Педагогические
науки/2. Проблемы подготовки специалистов
Simkova I. O.
Candidate of Pedagogical Sciences, Associate Professor
National Technical University of Ukraine «Kyiv Polytechnic Institute»
The role of
socio-cultural competence in sight interpretation teaching
The education system of Ukraine, as well as any other country, must meet
the current level of public relations and requires continuous improvement. For
the education system of Ukraine to meet the European educational space is necessary
to solve complex problems related to the preparation of highly qualified
specialists with knowledge of foreign languages, including experts in the field
of translation. The training of sight interpreters\translators in higher schools
of Ukraine and worldwide is relevant to local and foreign researchers.
The multifaceted nature of sight translation\interpretation work makes
the task of preparing qualified specialists a complicated process and requires
them to posses the special knowledge and skills – pedagogical, methodic, didactics,
and psychological. Future sight translators\interpreters must enrich the field
of their general knowledge in culture of foreign countries, history and
literature. They must enrich their professional experience with knowledge, which
are necessary to make sight translation\interpretation in specific fields –
science, technology, economics, law, politics, education, medicine, etc. Future
philologists must also have higher total and ideological culture, broad erudition,
tact, and be sociable.
The above characteristics and features of the professional activities of
sight translators\interpreters require us to revise the established approaches
to their preparation. An important aspect of it is the formation of the sight interpreters\translators
competence, a high level of which largely determines the success of their
professional activities. Thus, the interpreters\translators competence includes
professional and personal characteristics, which appears in the nature of
subjectivity of future philologists during their training activities. It
ensures their willingness and ability to perform professional functions in
accordance with the set standards and requirements, and their willingness and
ability to create a new reality on the level of goals, content, and
technologies. It can help future translators\interpreters to understand the
educational content and situation as a philological phenomenon.
Socio-cultural competence is willingness and ability to use during the
process of translation the knowledge about the rules and norms of interaction
between individuals in the social institution of science and technology, in
professional science and technology field of communication in foreign and native
country, as well as the ability to compare this knowledge.
Language reflects the national vision of the world; its originality
related to geographical location, history, religion, traditions and customs.
Therefore, an important role in the structure of the professional competence of
interpreter\translator plays the socio-cultural competence. The structure of
the socio-cultural competence includes geographic component (national values)
and general components (national mentality).
Nowadays an attention of scientists in the field of translation teaching
methods is focused on the difficulties caused by the socio-cultural differences
of source texts (ST) and target texts (TT) as the products of different multilingual
communities [1]. The language of
specialty of different multilingual communities includes concept, which is the
product of centuries-old experience of science and technology; it is an
important component of specialized culture.
The representatives of the professional sphere of communication formed
its own system of values, beliefs, traditions, and attitudes [1]. All these
factors affect the creation and development of new technologies in each
country. That is why socio-cultural differences rather than linguistic differences
of multilingual communities cause the greatest difficulty in sight translation\interpretation
of scientific texts. Researchers believe that the difficulties for translator\interpreter
arise when he\she tries to reflect in the TT the national, cultural and
historical background of the ST within the context of significant differences
in national and cultural coordinates carried by of source and target language
speakers [2]. In this regard, the following features of socio-cultural
determinants in scientific and technical texts are distinguished:
1)
connotative colored images, which are unexpected from the point of view
of target language speaker;
2)
vocabulary, which has a historical background;
3)
proverbs, phrasal verbs, popular expressions that express the mentality
of the nation [1].
To overcome these difficulties we must provide future philologist with
the sociolinguistic knowledge during the teaching of sight
translation\interpretation of scientific texts.
In addition to the language and socio-cultural difficulties scientists
highlight the difficulties connected with plan of meaning, caused by specific
domain knowledge in the professional field. In their view, the translator\interpreter
of scientific and technical texts constantly faced the challenges that can not
be solved if he\she does not possess the necessary scientific concepts [3]. As
if the concept of the ST is unfamiliar, the future philologists, especially,
those who do not have proper training, make sign translation\interpretation very
slow and with a lot of mistakes. Moreover, their ignorance results in
psychological stress, which negatively affects the work productivity.
Thus, we can say that while developing methods of teaching different
types of translation\interpretation scientists should explore the features of the
object of translation i.e. source text. They should consider the special
linguistic features of the text: its structure, the general characteristics of
a coherent text etc. Special attention is paid to the particular features of the
ST, such as the conditions of ST creation, ST and TT speaker characteristics [1].
In order to develop the methods of teaching translation\interpretation,
in addition to features of the object of translation, scientists in the field
of methodic, explore the specific features of translation. For example, they
focus on specific aspects of terminology translation, special language and
style of the ST, terminology translation in different languages (German, French,
and English etc.).
Specialized training of future philologists in high school is carried
out during the practical course of translation\interpretation. Its purpose is
to develop students' basic, specific and specialized components of translation
competence. It refers to a body of knowledge and skills that allow the
translator\interpreter successfully meet their professional objectives. The
basic components of translation\interpretation competence include the knowledge
and skills that are necessary for the all types of translation\interpretation,
regardless of the ST genre. Specific components include the knowledge and
skills required in one or more related types of translation. Special components
of professional competence of an interpreter\translator are elements required
in translation of ST, which belong to particular genre or style: legal,
economic, scientific, technical, art, health and more.
So, we can make a conclusion that future philologists must possess different kinds of
competence, but only socio-cultural competence can help them to behave
appropriately in the specific situations, to choose an appropriate form of
social etiquette, to decode the social code of the partner, and to understand the
meanings of the words in the definite context.
Литература:
1.
Гавриленко Н. Н. Теоретические и методические основы подготовки переводчиков
научно-технических текстов [Текст] : монография / Н. Н. Гавриленко. – М. :
Изд-во Рос. ун-та дружбы народов, 2004. – 268 с.
2.
Иовенко В. А. Теоретический курс перевода.
Испанский язык. [Текст] / В.А. Иовенко. – М . : ЧеРо,
2005. – 132 с.
3.
Лапина Н. Ю. Эквивалентность в научно-техническом переводе и специфика
деятельности переводчиков [Текст] / Н. Ю. Лапина // Коммуникативный инвариант
перевода в текстах различных жанров: сб. научных трудов. – М.: МГИИЯ, 1989. – Вып.
343. – С. 74-83.