Author’s name:
Maria Yu. Rodionova – N. A. Dobrolyubov Linguistics University of Nizhny Novgorod, Nizhny Novgorod, Russia
Abstract:
Translation teachers are often confronted with the situation when students have problems understanding the original text both in a foreign language and in their mother tongue. It can be accounted for by an increase in functional illiteracy, a low level of native language proficiency, and clip thinking. Fragmented perception of information, inherent to the clip mentality, makes it difficult to perceive a text as an integral communicative unit with a certain structure and a set of meanings. When training translators, it is important to develop in students full systemic thinking and the ability to perceive large texts rather than adapt the learning process to their clip thinking. The ability to perceive the source text as an integral structural-semantic unit and then to generate a text that is also characterized by structural-semantic integrity, is one of the key professional skills to be developed in translation students. However, among the many professional competences that universities seek to develop in translation students, one of the main skills — the ability to read a text professionally — is conspicuously absent. Developing this skill requires a painstaking purpose-driven process of teaching students to work on texts. An expedient way to do this may involve launching a special course at the initial stage of training, i. e. at the stage preceding interlingual translation courses, since it is in this course that the formation of basic professional competences begins.
| Section | LANGUAGE AND CULTURE |
| DOI: | 10.47388/2072-3490/lunn2023-62-2-115-129 |
| Downloads | 280 |
| Key words | color nominations; artistic discourse; color contrast; discourse-forming element; artistic method. |