanese Language Education*.

*JF Standard for Japanese Language Education is developed by Japan Foundation, based on CEFR.

Learning Objectives

Having finished this level, you will:

• Be able to read and write down Hiragana and Katakana
• Be able to greet people, introduce yourself and your family and favorite food
• Be able to understand Japanese culture and society basically

Prerequisites

There is no prerequisite for this course

Course Materials

Textbook: Marugoto Japanese Language and culture Starter A1

             Course book for communicative language Activities

Web site：Marugoto Plus A1  https://a1.marugotoweb.jp/en/
Mobile App：Hiragana memory hints/Katakana memory hints

Course Description

This course is designed for true beginners to acquire speaking and reading skills of basic Japanese. The course starts with learning Japanese alphabet (Hiragana and Katakana), leading you to catch all sounds of Japanese language and also enable yourself to a flexibility in the use of English or other language phrases as loan words talking with Japanese native speakers. At the same time, the course will focus on two main topics of everyday situations, Greetings and Myself. Though various classroom activities, you will learn how to conduct greetings, introducing yourself and your family in this course, following the guidelines of JF Standard for Japanese Language Education*.   

*JF Standard for Japanese Language Education is developed by Japan Foundation, based on CEFR.

Learning Objectives

Having finished this level, you will:

•  Be able to read and write down Hiragana and Katakana
•  Be able to catch and write down any Japanese sound
•  Be able to use about 50 loan words from English in Katakana
•  Be able to understand and use familiar everyday expressions and basic phrases
•  Be able to greet people, introduce yourself and your family
•  Be ready to upgrade to the next level, Japanese Program Beginner 2

Prerequisites: No prerequisite for this course is required.

Course Description

This course is designed for who has little knowledge of Japanese language and who can recognize Hiragana and Katakana. The objective is to gain practical ability communicating in everyday situations. You will learn how to express yourself in eight specific topics, which are hobbies, events, transport, locations, counting, shopping, holiday and trips. All topics are designed with an emphasis on understanding and respecting cultures, listening to a variety of natural contextualized conversations. At the same time, you’ll expand your vocabularies, acquire basic sentence structures and patterns, through practicing listening to and speaking Japanese a lot through classroom activities.

Learning Objectives

By the end of the course, the students is expected to reach the following goals:

• Have a basic knowledge of Japanese grammar
• Increase your basic vocabulary and sentence patterns
• Be able to recognize about 50 Kanji characters.
• Be able to talk with more ease about your hobbies, daily schedule, events, shopping and trips
• Be ready to take Beginner 3

Prerequisites: Japanese Beginner 1 or equivalent

Course Descriptions:

This course is designed for who has a fundamental knowledge in speaking Japanese language and are willing to enhance their communication and reading skills. 

In this course, you will go deeper into Japanese language and expand your repertoire of expression to move towards fluency in expressing yourself and interacting with native speakers on eight selected subjects. Surrounding the main topics, you will be exposed to new grammars such as verb forms and conjugations as well as new Kanji. Through a variety of classroom activities, you will expand your vocabularies, acquire more complicated sentence structures and patterns, develop listening and speaking skills with a high language accuracy.

Learning Objectives

By the end of the course, the student is expected to reach the following goals:

Improve fluency in talking on 8 specific topics and give your opinions
Increase vocabularies to 700 and 40 useful sentence patters
Understand how to combine Kanji characters and be able to recognize around 250 of them
Be able to talk about past and future events, elaborate on your likes and dislikes
Be able to write short essays above 10 sentences
Be ready to take Beginner 4 

Pre-requisite: Japanese Beginner 2 or equivalent.

Course Materials: 

Marugoto Japanese Language and culture Elementary1 A2 

Coursebook for Communicative Language Competences

Other Reading Material:    

Web site：Marugoto Plus A2 https://a2.marugotoweb.jp/ja/

Mobile App：Kanji Memory Hint

This course is designed for who has fundamental knowledge in speaking Japanese language and are willing to enhance their communication and reading skills.

In this course, you will go deeper into Japanese language and expand your repertoire of expression to move towards fluency in expressing yourself and interacting with native speakers on eight selected subjects. Surrounding the main topics, you’ll be exposed to new grammars such as verb forms and conjugations as well as new Kanji. Through a variety of classroom activities, you’ll expand your vocabularies, acquire basic sentence structures and patterns, and develop listening and speaking skills with a high language accuracy.

Learning Objectives

Having finished this level, you will:

• Improve fluency in talking on 8 specific topics and give your opinions
• Increase vocabularies to 700 and 40 useful sentence patters
• Understand how to combine Kanji characters and be able to recognize around 250 of them
• Be able to talk about past and future events, elaborate on your likes and dislikes
• Be able to write short essays above 10 sentences
• Be ready to take Intermediate 1

Pre-requisite: Japanese Beginner 3 or equivalent

Course Materials

Marugoto Japanese Language and Culture Starter A2

Coursebook for Communicative Language Activities

Web site: Marugoto Plus A2  https://a2.marugotoweb.jp/ja/

Mobile App: Kanji Memory Hint

This is a course for students who have not studied Russian before. 

As a result of the course students will learn to read and understand simple texts and dialogues in Russian, as well as participate in small conversations on a number of topics. Students will be able to understand and use essential Russian vocabulary and provide basic information related to everyday life: naming things, numbers, colors, describing foreign language skills, family, housing, city, professions, possessions, location, directions, etc.

Students will be exposed to authentic Russian language and culture through songs, films, and websites.

Prerequisites: No prior knowledge of Russian is expected.

Textbook: No textbook is used for this course. The instructor will provide students with all necessary leaning materials.

This is a course for students who have not studied Russian before. 

As a result of the course students will be able to talk about several topics in everyday life: formal and informal greetings, addressing and introducing people, occupation and professions, nationality, foreign language skills, family, possessions, city, directions, locations, housing, numbers, and colors.

Students will be exposed to authentic Russian language and culture through songs, video, and websites.

Prerequisites: No prior knowledge of Russian is expected.

Textbook:The instructor will provide students with all necessary leaning materials.

This is a course for students who have completed Conversational Russian 1 course. 

As a result of the course students will review and consolidate what they have learned in the previous course as well as learn to make comparisons, talk about housing, countries, cities, marital status and family, professions and education, days of the week and working schedule, some everyday activities in the present and past tense.

Students will be exposed to authentic Russian language and culture through songs, video, and websites.

Prerequisites: No prior knowledge of Russian is expected.
 

Textbook: The instructor will provide students with all necessary leaning materials.

This is a course for students who have not studied Russian before. 

As a result of the course students will learn to read and understand simple texts and dialogues in Russian, as well as participate in small conversations on a number of topics. Students will be able to understand and use essential Russian vocabulary and provide basic information related to everyday life: naming things, numbers, colors, days of the week, describing foreign language skills, possessions, marital status and family, housing, city, professions, expressing location, asking for and giving directions, making comparisons, talking about working schedules and some everyday activities in the present and past tenses.

Students will be exposed to authentic Russian language and culture through songs, films, and websites.

Prerequisites: No prior knowledge of Russian is expected.

Textbook: No textbook is used for this course. The instructor will provide students with all necessary leaning materials.

This is a course for students who have completed Russian Beginner 1 Language Course. 

As a result of the course students will review and consolidate what they have learned in the previous course as well as learn to talk about professions, education, past, present and future daily routine and free-time activities, vacations, travelling, sports, music, seasons, eating and drinking, shopping for food, and Russian money. They will also learn to ask friends out, accept and decline invitations. 

Students will be exposed to authentic Russian language and culture through songs, films, and websites.

Prerequisites: Russian Beginner 1.

Textbook: No textbook is used for this course. The instructor will provide students with all necessary leaning materials.

This is a course for students who have completed Russian Beginner 1 and 2 Language Courses. 

As a result of the course students will review and consolidate what they learned in the previous course as well as learn to talk about buying presents, ask for advice and making decisions, discuss likes and dislikes, ages and dates of birth, express congratulations and wishes, talk about nature, climate, weather and weather-related activities, travelling, modes of transportation, make reservation in hotels, order food, discuss family and life plans, describe physical appearance, talk about health and going to the doctor.

Students will be exposed to authentic Russian language and culture through songs, films, and websites.

Prerequisites: Russian Beginner 1 and 2.

Textbook: No textbook is used for this course. The instructor will provide students with all necessary leaning materials.

In this course you acquire basic communication skills and common everyday expressions along with simple sentences aimed at meeting immediate needs in any part of the Spanish-speaking world. The focus is on greetings and farewells, asking about and giving basic personal and family information, talking about likes and dislikes, shopping and describing people. You also acquire basic grammatical structures and tenses. The course is conducted in Spanish as much as possible. 

Prerequisites:  This class is best suited for students who have not studied Spanish before.

Textbook: Aula Internacional1. Nueva Edicion: Libro del Almuno + Ejercicios + CD (A1) (Spanish Edition) by Jaime Corpas (Author), Eva Garcia (Author), Agustin Garmendia (Author)(Additional handouts will be distributed in class)

This course is designed to provide you with the linguistic competence to understand and use common daily expressions used in any part of the Spanish-speaking world, concerning immediate needs. You and your classmates talk about your daily routine, leisure activities and ordering in a restaurant, among others. You also learn how to talk in past tense about places you have visited and learn how to give directions. The course is conducted in Spanish as much as possible.

Prerequisites:  This class is best suited for students who have passed Beginner 1at this program or who have basic Spanish languageskills and have tested at the appropriate level.  

Textbook: Aula Internacional 1. Nueva Edicion: Libro del Almuno + Ejercicios + CD (A1) (Spanish Edition) by Jaime Corpas (Author), Eva Garcia (Author), Agustin Garmendia (Author)

You have completed the beginner level and now what? You are ready to go a step further. In this course, you continue to expand your vocabulary, your repertoire of grammatical expressions and you build your fluency. You continue to learn about discussing your immediate needs with a wider vocabulary and greater precision. The content of this course focuses on discussing past events, discussing the skills and qualities of people, talking about habits, making recommendations, descriptions and comparisons, identifying and describing the physical appearance of a person, as well as discussing relationships. The course is conducted in Spanish.

Prerequisites:  This class is best suited for students who have completed Beginner 2at this program or who come from other programs and have tested at the appropriate level.

Textbook: Aula Internacional 2. Nueva Edicion: Libro del Alumno +Ejercicios + CD 2 (A2) 

(Spanish Edition) by Jaime Corpas (Author), Agustin Garmendia (Author), Carmen Sorian (Author)

In this course you continue to expand your vocabulary and grammatical means of expression. You learn more idiomatic expressions related to daily life and areas of experience that are of particular interest to you (family, interests, occupations, etc.) Discussions focus on tastes and eating habits, descriptions of habits and circumstances of the past, intentions and projects, the value of experiences and the desire to produce something. You also learn to write postcards, simple letters and short stories. You engage in short debates. The course is conducted in Spanish.

Prerequisites: This class is best suited for students who have completed Pre-Intermediate 1at this program or who come from other programs and have tested at the appropriate level.

Textbook: Aula Internacional 2. Nueva Edicion: Libro del Alumno + Ejercicios + CD 2 (A2) (Spanish Edition) by Jaime Corpas(Author), Agustin Garmendia (Author), Carmen Soriano (Author)

In this course you acquire sufficient linguistic competence to understand and appropriately respond to some common situations of everyday life. You read general texts and simple literary texts and you learn how to conduct a telephone conversation. You also learn how to write short biographies, summarize the plot of a movie, relate past experiences, as well as express prohibitions and commands. You expand your means of expression by learning how to express impersonality. You can tell jokes and anecdotes and gain a better understanding of Spanish and Latin American cultures. The course is conducted in Spanish.

Prerequisites: This class is best suited for students who have completed Pre-Intermediate 2at this program or who come from other programs and have tested at the appropriate level.

Textbook: Aula Internacional 3. Nueva Edicion: Libro del Alumno + Ejercicios + CD 3 (B1) (Spanish Edition) by Jaime Corpas (Author), Agustín Garmendia (Author), Carmen Soriano (Author)

In this course you build upon what you have learned in Intermediate 1. You learn how to express your interests and talk about feelings, agreements and disagreements. You learn how to hypothesize and express various degrees of hesitation. In addition, you learn to discuss performance and features of objects, you can comment on them and rate them, review actions and behaviors and evoke imaginary situations. You learn more about the traditions of Spain and Latin America. The course is conducted in Spanish.

Prerequisites: This class is best suited for students who have completed Intermediate 1at this program or who come from other programs and have tested at the appropriate level.

Textbook: Aula Internacional 3. Nueva Edicion: Libro del Alumno + Ejercicios + CD 3 (B1) Spanish Edition) by Jaime Corpas (Author), Agustín Garmendia (Author), Carmen Soriano (Author)

You are getting there! Through this course you reach a level of linguistic competence that allows you to conduct yourself in Spanish in most everyday situations and circumstances that don’t require any specialized language use. You learn how to argue points of view, present arguments and use idiomatic expressions. In this course you also talk about emotions and feelings, character and personality, you give advice, make proposals as well as express conditions and desires. You can talk about jobs and scholarships, you can interview experts, and formulate requirements. By the end of this course, you will have no difficulty reading contemporary Spanish or Latin American texts. The course is conducted in Spanish.

Prerequisites: This class is best suited for students who have completed Intermediate 2 level at this program or who come from other programs and have tested at the appropriate level.

Textbook: Aula Internacional 4. Nueva Edicion: Libro del Alumno + Ejercicios + CD 4 (B2)(Spanish Edition) by Jaime Corpas (Author),Eva Garcia (Author), Agustin Garmendia (Author)

For those with a high command of the language, but who still need to incorporate very complex grammar patterns to their speech to make it more native-like. This course will provide the learner with very complex grammar and relevant vocabulary that varies in different Spanish speaking countries. This is to make sure that they can use the language flexibly and effectively for social and academic purposes and that they can create clear, well structured, detailed texts on a variety of subjects. Through this course you reach a level of linguistic competence that allows you to conduct yourself in Spanish in most everyday situations and circumstances,you also talk about emotions and feelings, character and personality, you give advice, make proposals as well as express conditions and desires. By the end of this course, you will have no difficulty reading contemporary Spanish or Latin American texts. The course is conducted in Spanish.

Prerequisites: This class is best suited for students who have completed Upper Intermediate 1level at this program or who come from other programs and have tested at the appropriate level.

Textbook: Aula Internacional 5. Nueva Edicion: Libro del Alumno + Ejercicios + CD 4 (B2)(Spanish Edition) by Jaime Corpas (Author),Eva Garcia (Author), Agustin Garmendia (Author)

This is the last course you need to take for before being almost fluent in Spanish. This course is equivalent to B 2.2 of the European Framework of Languages (CEFR) or Intermediate High on the ACTFL scale. In this course students acquire all the necessary resources to talk fluently about a town or city (characteristics, resources, traditions, legends). They can write and talk about socioeconomic changes and environmental problems related to a country or city, comment on news and make small presentations on companies and discuss business. Students are able to request and evaluate an event as well as to justify their opinion. They can refer to topics implied in a conversation or digress and change the subject. The course is conducted entirely in Spanish.

Prerequisites: This class is best suited for students who have completed Upper Intermediate 2 at this program or who come from other programs and have tested at the appropriate level.

Textbook: Aula Internacional 5. Nueva edicion. B2.2. Libro del alumno + CD (Spanish Edition) by Jaime Corpas (Author), Agustin Garmendia (Author), Carmen Soriano (Author)

You are in the Advanced Level! Students can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. The student will be able to take an active part in discussion in familiar contexts, accounting for and sustaining my views. The student can present clear, detailed descriptions on a wide range of subjects related to my field of interest. Besides, students can explain a point of view on a topical issue giving the advantages and disadvantages of various options and the student will be able to understand most TV news and current affair programmes and understand the majority of films in standard dialect. They will practice the reading and writing of articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or points of view, and also will be able to understand contemporary literary prose or give reasons in support of or against a particular point of view. Students will be able to write letters highlighting the personal significance of events and experiences.

Prerequisites: This class is best suited for students who have passed Spanish Advanced or equivalent.

Textbook: No textbook is used during this course. The instructor brings relevant materials to class and additional handouts will be distributed in class.

In this course you acquire basic communication skills and common everyday expressions along with simple sentences aimed at meeting immediate needs in any part of the Spanish-speaking world. The focus is on greetings and farewells, asking about and giving basic personal and family information, talking about likes and dislikes, shopping and describing people. You also acquire basic grammatical structures and tenses. The course is conducted in Spanish as much as possible. 

Prerequisites: This class is best suited for students who have not studied Spanish before.

Textbook: Aula Internacional 1. Nueva Edicion: Libro del Almuno +

Ejercicios + CD (A1) (Spanish Edition) by Jaime Corpas (Author), Eva Garcia (Author), Agustin Garmendia (Author)(Additional handouts will be distributed in class)

This course is designed to provide you with the linguistic competence to understand and use common daily expressions used in any part of the Spanish-speaking world, concerning immediate needs. You and your classmates talk about your daily routine, leisure activities and ordering in a restaurant, among others. You also learn how to talk in past tense about places you have visited and learn how to give directions. The course is conducted in Spanish as much as possible.

Prerequisites: This class is best suited for students who have passed Beginner 1 at this program or who have basic Spanish language skills and have tested at the appropriate level.  

Textbook: Aula Internacional 1. Nueva Edicion: Libro del Almuno + Ejercicios + CD (A1) (Spanish Edition) by Jaime Corpas (Author), Eva Garcia (Author), Agustin Garmendia (Author)

You have completed the beginner level and now what? You are ready to go a step further. In this course, you continue to expand your vocabulary, your repertoire of grammatical expressions and you build your fluency. You continue to learn about discussing your immediate needs with a wider vocabulary and greater precision. The content of this course focuses on discussing past events, discussing the skills and qualities of people, talking about habits, making recommendations, descriptions and comparisons, identifying and describing the physical appearance of a person, as well as discussing relationships. The course is conducted in Spanish.

Prerequisites:  This class is best suited for students who have completed Beginner 2at this program or who come from other programs and have tested at the appropriate level.

Textbook : Aula Internacional 2. Nueva Edicion: Libro del Alumno +Ejercicios + CD 2 (A2) 

(Spanish Edition) by Jaime Corpas (Author), Agustin Garmendia (Author), Carmen Sorian (Author)

In this course you continue to expand your vocabulary and grammatical means of expression. You learn more idiomatic expressions related to daily life and areas of experience that are of particular interest to you (family, interests, occupations, etc.) Discussions focus on tastes and eating habits, descriptions of habits and circumstances of the past, intentions and projects, the value of experiences and the desire to produce something. You also learn to write postcards, simple letters and short stories. You engage in short debates. The course is conducted in Spanish.

Prerequisites: This class is best suited for students who have completed Pre-Intermediate 1at this program or who come from other programs and have tested at the appropriate level.

Textbook: Aula Internacional 2. Nueva Edicion: Libro del Alumno + Ejercicios + CD 2 (A2) (Spanish Edition) by Jaime Corpas(Author), Agustin Garmendia (Author), Carmen Soriano (Author)

Have you already studied Spanish but you want to focus mostly on your conversation skills? Have you finished the Beginner level of Spanish and you still feel that you find it challenging to communicate in Spanish? Do you want to brush up your conversation skills? Then join our conversation class for beginner levels. We will place emphasis on oral interaction and vocabulary learning with room to develop other skills. How? We will discuss  preferences, likes and dislikes, make oral presentations, enjoy real life situations in Spanish outside of the classroom within Doha (Eating out in Spanish, Shopping around town in Spanish etc) and many more things to make you gain confidence while speaking.

Prerequisites: This class is best suited for students who have a Beginner 2 and above level of Spanish.

Do you want to focus mostly on your conversation skills? Do you still feel that you find it challenging to communicate in Spanish? Do you want to brush up your conversation skills? Then join our conversation class for intermediate levels. We will place emphasis on oral interaction and vocabulary learning with room to develop other skills. We will discuss preferences, likes and dislikes, debate about events on the media, make oral presentations and many more things to make you gain confidence while speaking.

Prerequisites:This class is best suited for students who have passed Pre-Intermediate 1, 2 and Intermediate 1 or equivalent.

If you have an advanced level of Spanish language and you want to expand your conversational skills and learn more about the Hispanic culture, then this is the right course for you! Open a window to the Hispanic world and practise your Spanish while working with literary texts, movie samples, short films, pop songs and a great variety of Hispanic cultural material to improve your language skills. We will work on conversation, debate and creative writing during the course. 

Prerequisites: This class is best suited for students who have an Upper Intermediate level and above

Are you planning to travel for your holidays to Spain or Latin America this summer? If yes, it may be good to learn a little bit of Spanish before you land there so you can enjoy better your trip and your holidays. After taking this course a true beginner will be able to present himself/herself, to go to tourist information offices, hotels, airports and travel agencies, ask about locations in a new city, make phone bookings, order in restaurants, shop, etc. The class is conducted in a relaxed atmosphere with conversation, role play and authentic materials. The class is conducted primarily in Spanish.

Prerequisites: None. This class is best suited for students who have not previously studied Spanish.

In this course you will be able to quickly enhance and put into practice your basic communication skills and common everyday expressions along with simple sentences, all aimed to meeting immediate needs you could encounter in any part of the Spanish-speaking world. The focus is on greetings and farewells, asking about and giving basic personal and family information, talking about likes and dislikes, shopping and describing people, through a variety of activities such as role-play games. You will also learn basic grammatical structures and tenses and how to correctly apply them. The course is conducted in Spanish as much as possible.

Prerequisites: This class is best suited for students who have passed Spanish Beginner 1 or equivalent.

Textbook: No textbook is used during this course. The instructor brings relevant materials to classandadditional handouts will be distributed in class.

This course is designed for you to be able to practice the linguistic competence you have in a communicative form in order to quickly increase your fluency of the language, with daily expressions widely-used in any part of the Spanish-speaking world, concerning immediate needs. You and your classmates will talk about daily routines, leisure activities and ordering in a restaurant, among others. You will also learn how to talk in past tense about places you have visited and learn how to give directions. The course is conducted in Spanish as much as possible.

Prerequisites: This class is best suited for students who have passed Spanish Beginner 2 or equivalent.

Textbook: No textbook is used during this course. The instructor brings relevant materials to classandadditional handouts will be distributed in class.

You have reached the pre-intermediate level! In this course you enhance your fluency, you continue to expand your vocabulary and your repertoire of grammatical expressions. You continue to learn about discussing your immediate needs with a wider vocabulary and greater precision. The content of this course focuses on discussing past events, discussing the skills and qualities of people, talking about habits, making recommendations, descriptions and comparisons, identifying and describing the physical appearance of a person, as well as discussing relationships. The course is conducted in Spanish.

Prerequisites: This class is best suited for students who have passed Spanish Pre- Intermediate 1 or equivalent.

Textbook: No textbook is used during this course. The instructor brings relevant materials to classandadditional handouts will be distributed in class.

You have reached the Intermediate Level! In this course you will practice in order to improve your communication comprehension and fluidity, be able to use a series of phrases and sentences to describe in simple terms his/her family and other people, living conditions, his/her educational background and his/her present or most recent job. You will practice reading and writing of short texts, simple notes and messages relating to matters in areas of immediate needs; be able to read and write a very simple personal letter, for example thanking someone for something.

Prerequisites: This class is best suited for students who have passed Spanish Pre-Intermediate 2 or equivalent.

Textbook: No textbook is used during this course. The instructor brings relevant materials to classandadditional handouts will be distributed in class.

Intermediate Level! In this course you will be able to put in practice the mastery of the language that you have, be able to talk with more confidence in situations likely to arise whilst travelling. Students will be able to feel confident while entering unprepared into conversations on topics they are familiar with, of personal interest or pertinent to everyday life (family, hobbies, work, travel and current events). You will be able to connect phrases in a simple way in order to describe experiences, events, dreams, hopes and ambitions and to understand the main point of radio and TV programs on current affairs or topics of personal or professional interest, feelings and wishes in personal letters.

Prerequisites: This class is best suited for students who have passed Spanish Intermediate 1 or equivalent.

Textbook: No textbook is used during this course. The instructor brings relevant materials to classandadditional handouts will be distributed in class.

You have completed the beginner level and now what? You are ready to go a step further. In this course, you continue to expand your vocabulary, your repertoire of grammatical expressions and you build your fluency. You continue to learn about discussing your immediate needs with a wider vocabulary and greater precision. The content of this course focuses on discussing past events, discussing the skills and qualities of people, talking about habits, making recommendations, descriptions and comparisons, identifying and describing the physical appearance of a person, as well as discussing relationships, including  more idiomatic expressions related to daily life and areas of experience that are of particular interest to you (family, interests, occupations, etc.)  You also learn to write postcards, simple letters and short stories. You engage in short debates. 

 The course is conducted in Spanish/English.

Prerequisites:  This class is best suited for students who have completed Beginner 2 at this program or who come from other programs and have tested at the appropriate level.

Textbook: Aula Internacional 2. Nueva Edicion: Libro del Alumno +Ejercicios + CD 2 (A2) 

(Spanish Edition) by Jaime Corpas (Author), Agustin Garmendia (Author), Carmen Sorian (Author)

In this course, you acquire sufficient linguistic competence to understand and appropriately respond to some common situations of everyday life. You read general texts and simple literary texts and you learn how to conduct a telephone conversation. You also learn how to write short biographies, summarize the plot of a movie, relate past experiences, as well as express prohibitions and commands. You expand your means of expression by learning how to express impersonality. You can tell jokes and anecdotes and gain a better understanding of Spanish and Latin American cultures. You learn how to express your interests and talk about feelings, agreements and disagreements. You learn how to hypothesize and express various degrees of hesitation. In addition, you learn to discuss performance and features of objects, you can comment on them, rate them, review actions and behaviors, and evoke imaginary situations.

The course is conducted in Spanish.

Prerequisites: This class is best suited for students who have completed Pre-Intermediates at this program or who come from other programs and have tested at the appropriate level.

Textbook: Aula Internacional 3. Nueva Edicion: Libro del Alumno + Ejercicios + CD 3 (B1) (Spanish Edition) by Jaime Corpas (Author), Agustín Garmendia (Author), Carmen Soriano (Author)

You are getting there! Through this course you reach a level of linguistic competence that allows you to conduct yourself in Spanish in most everyday situations and circumstances. You learn how to argue points of view, present arguments and use idiomatic expressions. In this course you also talk about emotions and feelings, character and personality. You give advice, make proposals as well as express conditions and desires. This is to make sure that you can use the language flexibly and effectively for social and academic purposes and that you can create clear, well-structured discussions on a variety of subjects. You can comment on news and make small presentations on companies and discuss business. Students are able to evaluate an event as well as to justify their opinion. They can refer to topics implied in a conversation or digress and change the subject. The course is conducted entirely in Spanish.

Prerequisites: This class is best suited for students who have completed Intermediates Level at this program or who come from other programs and have tested at the appropriate level.

Textbook: Aula Internacional 4 & 5. Nueva Edicion. B2 Libro del Alumno + CD (Spanish Edition) by Jaime Corpas (Author), Agustin Garmendia (Author), Carmen Soriano (Author)

Workshop Overview

Although Simultaneous Interpreting has prevailed in recent years, Consecutive Interpreting service continues to play an important role. In terms of business interaction, it is ideal for last minute meetings, court hearings/depositions, interviews, and medical consultations, and does not require any professional equipment. Many even consider it to be much more reliable than other forms of interpreting, as your interpreter is sitting with you. This allows them to notice any nuances in body language, and relay that within the translation. As such, Consecutive Interpreting offers the advantage of being more conversational, with each party given an equal opportunity to listen and understand, and speak and respond. In terms of the education and training of interpreters, Consecutive Interpreting remains an integral component of most undergraduate and postgraduate interpreting programs.

Typically, when the speaker finishes their speech/remarks, or has a break in their speech, the interpreter reproduces the statement in the target language as a whole and in such a manner as if they delivered it. To store the contents of the speech/remarks, consecutive interpreters use a special system of notes, consisting of symbols representing words – keys and characters such as: consistency, negation, emphasis, entailment, etc. In this system, the interpreter is not to memorize words, but to recreate the meaning of the information from the speaker. To deliver a complete message adequately, the interpreter needs to master this system.

This workshop exposes participants to the practice of writing down pieces of information in a systematic way. And since note-taking involves certain cognitive behavior, participants will be incentivized to engage their brains in specific ways for them to grasp and retain information. They will learn how to strike a balance between recording their notes, on the one hand, and processing the information and making connections between ideas on the other.      

Participants

This workshop is recommended for translation students and translators/interpreters, whether beginners or professionals. Bilingual social services workers in charge of language services can also benefit from this workshop. The maximum capacity is 20 participants.

Workshop Structure

The workshop consists of the following:

1. Introductory presentation;
2. Baby steps to note-taking;
3. Live exercise (by trainer);
4. Step-by-step guide to note-taking;
5. Live exercise(s) (by trainer);
6. Active listening exercises (audio and/or video texts);
7. Short group practice exercises
8. Group notes vs trainer notes
9. Conclusion and recommendations   

Methodology

• Stage 1: After being introduced to the skill of note-taking and the steps involved, participants will listen to multiple simple straightforward audio/video texts to evaluate their short-term memory skills, then analyze the information and transfer it into the target language.
• Stage 2: The trainer will conduct one live note-taking exercise. The exercise will be tantamount to step-by-step guide to the skill of note-taking.
• Stage 3: This is the cognition stage where participants start exercising: Listening Phase {listening – memory (working memory) – note-taking}; Reformulation Phase {note-reading – memory (long-term memory) – Target language production}. 
• Stage 4: Group notes vs trainer notes + conclusions and recommendations. 

Workshop Leader

Mazen Alfarhan is a senior interpreter and certified legal translator with two MA degrees in interpreting/translation and diplomacy from Heriot-Watt University and London University respectively. He also holds a diploma in Arabization from Damascus University. He has been working for the last six years as a translation reviser and trainer at the Translation and Interpreting Institute of Hamad Bin Khalifa University.

A Chevening Scholar (2004-5) and a Said Scholar (2000-1), Mazen won the CHSS ‘Best Translation Poster’ prize in 2017 for his translation of Other Words Other Meanings: A Guide to Health Care Interpreting in International Settings, published by Geneva University Hospitals in 2016. He also received three Qatar Foundation ‘Professional Excellence’ awards.

As an educator, he taught Conference Interpreting at the MA Interpreting Program of Damascus University for four years. As a professional interpreter, he interpreted at more than 150 events and for many leaders and officials around the world, including the late Kofi Annan, Former UN Secretary General, Javier Solana, Former EU Representative for Foreign and Security Policy, Pervez Musharraf, Former President of Pakistan, Atal Bihari Vajpayee, Former Prime Minister of India, Romano Brodi, Former Prime Minister of Italy, and the late Sergio Vieira de Mello, Former UN Envoy to Iraq, to name a few.

Workshop Overview

This workshop aims at familiarizing participants with the basic and most relevant notions in professional translation and providing them with translation skills necessary for performing in a variety of text types and domains; e.g. media, legal, business, technical and institutional translation. The training scheme is meant to be flexible and can accommodate various performance skill levels of participants.

Through in-sessional activities, participants will have the opportunity to get first-hand experience in translation by exposing them to the real routine work in a professional setting.

Participants

This workshop is recommended for translation students and translators, whether beginners or professionals. Communication professionals who wish to specialize in translation can also benefit from this workshop. The maximum capacity is 20 participants.

Workshop Structure

The workshop includes a combination of:

1. Presentation
2. Individual and group work
3. Source texts excerpted from real-life translation projects
4. Practice on translation strategies that ensure functional adequacy in producing target texts

Methodology

This workshop is practice-oriented with a view of applying the theoretical knowledge in Translation Studies to solving challenges and common problems translators face in their day-to-day work. A set of texts reflecting various genres and fields such as education, business and finance, media, law, science and technology, as well as texts produced by NGO’s and IGO’s will be presented to the participants to translate in class. Previously translated texts will also be used as parallel corpora to enable participants to discuss and analyze the translation choices made and come to extrapolate the techniques and strategies conducive to adequate translation.

The participants will be engaged in translation discussions to develop the skills required for performing well in a professional environment.

Workshop Leader

Sayed Mohamed has been working for TII’s Translation and Training Center as a Senior Translation Specialist since August 2014. He is contributing to the delivery of high-quality translation services to TII’s clients and strategic partners, and working towards training Translation Studies MA students during their internship with the Center. Sayed has more than 15 years of experience in various translation fields, including politics, literature, fine arts, law, medicine, education, media, and publishing. Before joining TII, Sayed was a Translation Specialist at Qatar Foundation (QF) Communication Directorate, with the mandate of delivering translation services required by QF and all its centers within the language pair Arabic-English, including large- and small-scale translation needs in support of QF’s communications strategy and related projects. Prior to that, he had worked at Nahdet Misr Publishing Group as a translator and then a publishing executive.

Sayed’s education credentials include a Bachelor’s degree in English Language and Literature from Ain Shams University, Faculty of Alsun, Egypt, in 2001. He has also received a Master’s degree in Translation Studies from Hamad Bin Khalifa University, College of Humanities and Social Sciences in 2017. He has been trained in some of the world's most respected institutions, including a six-day knowledge transfer workshop with the Economist Group, a training program for publishers from the Arab world organized by Goethe Institute in Cairo, and a project management training course based on the PMI's methodology and delivered by a certified PMP from Nahdet Misr Publishing Group.

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Evaluation of Machine Translation-Google Translate vs. Yandex Translate: From Kyrgyz into English

Yahya Polat
Ala-Too International University

Although Kyrgyz language is old, rich and a bearer of the glorious epic Manas, it is not well represented in the area of macine translation yet. So far it has shown a comparatively slow progress in Google and Yandex translation services. This study investigates the accuracy of machine Kyrgyz-to-English translation at lexical, semantic, and syntactic levels. The present study uses Groves and Mundt (2015) Model of error taxonomy to compare Kyrgyz-to-English translations produced by Google and Yandex Translate. We have selected, 100 texts from four domains, including law, literature, medicine, and mass media, i.e. 25 texts from each domain. The texts have been translated by Google and Yandex Translate, as well as human translators and then evaluated with respect to lexical, semantic and grammatical accuracy.  Materials are composed of four groups, they are (a) very short noun phrases, with 2 words, (b) short noun phrases, with 2 to 5 words, (c) long phrases, with 10 to 13 words, and (d) sentences, with 18 to 23 words in length. In this study, we have done a descriptive-comparative human analysis of translations based on Groves and Mundt (2015) Model as the criterion for evaluating and scoring the translations made by machine and human translators. The reason for adopting this model is that it allows for detailed analysis and scoring of the translated materials. We have also got benefited from the studies of Saffari, Sajjadi, Mohammadi (2017) and Ghasemi, Hashemian (2015) as the practical models. Summing up the results, it can be concluded that Google Translate was more accurate than Yandex Translate at lexical, semantic and syntactic levels in translating phrases and sentences from Kyrgyz into English from the four different domains under investigation. Error analysis of grammatical items revealed that verb tense, comma, and spelling were the most frequent errors generated by the two machine translation systems.

Speech Recognition + Machine Translation = Fully Automatic Conference Interpreting?

Stephan Vogel
Qatar Computing Research Institute-Hamad Bin Khalifa University

Machine translation has become a fact: The amount of material translated fully automatically – mostly web pages, e-commerce customer reviews, and social media postings – is 100 times more than content translated by translators.  Similarly speech recognition is used in many applications, from call centers, to dictation of medical reports, to personal assistants like Cortana and Siri on the phone. In the paper we will describe a speech translation system, which combines our speech recognition and machine translation technology to build a fully automatic conference interpreting system for Arabic 0t English and English to Arabic.  We will highlight the challenges, provide an over view of the underlying technologies, esp. highlight the new developments by using the so-called deep learning and also give a live demonstration of the system. The Arabic speech recognition system, more precisely, the acoustic model is built on more than 1000 hours of transcribed Arabic speech, mostly in MSA (modern standard Arabic), and mostly from the broadcast news domain.  In contrast, the English speech recognition system is built on recordings and transcription of about 150 hours of TED talks.  Both system use also much larger amounts of text data to learn the language models. For machine translation different technologies are explored.  On one side we build so-called phrase-based statistical machine translation systems (PBSMT), on the other side we explore the new developments in deep learning to build neural machine translation systems (NMT). One problem in building such systems is the limitation of the available vocabulary.  No matter how much training data is used, there are always words and word forms, which have not been seen in the data.  One attempt to overcome this problem, esp. in the machine translation component, is to use sub-word units as internal representation. Another problem – for humans as well as machines – is the fact that a good translation can only be generated when enough context has been seen.  In the other side, simultaneous interpretation requires that output is generated in a continuous fashion without too much delay.  In human interpretation we observe an average decalage of only a few seconds.  To have a similar decalage in automatic interpretation requires that both speech recognition and machine translation performs stream decoding.  The paper will present our solution and provide results on the trade-off between longer decalage and quality of the output. By analyzing transcripts of interpretations of talks at conferences (WISE, WISH, ARC) we can provide a comparison between human and fully automatic interpretation thereby highlighting the strong and the weak aspects of interpretation done by a computer.  In particular, we look at the quality of the automatic interpretation, loss of content, and decalage

Measuring Usability of Light Post-Editing

Sheila Castilho
Dublin City University

The increasing use of machine translation (MT) in recent years has resulted in a strong focus on MT evaluation. It is usually assumed that the quality of current machine translation systems still requires humans to post-edit, but when this happens the end results are of high quality. High quality, in turn, means that machine translated content is acceptable and usable and the end user will be satisfied. While automated machine translation becomes ever more pervasive, little is known about how end users engage with raw machine-translated text.
This article reports on results from experiments to measure the usability of machine translated content by end users, comparing lightly post-edited content against raw machine translation output for German (DE), Simplified Chinese (ZH) and Japanese (JP) target languages, as well as for the English source language. Usability is defined by “the extent to which a product can be used by specified users to achieve specified goals with effectiveness, efficiency, and satisfaction in a specified content of use” (ISO 2002), effectiveness is then measured via goal completion, and efficiency is measure via task time, and task time when only successful tasks are considered. Satisfaction is defined as “user’s perceptions, feelings, and opinions of the product, usually captured though both written and oral questioning” (Rubin and Chisnell 2011), and as the “freedom from discomfort, and positive attitudes towards the use of the product (ISO 1998).
In order to measure usability, eight tasks were created from Online Help content for a spreadsheet application in collaboration with an industry partner. The tasks were translated from English into German, Simplified Chinese and Japanese by the company’s MT system and lightly post-edited by the company’s translation providers. Post-editing was carried out only when terminology and grammatical errors were found in the output. Fourteen native speakers of German, twenty-one native speakers of Simplified Chinese and twenty-eight of Japanese were divided into two groups – one group used the lightly post-edited instruction, and the second used the raw machine translated instructions. The English participants who were using the source texts were part of one single group. The participants were asked to follow the instructions and perform the tasks in the spreadsheet user interface. After the completion of the tasks, the participants were asked to answer a post-task satisfaction questionnaire in order to account for their opinion on how useful the instructions were.
A web survey was also implemented in order to gather a general indication of satisfaction with genuine users of the software on a large scale. The survey was displayed on the industry partner’s website for 140 articles (EN, DE, ZH and JP) and gathered information on ‘how useful’ the content is for the end user. The online survey consisted of only one multiple choice question: “Was this information helpful?” (YES/NO).
The main objectives of the experiments were to i) investigate the extent to which light human post-editing of machine translation impacts on the acceptability of instructional content, and ii) to compare the level of acceptability between German, Simplified Chinese and Japanese languages. Results show that the implementation of light post-editing directly influences acceptability for German and Simplified Chinese languages, more so than for the Japanese language and, moreover, the findings of this research show that different languages have different thresholds for translation quality.

Post-editing Strategies for Machine Translation Output of User Generated Content

Miguel Angel Candel-Mora
Universitat Politecnica de Valencia

With the advent of Web 2.0 and the active participation of users, online consumer-generated reviews have become a clear reference in purchasing decision-making processes. These reviews have already been studied to a large extent from the point of view of marketing, business, tourism and information technology (Schemmann, 2011), in areas such as the influence on decision-making (Ricci & Wietsma, 2006) or the characteristics of the textual genre (Vásquez, 2014) in order to consolidate this genre with certain special features as well to improve online review platforms.
A common feature of most review platforms is the use of machine translation systems to immediately make that review available to as many users as possible in different languages. Thus, the research question that motivates this work is that in the case of user-generated reviews in the domain of tourism, the message is not only transmitted through linguistic resources but there are other elements or textual artifacts that should be taken into consideration in the post-editing strategy, in addition to relevant grammar and stylistic post-editing guidelines (Babych, 2014; Vilar et al., 2006). In other words, opinions are not only conveyed through language, as there are some genre specific features such as intertextuality, or reference to other opinions, the profile of the reviewer or paralinguistic elements that contribute to the reliability and credibility of consumer reviews.
Several studies have already confirmed that there are no universal guidelines for post-editing (Allen, 2003; TAUS, 2010), and each genre requires specific quality rating scales. Thus, this work highlights the need to pay special attention to the textual conventions during any post-editing strategy in addition to identifying linguistic error patterns common to most post-editing guidelines. More specifically, the objective of this work is to compare textual characteristics of user reviews originally written in English and in Spanish from data derived from a corpus-based approach analysis that serve to design standard guidelines for MT output post-editing tasks.

Evaluation Study of Translation-based Applications Models of Arabic Learning in Smart Devices

Nour El Houda El Karoubi

Focus has been recently shifted from education to learning. The teacher's effort in classroom has become less important compared to the outcome of efforts exerted by the learner himself, who became – along with the learner’s knowledge and skills – the realistic and main criterion of the education process. There is a growing number of programs highlighting the positive part played by the learner which was once considered negative. Similarly, many foreign language teaching programs focus on peers teaching and participatory teaching approaches, and other relevant programs that underline the role of learners, both individually and collectively. This research aims at reaching conclusions, suggestions, and recommendations for developing translation-based programs and applications in teaching Arabic. In addition, it seeks to foster the culture of e-learning and improves academic achievements by providing an interactive electronic learning environment with high quality competencies.
It is expected that the following can make benefits from this research:
Education institutions teaching Arabic as a second language
Arabic language teachers for non-Arabic speakers
Engineers, translators, and those who develop Arabic language learning applications

Methodology:

The study tends to adopt descriptive and analytical methods, because analyzing the models of translation-based applications in teaching Arabic language is mainly based on smart devices. It tackles several issues, including: smart devices’ compatibility and efficiency in teaching Arabic language, especially for non-Arab speakers; their reliability and suitability as a self-learning tool; and how professional are the applications’ developers? To what extent is their knowledge of the Arabic language? What educational curricula used? How can they be improved and used as reliable references in education?

Conclusion:

By examining 12 of the most free download smart phones applications, a list of language skills teaching criteria was devised to evaluate these websites and applications. The websites then were evaluated, with the emerging results being analyzed and explained.

I have noticed that 10 of these applications adopt a "translation without grammar" method, where the sentence is used as an essential element in teaching and practicing of language, making the language learning process easier. I have recorded a set of observations regarding the learning process that is conducted mainly by translating some vocabulary words and sentences from and into the targeted language.

Status of Legal Translation in the Digital Age: Algeria as a Case

Imane Benmohamed
University of AlgiersII

There is no doubt digital technology has greatly affected translation industry through the tremendous development it has made on many levels, mainly on the efficiency of translator and the translation field itself, both in theory and practice. However, there is a disparate in impact that clearly varies in accordance with translational discipline and geographical scale. Our presentation aims at highlighting the reality of Arabic translation in the digital age from the perspective of legal translation in particular, and, more specifically, in Algeria. It tries to find answers to the following questions: How modern technologies are being used in legal translation in Algeria? Is there really an impasse between Algerian legal translators and technologies? In addition, if any, what are the reasons for this impasse?
In order to answer these problematic issues in a scholarly way, we decided to carry out a field study on a sample of sworn translators who own legal translation agencies; for they are the most professional group dealing with translating official documents in Algeria. Based on factual data away from speculations and prejudices, the study aims at closely finding out whether they depend on term banks and electronic corpora (parallel corpora or comparable corpora) to do their work.
The sample involves 20 legal translators from different age groups (20 - 50 years old and above), with various professional experiences (6 - 15 years). We then distributed questionnaires with 12 questions, each with a set of answers. Translators had to make one choice only. The analysis of the questionnaires shows that 70% of the participants indicated that they did not use digital means to translate Algerian legal documents; and those who used technologies (30%), mainly use term banks (37%) as their first choice, then online search engines (27%) as second, and electronic corpora (18%) as third. In order to get accurate data for each digital method, we asked the participants about how much they use each one of them – term banks, parallel corpora, or comparable corpora. They answered: As for term banks, which are databases of terms covering different areas of knowledge, all participants confirmed they knew them, yet only 20% said they used them constantly, 40% said they never used them, and 40% said they used them occasionally. Regarding electronic parallel corpora that contain source texts and their correspondent target texts, one third of the participants (30%) admitted they knew nothing about them; one-third (30%) revealed they never used them; 20% stated they used them regularly, and 20% occasionally. It seems that comparable corpora, which contain source texts in a particular language or various languages (not translated texts) and subject to special criteria in terms of genre, time, style, and content, are the least used among participants in this study. Only 10% used them, while 50% admitted they did not know them, and 40% said they did not use them. The main causes of the uncommon usage of technologies in legal translation in Algeria – according to participants, are mainly attributed to: Translators’ preference for the classical translation methods (50%); difficulties accessing technologies (30%); and lack of good control of technologies (30%).
In light of the above, the following preliminary conclusions can be drawn: Legal translation in Algeria does not depend on digital technologies as much as on classical methods. An actually impasse between specialists and digital applications, which are translation tools, is evident; Electronic term banks are the most widely used technological tools among Algerian sown translators, followed by parallel corpora, and, finally, comparable corpora that are still unknown to many. Despite the qualitative leap in digital technology and its impact on translation industry, it still encounters constrains in some disciplines and countries. It is necessary devising an immediate plan focusing on the close relationship between good quality translation and the effective provision of tools and methods that help a translator establish good control over his work, as in case of modern technologies.

Translation Techniques in the Digital Age: Towards Practical Preparation of Translator and Raising the Stakes of Market

Saida Kohil
Annaba university-Translation Laboratory

This research focuses on the topic of the educational nature of translation. We have chosen to invest in the realm of digital practice, which produces translational competence added to all other related linguistic, cultural, deliberative, methodological, and cost-effective competences. Digital competence will effectively build a translator working in applied languages, as it enables translators to use and engage internal and external resources in the process of transmission by saving time and improving translation quality that we always eager to achieve. Like peers worldwide, Arab translation institutes seek to build a translator up to the requirements of real-life market, like tourism – on which we have focused through analyzing the techniques of achieving digital competence in translating business-related texts.
Problematics: How can we formulate digital competence at translation classroom? What are the possible means to practically implement digitalized measure in the formation of  translator in tourism domain? How can we win the market by using digitalized tools in translation? What are the available alternatives to digitalized technologies in communication established by translation? What are the new horizons and their implications on the formation of translators?

Methodology:

Introduction:
From media to digitization in translation
Translation competences in the formation of translator in tourism domain
Training and employment mechanisms in the industry of digitalized competence at translation classrooms: Analysis: Documenting and reading references of digitization; structure: Editing with digitization tools; differences between practice of digitization and tools of digitization in the formation of translator
Digital competence in the formation of translator in tourism domain: Representations and results
Conclusion:

Objective and Results:

The aim of this study is to train tourism translators on how to acquire digital competence and interaction in translation and applied languages ​​so as to win the market outcome.

The research seeks to enable well-trained translators to effectively use work techniques in the age of digitization to win the market and get a proper job opportunity, and to train them to translate tourism websites with related applications, such as Upwork-steps.

Cherifa Belhouts

University of Boumerdes

Mechanisms of Teaching Translation in the Digital Age

In the age of modern technologies, it became extremely rare to find a translator still using pen and paper, either in terms of the source text to be translated or in terms of rendering the translation itself. This change in translation tools resulted in a conceptual paradigm shift. Once a paper-source text was the only teacher’s education tool, in one hand, and the paper-dictionary was the only student’s help tool, in the other. Nowadays, translation academic departments go through a transformational phase from traditional to more digitalized form of education, which is itself imposed as a necessary and inevitable reality resulting from rapid development of our world, as well as the younger generation’s approach to taking advantage of the scientifically state-of-the-art innovations in the age of speed and globalization.

Based on our experience in teaching translation at the Algerian University, we have seen these changes and realized the importance of keeping up with the rapid pace of development. The concepts changed, and were replaced by others, such as machine translator, machine translation, digital corpus, electronic dictionary, translation memories, search engines, and translation websites.

This research raises the following questions: Will this shift achieve the educational goals of teaching translation in university? What are the challenges and constraints? To what extent can students benefit from this type of education? What is the importance of traditional lessons in modern study? Are there any alternatives?

In order to answer these questions, we adopted a study applied within our department by using a sample of university students. The aim of this study is to highlight these transformational changes and challenges occur in teaching translation in this digital age, as well as the need to utilize modern technologies in translation education and treatment of associated negative aspects. The research is outlined as follows:

Teaching translation; professional translation; modern technologies and instructions of translation; teaching translation tools; from traditional education to education in the digital age; definition of sample; definition of corpus; machine translations: Overview, analysis and inference of problems and solutions