The effectiveness of pedagogical approaches to teaching translation based on English-language texts

Abstract

The purpose of this article is to characterize approaches to teaching the translation of English-language texts and to provide a theoretical justification for their effectiveness. The publication provides an analysis of scientific sources devoted to the problem of translation instruction in higher education. The methodological basis of the study consists of theoretical methods of analysis, synthesis, generalization, and systematization of scientific approaches to teaching translation. Results. It has been established that the competency-based approach to translation instruction involves philological training within the context of specialized professional education. The effectiveness of this strategy in influencing linguistic and specialized competencies as well as the ability for intercultural communication has been determined. Difficulties in its implementation have been identified, which lie in the imbalance between the philological, methodological, and specialized training of instructors. It has been established that the content-based approach is particularly effective when working with scientific and technical English-language texts. It is argued that the success of implementing the strategy depends on the teacher's comprehensive training and the appropriateness of the texts selected for didactic exercises. The implementation of the communicative approach is more effective for developing interpreting competencies. However, its potential should also be utilized for work on written translation. It is concluded that this approach potentially allows for better development of psychological competencies. The challenges in implementing the strategy include the neglect of an individualized approach and insufficient levels of emotional intelligence among participants in the educational process. The strategy enables the systematic development of necessary competencies, as well as the cultivation of creativity, critical thinking, and readiness for professional practice. The following difficulties in implementing the approach have been identified, relating to maintaining optimal feedback, goal setting, adequate mastery of the course's theoretical content, and the integrity of the educational process. A conclusion has been drawn regarding the universal conditions for the effectiveness of translation training in the higher education system. Prospects for further research on this issue include experimental verification of the effectiveness of competency-based, content-based, communicative, and project-based approaches to translation instruction in higher education institutions.