Increasing interlingual mobility of the translator's linguacultural knowledge in the teaching of foreign languages to trainee translators

The article examines the importance of interlingual mobility of the translator's linguacultural knowledge. We define it as the effectiveness of the functioning of connections between the translator's two languages and the speed of retrieval of lexical resources in one language in response to their equivalents in the other one. It is hypothesized that the interlingual mobility of the translator's linguacultural knowledge involves mapping of two linguistic systems onto each other and creation of interlingual connections, and effective functioning of these connections when the two languages are used in translation. Based on the psycholinguistic studies of the bilingual lexicon and code switching a number of factors influencing the effectiveness of the mobility of language knowledge were identified. They include: (i) the type and strength of connections between L1/L2 and between L1/L2 and the conceptual store; (ii) thematic dependence; (iii) “pointedness” of linguistic knowledge which is determined by the level of activation of language and the way language knowledge is stored in the mental lexicon. Research has shown that mobility is a characteristic feature of any active knowledge and requires focused effort and regular practice. Thus, it has been established that steps should be taken to develop interlingual mobility as part of teaching foreign languages to trainee translators. To achieve this aim, a complex of exercises was developed and tested as part of the English language course for third-year trainee translators. It was important to create the conditions similar to those in which translator's language knowledge functions and which are characterised by increased psychological and cognitive load. They include: (I) pre-determined linguistic means and direction of translation; (II) time constraints; (III) code switching. To this end, pushed output and information-gap tasks were included in the complex of exercises as they proved to be well suited for creating such conditions. The complex was aimed at: (1) strengthening the connections from L1 (Russian) to L2 (English) and between L2 and the conceptual store; (2) creating and practising interlingual connections within certain subject areas and between them; (3) developing students' ability to find communicatively equal correspondences in two languages; (4) developing students' ability to work under pressure and time constraints; (5) raising students' linguistic awareness. The results show: (A) an increase in the speed of retrieval of relevant lexical correspondences in L1/L2 within the topics studied; (B) more effective switching between L1 and L2; (C) students' psychological readiness for prompt retrieval of lexical resources in one language in response to their equivalents in the other one; (D) the decrease in the pace of speech. Students also reported: (a) reduced levels of stress; (b) better orientation in the tasks; (c) more conscious choice and use of linguistics resources; (d) higher awareness of gaps in their linguistic knowledge; (e) better understanding of their future profession. Overall, the obtained results testify to the effectiveness of the proposed approach.

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