Torsukov Yevgeny G.

The article focuses on the peculiarities of translation of indoctrination materials (leaflets and radio broadcast programs) aimed at soldiers and the population of Nazi Germany during the Great Patriotic War. Based on the language and style analysis of original materials, we define grammatical, syntactical and stylistic transformations in translation intended to convey the meaning of combat documents which exert influence over different demographic and social groups. While analyzing the discourse of verbal persuasion in the armed forces of Wehrmacht through oral and printed propaganda, we emphasize the translator’s capability to use language means, particularly epithets, allegories, antitheses, metaphors, hyperbolae, inversions, etc., to affect soldiers’ feelings and emotional state. A thorough study of indoctrination documents allows the authors to suggest a set of necessary requirements for translators who work with leaflets and broadcast programs.

The teaching and educating of students are founded on the achievements of pedagogical sciences and new information technologies. The main goal of the educational process is to use the advanced methods of teaching generated by Russian and foreign philological and linguistic schools to provide students with the maximum level of knowledge of various translation theories so that they can develop sustainable abilities and obtain necessary professional skills in the field of translation and interpretation.

The main direction of such education is the use of psycholinguistic abilities of all students who must act in language situations that are close to objective reality; therefore, the latest didactic materials and media training facilities are utilized. Situational classrooms are used as media training facilities in which the equipment makes it possible to create various language situations where the students could use the accumulated knowledge and skills to achieve the goal set by their teacher.

The article focuses on the system-situational teaching with the use of suggestion as one of the methods aimed at increasing teaching efficiency.

The article describes various aspects of military interpreters’ work during the Great Patriotic War. The author shows the specifics of speech in a military environment and the conditionality of speech behavior of a military personnel as determined by the nature of combat tasks that they perform.

The article reveals the types of activities of any military interpreter depending on the features of the military organization of units and formations, as well as the uniqueness of the conditions in which the military personnel operate.

The author emphasizes the need for special language training and stresses the role of the Military Institute of Foreign Languages (MIFL) in the training of military interpreters during the war. It would have been impossible to start fighting without translators who not only spoke the enemy’s language, but also knew its military machine, who were able to navigate freely in captured documents, gain information from radio traffic and influence the enemy’s troops and population. The successful preparation and conduct of operations ultimately depended on those officers’ language skills.