Педагогические науки/2. Проблемы подготовки специалистов

Simkova I. O.

Candidate of Pedagogical Sciences, Associate Professor

National Technical University of Ukraine «Kyiv Polytechnic Institute»

The requirements for sight translation training

Today the issue of competitive interpreter training is one of major educational problems. Therefore it requires serious study and solution in terms of national higher education diversification and its further modernization. It is relevant due to the increasing society demand and translation services providers’ demand in the specialists who possess:

• knowledge, skills, and sub-skills in different kinds of translation/interpreting;

• translation\interpreting, bilingual, personal, extralinguistic and strategic competence;

• high level of professionalism in the field of translation\interpreting, and intercultural communication in general.

Bachelors-linguists must also possess skills and sub-skills in bilingual translation of texts written in different types and genres. Practical training of future translators is carried out during obligatory and vocational courses. Such disciplines as practice of translation and bilingual translation are important parts of obligatory and vocational courses during third and fourth year of studying.

Having considered the syllabus of bilingual interpreting, we found out that it formed skills and subskills of consecutive interpreting (7 term for fourth year students) and simultaneous interpreting (8 term for fourth year students). We didn't found requirements that put forward to the sight translation because its training is not selected as a separate discipline. In national educational/qualification characteristics and in educational programs the training requirements for different types of translation\interpreting are not detailed. Although we believe it is necessary condition to form the professional translator\interpreter competence. Lack of detailed description can be explained by the fact that role of national qualification characteristics and educational programs differ from the role, which foreign standards (e.g. National Occupational Standards in Interpreting and National Occupational Standards in Translation) play.

National documents can be used to: 1) determine the objectives of education and training; 2) develop the components in higher education (obligatory and vocational training programs for professionals, diagnostic tools for higher education); 3) determine the initial positions of university graduates and conditions of their future work; 4) develop and adjust components of higher education in institutions (vocational subjects in programs for professional training, curriculum, syllabus etc.); 5) define the content in the system of training and professional development; 6) select the job criteria; 7) forecast the need for specialists in relevant field (specialty) and plan their training; 8) distribute graduates and analyze the situation with their employment.

British national occupational standards for interpreters or translators are used to determine the requirements for different types of translation and how future translators perform their professional activities. They detail the skills and subskills, which are necessary for future translator/interpreters in different types of translation / interpreting.

So, let's take the example of sight translation to consider the above requirements.

There are the requirements for bilingual sight translation of standard documents. Interpreter performs sight translation from one language into the other (or if necessary in two ways) in a professional manner in order to provide accurate information in target language. Interpreter reflects accurately the information and ideas, cultural context and intentions of source text. Such documents as newsletter, protocol, medical certificate, certificate, development, evidence in court require sight translation. During translation specialist should be impartial. Interpreter promotes effective communication, he\she provides qualified translation and explains cultural differences, if any arise, but he does not show his own attitude to the issues discussed during interpreting. The professional treats the information during the interpreting process as confidential. He\she has good knowledge in subject areas in which the interpreting takes place; if his\her knowledge is insufficient (beyond his\her competence) translator\interpreter should refuse to perform the translation\interpreting.   Interpreter engages in continuous professional development and follows the rules of organization where he\she works.

Next we consider characteristics of professional activity during bilingual sight translation of standard documents.

Interpreter should: 1) assess whether he/she can provide relevant sight translation; 2) decide whether he\she can make sight translation in time (for typical document it takes 20 minutes); 3) warn customers in advance if he\she needs more time to prepare, if there is no time she\he has to offer an alternative solution; 4) know how to work with dictionaries\vocabularies and use them to check unfamiliar terminology (technical, special, etc.); 5) accurately transmit the content of the document during the sight translation; 6) make sight translation of written information taking into account concepts or ideas of source text; 7) reflect the purpose and style of the source text; 8) paraphrase meaning of difficult terms or statements if there are no direct equivalents in target language; 9) clarify and check unclear information if necessary the author of the source text may help.

Last thing we consider are knowledge and skills, which are necessary to perform bilingual sight translation of standard (typical) documents.

To perform professional sight translation, the interpreter should [1]:

1) know how the sight translation is performed;

2) have 5^th level in source language (the highest level according to the scale of National Language Standards) for the first language and at 4^th level for second language – target language (the second highest level according to the scale of National Language Standards).

3) have knowledge of culture, behavior rules, customs and traditions used to communicate in source and target languages;

4) have knowledge of register (frozen, formal, informal etc.), know how to transfer the register from on source language into the target language;

5) have installation techniques need interpreting the sheet according to customer requirements;

6) know how to communicate with customers, have knowledge about deadlines, terms of remuneration, compensation, etc;

7) know fields that usually require sight translation;

8) know how to use reference materials, such as dictionaries, glossaries stored electronic and printed form;

9) possess the skills of consecutive and simultaneous moods of interpreting that if needed can be used as an alternative.

Литература:

1. National Occupational Standards in Interpreting. – London : CILT, National Centre for Languages, 2006. – 40 p.