Translation as a tool for overcoming intercultural communication barriers in the professional training of translators

Abstract

This article is dedicated to the examination of translation as a potent instrument for overcoming cross-cultural communication obstacles during the professional education of prospective translators. Emphasis is placed upon the conceptual underpinnings of intercultural exchange within translation scholarship, the function of the translator as a bridge between societies, and rendering approaches and methods intended to mitigate culturally rooted divergences in conversational engagement. Particular focus is given to cultivating the translator's intercultural aptitude and the pedagogical facets of its advancement within vocational preparation.

Objective. The aim of the article is to theoretically affirm the function of translation as a device for surmounting cross-cultural communication obstacles and establishing principal spheres of intercultural aptitude development during the vocational instruction of prospective translators.

Methods. The research employed several methodological approaches, such as interdisciplinary, communicative-pragmatic, sociocultural, and competency-based, which permitted a thorough examination of translation as a means for surmounting cross-cultural communicative obstacles in the professional development of translators.

Results. It has been determined that the incorporation of interculturally focused translation assignments and genuine resources into the professional training process fosters the growth of intercultural awareness, professional consideration, and the aptitude to properly interpret culturally distinct aspects of the source text. Theoretical perspectives on examining intercultural exchange in contemporary translation studies and connected scholarly fields have been reviewed. The core nature of intercultural communicative hindrances has been ascertained and their primary categories detailed. The function of translation as a means of intercultural mediation in resolving communicative obstacles has been shown. Translation approaches and methods designed to counteract culturally rooted disparities in intercultural engagement have been described. The characteristics of rendering culturally marked units in translation have been examined, considering pragmatic and sociocultural aspects. The makeup of the translator's intercultural skill as a part of their professional education has been established. Methodological avenues for developing the intercultural capability of prospective translators during their professional schooling are reviewed. Usual interculturally driven mistakes in students' translation work are identified and the causes for their appearance are determined.

Conclusions. The primary translation approaches and methods intended to diminish culture-rooted variations within intercultural exchanges are summarized. Procedural directives for enhancing the vocational preparation of prospective translators are established, which mandate the regular execution of cross-culturally focused translation assignments and the utilization of genuine resources in the learning process.