Abstract:

The training of professional translators is based on the trainees’ general skills of translation. Due to the fast economic growth in many countries, translation of specialized texts has become an important part of professional activity. The competence of the modern professional translator is not limited to the common translation, but also requires the skills of specialized translation in a particular setting.

The preparation of a professional translator involves several stages (e.g. pre-translation analysis, the acquisition of additional knowledge or stage of decoding, when the understanding of the overall meaning of the text takes place etc.). Each of these training stages is determined depending on the needs of the future translator and is designed to solve a specific pragmatic goal.

The main goal facing the translator is that the content of the source text should coincide with the final, translated text as much as possible.
When specialized translation is touched upon, sometimes general knowledge is not enough for successful "completion of the decoding operation", the additional knowledge is required.

To be an expert in a particular setting a teacher of professional translation should have some basic knowledge of the relevant language sphere of specialty and improve it constantly.

To develop the approaches to learning the special translation, it is necessary to estimate parameters of a learning situation. In the learning process, it should be taught how to use specialized dictionaries which help to eliminate the lack of knowledge in a certain professional field.

Translator of specialized texts should not have all the special knowledge in this area, but should be able to choose the appropriate thematic vocabulary, expressing the key concepts. From a methodological point of view, the process of translators' training includes a thematic selection of texts on the specialty.

The strategy "Ability to choose" is the basis of the strategy of "topic choice" and is aimed primarily at the determination of the importance, the relevance of the topic, to the awareness of the language of the specialty in a certain setting.

There is a phenomenon of mixing linguistic and cross-linguistic factors, for example, interference of two languages i.e. a source language and a target language, the general language and the special language, polysemy, synonymy, etc.

Teaching the language of specialty includes certain original training model, taking into consideration the existing traditions and goals.