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The Theoretical Basis of a Linguo-Didactic Model of Developing Creativity in Translation: “Push-Word” Methodology, Prospects for the Neurolinguistic Approach

Our deepest conviction is that teaching creativity is possible. The inner picture of the outer world and the structure of each translator’s knowledge and associations are subjective and individual; the original structure of knowledge presupposes the emergence of the original decision; the task of a professional teacher is to stimulate the student’s ability of involving “weak” associative links provoking the creative translation decision. To activate consciousness and the information stored in the human brain students should be taught contemplating their task and building their own mental program of considering the task set; one should obligatory be taught to formulate the target clearly and to analyze all probable alternatives of the translator’s decisions. The experience of reflexive thinking is necessary while searching for the right associative “prompt”, “push-stimulus” and theoretical “trigger-word” (such as “context”, “style”, “background”) leading to making the translator’s creative choice (often intuitively) that finally results in choosing the most acceptable variant of translation minding certain definite conscious methodological steps (the algorithm). We also believe that the neurolinguistic approach (the MRT-method) may reveal the human brain zones responsible for making creative linguistic decisions provided the correct technical task is worked out and the valid number of volunteers are tested.