TRAINING TRANSLATORS: FROM GENERAL REQUIREMENTS TO PARTICULAR APPROACHES

Authors

DOI:

https://doi.org/10.20535/2410-8286.94120

Keywords:

training translation, translation difficulties, linguistic differences, cultural differences, translator’s competence, didactic approaches

Abstract

This article deals with some aspects of teaching translation. This question has not received much attention not only in Ukraine, but in Translation Studies as a whole. The present study illustrates how linguistic and cultural divergences between source and target texts complicate the process of translation. The paper also investigates the concept of translator’s competence and emphasises the main professional skills of a good translator. The author analyses the most evident challenges of translation process, which are likely to provide a small clue for better teaching translation and provides some references to didactic approaches of the translation process, suggested by different authors. The article is composed of four main parts. The first part regards to the representation of the role of translator nowadays, as well as the complexity of the translation process. The second part briefly examines some translation difficulties, caused by linguistic and cultural differences between source and target texts. Linguistic and cultural divergences between French and Ukrainian texts are studied on the material of translation into Ukrainian “In search of a lost time” by M. Proust. The third part is a brief overview of translator’s competence. The article states that translator’s competence consists of different sub-competences, namely: linguistic, extra-linguistic, translation sub-competence and psycho-physiological one. The fourth part focuses on some approaches to translators’ training. Methods and activities recommended by professionals engaged in the education of future translators are described. 

Downloads

Download data is not yet available.

Author Biography

Nataliya Sopylyuk, Yuriy Fed’kovych Chernivtsi National University

Department of romance philology and translation

References

  1. Barkhudarov, L. S. (1975). Yazyk i perevod [Language and Translation]. Moscow, Russia: LKI.
  2. Cherednychenko, О. І. (2007). Pro movu i pereklad [On language and translation]. Кyiv, Ukraine: Lybid.
  3. Delisle, J. (1980). L’Analyse du discours comme méthode de traduction [Discourse analysis as translation method]. Ottava, Canada: University Ottawa.
  4. Fedorov, A. (1983). Osnovy obstchej teorii perevoda [Bases of general theory of translation]. Moscow: Vysshaia Shkola.
  5. Garidel, C. & Nieto, M. (2014). Didactique de la traduction et évaluation: le cas de l’Université de Concepción [Translation didactics and evaluation: the case of the University de Conceptión]. La revue de Gerflint, 10, 41-54.
  6. Jafari, O. (2013). How approaches to teaching English can be used for teaching translation. Translation journal, 17 (2). Retrieved 15 October, 2017 from http://translationjournal.net/journal/64teaching.htm
  7. Kuşçu, S. & Ünlü, S. (2015). Teaching translation: A suggested lesson plan on translation of advertising through the use of authentic materials. Procedia – Social and Behavioral Sciences, 199, 407-414. https://doi.org/10.1016/j.sbspro.2015.07.526
  8. Malmkjer, K. (2009). What is translation competence? Revue française de linguistique appliquée, 14, 121-134. Retrieved 15 October, 2017 from http://www.cairn.info/revue-francaise-de-linguistique-appliquee-2009-1-page-121.htm
  9. PACTE (2003). Building a Translation Competence Model. In: Alves, F. (ed.).Triangulating Translation: Perspectives in Process Oriented Research. Amsterdam: John Benjamins. https://doi.org/10.1075/btl.45.06pac
  10. Pontes, V.O., Nobre, J.L., & Freitas, C.P. (2016). Teaching translation to Brazilians: translation in the classroom. E-scrita-Revista do Curso de letras da uniabeu, 7 (2), 157-167.
  11. Proust, M. (1970). À la recherche du temps perdu: Du côté de chez Swann [In search of lost time: Swann’s way]. Moscow, Russia: Progress.
  12. Proust, M. (1997). U pochukah utratchenoho tchasu: na Swannovu storonu [In search of lost time: Swann’s way]. Kyiv, Ukraine: Universe.
  13. Proust, M. (1954). À la recherche du temps perdu : Le temps retrouvé [In search of lost time: Found time]. Paris. France: Gallimard.
  14. Proust, M. (2002). U pochukah utratchenoho tchasu: Vidnajdenyj tchas [In search of lost time: Found time]. Kyiv, Ukraine: Universe.
  15. Roskosa, A. & Rupniece, D. (2016). Advantages and drawbacks of using group work in translator training. Procedia – Social and Behavioral Sciences, 231, 244-250. https://doi.org/10.1016/j.sbspro.2016.09.098
  16. Sibul, V., Vetrinskaya, V., Smirnova, I., & Ivanova, A. (2016). Development of ICT competency among students studying translation for professional purposes, 8th International Conference on Education and New Learning Technologies (pp.8198-8202). Barcelona, Spain: Edulearn. https://doi.org/10.21125/edulearn.2016.0790
  17. Sopyliuk, N. (2012). Lingvo-kulturna adaptatsia psyhologitchnoi prozy M. Prusta v ukrainskomu perekladi [Lingo-cultural adaptation of M. Proust’s psychological prose in Ukrainian translation]. Unpublished PhD dissertation, South Ukrainian National Pedagogical University named after K. D. Ushynsky, Odessa, Ukraine.
  18. Taylor, E. B. (1871). Primitive culture. London: John Murray.
  19. Tsigou, M. (2011). Linguistique fonctionnelle et didactique de la traduction. La linguistique, 47, 105-120. Retrieved 15 October, 2017 from https://www.cairn.info/revue-la-linguistique-2011-2-page-105.htm
  20. Zaripova A., Akimova O., & Palutina, O. (2016). Languages for special purposes in teaching translation, 8th International Conference on Education and New Learning Technologies (pp.3167-3170). Barcelona, Spain: Edulearn. https://doi.org/10.21125/edulearn.2016.1689
  21. Zorivchak, R.P. (1989). Realia i pereklad (na materiali anglomovnyh perekladiv ukrainskoi prozy) [Realism and translation (on the material of English translations of Ukrainian prose]. Lviv, Ukraine: University of Lviv.
  22. Źraka, E. (2007). Teaching specialized translation through official documents. The Journal of Specialised Translation, 7, 74–91. Retrieved 15 October, 2017 from http://jostrans.org/issue07/art_zralka.pdf

Downloads

Published

2017-11-11

How to Cite

Sopylyuk, N. (2017). TRAINING TRANSLATORS: FROM GENERAL REQUIREMENTS TO PARTICULAR APPROACHES. Advanced Education, 4(8), 59–64. https://doi.org/10.20535/2410-8286.94120

Issue

2017: Issue 8

Section

Education

License

Copyright (c) 2017 Nataliya Myhajlivna Sopylyuk

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).