TEACHING TRANSLATION EQUIVALENCE THROUGH COMPARATIVE ANALYSIS OF SIMULTANEOUS AND WRITTEN TRANSLATION: AN EXPERIMENTAL STUDY IN UZBEK-ENGLISH TRANSLATION EDUCATION

Аннотация

This article examines the pedagogical foundations of teaching translation equivalence in simultaneous and
written translation based on an experimental study involving 120 students at Uzbekistan State University of World Languages.
The study aims to determine the effectiveness of a comparative approach to teaching translation equivalence
and to examine its role in developing students’ ability to identify and apply semantic, functional, and communicative
correspondences in translation. The experimental work employed a set of pedagogical tasks based on comparing simultaneous
and written translation, analysing alternative translation solutions, and evaluating the degree of equivalence
achieved. Particular attention was given to students’ ability to justify translation decisions, select contextually appropriate
equivalents, and apply relevant translation strategies. The findings indicate a positive change in students’ ability to connect
theoretical knowledge of equivalence with practical translation tasks after systematic comparative analysis was
introduced into the learning process. The proposed approach treats comparative analysis not merely as a method of
examining translated texts but as a pedagogical tool for developing students’ translation-equivalence competence. The
scientific novelty of the study lies in the pedagogical substantiation of comparative analysis as a systematic means of
teaching equivalence in simultaneous and written translation and in its experimental examination within higher education.
The practical significance of the study is associated with the possibility of applying the proposed approach to improve
translation teaching methodology and to strengthen the professional preparation of future translators.