Abstract
The notion of translation rests upon the deepest level of language theory, its nature is presented at the center stage of every process of understanding and communication. Translators domesticate foreignness and cognitively exist in two cultures – the foreign and their own. The process of understanding is triggered when we are given an object, and our brain decomposes it before synthesizing in order to bring it to our understanding. The hermeneutical idea enables US to acquire meaning by categorizing. To understand, we must already have a concept of the new object. Categorization is the basis of the understanding process. Mind mapping can be used in translator training in both theoretical and practical courses. The technique helps students to better understand and learn basic concepts, ideas, terms, classifications of translation techniques, etc. It can also be used to help students to understand the idea of phraseological units, their structures, meanings. By using mind mapping, students learn to categorize. This paper examines the advantages of mind mapping implementation in the process of translation of phraseological units from French into Russian. English is used as an additional tool and support because students’ knowledge of some concepts in English is better than in French as the period of their exposure to this language, their contact with English is much longer. For students studying French, its linguistic structures are superimposed on language systems already formed in the mind. This enables them to use the same cognitive strategies, transferring skills acquired in the study of their L2.
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Mamleeva, A.F., Spiridonova, N.S. (2020). Teaching Translation of Phraseological Units: Problem Solving Approach. In: Anikina, Z. (eds) Integrating Engineering Education and Humanities for Global Intercultural Perspectives. IEEHGIP 2022. Lecture Notes in Networks and Systems, vol 131. Springer, Cham. https://doi.org/10.1007/978-3-030-47415-7_25
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