Methods for teaching translation

Аннотация

This article is devoted to the research and review of several translational principles. Without these, the entire translation process could fall apart, and they are regarded as the main supporting pillars of translation. Here, the concept of translation and its fundamental components are discussed and highlighted. An problem that is thoroughly explored in this paper is the necessity of translation approaches for adopting the proper instructional methodologies for translation. Key words: translation, methodology, lexicographers, dictionary, linguistic knowledge, the source language (SL), the target language (TL), teacher, language, metacognitive exercise. Introduction. As we know that there are one or more specific purposes of every translation activity, the main aim of translation is to serve as a cross-cultural bilingual communication vehicle among people [4;14]. Many people opined about translation. For example, Chute (1978) cited in Miremadi, (1991:21) vindicated that "Without translation, our world would narrow mercilessly". Nida and Taber (1982:12) remark translating as a process of reproducing in the receptor language the closest natural equivalent of the SL messages first according to meaning and secondly according to style [8;16]. Newmark finds translation as "a craft consisting in the endeavours to replace a written message and/or statement in one language by the same message and/or statement in another language " (Newmark, 1981). Nielson (1994) expresses that lexicographers note, compose and publish dictionaries for both print and online issue. They may work on dictionaries for native speakers, dictionaries for learners of 78 GAYBULLA SALOMOV AND UZBEK SCHOOL OF TRANSLATION 13 dekabr a special language, technical dictionaries (for example law), bilingual dictionaries for native speakers or learners of the language [9;23]. In general, education is a great mission. It is not an easy job; a teacher must put out a lot of work in order to communicate with students in a way that will allow him or her to impart knowledge. On the other hand, teaching translation requires advanced skills because the person doing the teaching must be an expert in the field, capable of approaching the subject matter of translation as both a science and a talent. In other words, he or she must possess two distinct skills, the first of which is the capacity to teach translation as a theoretical subject while also having professional experience in translation as a practical field. Because of this, translation instructors need to be qualified to conduct their jobs (i.e. teaching and translation). A translation teacher must use particular techniques to carry out this role effectively. The teacher of translation must be proficient in both the source language and target language (SL and TL) in order for the quality of his work to be believable. Methods for Teaching Translation. Teachers must first presume that students have solid linguistic knowledge—both theoretical and practical—as well as a broad cultural multilingual background, both of which they acquired during their first years of college. In other words, in order for students to be qualified to translate in an acceptable manner, teachers must first teach them the theoretical components of translation in detail. In other words, in the first year, they must teach students the theoretical concepts in addition to the fundamentals of translation, starting with how to translate simple sentences and progressing to dealing with paragraphs and texts in a graduate-level manner [7;85]. Gerding-Salas has outlined some recommended methodological procedures at http://www.translatiojournal.net. In terms of students' motivation, productivity, and the caliber of the translated work, I believe that these stages can be quite successful in teaching translation [1]. They are as follows: 1. The content to be translated is chosen by the teacher. The selection of texts must take into account a variety of factors, including the texts' level of difficulty (semantic, cultural, stylistic, etc.), the topic or area of expertise (science and 79 GAYBULLA SALOMOV AND UZBEK SCHOOL OF TRANSLATION 13 dekabr technology, social, institutional, economic, and/or political topics, literary or philosophical works, translation challenges to be overcome, etc.) [5;21]. 2. The students, with the help of their teacher, should identify the source, the norm, the type of text, the register, the style, and the intended audience of the selected text after scanning it (scan reading). 3. Students should at least twice read the entire text: To familiarize the student with the subject and help them comprehend the original, the first reading should be thorough and all-inclusive. However, remember that context always determines meaning. 4. The second reading needs to be conceptually more in-depth because students tend to focus on passages where translation issues could arise. This process of pre- editing and evaluating the writing