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DIDACTICS OF INTERPRETATION AND TRANSLATION IN THE CONTEXT OF THE
GLOBALIZATION OF THE ENGLISH LANGUAGE
Bazarov Zokir Mekhrikulovich,
PhD in Philology, Associate Professor at SamSIFL
Key words:
Regional variants, accent speech, normative variant, language of international
communication, intercultural communication, native speakers, non-native speakers, translation
studies, mediation.
Despite the fact that the topic of
globalization of the world is not new,
nevertheless, aspects are revealed that have
not yet been studied. Globalization affects not
only the spheres of economy, politics and
business, but also related areas that serve the
global world. In particular, this concerns
translation studies and training of translators.
We are increasingly talking not about direct
translation of English from a native speaker
into
the
native
language
of
the
communication
participants,
but
about
mediated translation, in a situation where
communication takes place in English
between native speakers of regional variants,
and English, breaking away from its native
speakers, acts as an intermediary language
between different languages and cultures.
Here the translator acts as a mediator.
According to the document ―The Common
European Framework of Reference for
Language‖, the mediator performs an
intermediary function between two languages
and cultures [1,4].
For the first time, the globalization of
the English language was spoken about in the
1980s. such scientists as: D.Davis, B.Kachru,
L.Smith,
E.Schneider,
T.MacArthur,
K.Bolton, D.Graddol, R.Mastri, D.Crystal,
etc. In 1981 was published magazine ―World
Englishes‖, in 1982 - magazine ―English
Worldwide‖, in 1985 - ―English Today‖, and
in 1997 - magazine ―Asian Englishes‖ edited
by N. Honne.
The result of the work of researchers in
this direction was the emergence of a new
concept in linguistics - the concept of regional
variants of the English language. This concept
is based on the "three circles" theory of Brazh
Kachru. According to his theory, the English
language spreads around the world in the
form of three concentric circles. Kachru
divided the countries into three circles:
internal, expanded or external and expanding
circles [2, 12]. The countries in the inner
circle are countries where English is the first
language. The English language of this circle
is considered the standard variant and is the
norm-forming variant. The second circle
includes countries that recognized English as
the second official language, and these
countries, as a rule, were English colonies in
the past. The extended circle includes
countries that recognize the importance of the
English
language
for
international
communication, but which do not have a
colonial past and the English language does
not have a special administrative status. In
these territories, English is studied as a
foreign language. The English language of the
countries of the expanded and expanding
circle is norm-dependent, but it is in these
countries that regional variants of the English
language are formed. The total number of
people in the countries of the expanded and
expanding circles who speak English and
actively use in work and everyday life is more
than in the countries of the inner circle, and
based on this we see that regional variants
prevail over the normative standard version of
the English language [2, 12].
It follows from the above that the
translator has to work mainly with the
regional versions of the English language,
rather than with the normative version, i.e.
there is a translation from an intermediary
language or a mediator language. Larry Smith
put forward three conditions that ensure high-
quality work of the translator and successful
communication
when
translating
from
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regional variants: correct perception of the
form, understanding the meaning of the word,
understanding the meaning of the situation,
speech intention of the speaker, pragmatism
[3, 9]. And if the translator does not have the
appropriate ability and skill to perceive
regional variants and translate them, if he
does not have any idea about the culture and
language of the speaker, then he will
inevitably face a number of difficulties, both
psychological and professional. This problem
applies to both interpretation and translation.
The global teaching community can be
divided into those who recognize the problem
of translating regional English variants, as
well as the problem of perception and
interpretation of these variants, and those who
still believe that only British and, as a last
resort, American variants of English are worth
studying, and only on them are the skills of
interpretation and translation being practiced.
But it is no longer possible to ignore the
problem of translation from regional variants
of the English language. According to David
Graddall, 74% of world communication in
English occurs between people who are not
native speakers of English, for whom this
language is either a second or a foreign one;
12% of communication is translation from
English into other languages, 10% is
translation from other languages into English,
and only 4% is communication between
native English speakers [4, 29]. Thus, we see
that English is predominantly spoken by
people for whom it is not native.
But in addition to understanding the
regional variants of the English language,
there is also the problem of being understood
by native speakers of different cultures,
languages and, as a result, variants of the
English language. Here, language tolerance
should be fostered in future translators. We
are not talking about the fact that our students
should stop improving their English and,
referring to the fact that they are native
speakers of the Uzbek version, they should
not strive to approach the British or American
version of the English language both at the
level of phonetics, vocabulary, grammar, and
at the pragmatic level. But our future
translators must understand that, firstly, each
nation has its own mental and cultural
characteristics. Not everyone strives to
maintain
linguistic
perfectionism.
For
example, the Japanese government in 2002
adopted the "Japanese with English Abilities"
program, which argues that at present,
English does not belong only to its native
speakers - it belongs to the whole world and
should be used by all peoples. Based on this
postulate, a reassessment of the attitude
towards local variants follows. The bearers of
the regional variant begin to feel pride in their
variant [5, 97]. Thus, our students should
accept this language policy of other states and
treat it with respect and understanding.
Secondly, it should be understood that even
proficiency in English cannot be insured
against the manifestation of one's culture
through language. From time to time, even a
very educated person may have a problem
with grammatical phenomena that are absent
in our language (for example, articles), with
phonetic features, as well as with the
pragmatics of the language (only if we are not
talking about the level of language knowledge
at the intelligence level). Thirdly, it is not
fellow translators who have to work and
translate from the national language into
English (whose level of English is usually
high), but also educated people who speak
English well, but also people whose level is
quite low. Here translation is hampered not
only by the mediation of the regional variant,
but also by the low level of literacy, in which
the speaker can express his thought with great
difficulty. In such cases (and in the third case,
especially),
even
during
a
private
conversation, and if the speaker on the
regional version is a representative of the
lowest-level delegation or simply serves this
delegation, you should not teach, correct or
somehow express your superiority, which
sometimes had to be observe translators and
other participants who speak English at a
decent level. The translator must not
demonstrate his linguistic superiority. First of
all, he must pursue the goal of successful
communication. And if, in order for
communication to take place, he should speak
more slowly, use the simplest grammatical
forms, even if it is necessary to speak
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exclusively in infinitives or break language
rules, this should be done.
Before moving on to our didactic model
of teaching interpretation (mainly) and
translation in the context of the globalization
of the English language, let us briefly
consider the existing leading didactic models
of teaching translation.
Over the past decades, the problem of
translation didactics has become more and
more urgent and urgent: this is due to the
growing need for professional translators,
despite the fact that more and more people are
fluent in English. Today there are several
established and proven models of teaching
translation. But these models already cease to
meet the requirements of modern reality, and
there is a need to revise existing models and
create an optimal modern model for teaching
translation, taking into account all the
achievements
of
translation
theory,
linguistics, psychology, pedagogy, the theory
of intercultural communication and a new
direction in linguistics - contact variantology
of English language.
Of course, it is impossible to ignore the
contribution of I.S.Alekseeva. Her approach
to teaching translation combines strategy and
technique. She was the first to talk about the
algorithm of translator's actions when
working with text. She was the first to pose
the question that the distinction between
fictional and non-fictional texts, as well as
thematic or functional-stylistic differentiation,
do not reflect the specifics of translation at the
text level. The purpose of the technique of
I.S.Alekseeva - to equip the translator with
the skills and abilities to work quickly and
efficiently, to master a new subject of tests
and a new subject area independently and in
the shortest possible time, i.e. the translator
must develop a translation strategy that does
not depend on the type of text. She divided
the tasks into three groups, which correspond
to the stages of translation activity: translation
analysis of the text, the translation process
itself and control of her own translation.
The training of translators I.S.Alekseeva
proposes to divide into three stages:
preparatory, main stage and specialization [6].
The preparatory stage is not a translation
itself. At this level, there is an intensive study
of a foreign language, the development of
genres
of
oral
speech,
speech
and
psychological training, as well as some
elementary translation tasks that allow you to
form elementary translation skills. At the
main stage, a comprehensive training of
translators takes place. Here, students develop
existing basic ones and form new ones,
including
specific
skills
and
abilities.
Specialization means mastering complex
types of translation.
But all of the above theories of teaching
translation are based on translation from the
normative standard variant of the English
language and do not consider separately the
translation of regional variants, which, in our
opinion, is already an unacceptable omission.
The current situation obliges to emphasize the
training of translation in regional versions.
Today
we
are
witnessing
an
intensification of cooperation with the
countries of Southeast Asia. This means that
the bulk of the translation work will be done
in these countries. Given the very small
number of translators translating from / into
oriental languages, and the fact that most of
the communication takes place in English,
more attention needs to be paid to regional
options. It is also worth understanding that
representatives of Southeast Asia (SEA) will
not simplify the work of translators and make
their regional version of the English language
more understandable and closer to the norm.
When it comes to teaching regional
varieties, leading international publishers such
as
MacMillan,
Longman,
Cambridge
University Press, and Oxford University Press
were among the first to respond to the need to
be able to comprehend and understand
regional varieties of English. In educational
audio files, there are exercises that contain
accents not only of the English-speaking
world (American, Australian, Canadian, etc.),
but also regional accents (Indian, Arabic,
Slavic, Uzbek etc.).
Universities in our country have begun
preparing translators for the perception of
regional versions, in particular East Asian
ones, by introducing special courses and
including relevant material in courses on
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translation theory and practice. Relevant
courses are taught at SamSIFL (Samarkand),
UZSWLU (Tashkent), TSUULL (Tashkent).
Having considered the main leading
theories of teaching translation and having
proved the need for special training in the
translation of regional variants of the English
language, it is advisable to move on to the
teaching model itself.
It is worth emphasizing here that our
model does not imply teaching the basics of
translation, it is not offered to replace the
existing models, but is an addition to them.
But we insist that this addition should no
longer remain at the level of special courses
that students choose at their discretion and
desire. This aspect of translation training must
become a must if we want our translators to
remain the best in their profession and keep
up with global trends. We will give a brief
explanation of those competencies that are
given special attention in our didactic model.
The fundamental competence of a
translator, which is formed before the start of
actual translation training and, accordingly,
long before translation practice, is language
competence. Linguistic competence involves
mastering the native and foreign languages.
At the final stage of the formation of language
competence, it is necessary to acquaint
students with the regional variants of the
English language, even regardless of whether
the student will work as a translator or not in
the future.
Taking into account the desire of most
countries for globalization and integration, as
well as the colonial past of many Asian
countries, which inevitably had to learn a
foreign language, we can talk about a
multicultural and multilingual space in which
the translator has to play the role of a
mediator, be an intermediary between his
native culture and the culture of the
interlocutor through the third culture and
language.
The next competence is the personal or
professional competence of the translator.
Here we fully agree with the teachers of
Samarkand
State
Institute
of
Foreign
Languages, who highlight the following
characteristics of personal competence:
- resistance to stress and the ability to
concentrate and correctly distribute attention
and forces;
- desire and ability to analyze facts and
situations;
- high ability to memorize meaning and
a significant amount of operational memory;
- the ability to probabilistic forecasting
in the perception and analysis of the message;
- the ability to construct the meaning of
the message, correlating the contextual
meaning with the situation and background
knowledge;
- the ability to roll up in internal speech
and develop (almost oratorical) in external
speech of the semantic content of the
statement;
-
the
ability
to
solve
typical
communication problems, maintain personal
contact, while explaining and explicating the
meaning of the statement;
All the skills mentioned above can and
should be taught. It is especially worth noting
stress resistance and the correct distribution of
attention and strength. As a rule, this issue is
left without attention at all, and translators
have to independently and spontaneously
develop in themselves, for example, stress
resistance. In practice, it has to be noted that
not all practicing translators succeed in this.
As a result, a person is either constantly under
the pressure of stress (which negatively
affects his physical and psychological health),
or leaves the profession of an interpreter.
And the last I would like to mention the
psychological training of the translator.
A.P.Chujakin writes: "Particular attention in
the course of general training of interpreters
was and is paid to the psychological factor -
the ability to control oneself, get out of any
situation with dignity, the ability to direct
objective excitement to mobilize mental and
physical resources and concentrate as much as
possible on the analysis / synthesis of
information" [7, 55].
So, taking into account all the above,
we should move on to our model of training
translators in the context of the globalization
of the English language.
Our model of teaching translation takes
into account the requirements for the core
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competencies of a translator and involves two
stages: theoretical and practical. During
theoretical training, future translators are
invited to familiarize themselves with the
history of English as a global language: what
were the preconditions for English to become
the language of international communication,
what
factors
are
behind
this,
which
contributed to the globalization of the English
language. It is necessary to show how the
regional variants of the English language
appeared and continue to appear, to give a
typology of regional variants of the English
language and to show the differences between
the regional variants from each other, for
example, the African variant from the South
Asian one. It is necessary to familiarize
students with the phonetic, grammatical and
lexical structure of languages that affect the
regional variants of the English language.
Show how the options differ from the
normative
language,
where
translation
difficulties lie. Also, students will be
introduced to the concept of linguistic
tolerance, why it is important, and within the
framework of this topic, students will get
acquainted with the problem of the Russian
version of the English language. And most
importantly, what distinguishes this course
from similar already existing special courses,
students will be offered a technique for
working with regional options, namely: how
to listen, perceive and understand these
options by ear, how to predict possible
deviations in the absence of time and a tense
atmosphere, will suggested techniques for
relieving stress, stress and preserving the
mental health of translators.
During the practical stage, students will
train to perceive regional versions of the
English language by ear, highlight and
determine deviations from the normative
version of the English language, and compare
the normative version with the regional one.
Also, classes will be offered that simulate the
real translation process (translation of
conferences,
round
tables,
business
negotiations, etc.), the conditions of which
will be as close as possible to the actual
situation. Some classes will have extremely
stressful assignments, during which students
will practice to resist stress and tension and
work extremely calmly, saving emotional
energy. Attention will also be paid to the
physical endurance of translators, which is
essential for long-term translation work.
The course is designed for one
semester, classroom lessons twice a week
(one theoretical and one practical lesson).
Classes are supposed to be intensive (the need
to master a large amount of material in a short
time), therefore, suggestive technologies will
be used in the classroom. The intensification
of classes has a second plan - training the
resistance to stress of future translators.
So we can see that the problem of
regional varieties of English can no longer be
ignored. It is necessary to take into account
the vast geography of the use of the English
language in the framework of international
communication.
Future
translators
need
systematic education and training to work not
only with the standard version of the English
language, its regional variants require careful
study and due attention, since in the present
and future translators will increasingly have
to deal with regional variants much more
often than with Standard English. Our course
aims to improve the quality of translation and
simplify the work of translators who
sometimes feel helpless when they hear a
non-native speaker speak.
Literature:
1.
Common European Framework of Reference for Languages: Learning, Teaching,
Assessment. Language Policy Unit, Strasburg. 260 p.
2.
Kachru Braj. Institutionalized second-language varieties. In Sidney Greenbaum (ed.), The
English language today. Oxford: Pergamon, 1985. 211 p.
3.
Proshina Z.G. Integrativnaia rol' angliiskogo iazyka kak lingva franka v ATR [Integrative
role of English language as lingua franca in APR]. Rossiiskii Dal'nii Vostok i integrativnye
protsessy v stranakh ATR: politiko-ekonomicheskie, sotsial'no-kul'turnye problem: Materialy VI
mezhdunarodnoi nauchno-prakticheskoi konferentsii 12 dekabria 2008 g. [Russian Far East and the
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integrative process in APR countries: politico-economical, social-cultural problems: Proceedings of
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Proshina Z.G. Glokal'nyi angliiskii iazyk kak sredstvo oposredovannogo vyrazheniia
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prakticheskoi konferentsii 15-16 iiunia 2010 g. [Language, culture, translation. Materials of
international on-site and off-site research-to-practice conference. June 15-16, 2010]. Magadan:
SVGU, 2010, pp. 93–99.
6.
Latyshev L.K. Perevod: teoriia, praktika i metodika prepodavaniia: uchebnoe posobie
[Translation: theory, practice and teaching methods: teaching aid]. Moscow: Akademiia, 2003. 192
p.
7.
Chuzhakin A.P. Mir perevoda-7. Prikladnaia teoriia ustnogo perevoda i perevodcheskoi
skoropisi: kurs lektsii [Translation world. Applied theory of interpretation and interpreter‘s
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Базаров З.
Дидактика интерпретации и перевода в контексте глобализации
английского языка.
Статья посвящена актуальной проблеме обучения письменному и
устному переводу в условиях глобализации английского языка. Автор раскрывает проблему
перевода устного и письменного английского языка, произведенного в региональных версиях
английского языка. В статье представлена модель обучения переводу с учетом требований
к базовым компетенциям переводчика в современных условиях глобализации английского
языка, где английский является языком межнационального общения.
Bozorov Z. Ingliz tilining globallashuvi sharoitida talqin va tarjimaning didaktikasi.
Maqola ingliz tilining globallashuvi sharoitida tarjima va talqinni o'rgatishning dolzarb
muammolariga bag'ishlangan. Muallif ingliz tilining mintaqaviy turlarida ishlab chiqarilgan
og'zaki va yozma ingliz tilini tarjima qilish muammosini ochib beradi. Maqolada ingliz tili xalqaro
muloqot
tili
bo'lgan
globallashuvning
zamonaviy
sharoitida
tarjimonning
asosiy
kompetentsiyalariga qo'yiladigan talablar hisobga olingan holda tarjimani o'qitish modeli
keltirilgan.
