TEACHING AND LEARNING INTERPRETATION: CONVENTIONAL ACTION IN A PROFESSIONAL CONTEXT

The article presents an analysis of determinism of translation action in the context of strict formality of the institutional communication, followed by a set of careful recommendations for improving the educational technology in the field of teaching and learning interpretation. The authors highlight that problems of interpretation arising from the requirements of a globalized market for the quality of professional communication, have not yet received a satisfactory coverage either in terms of linguistic theory of translation, or in the framework of functional theory. It is easy enough to explain. In the translation process there is a temporal and spatial distance between the original text and the translation. To seek compliance, it is vital to apply transformations as well as to make the necessary translation referring to a particular type of text meant to be proficient in the relevant technology. In the interpretation the communication partners are in the same interactive context. Text as a result of the interpretation has no completely independent characteristics, because the recipient receives non-verbal elements of the original text (gestures, facial expressions of the speaker, prosodic characteristics of the text), the reaction of the audience, that knows the original language, etc. Based on the traditional research methods of analysis and synthesis of theoretical and empirical material on the issue as well as on their own extensive professional experience in the field of studying and teaching educational technologies for efficient interpretation the authors come to a number of conclusions. To fulfill requirements for communicants' pragmatic programs an interpreter is to follow and understand a particular significance of the analysis of ritualized and standard components of the professional discourse. The degree of interpreter freedom in the choice of linguistics means of harmonization of communicative intentions of partners depends on the knowledge of correspondences as well as of the necessary techniques to achieve modal congruence. The results of the study can be applied universally to enhance the competence training of interpreters providing the intended interpreters and their teachers with food for thought of the possible additional challenges of interpretation process as well as selective means of meeting them successfully.