Articles

Since the creation of the “One Belt, One Road” initiative in China, there have been clearer requirements for the competences of language service professionals, and the demand for high-quality non-general translators has increased significantly. Russian, one of the official languages of non-native communication, is represented in China by more than 200 colleges and universities offering professional courses. With the introduction of the Master’s and Doctor’s degrees in translation to the national Catalogue of Disciplines and Specialties of Postgraduate Education, the cultivation of high-end applied translation talents in China has entered a new stage of development. High-end translation talents are supposed to have national sense and international vision, master language, translation, culture, technology, management and other professional knowledge, possess translation abilities, cross-cultural abilities, technical abilities, innovation abilities, communication abilities, management abilities and relevant business qualities, understand the development trend of the language service industry, business content, workflow, overseas market and be capable of working in language service positions in various Chinese and overseas institutions or enterprises and agencies. Thus, through collaborative cultivation, platform cultivation, thematic cultivation and technological cultivation, translation talents can consolidate their basic language competence and that in cultural literacy, improve their ability to combine theoretical research with translation and interpreting practice, strengthen their ability to apply translation technologies, and develop the ability to organize translation projects and professionally manage them.

In this article, from the perspective of linguodidactics, the phenomenon of antonymy, which is a problem in translation, is considered as a search for semantic dominants. Russian language teaching means that mastering the peculiarities of the emergence and functioning of antonymic pairs becomes one of the leading tasks if we assume that the ultimate goal of teaching is to teach students how to understand and translate texts from Russian into Chinese and vice versa. 

Against the background of the classification of antonyms accepted in Russian linguistics, the article analyzes their problem areas, which require sufficiently deep linguistic knowledge in two languages, and the need for a thorough, thoughtful attitude on the part of students to the ways of their translation transformation. Our many years’ experience of working with the Chinese audience allows us to give some recommendations that take into account the difficulties in the formation of language competence in the training of future translators in Chinese universities.