Plan:

Theoretical problems of didactics of translation.

Translation competencies.

Stages in teaching translation.

Types of techniques and translation exercises.

Educational institutions.

Translation didactics is an independent branch of translation studies, which aims to develop an optimal model of translation competence for various types of translation. In its research, the didactics of translation is based on the theoretical principles general theory teaching (didactics), psychology, methods of teaching foreign languages ​​and on the data of linguistic science (comparative linguistics, linguistic psychology, text linguistics, etc.). There are two interrelated directions in the didactics of translation:

Theoretical developments in the methodology of teaching translation,

Development of exercises and teaching aids for special types of translation (oral, written, one-sided, two-sided, etc.).

As for specific pairs of target languages, translation didactics is at the stage of accumulation and comprehension of empirical material. It is generally agreed that the development of didactic materials is ahead of the theoretical didactics of translation. There is an acute issue of developing general methodological principles for teaching translation and creating teaching aids of a generalized theoretical nature. A serious problem in translation didactics is still the modeling of educational texts intended for the formation of skills and abilities in various types of translation (special types of translation competence).

Under translation competence It is customary to understand the totality of linguistic and speech (communicative) competencies, as well as (background) extralinguistic knowledge related to the culture of the source and target languages.

Speech competence translator is impossible without the formation of such skills and abilities as: speech reactivity, flexible translation memory, switchability, synchronization of auditory reception and speech, psychological stability, speech hearing, translation notation skills (see: aids translation), etc..

Speech reactivity The translator's ability to quickly perceive the source text and generate the text of the translation. The translator needs to master his speech, in particular, control the pace of speech: speed it up or, conversely, restrain the increased reactivity of speech in accordance with the conditions of communication.

Flexible translation memory represents the optimal combination of long-term and operative memory in translation. The translator's long-term memory is capable of retaining large volumes of active vocabulary in two languages, while non-translating language proficiency implies a predominance of passive vocabulary over active vocabulary in memory. The operative memory of an interpreter implies the ability to memorize and retain in memory only that information that is relevant to each specific moment of communication.

switchability from II to TL is provided through the formation of a stable skill of switching from language to language at the formal sign level. The skill of switching, or the ability to carry out automated operations to find and implement a solution for transcoding information, underlies the translator's subordinate bilingualism.

Hearing synchronizationreception and speech - simultaneous perception of the source text and the design of the translation .

Psychological stability is an innate property of the human psyche. It involves endurance, the ability to control the manifestation of emotions in speech. Can be adjusted in the process of learning and self-education.

Recheva hearing- hearing, prepared for the perception of speech in a particular language.

To work in special types of translation necessary public speaking skills, high speech reactivity, flexible memory(oral translation), literary talent(literary translation of prose), poetic gift(poetry translation), domain knowledge translation (scientific and technical translation), etc.

The translator must master the grammar and vocabulary of the target languages ​​in a volume sufficient to express his thoughts, distinguish between texts in accordance with their belonging to a certain functional style, possess knowledge of the linguistic and cultural specifics of texts in the source and target languages, and master the techniques of translation transformations. Translation competence includes ability of understanding original and ability to create on its basis of a secondary text in the target language, i.e. receptive and reproductive competence.

The content of the training programs is determined by the educational standard (?) and takes into account the job characteristics of the translator, reflected in the qualification directory of positions, developed by the Institute of Labor and approved by the Decree of the Ministry of Labor of Russia of August 21, 1998. Translation training involves passing students through two main stages vocational training: the basic stage of translation and the stage of specialization. With regard to practical skills that need to be developed already as part of the basic course, it is important to consider the following:

Written translation should be preferred to oral, because in terms of perception of the original, it is easier. Reading texts is easier than listening, however written translation is already more difficult even than listening, since it requires not just free perception and some reactions to the presented text, and its certain kind of processing and reproduction in another language.

To solve this methodological problem, one must follow the well-known principle of moving from simple to complex and start with translation, in which the student has the right to refer to the original or its fragment several times in “real life”, which cannot be done with oral translation.

At the initial stage, the thematic approach to teaching translation should be abandoned. At the first stage, it is better to focus on developing a minimum of translation skills, relying on areas of knowledge already familiar to students. Thus, the problem of introducing new vocabulary and new concepts is removed. In addition, you should stick to stylistically neutral areas of communication. It is recommended to build a basic translation course on scientifically neutral texts.

At the second stage of training, there are more specialized courses: interpretation (consecutive, then simultaneous); written translation, differentiated by thematic modules (judicial-legal, scientific-technical, artistic).

The use of film and video materials in translation faculties not only provides a “natural knowledge” of a foreign language and many cultural realities, but is also an excellent means of teaching translation (consecutive translation of subtitles, simultaneous translation of a sounding text or its passages).

As a means of teaching translation at the last stages of teaching translation, “criticism of translation” can be used. Students are invited to conduct a comparative analysis of the original and translated (published) texts in order to identify translation strategies, inconsistencies between the original and translated text, etc. The object of "criticism" can also be students' own translations, compared with translations made by professional translators.

Translation practice is usually carried out at the senior courses of the university and provides for the independent translation of a text of any subject from 7 to 10 pages.

Educational and scientific work performed by students of translation faculties for the purpose of intermediate and final control is of two types:

Independent study of one of the aspects of the theory of translation with the involvement of practical material in two languages ​​(analysis, interpretation, etc.)

Translation of a complex text, including background (explanation of realities) and linguistic translation commentary, as well as theoretical conclusions obtained as a result of the analysis source code, translation strategies and individual translation transformations

Any original texts can serve as didactic material in teaching translation, but modern texts of an informational nature are preferred, which meets the task of training specialists for practical work with information materials on a wide variety of topics. When preparing translators of literary translation, both modern works and works of classical literature of the 19th-20th centuries can be used.

determining the level of churching of the respondents, defines churching as "shaping its (church's) charter, rituals, customs ... its daily existence, feeling oneself in some area as one's own" and, ultimately, "a person's commitment" to a given religion through his Lifestyle. In other words, churching is a real practical involvement in religious culture. Among the indicators of a churched way of life, attendance at the temple, observance of religious rites, and reading the Gospel are the most important. Thus, in our study, we are based on the principle of mutual complementation of religious and confessional self-identification.

(subjective sign religiosity) an objective sign - orientation to the value of religious faith. It is religious faith, elevated to the rank of value, that acts as the universal indicator that makes it possible to distinguish a religious (believer) person from an areligious (non-believer), superstitious or quasi-religious person (believing in the mysterious properties of objects, phenomena and processes of the surrounding world, in the magical power of individual people). ). The value of religious faith has a terminal character for a person: he does not feel himself to have reached the final state of faith, but strives for it as a very important, if not the most important goal in his life, / what craving for faith, in our opinion, is that constant religiosity and at the same time that minimum of churchness, which characterize the respondent as already belonging to a religion. The criteria for sociological analysis, therefore, can be the following factors: the level of religious self-identification, the level of confessional self-identification, the degree and

the nature of religious self-identification, churching.

Bibliographic list

1. Arnaut E.K. On the criteria for the religiosity of a person in the conditions of perestroika. - Chisinau: "Knowledge", 1990.

2. Garadzha V.I. Sociology of religion. - M., 1995. -S 36-37.

3. Demyanov A.I. Religiosity: trends and features of manifestation. - Voronezh, 1985. - S. 11.

4. Kalsshnikov M.F. The Young Generation and Religion. - Perm, 1977 -S. 29.

5. Men A. Two understandings of Christianity// New time. - 1996 - No. 36 - S. 42 44.

6. Ortega y Gasset X. New symptoms // Human problems in Western philosophy - M., 1988. -S. 202-206.

7. Toporov VN. Myth. Ritual. Image: a study in the field of mythopoetic. Favorites. - M., 1995. - S. 3-4.

8. Ugrinovich D.M. Introduction to Religious Studies. -M 1985.

9. Ugrinovich D.M. Religion and the Church in the Modern Age. - M., 1976. - S. 55

10. Ulyanov L.N. Changing the nature of religiosity. // Towards a society free from religion. -M „ 1970.-S. 161.

11 Yablokov IN Fundamentals of Theoretical Religious Studies. - M., 1994.

12. Yablokov I.N. Sociology of Religion - M.: Thought, 1979. - S. 123-124.

13. Jaspers K. The meaning and purpose of history. ■- M., 1901.-S. 76.

14. Durgkheim E. The Elementary Forms of the Religion Life L., 1971.-P. 47.

Yu P Kotlyarova TRANSLATION COMPETENCE AS A MULTIPLE THEORETICAL CONCEPT

Translation competence as a multidimensional theoretical concept has been in the focus of close attention of pedagogical science and translation studies in recent decades. Development of complex pedagogical aspects

educational process within the framework of professional higher education, issues of theoretical and methodological foundations for the preparation of a future translator, his formation as a competent specialist and professional

© Yu.P. Kotlyarova, 2007

devoted to the work of many leading teachers and translation practitioners (I.A. Zimnyaya,

B.N. Komissarov, N.V. Kuzmina, J1.K Latyshev,

C.E. Shishov and others)

Contemporary Information society needs such graduates of the translation departments of universities who, in addition to professional training, are able to independently acquire necessary knowledge be able to apply them in practice to solve various emerging problems; find ways of rational solutions, think critically, be able to navigate in non-standard conditions and stressful situations, strive for continuous personal and professional

improvement, as well as the ability to go beyond their immediate activities, and, most importantly, to be able to work at the intersection of several areas: a highly specialized subject area, the area of ​​the apparatus of translation technologies, the area of ​​knowledge of the organization of the communication process. Many researchers of domestic pedagogy and psychology (E.F. Zeer, A.V. Kraevsky, etc.) are studying the issue of competencies in higher education.

IN scientific research competence is considered as a category, which indicates the degree of significance and importance of the concept under study. In contrast to qualifications, which imply the ability to qualitatively perform a specific specialized view activities, the category of "competence" is broader, integrative. This fundamental difference is very important, since in today's constantly changing world it is relevant to raise the issue of providing education with an integrative result: the ability and personal interest of a university graduate to fully fulfill the multifaceted socio-professional mission entrusted to him. Taking into account all of the above, we can conclude that competence is an open system of procedural, value-semantic and declarative knowledge, including interacting components that are activated and enriched in activities as real, vital problems arise that are faced by

holder of competence.

The concept of "competence" is considered by us as:

1. The connecting link between the components of the traditional triad "knowledge, skills, skills".

2. Constant updating of knowledge, possession new information for solving problems at a given time and in given conditions, in every near-translational situation in all its diversity.

3. The ability to choose the most optimal solution among the many, reasonably refute false solutions, question effective, but not effective solutions - to have critical thinking, both in relation to exclusively translation tasks regarding the implementation of translation, and in relation to organizational aspects of the near-translation situation as a whole.

4. Possession of a solution method, including the content knowledge) and procedural (skill) components.

The multidimensionality of the theoretical concept of translation competence lies in the two-dimensional nature of its components. As I.A. Winter, in order to create a model for the formation of professional (in our case, translation) competence, it is necessary, along with subject competences, to take into account the presence of general competences, which we are going to take into account when creating the structure of the competence under study. We propose to consider the components of general and subject competences of the theoretical concept under study.

A wide galaxy of educators share the key ones in their research. subject and general subject competences. A.B. Khutorskoy refers to the key competencies those competencies, the formation of which relates to each academic subject as a whole and the component of which, respectively, is fundamental general cultural knowledge. Namely, he singles out the value-semantic, general cultural, educational, cognitive, informational,

communicative and social and labor competences. Subject competencies are determined according to the characteristics of each educational subject and should be distributed by levels.

Bulletin of KSU im. H.A. Nekrasov ♦ 2007 Volume 13

general educational functions in accordance with the educational standard ". The generalization of premise competencies to the level of general subject competencies occurs, in the opinion of the automaton, on the basis of objects of cognizable reality that are common to different subjects and on the basis of common skills, habits, and methods of action.

I.A. Zimnyaya proposes to divide all general competencies into three groups:

Competences relating to the person himself as a person, the subject of communication activities;

Competencies related to social interaction human and social sphere;

Competences related to human activities G1].

The list of general competencies identified by teachers is very wide. Within the framework of this article, we see it appropriate to dwell on the five general competencies of higher vocational education, identified by us on the basis of the analysis of the works of such researchers as E.F. Zeer, I.A. Winter, N.V. Kuzmina, S.E. Shishov:

Political and social competence - the ability to take responsibility, jointly develop a decision and participate in its implementation;

Communicative competence that determines the possession of oral and written communication technologies in different languages, including computer programming;

Socio-informational competence - possession information technology and critical attitude to social information disseminated by the media;

Cognitive competence - readiness for continuous improvement of the educational level, the need to update one's personal potential, the ability to independently acquire new knowledge and skills;

Motivational competence - readiness for independent performance of professional actions, evaluation of the results of one's work.

Based on the above studies of leading practitioners, it can be said that general competencies turn out to be systemic characteristics of a student-centered approach to education. Since they relate exclusively to the personality of the student and are manifested

and are checked only in the process of performing a certain set of actions. Summarizing the approaches presented in this article and the content characteristics of the development of translation competence among linguistic students, it should also be noted that competence is a knowledge perception of another as oneself, interpersonal dialogue at the “highest level”; the moral attitude of free individuals, built by human relation; “genuine, living communication”, in which the personal experiences of students are manifested; competence acts as a measure of the realization of human potentials, the basis for the development of a general culture of the individual.

The concept of "translational competence" is considered by various translation scholars and is of great theoretical and practical interest. Each researcher seeks to clarify its constituent factors, ways of its formation and development. Let us consider two ways of interpreting this concept by such researchers as V.N. Komissarov and L.K. Latyshev. This will constitute the content of the subject competences of the theoretical concept under study. As V.N. Komissarov, the structural content of subject competencies will be the following competencies:

Language competence, which implies not only knowledge of the grammatical, lexical structure of several languages, but also the scale of this knowledge, which is constantly expanding - hex-forming competence, which includes not only the ability to create different texts in accordance with the rules of a certain language, but also the ability to correlate these rules between two (three) languages;

communicative competence,

characterized by "comparative-

dynamic nature”: in the process of translation, the translator must be able to determine the degree of sufficiency of the transfer of sociocultural information in order to fully convey the meaning, regardless of its presence in the original text; - personal competence, determined by the presence of personal characteristics that provide successful process translation: plasticity and flexibility of mental organization, breadth of interests, a high degree of erudition, tolerance, awareness

Pedagogy. Psychology. Social work. Juvenology. Sociokinetics ♦ № 3, 2007

motivation of own activity;

technical competence,

characterized by the presence of specific knowledge, skills and abilities that allow performing one or another type of translation activity. The chosen strategy of the translator, first of all, depends on the purpose of the translation and the conditions for its implementation.

OK. Latyshev, defining translation competence as “. the totality of knowledge, skills and abilities that allow the translator to successfully solve their professional tasks ... ”, divides this body of knowledge into two parts according to the principle of the degree of involvement in the translation process. The researcher distinguishes between the basic and pragmatic parts of translation competence, which, in turn, are divided into pairs. The base part, which combines those elements of the PC that are constantly used in the process of translation, has a conceptual and technological components. The pragmatic part, which combines the skills that a translator needs to perform certain types of translation, includes special and specific components.

From the foregoing, it can be concluded that the division of the concept of "translation competence" into basic and pragmatic levels is common. Their practical content is detailed by the detailed categories of V.N. Komissarov, the distribution of which shows that, despite the fact that the formation of the PC begins from the base level, all the components of the PC are formed in parallel.

In our opinion, the basic and pragmatic levels of the formation of translation competence should be interconnected in the implementation of oral translation through the functioning of certain algorithms of the educational process. The degree of filling of the components of translation competence may change as the process of its formation.

Taking into account the approaches to the interpretation of the concept of "translation competence" considered in this article, we see it appropriate to determine that translation competence is an integrative property of a person, which is expressed in the presence of internal motivation for the qualitative implementation of translation activities, a body of knowledge and skills,

the ability to apply them comprehensively in translation activities; personal experience in performing translation actions in simulated near-translation situations, as well as in the ability to go beyond the scope of the subject of one’s profession and possess creativity self-development.

The presented overview of the ways of interpreting the concepts of "competence" and "translation competence" allows us to distribute the components of translation competence in three areas of an interpreter's activity: the area of ​​highly specialized knowledge, the area of ​​translation strategies and technologies, and the area of ​​organization of the communication process. The named areas will correspond to the subject-specialized, qualification and subject-specific

communication components.

Each of the components is formed due to the functioning of previously identified competencies: subject-specialized - due to specialized and socially informative; qualification - at the expense of socio-political, linguistic, text-forming, technical; subject-communicative - due to communicative, personal and motivational competencies.

Taking into account all of the above, we argue that such significant components as subject-specialized and subject-communicative should contain the components of the PC, the functioning of which would contribute to their immediate and direct formation. As noted by domestic researchers, the formation of these components is carried out at the expense of already existing competencies exclusively and through separately developed communicative and personal qualities student in the educational process.

Thus, it can be argued that the inclusion in the process of formation of translation competence of such components as cultural-professional and organizational-

psychological would allow, in our opinion, the most effective way to carry out the process of training a specialist in the field of translation studies, in principle, and contributed to the

Bulletin of KSU im. N A. Nekrasova "2007. Volume 13

more effective and gradual formation of translation competence, in particular.

Based on the foregoing, we propose the following structure of the translation competence of linguistic students.

The subject-specialized component, consisting of cognitive, cultural-professional and social-informative competencies, is aimed at developing the desire and ability for self-education, the implementation of motivational activities, and the expansion of the professional and cultural horizons of the translator in highly specialized areas. Forcing indicators of this component are reflected, in our opinion, in the following skills: professional knowledge depending on the degree of importance of the near-translation situation, plan and organize your self-education, use the acquired knowledge in professional activity.

Qualification component, including socio-political, linguistic,

text-forming and technical competence, aimed at the formation of stress resistance and high efficiency by the apparatus of translation strategies. The indicators of the formation of this component are reflected, in the framework of our study, in the key ability to apply the whole variety of means and methods of translation activity to convey the full communicative and informational content of the translation text.

The pre-object-communicative component, subdivided into communicative, personal, organizational-psychological and motivational competencies, is aimed at the formation of communication skills, tolerance and respect for other people's opinions, which, in our opinion, is successful pledge professional organization communication process. The indicators of the formation of this component are reflected in the following skills: to have the skills of a complex perception of the near-translational situation, to see and evaluate the communicative

the situation and adapt to it in a short period of time, the ability to apply communicative knowledge in accordance with the norms of the translator's ethics.

Thus, our analysis of the study of translation competence as a multidimensional theoretical concept as a whole confirms the assumption that subject-specialized, qualification,

subject-communicative components make up the structure of the concept under study. However, it is appropriate to clarify that this interpretation is only one of the approaches to the development the hardest problem formation of the translation competence of linguists.

Bibliographic list"

¡. Zimnyaya I A. Key competencies- a new paradigm of the result of education // Higher education Today. - 2003. - No. 5. - S. 34-42.

2.3eer E F. Competence-based approach to the modernization of vocational education P Higher education in Russia. - 2005. - No. 4. - S. 2329.

3. Komissarov V.N. Modern translation studies: textbook. allowance. - M., 2004 - 424 p.

4. Kuzmina N.V. Methods of systemic pedagogical research: tutorial. -L.: Leningrad State University, 1980 - 172 p.

5. Kraevsky A.V. Subject and general subject in educational standards // Pedagogy. -2003.-№2 -S. 8-14.

6. Latvian L.K. Translation: theory, practice and teaching methods: textbook. allowance for students. translation, fact. higher textbook institutions - M.: Academy, 2003.-192 p.

Shishov CE. The concept of competence in the context of the quality of education. Standards and monitoring in education. - 1999. - No. 2. - S. 23-28.

8. Foolov O.V. Competence-Based Model as a Basis for Assessing the Quality of Specialist Training Higher Education Today. - 2004. - No. 8. - S. 34-40.

9. Khutorskoy A.V. Key competencies. Design technology // National education. - 2003 - No. 5. - S. 55-61.

Pedagogy. Psychology Social work. Juvenology. Socikinetics ♦ >f° 3, 2007

1. Components of translation competence.

2. Language competence in receptive and reproductive plans.

3. Textual competence.

4. Communicative competence.

5. Technological competence.

1. Translation competence (PC) is a set of knowledge, skills and abilities that allow a translator to successfully solve their professional tasks. The basic components of translation competence include the knowledge, skills and abilities necessary for a translator in all types of translation. The specific components include knowledge, skills, skills necessary in one or more types of translation (written, visually oral, paraphrasal, sequential, simultaneous). The special components of the PC include the zun necessary for translating texts of a certain genre and style, scientific, technical, business, artistic.

2. Language Competence (LC). It is necessary to know the source language and the target language, but only knowledge of 2 languages ​​is not enough, because this will only allow interlinear (machine) translation. High-quality and professional translation, in addition to language knowledge, requires a number of independent skills and abilities: the ability to carry out a translation analysis of the source text in order to identify its communicative content. It is necessary to consider each statement not as a sequence of words and grammatical constructions, but as an expression with the help of words and constructions of the goals of communication or language functions:

1) denotative (description of the denotation, i.e. the segment of the objective world displayed in the language);

2) expressive (expressing the relationship of the sender to the generated text);

3) contact-installation (actual, installation on a communication channel);

4) metalinguistic (the language used in communication is analyzed);

5) volitional (orders and commands are transmitted);

6) poetic (the installation is made on linguistic stylistic means).

The translator needs to read newspapers daily, listen to the radio (receptive language acquisition) and communicate in 2 languages, accumulate, expand, update vocabulary (productive language acquisition). A translator should teach himself to control his speech not only in a foreign language, but also in Russian, in order to get rid of tongue-tied tongue, for this you need to talk a lot and write a lot. It is necessary to take as a model the well-delivered speech of TV program announcers, you can record the frequency turns of speech in Russian and foreign languages. Sometimes the active stock of knowledge of a foreign language is greater than the active stock of knowledge of the native language. More often, knowledge in the field of the native language is thinner and deeper, more varied, and the breadth of choice, especially if some of the options are in the passive reserve, makes it difficult to choose and slow down the translation.

Conclusion: the native language is necessary for the translator in an active form. It should also highlight such aspects as the grammatical features of oral and written speech. The translator must constantly engage in self-education and accumulate information about those grammatical phenomena that should be avoided. When constructing a written statement on English language about grammatical difficulties in translation, one must have an idea of ​​grammatical difficulties, syntactic features, grammatical means when choosing various discursive strategies (when it is necessary to express one's disagreement).

3. Text-forming competence (TK)– knowledge of the correlation between the rules for generating text in native and foreign languages. Possession of skills to build adequate original texts of different functional style, genres and types. A text is a speech work with the help of which verbal communication is carried out. The text consists of statements that the speaker creates by selecting language units and connecting them according to the rules of the grammar of the given language in accordance with the communicative intention. But the text is not just a set of statements, it is a complex structural and meaningful whole, the communicative potential of which is much greater than the total content of its constituent statements. The translator must be able to perceive this integrity of the original and ensure the integrity of the resulting translation text. The content structure of the text can be considered in 3 dimensions: vertical, horizontal and deep.

vertical structure the text creates its formally thematic content, starting with the general idea or theme of the text, which unfolds in smaller fragments of the text: subtopics, subsubtopics, microtopics, individual judgments. Such branching from top to bottom is carried out by the speaker in accordance with his communicative intention. The receptive text forms this hierarchical structure from bottom to top, from smaller parts of the content to a holistic understanding of the entire text. The vertical structure of the text is not always built clearly and logically. Such shortcomings are explained by the knowledge and experience of communicants.

Plays an important role horizontal structure, which is created by formal and semantic connections between statements: unions, substitute words, repetitions, timing, logical connectives. The content of the utterance can be 2 semantic tricks: subject- something that is reported (what is known to the interlocutor or something given, the topic can be highlighted by intonation (stress) lexically and syntactically. Sema- something new that is said about the topic:

Example: Sam is a good boy.

When creating a translation text, the translator retains the theme-rhematic structure of the original. The depth of understanding may not be the same for different communicants. Some of them may be content with the generalized content of the statement:

For example: when I hear people I don't know exchange knowledge about people and events I don't know.

Sometimes the speaker is able to reproduce what he heard or read that does not make sense to him, but is understandable to other interlocutors. The text constructed in accordance with the norms of the use of language units in speech remains meaningful and its content is understandable.

All native speakers have the ability to correlate linguistic expressions with specific situations (the contextualization of an utterance depends on the knowledge of emotions, associations of communicants).

Of no small importance in speech communication is the ability of the linguistic content of the utterance to convey additional meaning implicitly associated with it and derived from it:

For example, with an ellipse where the linguistic unit is omitted; “The song about the petrel” is not just a description of birds during a storm, but a call for a revolutionary struggle is implicitly hidden in the content of the work.

Implications can arise both from the content of the text as a whole and from the content of its individual parts. For its perception, not only language knowledge is necessary, but also analytical thinking, emotional susceptibility, artistic flair. As a result, translation problems arise. The contextual implicitness of the phrase "I'm going to school" can mean: "that's why I'm in a hurry", "I'm not small anymore", "I don't want to talk to you". The implication may be related to the linguistic content: turn the key in the lock - lock the door, ran 100 meters in 8 seconds - exceeded the world record, nodded his head - expressed his consent, he does not allow a speck of dust to sit on it - he loves and cares very much. In such cases, such original content is not reproduced in full, because it is impossible to achieve identity: measure seven times - cut once, God saves the safe. Translation is achieved at the expense of the loss of individual elements. Translation problems- these are problems of analysis, understanding and construction of the text.

Typology of texts.

First type texts focused on content (commercial, business, scientific). The task of the translator is to convey the content more fully.

Second type texts are form oriented ( fiction). The task of the translator is to preserve the artistic and aesthetic impact of the original.

Third type of texts is oriented towards an appeal to the reader, listener, therefore this appeal must be clearly conveyed (texts of radio, television programs, stage works).

Sometimes a translator can become the creator of the text that is needed for successful contacts with representatives of another country, guided only by the knowledge of the goal at the direction of the customer. In this case, knowledge of the construction and functioning of texts in various fields communication within a particular culture.

Competence of the translator. Communicative or social competence.

Of all the interpretations of communicative competence, the most common is 3 tier model, within which the ability of communicants is distinguished:

1) operate with encyclopedic (cognitive) knowledge that reflects the structure of the real world of various subject areas, including areas of human professional activity;

2) use the arsenal of language tools to achieve pragmatic goals (linguistic competence);

3) establish verbal and textual contact with a partner: maintain it or interrupt it, while observing the rules and conventions of communication adopted in this society (interactive and discursive competence).

4. Communicative competence- this is interpersonal, intersocial competence, based on knowledge, communicative experience of the individual, the ability to effectively interact with other people in a constantly changing situation of the socio-cultural environment. The competence of a person in communication is considered as his competence in interpersonal perception, interpersonal communication and interaction.

Difficulties arise in situations business communication when establishing personal contacts, writing business letters, telephone conversations, presentations, meetings and negotiations. It is necessary to study special speech models, signals of structuring, correction of professional discourse, accepted social etiquette. Professional communication involves such speech actions as the presentation of material, written and oral exchange of information, expression of opinion, discussion, development of an agreement.

The way information is transmitted is important: through a computer, non-verbal information, kinetic (gestures), eye contact. Even the absence of action is significant for communicants (holding a meeting at the same table with subordinates means “I am the first among equals”). The interpreter must be able to determine the role and status of the communicators. You need to know the procedural regulations: who has the right to contact whom, the code of conduct.

5. Technological competence is the mastery of basic translation strategies and techniques. In the process of dividing the source text and determining translation units, 2 types of text units:

1) with standard context dependency;

2) with non-standard context dependence.

The former are easily translated, the latter require a special translation technology, because their structures and functions differ in 2 languages ​​and cultures.

The translator has 3 groups of translation techniques:

1) Lexical devices. They are used when in the source text there are non-standard language units at the word level, for example, proper names ("Plyushkin"), terms, words denoting objects and concepts characteristic of the source culture, but absent in the target culture (Slavic names):

Example"bloody marry" - the name of the cocktail and an allusion to the historical title of one of the English queens (Bloody Mary).

transliteration (transcription - transmission by letters and sounds),

Tracing (translation of one or all components, an example of "super power" - "superpower"),

concretization (narrowing of the meaning, example “meal” - “breakfast”),

generalization (expansion of the meaning "he was 6 feet" - "he was tall"),

antonymous translation (example: “he is clever” - “he is not stupid”), description, commentary.

2) Grammar tricks:

transformations,

grammatical substitutions (changing the nature of grammatical forms),

Expansion reception (distribution, addition, accession).

3) Stylistic tricks:

metaphors (include not only an image, but also an ironic connotation, a metaphor can be combined with gradation, alliteration, hyperbole to create an absurdly grotesque image),

replacement of verbal composition,

replacement of the image, figurative meaning,

literal translation with commentary (more often).

Translation competence - 1. Bu-. being an essential factor in the translation process, combines both the receptive competence of understanding and the productive competence of formulation. In other words, translation competence includes the ability to understand the source text and the ability to create text in the original language. At the same time, the translator's life experience appears as background knowledge. Among the components of translation competence, idiomatic knowledge of the target language is of great importance. In addition, translation competence includes elements of two cultures that come into contact in the process of translation. Clearly focusing on the source text, the translator is included in the search and decision-making process, which ends with the “reexpression” of the original in the target language. 2. Its differentiation exists in two dimensions: 1) by genre (scientific and technical text, literary text, etc.) and 2) by direction (from native to foreign and from foreign to native). Each of these competencies in turn covers two sub-competences (receptive in the field of the source language and productive in the field of the target language). Both subcompetences complement each other and form the basis of the competence necessary for a translator to convey texts that are complex in terms of content and style with the necessary degree of communicative equivalence. It is this textual nature of translation competence that explains the fact that people who are fluent in two languages ​​do not necessarily become good translators. 3. How the translator comprehends the translated text, how he builds and rebuilds the translation strategy, which, depending on the circumstances, he chooses the functional perspective of the statement, how he recreates the text on the basis of the original - all this is there is his translation competence, both linguistic and non-linguistic, both receptive and reproductive. All these types of competence are organically connected with each other and in their sum form the competence of transfer, which underlies the process of translation and provides an adequate transfer of communicative intention and a sufficient degree of communicative efficiency. 4. Represents a complex multidimensional category, including those qualification characteristics that allow the translator to carry out the act of interlingual and intercultural communication: special "translation" knowledge of two languages ​​(at least receptive knowledge of the source language and reproductive - the language of translation ), in which languages ​​are projected onto each other; the ability to "translate" interpretation of the source text; knowledge of translation technology; knowledge of the norms of a given style and genre of text; knowledge of translation standards that determine the strategies of the target language; a certain minimum of background knowledge necessary for an adequate interpretation of the source text, and in particular what is called "knowledge of the subject" for successful translation within the framework of the translator's specialization. The concept of translation competence can be specified in relation to certain types of translation and include, for example, the creative abilities necessary for artistic and, in particular, poetic translation.

The specificity of interlingual communication and the diverse forms of translation activity make it necessary for the translator to form a kind of translation competence. Under translation competence commonly understood a set of knowledge, skills and abilities that allow a translator to successfully solve their professional tasks. This set can be divided into two parts, each of which, in turn, has its own division.

· The first part is basic . It is divided into conceptual And technological components.

· The second part is pragmatic . It is divided into specific And special components.

Basic part of translation competence includes elements of the translator's competence involved in professional translation into permanent basis in all its manifestations.

It includes the knowledge, skills and abilities necessary for a translator when working with specific types of translation (written or oral, simultaneous or paragraph-phrase, and so on).

Conceptual component is a set of knowledge and ideas of the translator about the essence of translation, that is, about the specifics that distinguish it from other types of linguistic mediation, about common purpose translation, about text-genre modifications, about the tasks solved by the translator in the process of achieving the goals characteristic of translation, as well as about the contradictions between these tasks and knowledge of the specifics of the basic principles for overcoming these contradictions. The value of the conceptual component can be compared with the value of a musical ear for a musician. That is, if the translator has an inadequate understanding of the essence of the translation, then his translation will suffer from literalism, or a high degree of free translation, or the loss of most important features source text due to incorrect preferences in the process of their reproduction, as well as as a result of violation of the permissible framework in the translation.

Technological component is a set of translation know-how that helps the language intermediary overcome typical technical translation difficulties and solve the diverse tasks that the translator faces in the process of achieving the goal.

Pragmatic part of translation competence determines the range of translation types, text genres and topics available to the translator. Possession of certain types of translation refers to a specific component, and thematic and genre capabilities of a translator refer to a special component.

The fact that it is impossible to develop all the above qualities evenly and equally is due to the fact that not only the abilities of people differ, but also the professional specializations and preferences of translators.

Translation activity can be either purely intuitive, or rational-intuitive. Purely intuitively, a person who is sufficiently proficient in two languages ​​can translate. But such a translation will be called a “naive” translation. A qualified translator is obliged to translate at a different, higher level. Its translation must comply with certain standards developed in the process of long social practice. But at the same time, translation activity cannot be completely rational. There is always a significant element of the intuitive in it.

All components of translation competence are addressed to different areas of the translator's psyche. Basic component to a large extent involves the work of the intellect, but in combination with the so-called intuitive element - linguistic instinct. The basic component of translation competence is enough to perform a written translation that does not require special knowledge. And interpretation, in addition, also implies the availability of relevant skills from the field of a specific component of translation competence. Specific component, in contrast to the predominantly intellectual base component, is mainly addressed to the sphere of consciousness beyond the threshold - random access memory, intuition, reaction. Special component cardinally differs from the rest in that it is based on extralinguistic knowledge from various special areas, be it economics, law, technology, etc.

In the process of creating professional translation competence, a peculiar linguistic personality is formed, which has a number of differences from the usual, non-translating personality. These differences are revealed in all the main aspects of speech communication - in linguistic, text-forming, communicative, personal and vocational aspects.