UPDATING THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: MEDIATION AND PROFESSIONAL TRANSLATION ACTIVITY
Journal Title: ІНОЗЕМНА ФІЛОЛОГІЯ - Year 2018, Vol 131, Issue
Abstract
The present study explores the correlation of mediation as the communicative activity and professional translation/interpreting activity in the context of the Common European Framework of References for Languages (CEFR) (2001). Particular attention is paid to the Companion Volume to CEFR (2017), which offers a broader interpretation of “mediation”. It is claimed that the elimination of differences between mediation and translation/interpreting in CEFR fi nally created possibilities for cooperation between translation studies and foreign language didactics, as well as teaching methodology, in the fi eld of developing mediation competence in the process of foreign language teaching. However, the results appear to indicate that the authors of the Companion Volume to CEFR separated mediation and translation/interpreting. The author believes their arguments to be unconvincing, rejects the idea that mediation and translation/ interpretation are entirely different fi elds and illustrates her arguments with examples from the daily work of translators and interpreters. The analysis further reveals that the interpretation of the mediation in the Companion Volume includes three groups of competences: mediating a text, mediating concepts and mediation in communication. Taking into account this three-dimensional division, the author argues that foreign language didactics and teaching methodology can profi t from the experiences of translation studies by integrating main elements of interpreters and translators training and take advantage of forming intercultural competence which helps to avoid cultural misunderstandings.
Authors and Affiliations
Oksana Molderf
Keywords
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- EP ID EP468083
- DOI 10.30970/fpl.2018.131.2140
- Views 138
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