Abstract
Contemporary methodological landscape in translator training (TT) is dominated by the competence-based principles whose epistemological roots are found in social constructivism asserting learners’ active participation in knowledge accrual. The paper gives a brief account of the status quo of TT and revisits the controversial issue of appropriateness of combining TT with foreign language teaching (FLT). The author maintains that FLT may, and quite often has to, be part of TT course, the share of linguistic component in TT depending on the curriculum design and teaching circumstances. Centred solely around the linguistic aspect of TT, the paper proposes combining training methods that serve the purposes of both TT and FLT. TT practices aimed at developing linguistic and translational competences simultaneously are subdivided into analytical and reinforcement training techniques, the latter being the focus of this paper. The author argues that exercise-type activities beneficial for both TT and FLT can be practiced in full harmony with the competence-based student-centred teaching principles.
Highlights
It is no secret that for a very long time there was — and someplace is — strong prejudice against translation didactics per se
With little attention paid to the theoretical premises of translator training (TT), most publications in this field so far have been strictly grammatically-pragmatic by nature, the better part of them being collections of exercises designed to overcome lexical and grammatical difficulties in translation and carry out transformations
I have tried to show that it is wrong to approach TT only from its linguistic side, it is even less beneficial to disconnect TT from language learning, because a required language competence is not always a given in TT
Summary
It is no secret that for a very long time there was — and someplace is — strong prejudice against translation didactics per se. Translator training (TT) has existed for centuries, if in a rudimentary ‘master-apprentice relations’ form, as A. Pym notes in his comprehensive historical overview [Pym 1992:1; Pym 2012]. Even more important is the fact that the number of training programmes has considerably grown in the last four decades. Contemporary TT rests on the principles of competence-based training. A departure from language-based methodology in TT is explained by the generally shared assumption that translation should be taught to linguistically competent trainees. I will show that, once a balanced distribution is achieved among classroom activities, teaching techniques can complement each other in fostering translational competences alongside linguistic ones without disrupting the principles of student-centred, text-based teaching
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