LINGUISTIC ANALYSIS OF THE METHODOLOGY OF TEACHING TRANSLATION SUBJECTS TO STUDENTS
DOI:
https://doi.org/10.47390/ydif-y2026v2i19/n36Keywords:
translation teaching methodology, linguistic analysis, future foreign language teachers, interlingual competence, communicative approach, higher pedagogical educationAbstract
This article provides a linguistic analysis of the methodology of teaching translation subjects to future foreign language teachers in higher pedagogical institutions. The aim of the study is to determine the effectiveness of the main methods used in translation instruction for developing linguistic competence and to propose ways of improving them. A mixed-methods design was employed, involving 68 English-language teaching majors and 9 subject teachers. The findings indicate that the traditional grammar-translation method still predominates (68 %), while students rate linguistically oriented, communicative and context-based translation activities considerably higher in terms of effectiveness. The article concludes with concrete methodological recommendations aimed at strengthening the linguistic foundations of translation teaching.
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