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This article deals with methods of interpretation teaching with subtitles during film and video interpretation from the Chinese language to the Russian language. The process of teaching interpretation with subtitles is suggested to divide into two stages. Particular attention is paid to working with the text of film dialogues in the source language even before the beginning of a process of making a subtitle. Elements that should be marked by students by means of a preliminary analysis as subjected to an abolition are demonstrated on the example of utterances from the movie “Mulan” (2009).

This paper focuses on teaching consecutive interpreting to foreign students (in Chinese-English language pair), by means of the use of new linguistic computer technologies (LCT) and information and communication technologies (ICT). These include: Moodle, MOOC, Flipped classroom, Tag cloud, Scratch, which have the potential to train and develop skills not only directly in the process of education, but also over the further professional life, regardless of the location of future linguists and interpreters.

This paper considers the features of technical translation training using multimedia-based project activities for foreign students of the Department of Chinese. It is focused on a competence-based approach to education and takes into account the linguistic and cultural characteristics of the Chinese language. This also provides an opportunity to use communication technologies in teaching, using activities that improve knowledge in the field of translation, not only in the educational process, but also for future professional activity.