Prevođenje u sveučilišnoj praksi

Translation classes as a part of the Italian literary and cultural tradition in teaching foreign languages, above all Latin, have underwent different phases, from a complete affirmation of their importance to the total neglect of the tangible results that they deliver in grasping a foreign language. If we take a look at the courses offered at postsecondary level in Italy, apart from several centres specialised in training future translators and interpreters, such as Trieste, Milan and Perugia, translation courses were not officially part of the curriculum of Bachelor of Arts (four–year) studies. It was only the so–called “Bologna” reformof the university system (3+2 years) that permitted the translation studies to gain the acceptance as an academic discipline. This reformed system introduced new and varied streams of study. In this respect, Mediazione linguistica (Linguistics Mediation) and Traduzione (Translation studies) are the most common at Italian universities. They are meant to enable students to become proficient speakers or to have advanced level of language use upon the completion of their course of studies (levels B1/B2/C1). This paper will focus on the use of the translation courses in teaching at the Master’s level, at the Department of Foreign Languages and Literatures at the University of Torino. These courses are not aimed at forming professional translators or interpreters; rather they are part of the regular university curricula. In this context, the practice of translation is not just a means of learning grammatical rules and structure of a language, but is also an exercise in inter–linguistic ability for students. It demonstrates certain particularities related to the level of proficiency in source language (Serbian and Croatian), in target language (Italian), as well as in the student’s mother tongue (Italian, Serbian, Croatian). Students’ written translations to Italian from various examination terms will be the subject of this analysis. This paper will demonstrate that didactics of translation techniques is directing the students toward the translation as a process of intercultural transfer which encompasses different levels of language and demands complete recodification of the source text. During this analysis, specific difficulties and critical points of the translation process will be emphasised, corresponding to both the mother tongue and the target language.