Basing on the analysis of the general system of exercises and tasks for translator/interpreter training, the authors offer a threecomponent system of exercises and tasks for teaching non-fiction translation. The components discrimination is based upon their aims, which fall into one of the three categories. The first one is related to the acquisition of skills and subskills, which are required for the translation process, but do not involve translation proper. The second category includes the translation actions and operations that can be automatised, while the third one incorporates translation skills, which are based on the actions and operations of the first two categories. Taking into account the said discrimination, the authors suggest a system composed of three subsystems: (1) preparatory exercises, (2) those intended for the translation automatic components formation, and (3) for the development of translation skills. The authors offer a list of skills and subskills required at each stage of the translation process (the source text analysis, the translation proper and the target text editing), as well as describe the content of groups, types and subtypes of exercises within each subsystem. The prospects of further research are outlined.

The aim of the paper deals with the preliminary verification of D. Gile’s (2009) hypothesis (Effort Model) concerning the dependence of the translation quality not only on the command of the two languages involved, but also on the degree of the translator’s or interpreter’s processing mechanism saturation. The methods of the research included a comparative analysis of two target texts (English) translated by the same subjects from the same non-fiction source text (Ukrainian) related to the domain of law. The said source text was first rendered into English orally (sight translation) and then translated in the written form within a predetermined time limit. The subjects, first-year MA students majoring in Translation, whose command of English ranged between B2 and C1 levels within the CEF classification, were properly motivated to achieve the maximum possible result. The analysis of both English target texts (oral and written) was based on a number of parameters, which included the preservation of the source text information in the target texts, their grammar and lexical accuracy, as well as their coherence. The sight translation analysis additionally assessed fluency, while the written translation – orthographic control. Results. It was established that the preservation of the source text information in the target texts is equally high in both types of translation. The same is generally true concerning their grammar and lexical accuracy as well. A slight growth of the number of mistakes in the article use and an insignificant amount of more elementary errors, non-compatible with the subjects’ level of English, may be accounted for by the restricted monitoring capacity in sight translation due to the processing mechanism saturation. By coherence criterion, the sight translation target text does not meet the requirements of the B2+ level the written translation target text belongs to. In some fragments, it slides down to level B1 or even A2, especially in relation to fluency, whose quality is often deteriorated by unmotivated pauses, false starts, repetitions, self-corrections and reformulations. Conclusions. The authors suggest an assumption that the said deterioration in sight translation is accounted for by a higher degree of simultaneous efforts concentration in it as compared with the written translation. The paper outlines the prospects of further research.

The paper reviews the development of specialized translation training methodology in Ukraine on the example of Dictum Factum and UTTU Series projects, as well as in a broader context. The authors argue for the relevance of including specialized translation into the content of university-level translator training. The article shows the dynamics of the specialized translation share in the global amount of translation services in the late 1990s and the early 2000s, as well as the intensification of its investigation among the foreign and Ukrainian researchers. The authors outline the specifics of translator training problems in Ukraine after it gained independence and give grounds for the development of a comprehensive model of specialized translation training for the purpose of the research planning and coordination. The paper formulates the tasks and conditions to be accomplished to achieve the said aim. The researchers describes the model developed within the Mykola Lukash Translation Studies department at V.N.Karazin Kharkiv National University. This model is based on the competence, field-oriented and cyclic approaches. The competence approach relies on the PACTE model (with some distinctions) and includes bilingual, extralinguistic, translation, personal and strategic subcompetences. Thus, the aim of the training is defined as a systematic, purposeful and integrative development of the said subcompetences. The acquisition of skills and subskills is provided for on the basis of their list for each type of translation and interpreting. The system of assessing the latter is an important component of the model. The field-oriented approach implicates a prevalence of specialized translation in the content of training, while the cyclic approach involves organization of exercises in cycles, each of which is based on one text related to a specific topic or subtopic. The paper shows the development of this model in the works of various Ukrainian researchers, as well as its implementation in the published textbooks and other teaching materials. The authors outline the prospects of further research.

The aim of the paper deals with the preliminary verification of the hypothesis concerning the impact of the source text structure on the choice of translation strategy (form-oriented or sense-oriented) in the process of rendering a text in a native (Ukrainian) into a foreign (English) language by university students majoring in Translation. The methods of the research included a comparative analysis of the target texts (English) translated (within a predetermined time limit) from the source text (Ukrainian) related to the domain of economics. The structure of the source text, while remaining grammatically acceptable in the Ukrainian language, had been deliberately made structurally non-congruent with that of the direct word order, which is most frequently used in English. The subjects, the fourth-year BA students majoring in Translation, whose command of English ranged between B2 and C1 levels within the CEFR classification, had been properly motivated to achieve the maximum possible result. The analysis of the target texts was based on a number of parameters, which included the preservation of the source text information and its structure in them. Results. It was established that in translating from a native into a foreign language, the subjects have a tendency to replicate the structure of the source text at the levels of clauses and sentences. However, it does not always result in the distortion of the source text sense or/and the violation of the target language norms as the subjects often managed to render the said sense and to keep to the said norms by means of changing the functions of the words in the sentence. The probability of the subjects’ abandoning the source text structure increases when the latter is evidently unsuitable for replication, in which case they switch over to the sense-oriented strategy. The correlation of the two strategies in translating sentence segments is generally identical to the one related to clauses and sentences, while the form-oriented strategy generally prevails in rendering phrases. Conclusions. The source text structure has a certain impact on the choice of translation strategy increasing the share of the form-oriented approach. However, this impact is not unequivocal and may depend on a number of factors, which require additional study. The paper outlines the prospects of further research.

The paper presents the results of the analysis of experimental research data in this area. Over a long period of observation, the author studied two groups of subjects of different age categories with diverse social characteristics, using the oral interview as a way of obtaining research material. It was found that both mechanical memorization and overgeneralization are distinct features characteristic of the process of foreign language acquisition. Specifically, the manifestations of mechanical memorization were observed in the use of is not it (she, he, etc.) as a universal means to form disjunctive questions in sentences with can, have (got), going to, and is/are, as well as the simultaneous use of several of these verb forms; the use of what/where is as a universal question word; the use of I am instead of I or my; the use of going to or go to as one word; the use of it is as a universal formula and is as a universal operator to form general questions; simultaneous use of two operators, accompanied by the wrong word order, as well as the use of ‘empty’ forms. Overgeneralization was manifested in the use of are (is) as a universal operator, in particular in its simultaneous use with other operators (modal verbs, have (got) and do); use of articles with possessive pronouns, proper names, quantitative numerals, uncountable nouns or with countable nouns in the plural, or with other parts of speech (not nouns); the use of the long plural ending (-es) and the simple past tense (-ed) with already marked plural and past forms; the use of the -er marker to form the comparative degree of polysyllable adjectives; the use of the operator do in special questions to the subject; the double marking of the same grammatical feature, in particular the past tense, definiteness, negation, auxiliary verbs, and possessiveness. The author states that there is no reason to believe that the functioning of mechanical memorization and overgeneralization in the process of learning a foreign language is fundamentally different from the acquisition of the native language.