A FEW CONSIDERATIONS REGARDING THE TEACHING OF L1-INTO-L2 TRANSLATIONS

Given the unavoidably limited linguistic and cultural proficiency in a foreign language as compared to one's mastery of mother tongue and culture, and in light of the high standards required of professional translation work, the teaching of L1-L2 translations as part of the university curricula has always been a delicate matter. The present study starts from the premise that, in the environment of a less commonly spoken language, translators are nonetheless required to do precisely this kind of work. Consequently, it seeks to identify those methodological suggestions and approaches likely to improve the quality of L1-L2 translations but not related to the development of linguistic and cultural competences. The paper highlights a number of priorities related to the translation of informative texts (Reiss), such as clarity, concision, stylistic "simplification," cast against the traditional pursuit of equivalence.