Methodical peculiarities of translation on the classes with foreign students

The article discusses the peculiarities of translation of Russian and English texts on the classes with foreign students studying Russian language. There are identified the main difficulties faced by the translator at different linguistic levels, including vocabulary, grammar and syntax. The author shows the main methods and techniques to overcome these difficulties. For this purpose, there is developed a number of exercises, the implementation of which helps to overcome students ' difficulties of translation on lexical, lexical and grammatical, and syntactic levels. It includes the system of aspect and tense relations, the pronoun “it”, the translation of the infinitive (in English), modal verbs. The difficulties of the Russian language traditionally include participial and adverbial clauses, the system of tenses, verbs of movement, modal verbs, and prepositional-case system. Student masters in this case, the following methods of translation of collocations: a full translation, partial translation, functional replacement, descriptive translation. Translating sentences students are taught not only the technique of zero translation, but also such types as functional substitution, permutation, distribution, contraction, omission, and addition. The cause of the above difficulties faced by the student in the translation process is generally the inability to distinguish between properties of linguistic units at the lexical-grammatical and syntactic levels of the source text and the translated text, and this can serve not only linguistic, but also intercultural difficulties in learning Russian language. The author therefore offers the following way of the development of translation activities: exercises developed so that students have the opportunity to compare the world view of an English fairy tales author and the world view of a Russian translator, and also to correlate his translation from a classic translation. This approach differs from the traditional, but it is effective because the student has the opportunity to focus on model translation in the learning process. The article presents all the examples from the textbook by E. P. Panova and N.