Methods of teaching tempo and pace in the translation process

Аннотация

In this article we emphasize that quality teaching of translation speed in the process of interpreting is an important task. We emphasize that the training of pacing should be started from the beginning of science education, stress or fear will be present in any case, but its influence will be partially reduced in the process of practical interpreting. Key words - interpreting, speed, tempo, teaching of practical skills of translation, translation research. 1. INTRODUCTION Translation is a complex, multifaceted phenomenon, and its specific aspects can be the subject of research in different disciplines. Within translation studies, psychological, literary, ethnographic and other aspects play an important role in translation. Translation activities in this field are related to the history of a country. The field of translation studies is divided into psychological translation studies (psychology of translation), literary translation studies (fiction or theory of fiction translation), ethnographic translation studies, historical translation studies, etc., depending on the topic of study. 2. MAIN PART In the leading modern translation studies, such a phenomenon as translation studies - the linguistics of translation, which studies translation from a linguistic point of view, occupies an important place. Some types of translation studies complement each other and endeavor to provide a comprehensive description of translation activities. Today, interpretation is the most important part of translation studies. In the process of interpreting, there are certain difficulties in ensuring accuracy in the original text and in the translation. For this purpose, the interpreter must have knowledge and a sufficient level of pragmatic competence. This fact predetermines the uniformity of the translator's perception of the original segments and the impossibility of comparison after translation. Today, the uniqueness of the principles of teaching interpreting is related to the specificity of the academic discipline of interpreting, which consists in the dual nature of the teaching content. On the one hand, interpreting is a theoretical linguistic science, and on the other hand, it is a science whose main content consists of practical skills and competences. That is why this course is implemented as a single theoretical and practical course, the aim of which is to provide students with theoretical knowledge and acquire skills and competences in interpreting. Among the specific principles of teaching the science of interpreting, it is appropriate to put the principle of teaching interpreting in the context of dialogue of cultures in the first place, and its implementation is the main way of forming the sociocultural competence of the future interpreter. Quality training of translation speed in the process of interpreting is an important task. We emphasize that acceleration training should be started from the very beginning of science education, stress or fear will be present in any case, but its influence will be partially reduced in the process of practical translation. www.samdchti.uz 16 RAQAMLI TEXNOLOGIYALAR DAVRIDA TARJIMASHUNOSLIK VA LINGVISTIKA: ZAMONAVIY YONDASHUVLAR TADQIQI” nomli ilmiy maqolalar to‘plami May – 2024 Below we will discuss the main types of tempo adjustment with the help of some exercises and examples: 1) Lesson speed. When teaching a foreign language, the pace of the lesson should be much faster. There should be no breaks during the lesson if possible. Quickly switching between different tasks also helps to maintain tempo and pace. It is important to organize the analytical seconds of the lesson and then discuss mistakes so that the lack of time in the interpretation process is felt. Therefore, firstly, it should be clearly separated from the fulfilment of the tasks (no one interrupts the student while he/she is completing the task and nothing is discussed, no corrections are made, no advice is given). Secondly, the discussion of errors is carried out quickly and in a focused manner with the participation of all group members. The use of technology (recorder, computer, etc.) can disrupt the pace of the lesson. Therefore, it is necessary to calculate the algorithm of using the technique in advance, check and prepare the technique and recordings. 2) Speed of task performance. High speed can be achieved in different ways depending on the stage of learning. In the first stage, it is most convenient to use mechanisms of competition and collective responsibility. There are several types of tasks for the initial stage of training: Task 1. Students are given the task of repeating (or translating) a series of numbers, words or individual phrases. You immediately warn them that if a student is silent for a few seconds, another student will begin the task. A pause before the task is possible if it is included in the task (e.g. you ask students to think for 30 seconds before they begin an informative translation of