Kazakh-British Technical University (KAZAKHSTAN)
About this paper:
Appears in: EDULEARN12 Proceedings
Publication year: 2012
Pages: 4532-4536
ISBN: 978-84-695-3491-5
ISSN: 2340-1117
Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain
The publication describes information about specific peculiarities of translation teaching. It has a theoretical and practical value because the theme of the contribution is topical nowadays. There is a description of translation models, analysis of translation and its connection with an intercultural communication.
Nowadays there is the necessity to teach translation because there is an objective in the implementation of the State Order by the specialists and instructors of Kazakhstan. Translation activity takes a special significance and the reason is that translators should meet strong requirements. This fact is stipulated for elaboration of innovation technologies of foreign language teaching. Therefore, each analyzed strategy is followed by special methodologies which include different methods necessary for teaching translation. Presently specialists try to use contemporary innovation technologies in order to train highly skilled specialists who can translate out of the English, Russian and Kazakh languages into other languages.
During the translation teaching process specialists should use some methods and strategies which are necessary for the successful educational process. Nowadays translatologists pay a special attention to the models of translation reflecting the essence of a translation process.
According to many Russian, American, German and Kazakh linguists, transferring the information follows the models which interpret the translation as various means of intercultural communication.
In this connection we should pay a special attention to the fact that translation teaching proposes development of translation competence and implementation of general linguistic, linguocultural, and educational functions.
It should be mentioned that the dialogue not only languages but also the dialogue of cultures is put into effect during the translation process. These dialogues define specific features of thought forming of different language groups. Nowadays the instructor of translation is responsible for the teaching process because he/she is a specialist on interlingual and intercultural communication. The translation instructor should be not only the translator and expert but also a theorist who is obliged to explain important moments of language changes during the translation process from the source language into the target language. Opinions of specialists and theorists coincide with the fact that effective, rational, and scientifically valid training of translator instructor can be organized according to the theory of interlinguocultural communication.
In conclusion it should be mentioned that the teaching translation process plays the most important role in the society nowadays and this process includes different linguistic and cultural aspects. If that is the case, translator should know some specific features of the textual competence, translation models, ways and methods of translation.
Concerned nuances are necessary for the translation process because translator is the author of the target texts. Therefore, translator should know translation specific features of special texts; analyze texts taking into consideration the norm and usage of the target language for the purpose of adequate interpretation of information described in the source texts.
Translation, translation process, translation models, intercultural communication, source text, target text.