Didactic approaches to translation training

Abstract

Introduction. Translation is a manifold pheno-menon that is studied by many sciences, such as linguistics, psycholinguistics, semiotics, psychology, communication theory and anthropology, sociology, sociolinguistics, historiography. Theories diversity has led to the emergence of different translation models depending on the way they treat translation. The development of common concepts in teaching translation is not possible without taking into account the world experience. Purpose. To analyze current approaches and models to translation training and determine their advantages and disadvantages in terms of teaching methods. Methods. Reviewing the works on Translation Studies and surveying new approaches in translation teaching with the view to analyzing their development and contribution into translation education. Results. Linguistic, functional, cognitive and psycho- linguistic approaches to translation have all significantly influenced the methodology of translation teaching, encouraging a more reflective and inspirational activities in the classroom. It is clear that translation education has witnessed a move from teacher-centred transmissionist approaches to more student-centred approaches. The approaches to teaching translation that emerged from the literature examined include models of translation-oriented text analysis, as well as the process!oriented and skills-led approaches. It should be mentioned that far from being mutually exclusive, these approaches actually complement each other. Conclusion. To sum up, it is found that there is the evident trend to incorporating the basic didactic approaches such as activity (communicative), competence-based, reflective and professionally-oriented, into translation training methodology. The results of the analysis will serve as a theoretical basis for solving the problem of bilingual translation competence acquisition.