The object of the presented paper is to outline the specific features of a teenagerís conception thinking relevant for the translatorís choice of the most adequate way of rendering realia in literary translation. In order to attain this objective general scientific and linguistic methods have been applied, namely, inductive and deductive methods, the method of definitional and contrastive analysis. Realia have been selected from literary works written for teenagers and their translations into Ukrainian by means of continuous sampling. The general amount of the realia under analysis is 83. The authors state that the secondary school pupilsí verbal thinking will develop under such conditions when their social environment provides challenges aimed at involving them into the culture, social life and various kinds of adultsí activities. It has been emphasized that education, encouragement of young personís interest to reading fiction develop teenagersí conceptual sphere, their memory, speech skills and imagination. Acquisition of new concepts, intellectual development of a young person demand continuous stimulation. That is why the translator has to solve a very complicated task: he has to balance the ways of rendering realia which bring them close to the recipientís own culture, and such strategies of handling realia which help to render the national specificity of the concept which is new for the young reader.
As the analysis of the ways of rendering realia in translations of fiction for teenagers shows, the most accurate of them is that which combines transcription (as the instrument of creating specific ethnic colouring) with simultaneous explication of the notion expressed by the transcribed word. Following the terminology introduced by R. Zorivchak, this way is called ďcombined renominationĒ. The importance of explication, footnotes, glossaries compiled by the translators of literary works for teenagers has been underlined.