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MODERN APPROACHED TO TEACHING TRANSLATION FEATURES
AS A RESULT OF CROSS-CULTURAL COMMUNICATION
Munisa KHURSANOVA
Student of Termez state university
Scientific supervisor:
L. K. DELEVERKHANOVA
Abstract.
Any proposal for a modern translation teaching method needs to be
considered within the overall teacher training process. And this paper considers
methods of teaching translation features in modern way as a mean of cross- cultural
communication.
Key words:
translation, translation teaching method, traditional method, online
media method.
Introduction.
There have been many remarkable studies of translation theory
and practice for many years, and these have greatly benefited English translation.
Learning to translate is difficult for English language learners but it can be a lot more
interesting with the cross cultural communication and easier as well. Translation is
not only a linguistic act; it's also a cultural one, an act of communication across
cultures. Translation always involves both language and culture simply because the
two cannot be separated. Language is culturally embedded: it both expresses and
shapes cultural reality, and the meaning of linguistic items can only be understood
when considered together with the cultural context in which the linguistic items are
used. As a result, certain elements are required to support the translation process in
order to achieve the primary goal, such as translation techniques used in the teaching
and learning process. Although some researchers have studied translation, there
hasn't been much done to determine the best Technology is being widely employed
in all fields nowadays, including education. The main tool utilized to make the
exercise easier is technological media. Additionally, it can aid in the understanding
of sentence context. Thus, using a novel approach via online media for teaching
translation will be intriguing. Researchers from Uzbekistan and other nations have
undertaken studies on the use of online media for teaching translation. For example,
Hartono used the interactive web to inspire his students to study and practice
translation. The interactive web is a useful tool for teaching translation since it makes
it easier, quicker, and more accurate for students to translate texts from one language
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to another, for instance, from English into Russian.
49
Research process
. Technology is being widely employed in all fields
nowadays, including education. The main tool utilized to make the exercise easier is
technological media. Additionally, it can aid in the understanding of sentence
context. Thus, using a novel approach via online media for teaching translation will
be intriguing. There is a different way in his method in teaching translation, there has
found transformation in teaching method of translation from traditional method to
modern method. There are many translation studies that focus on comparative studies
between texts or on what the author said in his own translation. Therefore, based on
the problem, it motivates the writer to look at and evaluate the correct and effective
method of translation teaching on the online platform. The two research questions
are: 1) What is the appropriate way to motivate students to learn translation?; 2) What
effect does online media have on students' interest in translation courses?
Results and Discussion.
As it was highlighted earlier, the introduction of
technology in translation education has changed the way translators follow during the
translation process, which has affected the skills expected from them. With the advent
of CAT tools such as translation memory, electronic industry, lexical databases,
translation. Thanks to management systems or web-based applications such as
Nubuto, translators have begun to benefit greatly from these resources even before
the translation process is completed, such as translation students. The spread of these
products in the market continues to be strong. It is good to remember at this time that
the development of technology and the study of such tools enable translators to know
everything about everything by offering new ways of doing translations. These new
methods, different from traditional translation methods, have also made the work of
translators easier since they have made the translation process faster, more productive
and develop team skills
50
.
With the introduction of technology into translation courses and translation
studies, translators have begun to know and understand how to separate the text and
49
R Hartono (2015 )Indonesian EFL teachers' perceptions and experiences of professional development Indiana
University of Pennsylvania
50
Pym, A.. (2012). Translation skill sets in a machine translation age, Group (pp. 1-17). Universitat Rovira i Virgili,
Tarragona: Spain.
214
untranslated parts of the software in order to avoid incorrect translations that can be
time-consuming. release of the product. Searching for information or knowing the
whole subject in the digital age is not as important as acquiring or understanding the
skills/services mentioned above, as the former can now be provided by the translation
memory (TM Systems) or other CAT tools for translators or translators. students. At
this point, it would be fair to say that one activity or skill that should be taught in
university translation programs is engineering localization (see the first footnote for
localization details) because it is one of the making the most important steps directly
linked to the translation process. Localization engineering, as defined by Esselink,
"locates and identifies all translatable files and prepares them for translation"
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.
Although engineering where is They are often done by non-translators, and
translators have to do them in order to get the technical space and not find themselves
without a job. This new task, along with others, can be learned, or at least adapted for
future translators through the integration of technology-friendly courses in academic
translation courses. In this way, translation students can be prepared for real-life
situations, including a highly structured process, somewhat different from the
traditional collaborative process developed by Manttari, who supports the work
methods of translation and, likewise, of purpose - oriented approach. arrived at by
saying that every translation is done with a purpose, goal, or objective. The
collaborative model has long been taught in translation education
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.
Conclusion.
Teaching translation is not an easy task for teachers. It takes a
creative approach to create interesting things. In Uzbekistan, translation has been
taught using traditional methods for many years. So modern methods are needed to
teach translation. Furthermore, the advent of technological tools provides new
insights into traditional translation concepts or practices. Considering the importance
of translators in the 21st century, now is the time to abandon traditional models or at
least combine them with technology. In fact, what is important today is to adopt a
51
Bowker, L. (2002). Computer Aided Translation Technology: A Practical Introduction. Canada: University of
Ottowa Press Cultural Studies Group)
52
Esselink, B. (2002), Localization engineering: the dream job?, Traducciy i Tecnologies de la Informaciy i la
Comunicaciy. Nbmero 1 : La Locatea^: Octubre 2002
http://www.fti.uab.es/tradumatica/revista/articles/besselink/besselink.PDE 18.11.2014.
215
more structured form of collaboration, productivity can be increased on the part of
translators/communities and companies.
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