TEACHING LITERARY TRANSLATION THROUGH HEMINGWAY: A PEDAGOGICAL PERSPECTIVE ON WORD-FORMATION PATTERNS

One of the most difficult areas of translator training is literary translation, which requires students to combine critical analysis, stylistic competence, cultural sensitivity, and linguistic comprehension. Since there are sometimes structural and semantic variations between English and the target languages, translating word-formation patterns and related lexical-structural shifts is a major difficulty. Thus, translator education should provide students with the theoretical background and practical techniques that enable them to select an appropriate translation strategy in a given context. The present study examines the pedagogical value of teaching literary translation through Ernest Hemingway's novella The Old Man and the Sea, focusing on the translation of word-formation patterns and related lexical and structural transformations into Armenian. The English source text is compared with two Armenian translations rendered by V. Mikayelyan and N. Jaghinyan. Using a qualitative comparative textual approach, this study analyzes the translation strategies employed by the two translators and considers how authentic examples may be integrated into university translator training. The study is based on textual analysis and does not report an empirical classroom intervention, rather, it proposes pedagogical applications derived from the comparative analysis of authentic translation examples. The findings show that translating word-formation patterns is a complex process that goes beyond formal equivalency. To guarantee semantic accuracy, fluidity, and stylistic impact, translators may use addition, omission, structural modification, paraphrasing, descriptive translation, borrowing, and lexical simplification.