Journal of Ethics and Diversity in
International Communication
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ISSN 2792-4017 (online), Published under Volume: 1 Issue: 6 in November-2021
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Theory and Practice of Translation in Pedagogical Activities
RasulovaZulfiyaKholmurotovna
Lecturer at the Denau Institute of Entrepreneurship and Pedagogy Republic of Uzbekistan
Rasulova Shakhnoza Iskandarovna
Student of Termez State University
Abstract
This article focuses on translation practice that helps students acquire, develop, and strengthen their
knowledge and skills in a foreign language. Translation integrated into the practice of language
learning along with generally accepted learning activities such as reading, listening, writing and
vocabulary development can be described as a “pedagogical tool” as its purpose is language
learning. Translation activity forces students to communicate in two directions: from a foreign
language and into it. During translation, students are encouraged to notice differences in structure
and vocabulary, strengthen grammatical skills, shape their own way of thinking, and correct
common mistakes that might otherwise go unnoticed. Students can get the most out of their
learning if they are encouraged to use their translation skills correctly. Translation is a good tool for
learning a foreign language.
Keywords:
translation, language teaching, translation method, textbook, language skills.
Introduction.
The practice of translation has always caused controversy about whether it can be an
effective and efficient tool in the study of a foreign language. Until recently, translation was not a
success in the teaching community. This, as a language activity, was seen as an inappropriate tool
in the context of foreign language learning. It has been criticized for its close relationship with a
traditional literal translation. Even today, translation is often viewed as a kind of mechanical
linguistic transfer of meaning from one language to another. It continues to be overlooked as a
useful language learning tool due to the fact that it is not a communication activity that does not
meet the general needs of the language learner. The translation is considered time-consuming,
tedious, and irrelevant. However, over the past few decades, interest in translation has increased.
practice in foreign language lessons. Recently, foreign language teachers have revived the use of
translation for various educational purposes. It was noted that translation activities can be used for
pedagogical purposes along with other types of traditional language activities. It was noted that
translation, as a method used in the practice of teaching languages, contributes to a deeper
understanding of the essence of the material being studied. The problem discussed in the article is
the relevance of translation to improve the level of foreign language proficiency. The purpose of
this article is to prove that translation is an effective method of language practice. The purpose of
this article is also, firstly, to describe translation activities that raise students' awareness of the use
of the language, and, secondly, to explore the benefits of translation when knowing a foreign
language. Research methods: a review of theoretical premises, analysis of translation activities in a
language class.
Theoretical basis.
Translation plays a very important role in the modern world. However, the use
of translation in foreign language teaching is perceived in different ways by linguists,
Journal of Ethics and Diversity in
International Communication
| e-ISSN: 2792-4017 | www.openaccessjournals.eu | Volume: 1 Issue: 6
ISSN 2792-4017 (online), Published under Volume: 1 Issue: 6 in November-2021
Copyright (c) 2021 Author (s). This is an open-access article distributed under the terms of Creative Commons
Attribution License (CC BY).To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
177
methodologists, and teachers. Its use in teaching foreign languages causes a lot of controversy and
criticism. The main reason for this is that there have been a number of studies over the years that
have either approved or completely ignored the use of translation as a teaching method. Many
scholars believed that translation wastes precious time that could be used to teach basic skills in a
language, translation is misleading and prevents students from thinking in a foreign language,
translation is only suitable for teaching translators. However, there are significant and visible signs
of a renaissance in translation in language teaching in accordance with the latest literature and
applied linguistics. Many theorists, linguists, teachers agree on the importance of using translation
in foreign language lessons. Translation and related exercises can be useful for learning a foreign
language for the following reasons: they expand the vocabulary of students, develop their style,
improve students' understanding of how the language works. Translation in foreign language
classes is slowly becoming a form of "pedagogical translation", which is no longer seen as an
ineffective tool in language learning but is assessed as a way to enrich the competencies of
students. The translation is recognized as the fifth skill and most important social skill as it
promotes communication and understanding. As a form of communication, translation involves
interaction and cooperation between people, which makes it a very useful tool. in teaching a foreign
language. Translation raises awareness of the language. During translation, students focus on
identifying differences in the structure and vocabulary of a language, and are tasked with
developing strategies to address these differences and preserve the potential of both languages. The
real benefit of translation in a foreign language class lies in comparing grammar, vocabulary, word
order and other linguistic aspects in the target language and in the student's native language.
Therefore, students should be required to discuss and correct common mistakes in translation
practice. The material for translation should be interesting and varied, expressive, relate to the
knowledge of students. Since students must cover different aspects of a foreign language, the
material must be authentic and varied in terms of structure and function. It is the teacher's job to
assess the needs of the learners and select material to illustrate certain aspects of language and
structure that are difficult for learners. By working on these challenges, students can see the
connection between the language and its use.
Translation can help students improve their writing skills because it translates text from one
language to another. A good translation should flow naturally, recreate the style and context of the
source text, and follow the rules of the target language. Since translation is viewed as a
communicative activity, it involves communication between teachers and students. Students are
encouraged to discuss the correctness or incorrectness of the translation performed, as well as the
problems encountered during the translation. On the one hand, students participate in a translation
conversation, which helps them to strengthen their speaking skills. On the other hand, students
should talk to both the teacher and other students.
Translation as a pedagogical tool can be successfully used at any level of language proficiency, in
school or university, as it is a valuable and creative teaching tool to support, integrate and further
strengthen the four traditional language skills: reading, writing, speaking. and I listen. One of the
possible ways to integrate translation into foreign language lessons can be the use of translation
activities.
Translation of texts should generate discussion. Pair and group work is effective because it gives
students the opportunity to compare and discuss their ideas with others. Thus, all students are
equally involved in the assignment. Translation activity in the class consists of from the text itself
and from the exercises before and after translation.
Journal of Ethics and Diversity in
International Communication
| e-ISSN: 2792-4017 | www.openaccessjournals.eu | Volume: 1 Issue: 6
ISSN 2792-4017 (online), Published under Volume: 1 Issue: 6 in November-2021
Copyright (c) 2021 Author (s). This is an open-access article distributed under the terms of Creative Commons
Attribution License (CC BY).To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
178
Students should know what the activity is for. In an effort to integrate translation and reading, a
discussion on the topic of translation is initiated first. Active words and terms are explained in a
foreign language, and then a list of keywords is generated that appear in the text in the students'
native language. Students read the text in pairs and try to find foreign equivalents for the words on
the list. Then they compare the results. They read, translate and analyze the most difficult parts of
the text. After reading the text, students are encouraged to complete comprehension exercises, such
as answering questions, identifying true or false statements, and forming general questions about
the content of the text. Finally, students must write a resume, which is also a very important activity
in language learning.
Another exercise practiced in foreign language lessons is reading a short article from a magazine or
newspaper in Russian, after which the student should have a summary of the article in the foreign
language. Other students add details or make their own variations. It is important that alternative
translations always generate interest and discussion among students. Translation activities in a class
with students who have a higher level of a foreign language may focus on a specific aspect of
grammar, for example, time. This activity forces students to focus on problem areas and helps them
notice the dangers of a literal translation. Back translation is another motivating type of translation
activity that learners enjoy. This activity is very effective if carefully prepared. The selected texts
for translation should not be too long or too linguistically complex.
All of the above makes it clear that translation is a useful learning tool and can be applied in the
process of learning a foreign language.
Conclusions.
Translation as a method of teaching a foreign language is still the subject of research
and remains one of the most frequently discussed topics among linguists, methodologists, and
teachers. However, the present research shows that translation is a useful pedagogical tool. When
purposefully and creatively incorporated into a language learning program, translation becomes an
appropriate language practice method for many learners. When integrated into day-to-day
classroom activities, translation can help learners develop and improve their reading, speaking,
writing, grammar, and vocabulary skills. Translation in foreign language classes contributes to a
better understanding of the structures of the two languages, and also strengthens translation skills. It
is an effective and efficient tool for learning a foreign language. However, the practice of
translation should not be overused in the classroom and should be properly integrated into language
teaching, along with other teaching tools.
List of used literature:
1.
Garbovsky N.K. Translation theory. M .: Publishing house Mosk. University, 2007.543 p.
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Eger G. Communicative and functional equivalence // Questions of the theory of translation in
foreign linguistics. M., 1978. 137-156.
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Komissarov V.N. Linguistics of translation. M .: Mezhdunar. relations, 1980.176 p.
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Komissarov V.N. Modern translation studies. Moscow: ETS, 2001.424 p.
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Komissarov V.N. Translation theory (Linguistic aspects). M .: Higher. she., 1990.253 p.
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RetskerYa.I. Translation theory and translation practice. M .: Mezhdunar. relations, 1974.216 p.
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Sdobnikov O.V. Petrova V.V. Translation theory. Moscow: Vostok-Zapad, 2006.444 p.
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Schweitzer A.D. Translation theory: status, problems, aspects. Moscow: Nauka, 1988.207 p.
