Epistemological Aspects of Interaction between Languages and Cultures through the Prism of Translation

The cognitive and discursive paradigm that has acquired significant importance in linguistic science in\r\nrecent decades, provides for efficacious instruments for the building up of a theoretical frame for\r\ntranslation researches concerning human cognition and linguistic processing of information.\r\nThis article offers fundamental comparative-situational models of dynamic interaction of conceptual\r\nsystems of the author, translator and the addressee within mediated cross-cultural cross-linguistic\r\ncommunication that ascertain the interrelationship of linguistic, cognitive, and cultural factors relevant\r\nto scientific communication with due regard for circumstances and situational conditions of a given act\r\nof communication. The aim of this article is to examine and describe ranking features of the general\r\nstructure of the models referred to above through establishing variations and differentiations that\r\nreflect varying parameters of circumstances, situations, and presuppositions within the given context\r\nof scientific communication arranged for comparison of two or more national cultures of different\r\nlanguages especially regarding influences of one upon the other. The methods of translation and\r\ncomparative analysis are used in the research, along with the native speakers questionary method.\r\nPh.D. students of People’s Friendship University of Russia (156) from different countries with different\r\nmother-tongue backgrounds learning academic writing and translation in different areas of scientific\r\nresearch where the English, the Spanish, and the Russian languages are used as a second foreign\r\nlanguage are involved in this study.\r\nWe conclude that epistemological grounds of information processing within mediated scientific\r\ncommunication especially in what regards inquiry into the multifaceted nature of translators’ activity,\r\nalong with limits, and validity of strategy of translation become relevant to the reconstruction of\r\ncommunication presuppositions and the referential situation in target language via modelling cognitive\r\nspace in order to neutralize communications gap along with the differential in knowledge, viewpoints\r\nand extralinguistic experience ensuring succession and continuity in the process of cognition.\r\nThe practical value of the article can be of significant relevance for language teaching, language\r\nacquisition, and translation as intercultural and interlinguistic communication research.