Formation Of The Digital Competence Of The Translator

Abstract

The article analyzes and systematizes digital technologies used in the process of special translation, in the course of which it has become possible to identify three main groups of translation resources: digital translation programs, lexicographic resources, and network technologies. Within the framework of these groups, it has also become possible to analyze the possibilities of using machine translation, translation memory systems, search engines, terminology databases, dictionaries, encyclopedias, electronic libraries, electronic magazines, digital programs that allow the translator to create, format, and correct the text being created (text and image editors, convertors, etc.), to correspond with the customer, colleagues, etc. The conducted analysis revealed that today the professional environment of the translator’s activities involves not only the use of appropriate translation programs, but is also mediated by the communication of the translator with the employer, fellow translators, consultants, and experts in the professional field. This approach allows us to talk about a digital translation environment, which will determine the norms of communication corresponding to this environment, i.e. availability of digital literacy. Within the framework of professional competence, a future translator must also have a digital component for a successful career growth; this component, as analysis has shown, represents the willingness and ability to use safe information technologies in the process of special translation. The conducted interviews of translators showed the presence of information resources at all stages of this complex activity, which allows integrating these translator resources into the phased process of creating a digital competence of a translator.

Keywords: Digital environmentdigital competence of a translatorspecial translationdigital literacy

Introduction

The components of the communicative situation are described quite adequately in available translation studies. The knowledge of these components is necessary for the translator, as it enables an adequate understanding and translation of the statement. However, there is another “external” factor, which is of great importance, but, as a rule, is underestimated. These are the “working conditions” of the translator, these are the conditions under which the translation process takes place.

Problem Statement

Due to the fact that the professional environment can change under the influence of technological, economic and organizational factors, in the era of informatization of society, within its framework, researchers began to isolate the information environment, which is a combination of computer-mediated communication and information technology in the form of hardware and software storage, processing, transmitting information that the translator uses to solve the tasks he or she is facing” (Alferova, 2010, p. 45). An important role in the translation environment is played by the automated workstation / electronic workplace of the translator, which combines many service programs and dictionaries focused on the specific work of the translator, allowing them to speed up and improve translation. These information tools represent the subject subsystem and are an integral component of the professional translation environment. Today, this subsystem as part of the professional translation environment involves digitally mediated communication with the employer, fellow translators, consultants, and specialists in the professional field. Therefore, we can talk not only about the information translation environment, which implies the use of appropriate technologies in translation, but about the digital translation environment, which will determine the communication standards appropriate to this environment.

The digital environment is a concept that is based on the presence of a certain number of concepts that do not have a humanitarian dimension, but a natural-scientific or mathematical one (Moroz, 2017). When training translators, it is important that students understand the rapidly changing experience of humanity in the field of technology and take into account the opportunities for further professional growth.

Research Questions

In order to teach students how to make special translations using digital technologies and present a sequence of incorporating these technologies into the educational process the following seems to be necessary:

• analyze the digital technologies allocated by the researchers, which the translator can use in his or her work,

• correlate them with the tasks the translator is facing at various stages of their activity,

• propose the sequence of formation of the digital competence of the translator in the process of teaching special translation.

Purpose of the Study

The aim of the study is to determine the concept of “digital competence” of the translator and to develop a sequence of presentation of digital technologies in the process of its formation.

Research Methods

The study raised the question of the sequence of formation of the digital competence of the translator. The solution of the tasks set in the work was carried out on the basis of a theoretical analysis and generalization of the results of studies of digital technologies in the activities of a translator. Based on a generalization of the obtained data, three main groups of digital translation resources were identified, which made it possible to interpret the concept of digital competence and consider its components. Also, surveys were conducted among professional translators in order to determine the sequence of presentation of the allocated digital resources in the learning process.

Findings

An analysis of the research on the use of digital technologies in the activities of a translator (Alferova, 2010; Garbovsky, 2019; Gambier, 2016; Leonova, 2016 etc.) made it possible to group the used modern technologies:

• digital translation programs,

• lexicographic resources,

• network technologies.

The highlighted digital technology groups are considered briefly below:

Conclusion

In conclusion, the importance of an integrative approach to the formation of the digital competence of the future translator should be noted. In accordance with the personal-activity approach, the selected groups of digital resources for special translation can be integrated into the contents of the phased education of students studying this complex professional activity. In this case, the formation of students' knowledge and skills to use digital resources in special translation is carried out in the context of professional tasks that a future translator should be able to solve.

References

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