THE NECESSITY OF DEVELOPING STUDENTS' LINGUOPRAGMATIC COMPETENCE IN TEACHING TRANSLATION
Abstract
This article analyzes the theoretical foundations and practical aspects of developing linguopragmatic competence in teaching translation to students studying in the field of philology. The study thoroughly examines the concept of linguopragmatic competence, which covers not only pragmatic factors but also linguistic factors, and substantiates its significance and crucial role in the translation process. The article argues that translation is not just a lexically and grammatically correct transfer from one language to another, but also a process of accurately conveying communicative intent, cultural context, and pragmatic meanings. Relying on the ideas of scholars, the article provides an analysis of exercises and tasks that develop linguopragmatic competence. The role of these exercises and tasks in translation classes and their importance in solving pragmatic problems encountered by students are examined. In addition, an author-developed system of exercises is proposed. Within the scope of the research, a large-scale survey was conducted at 5 higher education institutions in our republic located in different regions and the curricula of these higher education institutions were analyzed. The results of the survey showed that while there is attention given to developing linguopragmatic competence in translation classes, shortcomings such as insufficient use of pragmatic exercises and lack of specialized methodological materials were also identified. From this perspective, recommendations are provided for developing a system of pragmatic exercises, creating specialized methodological resources, and using authentic resources in classes.
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