TRANSLATOR TRAINING: TEACHING CREATIVITY IN TRANSLATION CREATIVELY

Abstract

The article highlights the issues of teaching translation, translator training, theoretical and practical aspects of teaching translation/interpretation in the system of university education. The emphasis is laid on the creative and competence-based approaches to translator training and the principal competences to be developed. The authors suggest several possible ways to make the most of the positive aspects of the European experience in the system of training highly-qualified translators and solution of the challenges faced by the translator trainers concerning the problem of how to design the content of training process aimed at the development of special skills and creativity. When modeling development of a translator‟s competence and acquisition of the wide range of skills an emphasis should be placed on the following items: communicative competence in source and target languages, subject-matter competence and tools competence. In terms of the pre-service translator training the process requires intensive creative approach to teaching. The study has revealed that in the context of translator training the following creativity-boosting methods are quite effective: Mind Mapping, translation workshops, multiplicity in translation, creative controversy, the Frisco Method, Synectics, etc. The issue of multiplicity of translation as a tool of creativity development has been studied in direct connection with the analysis of creative mechanisms of translation activity. The key findings of the study prove that although teaching creativity in translation is an ambitious task it is easily attainable with the creative approach to training.