A System Of Exercises And Tasks For Developing Written Translation Competence Through The Use Of Corpus Tools

Abstract

This article presents a system of exercises and tasks aimed at developing students’ written translation competence through the use of corpus-based tools. Written translation is a complex linguistic, cognitive, and cultural process in which the student must not only transfer the content of the text into another language, but also accurately interpret its communicative purpose, stylistic tone, and the author’s intention. From this perspective, the system of exercises and tasks serves as a central component of foreign language teaching methodology, playing a significant role in transforming theoretical knowledge into practical activity and in fostering students’ independent and critical thinking as translators. The article examines the advantages of a corpus-based approach. In particular, the use of parallel and monolingual corpora enables a precise identification of the frequency, stylistic features, and contextual meanings of linguistic units in real language usage. This contributes to maintaining semantic equivalence, genre appropriateness, and discursive coherence in the translation process. The article also provides a didactic classification of translation exercises and highlights their role in enhancing cognitive, communicative, and reflective learner engagement. Practical tasks include segmentation activities, comparative analysis of alternative translation variants, searching for contextual synonyms, reinterpretation of idiomatic expressions, the use of terminological corpora, working with Translation Memory tools, and collaborative translation project-based learning. The study concludes by substantiating the pedagogical value of corpus-based exercises and tasks in developing written translation skills and offers methodological recommendations for their effective integration into the teaching process.