UTILIZING GENERAL PSYCHOLOGICAL KNOWLEDGE FOR THE ENHANCEMENT OF TRANSLATING AND INTERPRETING PROFESSIONAL SKILLS

Abstract

This article presents a hypothesis about the impact of field dependency upon the quality of translation and interpretation processes and language learning. The claim being made in this paper is that general psychological knowledge of field dependency can be applied to this specific area and contribute to the more effective development of the professional skills of translators and interpreters well as language skills of any language learners. Field dependency as an inner predisposition determines how we perceive and process information, and how we approach problem-solving tasks. As a cognitive feature with affective and social dimensions, field dependency manifests itself as the ability to separate parts from the whole in perceptual, abstract, and social fields. In this paper it is suggested that these subconscious mental mechanisms are present also in translation and interpretation processes, in which they may considerably determine the quality of outcomes. Different aspects of field dependency and field independency are influential in different types of translated discourse, interpretation situations and language learning tasks. The theoretical analysis of various aspects of this cognitive style is followed by their application to foreign language learning, translation and interpretation processes and illustrated by some examples of defective practices. The discussion could be of direct use to translators and interpreters by helping them become aware of their own subconscious preferences and mental mechanisms, and purposefully work with them in order to improve the quality of their work. Furthermore, it could help educators to develop language skills and the required professional skills of their trainees.