Cognitive-Pragmatic Principles in Technical Translation Didactics

Öz

This article presents a comprehensive theoretical and applied study of cognitive-pragmatic principles within the didactics of specialised translation, specifically focusing on solid mechanics terminology in a trilingual context involving English, Russian, and Kazakh. The research addresses the critical problem of insufficient conceptual and pragmatic preparedness among technical translators in multilingual environments, where literal equivalence often fails to convey precise scientific meaning. Given the rising demand for highly qualified translators in Kazakhstan’s increasingly trilingual scientific landscape, this study aims to develop a methodological framework that integrates cognitive-pragmatic principles into engineering translation training. The research material comprises terminological units from authentic texts, analysed through contrastive, discourse, and word-formation methods. Key findings identify hybridisation (33%) and calquing (30%) as the dominant term-formation strategies in Kazakh. The results demonstrate that terminological asymmetries can only be effectively bridged through concept-based instruction. Consequently, the study proposes a pedagogical model designed to enhance translators’ conceptual competence and interlingual awareness. This framework provides a solid foundation for future curriculum development and experimental implementation in the field of translator education.

Anahtar Kelimeler

• cognitive-pragmatic approach
• specialised translation
• terminology formation
• terminology
• translation didactics
• conceptual competence.

Teknik Çeviri Öğretiminde Bilişsel-Pragmatik İlkeler

Öz

Bu makale, uzmanlık çevirisi didaktiği alanında bilişsel-pragmatik ilkelere dayanan kuramsal ve uygulamalı bir çalışmayı sunmaktadır. Araştırma, İngilizce, Rusça ve Kazakça dillerini kapsayan üç dilli bir bağlam içerisinde, katı cisim mekaniği terimleri üzerine odaklanmaktadır. Temel araştırma problemi, çok dilli ortamlarda görev yapan teknik çevirmenlerin, salt sözcüksel eşdeğerliğin bilimsel anlamı aktarmada yetersiz kaldığı durumlarda yaşadıkları kavramsal ve pragmatik hazırlık eksikliğidir. Kazakistan’da üç dilli bilimsel iletişimin giderek önem kazanması, yüksek nitelikli çevirmen ihtiyacını artırmaktadır. Bu doğrultuda çalışma, karmaşık mühendislik terimleriyle çalışan çevirmen adaylarının eğitiminde bilişsel-pragmatik ilkeleri bütünleştiren özgün bir yöntemsel çerçeve geliştirmeyi amaçlamaktadır. Terimsel analiz, karşıtsal analiz ve söylem analizi gibi yöntemlerin kullanıldığı araştırmada, Kazakçadaki terim oluşturma stratejilerinde melezleştirme (%33) ve çevriyazımın (%30) en yaygın yöntemler olduğu saptanmıştır. Bulgular, diller arası terimsel asimetrilerin ancak kavrama dayalı bir öğretim yaklaşımıyla aşılabileceğini göstermektedir. Çalışma, çevirmenlerin kavramsal yeterliklerini, diller arası farkındalıklarını ve üstbilişsel becerilerini geliştirmeye yönelik pedagojik bir model sunarak, gelecekteki müfredat geliştirme ve deneysel uygulamalar için kapsamlı bir temel teşkil etmektedir.

Anahtar Kelimeler

• terim
• term olusturma
• uzmanlik cevirisi
• bilissel-pragmatik yaklasim
• kavramsal yeterlik

Kaynakça

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