PEDAGOGICAL PROCESS OF WORKING WITH THE MECHANISMS OF LONG-TERM MEMORY AS A KEY SKILL IN THE FORMATION OF PROFESSIONAL ACTIVITY READINESS AMONG FUTURE INTERPRETERS

Abstract

The paper examines the leading role of long-term memory in preparing future translators for professional activity. The focus is put on the issue of long-term vocabulary assimilation and its control. The authors compile a list of recommendations on how to organize the learning process to ensure the effective assimilation of vocabulary. The necessity of transition of the learned vocabulary into long-term memory is considered. Another discussion point of the paper is the need to develop an understanding the root of difficulties in understanding of foreign speech in listening and in speaking, which are rooted primarily in a lack of vocabulary in long-term memory.