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New market realities in the translation industry and elsewhere require an innovative approach to the content of higher education and a refocus on soft and hard skills. A prospective translator shall possess communicative skills, be capable of critical thinking, self-management, teamwork, engage in project activities, as well be creative, intellectually flexible, and digitally literate.New trends in the profession are conducive to revising educational strategies for graduation papers (GP) written by undergraduates. GPs are still theory-oriented, thus failing to meet the pragmatic needs of the translation industry, and lack correlation with hands-on professional activities. Bachelor GPs seem especially challenging, since neither Russian education authorities, nor academic instructors have a clear-cut vision of the bachelor's degree training and its specific nature. Most often, the bachelor's degree is deemed as a simplified version of the specialist's degree.The professional standard and the Federal State Educational Standard on Linguistics provide that graduates shall have general cultural, general professional, and professional competences (PCs). If mastered, these competences will qualify graduates for independent professional activities outside the academic institution. This paper presents feasibility study results for practice-oriented GPs. These results are analyzed to see if such GPs match relevant translation problems and if a new practice-oriented method can be used as a tool to assess graduates' professional aptitude for independent translation activities. The authors discourse upon effectiveness of this tool in education based on LUNN case study. The selection scope covers GPs written in 2015–2020, their number exceeding 200.

В исследовании, целью которого было выявление влияния учебно-профессиональных мотивов на успешность обучения студентов разных курсов педагогического вуза, приняли участие 209 студентов 1-4 курсов Ленинградского государственного университета им. А. С. Пушкина (Санкт-Петербург) в возрасте от 16 до 23 лет. Установлена взаимосвязь учебно-профессиональной мотивации и успеваемости в обучении студентов разных курсов педагогического вуза, раскрыты понятия «учебно-профессиональные мотивы» и «мотивация». Выявлены значимые взаимосвязи между показателями учебно-профессиональной мотивации, личностными характеристиками и успеваемостью. Динамика потребностей и мотивов на разных курсах обучения демонстрирует изменение потребностей и мотивов студентов разных курсов бакалавриата с различной академической успеваемостью. Это дает основание для психолого-педагогического сопровождения слабо успевающих студентов в процессе обучения, определения соотношения учебной и профессиональной деятельности студентов разных курсов обучения. В ходе исследования выявлены личностные характеристики, определяющие успеваемость студентов разных курсов бакалавриата, а также особенности учебно-профессиональной мотивации студентов с разным уровнем академической успеваемости в обучении; установлена взаимосвязь между показателями мотивационной сферы и уровнем успеваемости в обучении студентов бакалавриата., The purpose of the research is to reveal influence of learning and professional motives on academic performance of students from different courses of pedagogical institutes. The research involved 209 students from the first to the fourth courses of Pushkin Leningrad State University (St. Petersburg) aged 16 to 23. The research establishes interdependence between learning professional motivation and academic performance of students from different courses of a pedagogical institute. The authors detail the concept of learning professional motives and motivation. The paper specifies significant interconnections between learning professional motivation, personal traits and academic performance. The dynamics of needs and motives at different courses shows the changes in needs and motives of bachelor degree students from different courses with different academic performance. This determines the psychological pedagogical maintenance required by the students with poor academic performance and correlation between learning and professional activity of students from different courses. The study revealed the personal traits which determine academic performance of bachelor degree students from different courses, peculiarities of learning professional motivation of students with different academic performance, interconnection between indicators in motivation sphere and level of academic performance of bachelor degree students.