Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Concept of formation of pragmatic competence in teaching
translator-students through digitization
Yusufjon AZZAMOV
Uzbekistan State University of World Languages
ARTICLE INFO
ABSTRACT
Article history:
Received January 2024
Received in revised form
10 January 2024
Accepted 25 February 2024
Available online
25 May 2024
This article explores the crucial role of pragmatic
competence in the professional education of translators,
highlighting its significance in effective communication and the
attainment of communicative goals in professional settings. The
study addresses the existing gap between theoretical
knowledge and practical skills among translation students,
emphasizing the need for a comprehensive approach to develop
translation competence, which is split into basic and pragmatic
components. The pragmatic aspect of competence, which
involves the ability to influence communication effectively, is
underscored as a multifaceted and dynamic skill that integrates
various linguistic, socio-cultural, and strategic competencies.
The paper outlines the pedagogical methods and conditions
necessary for cultivating pragmatic competence, which involves
not only understanding the communicative significance of
linguistic means but also applying them adaptively in real-time
communication scenarios. The ultimate aim is to equip future
translators with the skills to navigate and adapt to the nuances
of professional interactions, thereby enhancing the
effectiveness of their role as facilitators of cross-cultural
communication.
2181-3663
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss2-pp342-347
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
Pragmatic competence,
Professional Translation
Training,
Communicative goals,
translation,
education,
pedagogical methods,
professional communication,
monolingual
communication,
interpreter.
1
PhD, Uzbekistan State University of World Languages.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
343
Tarjimon-
talabalarni raqamlashtirish orqali o‘qitishda
pragmatik kompetentsiyani shakllantirish konsepsiyasi
ANNOTATSIYA
Kalit so‘zlar
:
pragmatik kompetentsiya,
kasbiy tarjimani o
‘
rgatish,
kommunikativ maqsadlar,
tarjima,
ta
’
lim,
pedagogik usullar,
kasbiy aloqa,
bir tilli aloqa,
tarjimon.
Ushbu maqola tarjimonlarning kasbiy ta’limida pragmatik
kompetentsiyaning eng muhim rolini o‘
rganadi, uning samarali
aloqa va professional muhitda kommunikativ maqsadlarga
erishish uchun ahamiyatini ta’kidlaydi. Tadqiqot tarjimon
talabalarning nazariy bilimlari va amaliy ko‘nikmalari
o‘rtasidagi mavjud tafovutni ko‘rib chiqadi, asosiy va pragmatik
tarkibiy qismlarga bo‘lingan tarjima kompetentsiyasini
rivojlantirishga kompleks yondashuv zarurligini ta’kidlaydi.
Turli
xil
lingvistik,
ijtimoiy-madaniy
va
strategik
kompetentsiyalarni birlashtirgan ko‘p qirrali va dinamik
mahorat sifatida muloqotga sam
arali ta’sir o‘tkazish qobiliyatini
o‘z ichiga olgan kompetentsiyaning pragmatik jihati
ta’kidlangan.
Maqolada
pragmatik
kompetentsiyani
shakllantirish uchun zarur bo‘lgan pedagogik usullar va shartlar
tasvirlangan, bu nafaqat til vositalarining kommunikativ
ahamiyatini tushunishni, balki ularning Real vaqtda aloqa
stsenariylarida moslashuvchan qo‘llanilishini ham o‘z ichiga
oladi. Yakuniy maqsad kelajakdagi tarjimonlarni navigatsiya
qilish va professional o‘zaro ta’sirning nuanslariga moslashish
ko‘nikmalarini o‘rgatish va shu bilan ularning madaniyatlararo
aloqadagi vositachi roli samaradorligini oshirishdir.
Концепция
формирования
прагматической
компетентности в обучении студентов
-
переводчиков
посредством цифровизации
АННОТАЦИЯ
Ключевые слова:
прагматическая
компетентность,
обучение
профессиональному
переводу,
коммуникативные цели,
перевод,
образование,
педагогические методы,
профессиональная
коммуникация,
одноязычное общение,
переводчик.
В данной статье анализируется ключевая роль
прагматической компетентности в профессиональном
образовании переводчиков, подчёркивается её важность
для
эффективной
коммуникации
и
достижения
коммуникативных целей в профессиональной среде.
Исследование выявляет существующий разрыв между
теоретическими знаниями и практическими навыками
студентов
-
переводчиков и обосновывает необходимость
комплексного подхода в развитии переводческой
компетентности, включающей базовые и прагматические
компоненты. Особое внимание уделяется прагматическому
аспекту
компетентности,
который
объединяет
лингвистические, социокультурные и стратегические
навыки, необходимые для эффективного воздействия на
коммуникацию. В статье представлены педагогические
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
344
методы и условия, необходимые для формирования
прагматической компетентности, включающей понимание
коммуникативной значимости языковых средств и их
адаптивное применение в реальных коммуникативных
сценариях. Конечная цель –
подготовить будущих
переводчиков к навигации и адаптации в нюансах
профессионального взаимодействия, повышая тем самым
эффективность их роли в межкультурной коммуникации.
INTRODUCTION
Like any kind of professional activity, translation performs a certain function in the
society, i.e. it has its own social purpose, which is its most important characteristic and directly
determines its essence. The social purpose of translation can be defined as follows: "...
translation is intended to provide such indirect bilingual communication, which in terms of its
capabilities would be as close as possible to ordinary, monolingual communication" (Latyshev,
2000). The professional training of an interpreter is one of the urgent problems of foreign
language education at a university, because the success of the communication process in various
fields of professional activity is ultimately determined by the level of professional skill of a
translator specialist who carries out the process of mutual understanding and mutual
achievement of set goals. What is the level of professional skill of the translator, such is the level
of success in achieving communication goals?
Literary review and methodology.
At the present stage of development, society needs
a real professional translator, a master translator, who should be specially trained. Practice
shows that there is a significant gap between the theoretical and practical training of future
translators. As a result, graduates have insufficiently formed professionally important skills
required for successful work in the field of translation, which significantly complicates and
delays the process of mastering the basics of this profession. Thus, it is necessary for future
translation specialists to develop translation competence, which includes knowledge, skills and
abilities that allow the translator to solve his professional tasks successfully. Translation
competence can be divided into a basic part and a pragmatic part (Latyshev, 2000).
The basic part includes those elements of translation competence that are always
involved in professional translation and all its manifestations. The formation of the basic
component of translation competence is mainly reduced to communicating theoretical and
applied knowledge about translation to students and forming on their basis (during the
performance of practical tasks) the skills necessary to perform translation in all its guises: in
written and oral translation, translation of literary, newspaper and scientific-technical texts,
business papers, etc. (Latyshev, Provotorov, 1999). And as for the practical part, it contains the
knowledge, skills and abilities necessary for a professional translator in various types of
translation (written or oral, paragraph-phrasal or simultaneous), when translating texts of
various subjects and genres.
The need for professional orientation of knowledge, skills and abilities in a foreign
language is conditioned by the fact that a foreign language in the learning process is both the
purpose of learning and its means, as well as a means of communication in the classroom at a
university. "The practical application of a foreign language requires from a future specialist
special professionally oriented knowledge, skills and abilities to use the language in practice"
(Passov, 2006).
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
345
Language is a type of social activity, purposeful interpersonal behavior that takes place in
a verbal form and is aimed at satisfying certain social needs. And in order to achieve maximum
effect in verbal communication, it is necessary to correctly use linguistic means to express the
pragmatic aspect of communication (Pavlova, 2002). This indicates the relevance of mastering
the pragmatic aspect of communication in the professional training of specialists in the field of
translation.
Pragmatic competence has repeatedly attracted the attention of teachers, linguists and
psychologists (Leontiev, 2003), (Vygotsky, 1956), who set very different tasks in the analysis of
linguistic material, such as determining the universal meaning of a particular form of expression
of a speech act, describing the interaction of means in the formation of a certain speech act and
constructing scientists who express it, as well as scientists working on the effectiveness of
linguistic means and considering the features of their use in human activity (Gak, 1982),
(Kolshansky, 1974). At the same time, researchers use the term "pragmatics" to denote the
ability of certain units to serve as a means of influence or social interaction. The pedagogical
aspect of mastering pragmatic competence has been considered in the works of many
methodologists and teachers (Pavlova, 2002), (Rivers, 1976: 226-240), (Shevchenko, 2007: 246-
249).
In our study, the term "pragmatic competence" is used to denote the potential
effectiveness of an utterance in the process of professional communication of an interpreter.
According to L. S. Vygotsky's definition, communication is based on a reasonable understanding
and intentional transmission of thoughts and experiences and requires a definite a new system
of means (Vygotsky, 1956).
The purpose of the joint activities of the communicants is aimed at mutual influence and
maintenance of interaction, control and correction of activities. The optimal choice of language
means is determined by the degree of their compliance with the goals and objectives of
communication (Zimnaya, 1991).
DISCUSSION AND RESULTS
The pragmatic competence of an utterance is understood as the ability of the speaker to
exert a certain influence on the interlocutor in the process of professional communication of the
translator. The formation of pragmatic competence is impossible without mastering other types
of competence, because communication involves the complex acquisition of various
competencies: communicative, linguistic, socio-cultural, strategic and discursive. Moreover, the
formation of pragmatic competence is not possible without mastering cognitive, developmental,
educational and educational aspects, without taking into account certain principles and
compliance with certain conditions.
Any meaningful statement objectifies the communicative intention of the subject of
speech, his motivational goals. Each of the participants in communication chooses language
tools that are adequate both for their own goals and motives, and for the general task of speech
interaction (Zimnaya, 1991). Every utterance is emotionally colored and contains information
about the mental state of the subject of speech. The speaker has certain assessments of the
communication situation, the subject of speech and the partner, a certain attitude towards them,
which finds expression in the emotional and evaluative subtext of the statement. A future
translator should be able to convey this component of communication.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
346
The intensity of the emotional and evaluative subtext, reflecting the connection of the
sign with its sender, with his mental state, also contributes to increasing the effectiveness of the
statement (Pavlova, 1984).
The content and direction of the statement is determined by the specific communication
situation. The speaker is aware of the communication situation and its characteristic features,
and depending on this, he chooses the necessary linguistic means. A specialist translator must
master the ability to choose linguistic means in strictly deterministic communication situations.
All of the above allows us to conclude that communication as an interaction is possible
only through pragmatically justified communicative means.
It seems advisable to consider the pragmatic competence of a future translator specialist
as a multidimensional complex phenomenon based on the implementation of the following
components in the process of pedagogical communication: communicative intention, emotional
and evaluative attitude to the speaker, situational relevance and professional orientation of the
utterance in a certain communicative context. When starting to develop a methodology for the
formation of pragmatic competence as an object of professional training for a future specialist
translator, first of all it is necessary to determine the place of this component and its significance
for the formation of professional skills of a specialist in this field, as well as clearly formulate the
goal to be achieved in the process of forming pragmatic competence for a future translator, and
effective ways to achieve this goal.
In the work of a translator, pragmatic competence is the main means of professional
communication. As for the translator's speech, it should always be expressive, effective, and
illocutionary.
The purpose of teaching pragmatic competence is to teach future translators correctly in
terms of the norms of a foreign language and in accordance with the communicative intention,
taking into account the professional situation, the context of professional activity and
professionally significant tasks? dachas use linguistic means to achieve their communication
goals. It is necessary to direct students' attention not only to the formal features of the studied
linguistic means, but also to their functional semantic features, which are paramount for the
implementation of the communication process.
"Function determines the choice of linguistic means" (Passov, 2000).
For the successful organization of the process of forming pragmatic competence in the
professional education of a translator, it is necessary to create conditions not so much for
mastering individual linguistic means, but for understanding their communicative significance
by listeners and speakers in the process of communication, in our case, future translators.
Taking into account this learning goal, it can be argued that if we form skills, we will
achieve only an intermediate goal
–
we will teach translation students the correct expression of
speech acts in a specific, rigidly determined communication situation, corresponding to the
norms of a foreign language. However, full-fledged professional communication requires the
translator to use correctly the means of speech expression in order to influence the interlocutor,
in accordance with the constantly changing communication situation. In live communication,
the semantic and emotional content of each phrase is specific and depends on the
communication situation, the communicative context and the intention of the speaker, therefore
it is impossible to strictly determine the use of means of expression during speech production.
This means that the mastery of the means of expression must be brought to a higher level
–
the
level of skill.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
347
Thus, the formation of pragmatic competence as an object of professional translator
training involves the development of the ability to use the means of utterance pragmatics to
influence the recipient in accordance with a certain communicative intention in the process of
professional communication.
So, the formation of pragmatic competence in the professional development of a
translator is a particularly important component and requires the development of methods and
technologies, the implementation of which must be carried out throughout the entire course of
study at a language university.
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