Problems of cross-cultural communication and the training of interpreters and translators
The article deals with goals, objectives and contents of future interpreters and translators’ cross-cultural training. Cross-cultural communication is defined, and the peculiarities of interpreters and translators’ activities as cross-linguistic and cross-cultural mediators are examined. The struct...
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| Format: | Article |
| Language: | deu |
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Kyiv National Linguistic University
2015-09-01
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| Series: | Іноземні мови |
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| Online Access: | http://fl.knlu.edu.ua/article/view/122508 |
| Summary: | The article deals with goals, objectives and contents of future interpreters and translators’ cross-cultural training. Cross-cultural communication is defined, and the
peculiarities of interpreters and translators’ activities as cross-linguistic and cross-cultural mediators are examined. The structure and contents of cross-cultural competence are shown within the bounds of compositional models, and the necessity of taking into account developmental models in cross-cultural training is proved. The components of cross-cultural competence considering three aspects of communication: cognitive, processual and affective are singled out. Every component is described including knowledge and skills being formed and functioning on the basis of the person’s aims, motifs, attitudes, values and abilities. Specific personal qualities of interpreters and translators are identified: sociocultural observation and sensitivity, ability to overcome his/her own ethnocentrism and to neutralize the ethnocentrism of the speakers, tolerance and sense of empathy, skills to foresee cross- cultural misunderstandings that are about to happen and to neutralize them to achieve the necessary communicative effect. The means for developing the basics of cross-cultural competence such as (1) didactic and (2) experiential teaching methods are examined. Their advantages and disadvantages are identified, and the examples for both groups are made: (1) lectures, projects, papers, thematic workshops, making and analyzing associograms, mind maps, quizzes, cross-cultural tests, description and analysis of illustrative materials; (2) case study, discussions, roundtables, brainstorming, role plays with the participation of an interpreter or translator, simulations, professionally oriented role plays. |
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| ISSN: | 1817-8510 2616-776X |