THE ROLE AND IMPORTANCE OF TRANSLATION IN TEACHING ENGLISH TO STUDENTS

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 147 THE ROLE AND IMPORTANCE OF TRANSLATION IN TEACHING ENGLISH TO STUDENTS S.N. Nematjonova PhD student of Namangan State University https://doi.org/10.5281/zenodo.17468781 Abstract. This article analyzes the role and significance of translation activities in the process of teaching English to students. Translation in foreign language education is shown to manifest not only as an auxiliary method, but also as an effective didactic tool. During the study, the role of translation in strengthening the connection between language systems in students, expanding the vocabulary, deeper understanding of the grammatical structure and the formation of intercultural thinking was substantiated. The article also analyzes the scientific views of scholars such as Ayachia, Leonardi, and Hurtado Albir on the use of translation as an educational tool. The results of the study show that through translation exercises, students will have the opportunity to develop speech competence, especially written and oral speech. The article also covers ways to effectively use translation methods in practical lessons, as well as the possibilities of integration with modern educational technologies. As a conclusion, it is argued that translation is an important factor in the development of communicative, linguistic and cultural competencies of students in the process of learning a foreign language. Keywords: translation, language competence, communicative approach, intercultural dialogue, translation exercises. Introduction In the 21st century, English has a special place in the world education system as a means of global communication. The issue of improving the effectiveness of English language education is also important in higher education institutions of Uzbekistan. The role of the translation method in this process has been one of the topics of controversy for many years. The translation method has been sometimes used as a basic method throughout the history of Language Teaching Education, sometimes being pedagogically bypassed. While the traditional Grammar-Translation Method (GTM) has been superseded by many criticisms and approaches, recent research has observed that translation is being revised as an effective didactic method in teaching a foreign language [ 7.155-168]. Carreres and Noriega-Sánchez argue that translation not only develops linguistic skills, but also strengthens intercultural understanding [3.456]. Also in his study Y.Alaboud shows that translation methods have a significant impact on understanding text in English and increasing vocabulary wealth. [1.765] Research methodology This article used methods of theoretical analysis, comparative study and pedagogical observation. The data was analyzed on the basis of secondary sources — scientific articles, monographs and Research reports. Analysis and results. Analysis of literary sources revealed the following scientific evidence: SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 148 1. Language units provide faster comprehension and memorization of meaning. Translation is used as an effective tool in the process of mastering vocabulary. Y. Alaboud's study noted that students had a deeper understanding of the text through translation strategies. 2. Forms cross-cultural competence. Translation encourages students to compare cultural elements in English texts with the context of their native language, reinforcing cross-cultural competence [3.457-478] 3. Metalinguistic consciousness development-the translation process encourages students to compare the grammatical structures and semantic differences of the two languages, resulting in the development of their linguistic consciousness. [7.155-168] 4. A careful influence on communicative skills – overuse of translation-can increase dependence on L1 in students and slow down verbal communication skills [8.349-360]. For this reason, it is necessary to use the translation purposefully and limited. Discussion Translation is a complex and multifaceted process that cannot be understood simply as replacing one language with another. In it, the worldview, national mentality and cultural values of various individuals are harmonized, traditions and views intersect. Therefore, the translation process is not only a linguistic phenomenon, but also an important tool of intercultural communication, which provides important information about the languages involved and their cultural context. Studies show that it is not advisable to completely bypass the translation method in English education. Translation serves as an important auxiliary tool in expanding vocabulary wealth, understanding texts, and developing cross-cultural competence. The methods that are popular in the history of teaching a foreign language were 4: translation, correct, mixed and comparative. From them, the translation method has two manifestations: grammatical translation and text translation method. The method of grammatical translation is one of the main techniques that have long been used in the teaching of foreign languages, and at the heart of this approach is the work on the grammatical laws of the language and written texts. The basic principle of the method is to form the grammatical knowledge of the reader and strengthen them. In this method, the process of learning a foreign language is carried out mainly through the translation of written texts. Students master grammatical rules, try to reveal words and sentences through translation, and perform grammatical exercises. Also, the process of memorizing words is often done as a separate unit, separated from the context. The advantage of the method is that it pays special attention to the formal aspects of the language and allows a systematic study of grammar. Proponents of the communicative method have assessed the underdevelopment of verbal speech skills when language is learned through this method, the limitation of the possibility of free communication in communicative situations, as a disadvantage of the translation method. Due to these shortcomings of the translation method and the wide popularity of the communicative method, there have also been cases of its pedagogical exclusion in the history of language learning. In fact, students and teachers use translation to learn a foreign language, not to study translation itself. Language Teaching through the translation method saves a lot of time and effort in a group where all learners have the same native language. In the case of teaching a foreign language through translation, certain advances can be made by practicing these skills integratively by using the language as a means of communication, either orally or in writing. The role and importance of translation in the educational process as an auxiliary type of speech activity in a foreign language is incomparable. Translation serves not only as a SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 149 strengthening of linguistic knowledge, but also as an effective tool for students in the process of language learning to engage in communication, reflect cross-cultural, correctly understand the context and develop the skills of accurately expressing thought. As noted by Hurtado Albir, translation is the most active form of practicing language competence, encouraging the reader to analyze in depth the differences and similarities between the two language systems. In this respect, it is considered not only a “linguistic exercise”, but also a didactic tool that expands thinking, perception and cultural awareness. [5] Also, Leonardi.V based his study on the formation of interlinguistic and intralinguistic skills of students through translation exercises. According to him, translation allows readers to master new lexical units in context, put the grammatical structure into practice and form a communicative goal-oriented speech. [6.] Translation activities are especially important in the preparation of future Foreign Language teachers. H. Ayachia believes that translation forms a metalinguistic thinking for the teacher, that is, it develops the ability not only to know the structure of the language system, but also to analyze and interpret it. [2.1258] For this reason, modern language education methodology recommends that translation exercises be applied in harmony with the principles of independent learning, differential thinking, and interactive learning. Integration of translation activities into the teaching process increases students ' ability to “think through language”. As noted by Hurtado Albir, translation is effective as a “multidirectional teaching strategy” in foreign language learning, strengthening communicative competence as well as mastering the language system. Therefore, it is advisable to use the translation method as an integrative didactic tool, and not as an assistant in the process of teaching English. Based on the results of the study, the following practical recommendations were developed: Introduction of an integrative approach. Translation training should be harmonized with grammar, lexicon and intercultural communication classes. This approach increases the ability of language learners to actively use language. [2. 1258-1264] Development of analytical thinking based on translation. Students are advised to translate texts of different genres (scientific, artistic, formal) and discuss their differences in content. Such assignments will help you understand the language system more deeply. [6] The use of technological tools. Students should be taught online translation platforms and Corpus Linguistics tools. It forms modern translation skills in them and encourages independent learning. [5] Introduction of a reflective approach. After each translation assignment, students must analyze and process their own errors. This method develops metacognitive competence. [4] Translation assignments in an intercultural context. By translating idiomatic English phrases, proverbs, and Realies, students have a deeper understanding of English culture, which reinforces intercultural competence. Conclusion The results of the above study show that translation activity occupies an important place in the process of teaching a foreign language not only as an assistant, but also as one of the main didactic tools. In the process of translation, students delve deeper into the lexical, grammatical and semantic layers of the language system, which strengthens their linguistic competence. At the same time, translation is manifested as an effective method for the development of intercultural thinking, the formation of a culture of communication and the strengthening of analytical and reflective thinking in students. In the course of the study, it is determined that the methodology of teaching on the basis of translation does not limit the assimilation of English not only to the expansion of SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 150 vocabulary, but also develops the ability to understand context, understand pragmatic meaning and distinguish subtle semantic differences in communication. This process serves to increase students ' independent thinking, creative approach and communicative competence. In conclusion, the systematic integration of translation activities into the English teaching process requires innovative methods and a reflective approach from the teacher. This approach allows students to develop not only language knowledge, but also their cultural, cognitive and social competencies. Therefore, seeing the translation method as an integral part of the teaching process is an effective way to improve the quality of foreign language education. REFERENCES 1. Alaboud, Y. (2022). The positive effect of translation on improving reading comprehension among Saudi EFL learners. Journal of Language Teaching and Research, 13(4), 765–774. ERIC (https://files.eric.ed.gov/fulltext/EJ1358393.pdf 2. Ayachia, H. (2014). Translation in Foreign Language Teaching: a Pedagogical Perspective. Journal of Language Teaching and Research, 5(6), 1258-1264. 3. Carreres, A., & Noriega-Sánchez, M. (2011). Translation in language teaching: Insights into an old practice. Meta: Journal des traducteurs, 56(2), 456–478. 4. Cook, G. (2010). Translation in Language Teaching: an Argument for Reassession. Oxford: Oxford University Press. 5. Hurtado Albir, A. (1999). Translation and Translation Teaching: the Acquisition of Translation Competence. Amsterdam: John Benjamins. 6. Leonardi, V. (2010). The Role of Translation in Language Teaching: Back to Basics. Bern: Peter Lang. 7. Pintado.J. 2018.Translation in language teaching: Pedagogical translation and codeswitching. The Language Learning Journal, 46(2), 155–168. ResearchGate (https://www.researchgate.net/publication/329062070) 8. Sankaravelayuthan, K. (2020). Does translation have a role to play in language teaching? Journal of English Language Teaching and Linguistics, 5(3), 349–360. ResearchGate (https://www.researchgate.net/publication/343738232