Emelyanova Y. Developing the skills of translating culturally marked words in the training of professional translators. LIFELONG EDUCATION: The 21st Century.
2015. № 4 (12). DOI: 10.15393/j5.art.2015.2947

Problems of continuity of training and education in Russia

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Developing the skills of translating culturally marked words in the training of professional translators

Emelyanova Y
PhD
associate professor at the Chair of Foreign Languages at the National Research University Higher School of Economics – Nizhny Novgorod
yemelyanova2007@yandex.ru

Keywords:
translation
professional translator training
translation skills
lungua-ethnical barrier
culturally marked words.

Abstract: the article considers the problems of the training of professional translators in the framework of university and further professional education and focuses on the development of the skills required for translating culturally marked words. The author describes the logic and methodology of the sequential development of the skills needed to translate culturally marked words, which was tested at Nizhny Novgorod State Linguistics University, School of Translation and Interpreting (specialist/bachelor degree programs) and the program of further professional education «Translator in the Field of Professional Communication». Adequacy is considered to be one of the key criteria of the quality of a translated text. One of the barriers to achieving adequacy in translation is the lingua-ethnical barrier, which includes linguistic and extra linguistic factors. The article provides a detailed description of culturally marked lexical units, outlines their specific characteristics and analyses their role in creating an adequate translation. The author then outlines the main reasons for the need to teach translation students to translate culturally marked words. The author proposes to divide the process into two stages, which should be integrated into teaching written translation at earlier stages of translator training and oral translation at more advanced stages. The author then defines the aims and objectives of each stage of the teaching process, describes the types of exercises used at each stage, provides a list of relevant skills and identifies specific approaches to working with different types of culturally marked words. The proposed methodology allows for a targeted approach to culturally marked words, which pose considerable difficulties in translation. It also allows students to expand their cultural knowledge, develop a professional approach and a set of skills needed for translating culturally marked words.

Paper submitted on: 10/12/2015; Accepted on: 12/03/2015; Published online on: 12/22/2015.

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DOI: http://dx.doi.org/10.15393/j5.art.2015.2947