Abstract:

Art History in a globalized world has become more important for professional and intercultural dialogue and exchange. Today there is no discussion regarding LSP (Languages for Specific Purposes) recognition. Teaching LSP is a widely accepted practice as LSP for Art History is taught in many higher schools. Today the question of LSP written translation practice teaching for art history students and its syllabus design attracts attention. However, with obvious broader interest, LSP written translation practice teaching for art students issue is so far not very much covered among important translation studies and translation teaching, to say nothing about syllabus design discussions.

The main objectives of the given paper are:
- to highlight and justify our focus on certain aspects of the curriculum design study;
- to take into account the ambiguity of the art terminology;
- to consider the “art history” term in a broader sense and, accordingly, the thematic coverage of the curriculum design;
- to pay due attention to the features of texts especially to creolized texts and texts carrying special aesthetic impact.

The material of the research consists of lexicographic monolingual and bilingual resources, original text of a monograph (in English) and its translation into Russian, a summary of a survey (with 30 respondents both teachers and students). The research methods are the analysis of art history texts, comparative analysis of the “parallel” texts: original one and its translation, vocabulary coverage in dictionaries and comparison of the illustrative definitions, auction house web site. The method of random sampling of art history terms is also implemented. So the main difficulties of setting up the syllabus design are identified. The ways of improving the written translation teaching quality in this field have been determined. Reviewing the features of art history texts and LSP vocabulary makes it possible to set up a good foundation for the syllabus design with English-Russian language pair.

LSP for art history is analyzed more often in contemporary works. Further discussions and publications can improve LSP written translation practice teaching syllabus design for art history students. LSP for art history translation quality can eventually help international integration and cooperation both at the level of individual work and face-to-face cooperation and within the framework of international institutions in the professional community. Our experience shows that translation practice in the field is quite useful for many students including linguists and other representatives of the humanities and social sciences for the sake of cross-cultural education and professional competences development.

Keywords:

curriculum design, written translation teaching, LSP translation, art history translation.