Problematically Conditioned Subject Content of Discursive Speech Materials in the Integrative Approach to Teaching Interpreters Listening Comprehension

The article considers the problematically conditioned subject content of discursive speech materials within the framework of the integrative approach to teaching interpreters listening comprehension, providing its close interrelation with speaking, reading and writing. The authors aim to clarify the subject of speech activity, i.e. a thought with subject-predicate and theme-and-rheme components that represent an elementary information unit. The research provides a detailed analysis for the problematic conditionality of subject content and the related conceptual categories of “problem”, “problematic issue” and “information”. In their work the authors apply for the two methods of identifying, comprehending, understanding and formation of thoughts as a) denotations, and b) theme-and-rheme unities. The article elaborates on the thematic and semantical content of textual materials as the speech units and as subjects of interpreter’s listening. The authors describe the process of the informational and targeted analysis of the semantical content of micro-texts and fragments as the discourse speech units. Identifying, comprehending, understanding and noting the denotations is revealed though the examples of interpreter’s listening to speech fragments, as well as theme-and-rheme units. The authors claim the importance of developing the structures of thematic content within a specialized technical sphere, as well as elaborating the structures of theme-and-rheme unity of individual text fragments. According to the authors, it is particularly important to provide insight to the consistent development of specialized and problematically conditioned speech materials, which can be utilized during a four-year period of Bachelor’s program for teaching interpreter’s listening comprehension within the continuous integrative education paradigm.

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