Methodological Foundations For Developing Terminological Competence In Training Guide-Interpreters

Abstract

Terminological competence is a core component of professional readiness for guide-interpreters, whose work operates at the intersection of specialized knowledge, intercultural pragmatics, and real-time bilingual or multilingual mediation. This article articulates methodological foundations for developing terminological competence in the training of guide-interpreters, integrating insights from terminology studies, ESP/CLIL pedagogy, corpus-informed teaching, and translation practice. Drawing on a mixed-methods classroom study with senior undergraduates in a guide-interpreting program, the research examines how structured input, task-based output, and reflective assessment shape the acquisition, retrieval, and pragmatic deployment of tourism-specific terms across English, Russian, and Uzbek. The study uses corpus extraction of high-frequency terms from authentic tourism sources, scenario-based simulations, and targeted micro-translation with back-translation to measure precision, collocational control, and discourse appropriateness. Results indicate that terminological competence improves most when learners are exposed to looped cycles that couple corpus-driven noticing with situated performance and immediate feedback. Gains are strongest in collocational accuracy and in the ability to calibrate levels of technicality to audience needs, while persistent challenges include over-generalization from promotional discourse and hesitation about culture-bound items. The article proposes a model that sequences knowledge formation, contextualized practice, and assessment, and concludes with recommendations for program design and quality assurance.