У статті здійснено аналіз теорій перекладу з метою виокремлення дидактичного доробку представників літературної, лінгвістичної, комунікативної та когнітивної теорій. Розглянуто суперечливі погляди представників зазначених теорій на результат та процес перекладу, а також на базові перекладацькі поняття: еквівалентність, одиниця перекладу, трансформація тощо. В результаті критичного аналізу теоретичних джерел та популярних підручників з перекладу, що широко використовувалися в навчальному процесі у середині ХХ - початку ХХІ століття, були виокремленні як дидактичні здобутки, так і недоліки зазначених теорій перекладу.
The relationship between translation theory and translation pedagogy is undeniable. Translation studies developed, in fact, as a result of analysis and theoretical generalization of both professional and classroom translation activities. However, the views on the role of theory in translation instruction are rather controversial. Moreover, even though numerous studies have given detailedinsights into translation theories, there are still issues to consider. Unexplored are didactic aspects of translation theories: to our knowledge, no research has discussed the didactic contribution of translation theorists to translation pedagogy. H&ence the purpose of the paper is to carry out a critical analysis of literary, linguistic, communicative, and cognitive translation theories with a view to exploring and interpreting their didactic strengths and weaknesses. The research methodology r&elies on the analysis of available literature as well as textbooks in translation practice to discover the didactic contribution of translation theories to translation pedagogy. Noteworthy is the fact that every translation theory has contributed to &the development of translation pedagogy as a branch of applied linguistics. Among the major gains of literary theory is textual approach to learning and teaching translation. Linguistic theory has provided the theoretical foundations for translation &pedagogy and creating textbooks that meet the didactic requirements. Teaching translation from the standpoint of treating it as a process of communication has become the achievement of communicative theory. The gains of cognitive theory include the a&doption of a competence-based approach to teaching translation, as well as the intensification of research efforts in the field of translation pedagogy. In addition to progressive aspects, the translation theories had certain shortcomings. Literary t&heory, for instance, rejected the idea of translation pedagogy because of perception of the activity as art. Linguistic theory overemphasized certain aspects of language in teaching translation and promoted the idea of interlingual equivalence. This &idea has led to the absolute predominance of bilingual dictionaries in translation classrooms, which is currently considered unjustified. The concept of communicative equivalence, supported by the advocates of communicative theory, has negatively aff&ected evaluation of classroom translations. Finally, cognitive theory is criticized for its failure to apply its theoretical concepts to the development of translation pedagogy.
