Abstract

The article deals with role behavior of students-translators in professionally-oriented translation lessons. The task of the given article is to look through the samples of intensive teaching of professionally-oriented translation at translation faculties, which is based on the exercises of role behavior. Translation is known to be one of the difficult, debatable and interesting matters in a language. Main target of learning a foreign language is bilingual communication, but in the profession of translator bilingual communication can be called its essence. Modern role theory is based on the concept of George Herbert Mead. The other specialist—Morton Deutsch and Robert Krauss define the following aspects of roles:

- Role as a system of expectations, which exists in the society.

- Role as a system of specific expectations with respect of the individual to itself.

- Role as an open, observed behavior of an individual, occupying a definite position.

To the professionally-oriented translation we can refer the sequential (or consecutive) translation.

Role behavior exercises can be divided into two types:

The 1st type includes the exercises, which are used at first and which imply minimal lexical loading for students. The 2nd type includes exercises with role behavior, which is characterized by the complex vocabulary of professionally-oriented character. For the diversity of professionally-oriented lexics, theme of the exercises with role behavior can be changed and extracurricular practice can be organized. For example, these can include situations on the excursion to a museum.

The following authors devoted their works to this matter: Christine Durieux, Pérez Gamero, Hurtado Albir, Borrás Espasa, Gonzales Davies. All of them have the same viewpoint that for the beginning translator should know the theme of translation and specifics of professionally-oriented translation, possess extra knowledge and gather information rightly. 

This work is licensed under a Creative Commons Attribution 4.0 License.