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