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THE IMPORTANCE OF USING OF ICT PROGRAMS IN TEACHING
TRANSLATION
https://doi.org/10.5281/zenodo.7482112
D.
K.Qodiraliyeva
masters degree student,
National University of Uzbekistan
Scientific adviser: PhD
R.O.Sotlikova
National University of Uzbekistan
Annotation:
Everyone is aware that translation is a human endeavor. The
study's primary objective is to concentrate on the potential of ICT (Information and
Communication Teaching) in the teaching of translation and establish a connection
between computer behavior and human behavior in terms of ICT. The value of ICT is
diminished when it comes to helping classroom activities and strengthening the
abilities of translation beginners. This study also shows that the big theoretical
predictions about ICT's potential are not always supported by the quality of
educational tools, but the manner ICT is utilized may have the power to improve
novices' technological skills. Additionally, it observes that ICT concentrated on using
computerized programs of teaching and manage the text through the use of apps and
software to recreate a sort of leaning simulation between human and machine
translation.
Key words:
ICT, translation, application, technology, translation pedagogy
The reasons for using computers in translation didactics are manifold. Carrove
(1999) points out and summarizes the main ones below: 1. Because computer-literacy
and familiarity with computer-assisted tools software is becoming an integral part of
the training of translators. 2. The entry of computers into all fields of knowledge has
changed the way we work, study and even think. But if there is one area which has
experienced a strong impact with the incorporation of computers and languages, it is
undoubtedly translation. 3. The eighties and nineties have witnessed the growing
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importance and usefulness of computers in the day - today work of professional
translators. The most useful contribution to the translation made by computers in
recent years has been the development of various software and applications which fall
short of actual fully automated machine translation. Novice translators, on the other
hand, should be familiar with the use of technology driven basics of translation, data
banks and, of course, application - processing techniques. New didactic approach
seems to be associated with ICT as the next logical step in the area of translation
pedagogy, nearly two decades afterwards it is still very much a theoretical than a
tangible reality. Many translation academics are still using traditional methods to teach
their students. The traditional methods do have their validity and usefulness in the field
of teaching translation, most academicallyminded programmers still do not require
students to acquire any knowledge on computer skills, not even computerliteracy. The
results are in a mismatch between the translating skills that students have learned
during their training and the expertise that the real market expects from them (Carrove,
1999; Erben, et al. 2009; Williams, 2013: 114). Carrove (1999) points out that one of
the problems of novice translators is that they are untrained in computerassisted
translation software, though they are users of apps and other software programs. They
may embark on using such application in an easy way as long as they have good
experience in usage. Translation training through computerassisted tools is a relatively
lurching field in some academies, despite the fact that they may claim their use of new
versions of software and modern methods of computer -assisted teaching. A
tremendous amount of work has been done on machine translation programs and the
use of computers to learn foreign languages, very little work has been done on finding
methods of teaching students to become translators ready to face an ever competitive
field.
What Makes Teaching Translation a New Technology? In teaching and learning,
as in many other aspects of life, is usually effected by innovations, new technologies
have an essential role to play, and can facilitate many of the tasks involved. Teaching
classrooms have essentially been associated with the structure of modern era of
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technology. Some skeptics have referred that there are however some risks relatively
in teaching aided by technological innovation such as atrophy of human intellectual
innovation and creativity. An approach adopted by many institutions witnessed in their
mission or policy statements. It considered that innovation in teaching practice have
been aided by technology in mandatory to develop students skills and creative abilities
in the field of research and profession.
First Application of New Technology: Biggs (2003: 214) points out that the use
of information technology for teaching may even heighten the risk of returning or
maintaining purely transmission. Putting lecture notes on an internet may seem
innovative, but does not in fact enhance learning in any way; it simply facilitates access
to information. Hence, scholars may prefer to use the term education technology in an
attempt to remind teachers that overall aim should enhance learning, not simply to give
information. The translation pedagogy, the issue of new technologies is of course not
only a question of using new technologies for teaching and learning, but also helping
students to learn how to use new technologies as applied to translation. Biggs
(2003:214) identifies four main areas: managing learning, engaging learners, in an
appropriate learning activity, assessing learning and distance or off campus teaching.
New technologies can also prove to be of enormous help to teachers and trainers in
managing teaching and learning activities in general. Web technology and e mail
contacts electronic classes clearly facilitate tasks such as record keeping, lists,
providing information for students (see Zenettin, 2012; Erben, et al. 2009). Probably
more importantly, they facilitate communication between teachers and students,
among teachers and among students. A common compliant among teaching staff is
that an e mail communication has increased their Workload, as students now find it
easier to ask more questions., make more direct requests, and also expect immediate
replies. The up-side of this is that greater and easier communication between students
and teachers is undoubtedly a good thing for better learning (Zenettin, 2012; Erben, et
al. 2009). The down-side is that, in effect, authorities often interpret new technologies
as a cheap way of dealing with larger groups, and neglect to take into account the very
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real extent to which staff time is being taken up by their use. Kelly (2005:86)
developed the mechanism of dealing with the new workload, they are as follows: 1.
Pre prepared replies to frequent questions (which can also be included on the module
website or electronic bulletin board as FAQ. 2. Encourage peer consultation through e
mail groups and forums. 3. Explaining email etiquette to students (use of re line to
indicate module and subject matter clearly, short concise messages, reading all
relevant material on paper or on the website before
writing with question, as the answer is already available, waiting a reasonable period
of time for reply and so on).
Information and computer teaching ICT for task-based should aim to bring about
intensive learner involvement and motivation, and should confront the learner with
relevant tasks that give rise to the meaningful exchange and relevant focus on form.
The application of ICT can be analyzed through the following variables: 1. ICT
teaching is interesting and relevant to the translation training within the academic
standards. 2. The application of ICT is not only potential in language learning rather it
is highly influential in developing computer skills. 3. It develops interactive
capabilities in classroom evaluation. 4. Tasks are authentic at the level of content and
with regard to the interactional and the cognitive processes involved. 5. Multimedia
offer multi-sensory support. 6. The learner is in control of interactive process.
THE LIST OF USED LITERATURE:
1.
Biggs, J. (2003). Teaching for quality learning at university. What the student does.
Maidenhead. Open University Press
2.
Carrove, M. (1999). Towards a theory of translation Pedagogy. Doctoral thesis
dissertation. Department of English and Linguistics Universitat de Lleida Erbaen,
T.
3.
Ban, R. and Castaneda, M. (2009). Teaching English Language Learners through
technology. Routledge: London
4.
Kelly, D. (2005). A Handbook for Translator and Trainers. St. Jerome. Manchester
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5.
Schrooten, W. (1997). Task-based language teaching and ICT: developing and
assessing interactive multimedia for taskbased language teaching. Speigal, 15/3,
16-81.
6.
Williams, J. (2013). The Palgrave Macmilan: Theories of Translation. Palgrave
Macmillan: London Zenettin, F. (2012). Translation - Driven Corpora. Corpus -
Based Descriptive Translation Studies. Routledge: London
7.
Kattabayevna, Kattabayeva Dilrabo. "Intercultural Discourse: Concept, Content
and Study Strategies." EUROPEAN JOURNAL OF INNOVATION IN
NONFORMAL EDUCATION 2.3 (2022): 81-84.
8.
Каттабаева, Дилрабо Каттабаевна. "Mediating between languages and cultures
for better learning." Молодой ученый 15 (2018): 228-229.
