"Translation is a complex, specific, secondary type of speech activity, which is a continuous process of understanding (forming and formulating) a perceived thought - understanding the content of a message in one language and "transforming" this content into an idea - and forming and formulating an expression in another language" (Zimnaya, Yermolovich, 1981).

The subject of translation is also thought as a way of establishing meaningful connections/relationships, in linguistic form, depending on the communicative intentions of the author of the source text and the pragmatic (and communicative) attitude of the recipient of the translated text.

Translation involves not only the formation and formulation of thought (one's own and another's), but also the reformulation of thought with varying degrees of awareness. Therefore, the subject of translation activity is the perceived and reproduced thought.

Everyone knows that complete coincidence of the information expressed by the source and then perceived by the recipient is very rare. However, ideally, the translator should understand and convey that he will receive a translated text that contains exactly the information that the source is trying to convey.

The complexity of translation as a type of speech activity lies in the fact that the product of the receptive part of speech activity - inference - is the subject of the productive part, while the speed and correctness of translation is an indicator of the development of speech skills.

It is also important that a translator is considered as a participant in the communication process, who performs a dual function: a receiver and a sender of information.

The higher the level of preparation of a translator, the faster and more successfully this single process of translation activity is carried out.

In order to teach university students written translation, we will focus on the most popular translation models. Let's define what translation models are and delve into some of them. Therefore, translation models represent hypothetical abstract schemes of representation of the translation process. The purpose of building these schemes is to try to find an explanation for the transformation of the content expressed by the means of one language into the corresponding content expressed by the means of another language (Selivanova, 2012).

The translation model includes a conditional description of a number of mental actions during which a translator performs the translation of the entire original text, or only a part of it (Komissarov, 1990).

In the process of translation activity, a translator makes sense of a translated text and creates a new text based on the original (Schweitzer, 1988). If we consider the translation process itself or translation in the narrow meaning of this term (for example, technical), V.N. Komisarov emphasizes that the translation process includes at least two stages: clarification by the translator of the content of the original and selection of the translation option (Komissarov, 1990). Thus, the original text is transformed into the translated text.

Sometimes, a translator does not always understand what exactly affects this or that choice option, it can be intuitive. The actual translation process carried out by the translator is not available for direct observation and research. Thus, the study of the translation process is conducted indirectly through the development of various theoretical models, more or less closely describing the translation process as a whole, or any part of it.

The most popular models of translation in General theory of translation are semantic, transformational, denotative (situational), communicative-functional, semantic-semiotic, and informative.

The semantic model of translation is related to the content components of the source text, using the component analysis of the respondents, and to the synthesis of content in the material of the language of translation. This model operates with deep semantic categories and structures and provides for the achievement of adequacy by matching a set of semantic, connotative and stylistic features (Selivanova, 2012).

The transformational model of translation is based on interlanguage transformations of minimal nuclear deep structures, in particular, on the reconstruction of syntactic schemes of sentence construction, knowledge of the principles and parameters of the source language and the language of translation, transformations and restrictions on them in certain languages (Vynogradov, 2006). The transformational model arose under the influence of the idea of transformational grammar. The transformational model of the translation process has also been criticized.

The denotative (situational) model of translation involves the identification of signs of two languages with denotations or referents on the basis of the unity of the subject world, the components of which receive designations in the languages of the world. If there are no counterparts in certain languages, the translator compensates for such gaps through comments, notes, and direct borrowings (Selivanova, 2012).

The informative model of translation consists of various types of information, the carrier of which is the original text and which must be decoded by a translator in order to transform the information array into the translated language for optimal perception by the recipient of the translation. The informative model has mainly an ethno-cultural attitude, takes into account the uniqueness of cultures, ontologies of ethnic groups, the conditions of creation of the source text, and the cultural competence of the addressees of the translation (Nelyubyn, 2009).

Communicative models of translation correlate with the modeling of communicative situations in communication theory, pragmatics, and communication theory. Such models are diverse in terms of the number of components and the way they interact. In these models, translation is considered as a transitional link between two communicative situations superimposed on each other and involves two phases: decoding and processing by the translator of the content of the original text and generation of a new text in the language of translation.

Communicative and informative models of translation are no less important for the creation of both a system of exercises and a methodology for teaching the written translation of scientific and technical literature in language universities. This is due to the fact that the implementation of written translation of scientific and technical texts by students is directly related to the conduct of information and analytical activities (the basis of the information model of translation).

Situational, transformational, and semantic models of translation provide a conditional image of translation, without claiming to fully correspond to the translator's real actions. In order to more fully reflect the activity of the translator himself, the model should include a description of the mental processes that ensure such activity.

For this purpose, a psycholinguistic model of translation is being developed, which uses the provisions of the theory of language activity. Such a model involves the use of such an internal program as the condensed content of the original text (concept), which makes it possible to recode it according to the rules of the language of translation. In such a translation, the translator himself projects his own external speech on the content and form of the source text.

Since the object of psycholinguistics is thought-speech activity, and the object of translation theory is translation itself as a special type of thinking activity, the tasks of these disciplines are largely consistent. As noted by O. D. Schweitzer, the data of psycholinguistics regarding the mechanisms of generation and perception of speech expression, the structure of speech action and models of language ability should be applied to the theory of translation (Schweitzer, 1988).

The issues of creating a psychological model of translation go back to the works of the American researcher Eugene Naida. In the basis of his model, he considered the translation process as a psychological process consisting of stages:

1)    perception and analysis of the original message;

2)     transferring the analyzed material into the translation language (recoding);

3)     the birth stage of the message in the translation language.

So, having singled out the main models of translation from the proposed series, we recognize the importance of the generally recognized psycholinguistic model of translation, which recognizes written translation as a special type of speech activity.

References

1. Komissarov, V. (1990). Teoriia perekladu (linhvistychni aspekty). [Theory of translation (linguistic aspects)]. Textbook, 253 p.
2. Nelyubyn, L. (2009). Vvedennia v tekhniku perekladu. [Introduction to translation technique], 320 p.
3. Schweitzer, A. (1988). Teoriia perekladu: status, problemy, aspekty. [Theory of translation: status, problems, aspects], 215 p.
4. Selivanova, O. (2012). Svit svidomosti v movi. [The world of consciousness in language]. Monographic edition, 488 p.
5. Vynogradov, V. (2006). Pereklad: zahalni ta leksychni problemy. Navchalnyi posibnyk. [Translation: general and lexical problems]. Textbook, 240 p.
6. Zimnaya, I. Yermolovich, V. (1981). Psykholohiia perekladu. Navchalnyi posibnyk dlia vyshchykh kursiv perekladachiv. [Psychology of translation. Study aid for higher courses of translators], 99 p.