(383) THEORY OF TRANSLATION EQUIVALENCY IN ADVANCED TRANSLATION STUDIES

摘要

In two of our previous contributions to the international language teaching conferences in Spain we considered a number of aspects of teaching theoretical and practical subjects in English-Russian Translation at university level while adjusting the syllabi of our lessons to conform to the new requirements. This contribution focuses on teaching important theoretical issues at the concluding stage of Minor studies of English - Russian translation/interpretation. In this article we offer for consideration our methodology of teaching the issue of translation equivalency as stated in the well-balanced and substantiated conception of a renowned Russian translation expert, Professor Vilen Komissarov (1924 - 2005). The controversial issue of what kind of translation qualifies for an equivalent one is logically and convincingly analyzed in the doctrine that V.Komissarov had been developing throughout his life. Not ignoring other insightful conceptions of translation equivalence of both foreign and national theoreticians, we focus in our classes on V.Komissarov’s doctrine as the most accomplished and having the best explanatory power for the students of English - Russian translation at this level of studies. We have been referring to his ideas in the course of the first three years of Translation studies and consider it logical to conclude at the utmost theoretical level in the seventh semester by studying Komissarov’s whole doctrine of five types of translation equivalency. At this level we keep on with our approach of mixed-type, or combined, classroom activities. We involve the students more actively in the teacher’s explanation of theoretical issues, enlarging the students’ cooperation with the teacher and encouraging their own investigation of the conception leading to the presentation of their results. Having become familiar with the basic ideas of the doctrine at our previous lessons and having the teacher’s guidance always available, the students are able to expand these ideas doing their own research into the whole doctrine while preparing for presentations and reports scheduled for the semester. In this article we describe the contents of the doctrine, as well as the methodology of its teaching in full detail. We also suggest effective ways of planning the educational process according to the syllabus. We encourage students’ higher quality research, foresee their possible misunderstanding and mistakes, have them do proper correction work afterwards, help prepare for the final test scheduled for one of the last classes after completing the syllabus programme. We also suggest for consideration a sample of a final test that combines theoretical issues and checks skills of applying theoretical knowledge to practical translation. The bulk of the test assignments are based on our previous experience in teaching Translation to students aspiring to become professional translators, but they also include recent data in both theory and practice.