ISSN:
2181-3906
2024
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 3 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
376
METHODOLOGY OF TEACHING TRANSLATION IN HIGHER EDUCATION
INSTITUTIONS
Seytjanov Jetker
Professor, the head of department of theory and practice of translation,
KarSU, Uzbekistan.
Jaksulikova Dilnoza
https://doi.org/10.5281/zenodo.13928090
Abstract. Translation studies have evolved significantly in higher education, with
methodologies that bridge theoretical foundations and practical applications. This article explores
the dominant teaching methodologies in translation programs, emphasizing their importance in
developing competent and versatile translators. These methods include task-based learning,
translation workshops, contrastive analysis, project-based learning, technology integration,
genre-specific training, and the use of corpus linguistics. By examining each approach, the article
sheds light on how institutions prepare students for the complexities of translation in professional
contexts.
Key words: Task-based learning (TBL), Translation workshops, Project-based learning
(PBL), Contrastive analysis, Translation theory, Computer-Assisted Translation (CAT) tools,
Machine translation, Translation memory systems, Cultural nuances.
МЕТОДОЛОГИЯ ПРЕПОДАВАНИЯ ПЕРЕВОДА В ВЫСШИХ УЧЕБНЫХ
ЗАВЕДЕНИЯХ
Аннотация. Исследования перевода значительно развились в высшем образовании,
с методологиями, которые связывают теоретические основы и практическое применение.
В этой статье рассматриваются доминирующие методики обучения в программах
перевода, подчеркивая их важность в развитии компетентных и разносторонних
переводчиков. Эти методы включают обучение на основе задач, семинары по переводу,
сопоставительный анализ, проектное обучение, интеграцию технологий, жанрово-
специфическое обучение и использование корпусной лингвистики. Рассматривая каждый
подход, статья проливает свет на то, как учреждения готовят студентов к сложностям
перевода в профессиональных контекстах.
Ключевые слова: обучение на основе задач (TBL), семинары по переводу, проектное
обучение (PBL), сопоставительный анализ, теория перевода, инструменты
компьютерного перевода (CAT), машинный перевод, системы памяти перевода,
культурные нюансы.
Translation is a vital skill in today’s globalized world, requiring a deep understanding of
both linguistic structures and cultural nuances. Higher education institutions are at the forefront of
developing translators who can navigate the intricacies of this profession. The methodologies used
in teaching translation not only provide students with the theoretical knowledge needed but also
equip them with practical skills that mimic real-world challenges. This article aims to present and
analyze the primary methodologies employed in higher education institutions to train future
translators.
1. Task-Based Learning in Translation
ISSN:
2181-3906
2024
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 3 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
377
Task-based learning (TBL) places translation students in scenarios that replicate
professional environments, encouraging them to work on authentic tasks such as translating
contracts, technical manuals, or literary texts. This method is practical and outcome-driven,
focusing on how students approach and solve real translation problems. In a TBL classroom,
students are often presented with a source text and are expected to work individually or in groups
to produce an accurate and culturally sensitive translation. The key advantage of this approach is
that it exposes students to the pressures and expectations of the translation industry. Feedback
sessions are integral to TBL, allowing students to refine their skills based on constructive criticism
from both instructors and peers.[2]
2. Translation Workshops
Translation workshops are an interactive and collaborative method, where students work
together to translate texts and engage in group discussions. These workshops offer a unique
opportunity for peer learning, as students can see alternative solutions to translation challenges
and compare strategies. Workshops typically involve group critiques, where students present their
translations, and the group, led by the instructor, discusses the choices made. This method
enhances critical thinking, as students learn to justify their translation decisions and evaluate
different approaches. It also encourages a deeper understanding of translation as a process, not just
a product.
3. Project-Based Learning
Project-based learning (PBL) is a longer-term approach that requires students to undertake
substantial translation projects over the course of a semester or academic year. These projects can
range from translating books to managing multilingual websites, and they often mimic real-world
tasks that translators encounter in their professional lives. The emphasis in PBL is on time
management, research, and revision—key skills for any professional translator. Students are
encouraged to approach translation holistically, paying attention not just to linguistic accuracy but
also to cultural appropriateness, the needs of the client, and the intended audience. PBL often
culminates in a presentation or defense of the translation, providing students with valuable
experience in communicating their decisions to a broader audience.[3]
4. Contrastive Analysis and Translation Theory
Understanding the linguistic and cultural differences between the source and target
languages is fundamental in translation. Contrastive analysis involves the comparative study of
these differences, with a particular focus on grammatical structures, idiomatic expressions, and
cultural references. In a classroom setting, students are guided through key translation theories,
such as equivalence, skopos theory, and dynamic translation, which provide frameworks for
understanding how and why translation decisions are made. Theoretical knowledge is crucial for
students to critically assess their translations and to adapt their strategies to different types of texts
and audiences.
5. Technology and Computer-Assisted Translation (CAT) Tools
In the modern translation industry, technology plays a crucial role. Therefore, many
translation programs incorporate training in CAT tools, machine translation software, and
translation memory systems. These tools help students understand how technology can enhance
efficiency and consistency in translation, but also the limitations of machine-generated
ISSN:
2181-3906
2024
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 3 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
378
translations. Students are taught to use tools such as Trados, MemoQ, and Wordfast, which are
standard in the translation industry. This training prepares them for the demands of a fast-paced
work environment, where speed and accuracy are essential. Additionally, students learn how to
manage translation memories and terminologies, skills that are increasingly important in sectors
like legal and technical translation.
6. Genre-Specific Translation Training
Translation is not a one-size-fits-all process, and different genres—such as legal, medical,
literary, and technical texts—require distinct approaches. Many translation programs offer genre-
based training, where students specialize in a particular type of translation. This specialization
allows for a deeper understanding of the conventions, terminology, and ethical considerations
involved in specific genres. For example, legal translation requires precision and adherence to
specific legal frameworks, while literary translation demands creativity and a deep understanding
of the source culture’s literary traditions. By focusing on genres, students develop niche expertise
that can make them more competitive in the job market.
The methodologies used in teaching translation at higher education institutions are varied
and comprehensive, designed to equip students with both theoretical knowledge and practical
skills. By combining approaches such as task-based learning, workshops, project-based learning,
and the use of technology, students are prepared to meet the demands of the translation industry.
Additionally, the integration of contrastive analysis, genre-based training, and corpus
studies ensures that students have a deep understanding of the complexities involved in translation.
As the translation field continues to evolve, so too must the methodologies used to teach
the next generation of translators, ensuring they are ready for the challenges and opportunities of
the profession.
REFERENCES
1.
Hatim, B., & Munday, J. (2004). Translation: An Advanced Resource Book. Routledge.
2.
Kiraly, D. (2000). A Social Constructivist Approach to Translator Education:
Empowerment from Theory to Practice. St. Jerome Publishing.
3.
Pym, A. (2014). Exploring Translation Theories. Routledge.
4.
Schäffner, C. (1998). Translation and Quality. Multilingual Matters.
5.
Казакова, Т.А. (2001). Практическое руководство по переводу (англо-русский и
русско-английский переводы). Санкт-Петербург: Союз.
