TRANSLATION ACTIVITY AS A PREDICTOR OF SPECIALIST’S UNIQUE IMAGE OF THE WORLD

Abstract

Translation activity involves metacognitive, reflective, and value-semantic components, without which effective translation and high professional standards cannot be achieved. It should also be noted that in the metareflexive aspect of translation activity we can find a reflection of a metacognitive layer, which is directly related to the meanings and senses that arise due to the functioning of the metacognitive aspect of translation activity. The meanings and senses expressed in translated texts contain in their explication both various images and operational and purely objective meanings, and even well-conceived and objective actions that the translator has already comprehended earlier. It is also necessary to take into account any content that also actualizes various characteristics that fill the spatial gaps in the consciousness of a translator. The semantic frames formed in the translation activity create new dense formations, which are the image, the action, a meaning, on which the result of translation activity largely depends. Senses and meanings are also directly related to all components of the structure of translation consciousness, and the most obvious mutual influences between them exist and are reflected in the reflective aspect of translation consciousness. We believe that the metareflexive aspect of translation activity is leading for the formation of the translator’s image of the world. We proved, that:

• based on the principles of the general psychological theory of the activity, we established that the peculiarity of a specialist’s translation activity is that it is complexly organized, it is formed by several interconnected types that have common features and similar functional features;
• individual specific types of the activity differ in form, methods of implementation, temporal and spatial characteristics and functional orientation;
• two basic approaches to studying the genesis of the translator’s professional activity have been identified: the first one consists in studying the sequential change of closely related, progressive stages of development, which are distinguished by continuous flow and movement. We called this approach a structural one, because it has purely structural characteristics, which in their content essence distinguish the structural approach to defining translation activity.

The second approach is activity-based approach. It is based on the assumption that the genesis of translation activity is determined by a clear delineation of its subject, which begins with the process of its comprehension and mastery by the structure of educational and professional activity; the ideal model of the professional activity of a future translator and translation practice are considered by us as a regulatory stage of preparing students for professional activity.