Principles of teaching legal translation: cognitive-discoursive approach

The article deals with the basic notions of the competence-based approach. We define translation competence as the ability to apply a set of knowledge, skills, personal experience for the successful implementation of translation activities. The paper includes the principles of teaching legal translation from a cognitive-discursive view. The cognitive-discoursive approach to linguistic material involves the study of the process of perception and formation of a text through speech and language (cognitive component), as well as the analysis of the linguistic and extralinguistic situation. We propose and describe the following didactic principles: cognitive, discoursive, integrative, contrastive ones, the principles of consciousness, visibility, and anthropocentrism. The principle of consciousness involves students' understanding of the speech, verbal units and ways of their using. The principle of visibility is understood as a specially organized demonstration of linguistic material and its use. The cognitive principle takes into account the individual cognitive characteristics of students and the process of information processing, the description of mental representations of linguistic knowledge. The discoursive principle makes it possible to consider linguistic units in terms of the natural functioning of their meaning, structure and functions. The integrative principle involves taking into account the background knowledge of students and the acquisition of new information when teaching translation in a special field. The contrastive principle takes into account the native language and compares the lexical units in the native and foreign languages. The principle of anthropocentrism involves the linguistic observation and analysis.