Neuropedagogical Guidelines for Translation Studies: Perceiving the Linguistic-Cultural Markers of the Other (Foreign) in Translation

Authors

  • Roksolana Povoroznyuk Doctor Habilitatus in Translation Studies, Professor of the Department of Theory and Practice of Translation from English, Educational and Scientific Institute of Philology, Taras Shevchenko National University of Kyiv, Kyiv, Ukraine
  • Ianina Pocheniuk Senior Lecturer at the Department of Romano-Germanic Philology, Private Higher Education Establishment: "Academician Stepan Demianchuk International University of Economics and Humanities", Rivne, Ukraine
  • Anna Gaidash Doctor of Philological Sciences, Associate Professor, Professor of the Department of Germanic Philology, Faculty of Romano-Germanic Philology, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine
  • Kateryna Rybakova Doctor of Philosophy, Associate Professor in Linguistics, Senior Lecturer of the Department of German and Romanic Languages, Kyiv National Linguistic University, Kyiv, Ukraine
  • Yulia Ostropalchenko Senior lecturer of the Department of Germanic Philology, Faculty of Romano-Germanic Philology, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine
  • Olena Saifutdinova Candidate of Philological Sciences, Lecturer of French and Spanish Philologies Department, Ivan Franko National University of Lviv, Lviv, Ukraine

DOI:

https://doi.org/10.18662/rrem/16.4/912

Keywords:

Neurosensitivity, reaction to FOE (other), destructive consequences, cultural reflection, instinctive perception, translation

Abstract

This article highlights the need for a neuropedagogical approach to exploring the “self-other” category in current translation theories and practices, especially concerning sensitive linguo-cultural elements (e.g., non-equivalent vocabulary, cultural gaps, linguo-cultural semes, concepts and connotations). The relevance of the article stems from the growing accessibility of neuroscientific tools that can address translation and educational challenges characterized by high interlingual entropy, ambiguity, limited intercultural and linguistic awareness, and the issues of bilingualism within the context of post-cultural consciousness. Consequently, the article aims to identify the neuropsychological phenomenon of the “other” and its relation to translation, viewed as a discourse transformation along the self-other (foreign) continuum. The primary goal is to observe future translators’ spontaneous reactions to linguistic-cultural units with pronounced “other” semantics and provide neuropedagogical recommendations to manage the educational process and foster future translators’ deontological awareness of otherness. The research combines standard methods, such as analysis, comparison and generalization, with semantic analysis, cultural reflection and the recording of facial and emotional responses, interpreted by students and experts. Educational modelling has been the final method in a quasi-experimental study with 78 future translators. The main outcome of the article is a concise summary of typical, potentially destructive neuro-reactions, their impact on the translation process and practical educational insights and advice. The theoretical contribution of the article involves integrating neuropedagogical perspectives into the philosophical and methodical aspects of translation. The article proves that translators’ neuro-reactivity is a fundamental challenge in establishing professional ethics, particularly within the cultural and identity-related dimensions that comprise individual and collective consciousness.

 

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Published

2024-12-04

How to Cite

Povoroznyuk, R., Pocheniuk, I., Gaidash, A., Rybakova, K., Ostropalchenko, Y., & Saifutdinova, O. (2024). Neuropedagogical Guidelines for Translation Studies: Perceiving the Linguistic-Cultural Markers of the Other (Foreign) in Translation. Revista Romaneasca Pentru Educatie Multidimensionala, 16(4), 185-209. https://doi.org/10.18662/rrem/16.4/912

Issue

Vol. 16 No. 4 (2024): Revista Romaneasca pentru Educatie Multidimensionala

Section

Reform, Change and Innovation in Education

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