THE ROLE OF TRANSLATION IN TEACHING THE GERMAN LANGUAGE (SITUATION IN ALBANIA)

The Importance of Translation in EFL Teaching Experience: Translation and Second Language Acquisition

The role of perception a foreign language as a lingua franca by kazakh students in the educational process

The article deals with the problem of teaching the language in Kazakhstan as a lingua franca in foreign language education. It also reveals some of the difficulties and features of teaching a foreign language (in our research English language) in the Kazakh audience. English is spoken in almost every country in the world where the majority of the population is not native English speakers. In Kazakhstan, English is the lingua franca for educational topics at the republican level and has been given the same status in the general register of subjects as Kazakh and Russian. Due to many positive and negative factors, ranging from individual differences between students to grammatical, phonetic and lexical differences, Kazakh-speaking learners do not speak English at the same level. This is due to external and internal factors, as well as the attitude of students towards each other, their fears of the audience, existing differences based on social or economic status, etc. It should also be noted that this study is aimed at studying the perception of English as a lingua franca by Kazakh students

The effectiveness of using realia in teaching a foreign language

In the modern world, knowledge of foreign languages serves as a means of interpersonal communication, introduces people to foreign cultures, unites peoples, and contributes to economic and social progress. In this context, the use of realia in teaching a foreign language is a necessary condition for achieving a high level of linguistic and sociolinguistic competenciesnecessary for the implementation of intercultural communication.This article is devoted to the effectiveness of the use of realia for the formation and development of students’ communicative competence.The purpose of this article is to determine whether and to what extent realia is an effective means of teaching in a foreign language classroom. The authors emphasize the importance of using real objectsand describe how they assist the teachers in their teaching, as well as how they help the students to learn aforeign language more productively.For this purpose, the article describes the place of realia in the learning process, the reasons, and thecriteria for using realia in language teaching. Then, the authors consider effective techniques and descriptions of their application for introducing realia in a foreign language classroom.Finally, the article presents a study involving two groups with an elementary level of foreign language proficiency.The results of the study showed that the group that learned with the help of realia performed better than the group that did not use real-life objects in the learning process.

Translation exercises in teaching Russian as a foreign language grammar in the context of closely related languages (based on the Serbian language)

The aim of the study is to develop and theoretically substantiate a typology of translation exercises aimed at preventing grammatical interference when teaching Russian as a foreign language to Serbian-speaking students. The article examines the main approaches to using pedagogical translation in the methodology of teaching foreign languages and Russian as a foreign language, analyzes the specifics of developing grammatical skills in a Slavic audience, describes the methodological requirements for translation exercises, and proposes a typology for them. Special attention is paid to exercises aimed at preventing interference when teaching Russian grammar to Serbian-speaking students. The scientific novelty of the study lies in systematizing the translation exercises used in teaching Russian grammar as a foreign language in a closely related language environment, as well as in describing the methodological principles for their application when working with native Serbian-speaking students. As a result of the study, various types of translation exercises were identified and classified: imitative, substitution, transformational, reproductive-translation, and error-correction exercises. It was established that the use of translation exercises serves as a method for the conscious comparison of language systems and for drawing students’ attention to differences in the functioning of similar grammatical phenomena.

Perceptions of EFL Students Regarding the Use of Machine Translation Tools in Learning English

The present study seeks to explore how English as a foreign language (EFL) learner perceive the use of machine translation (MT) for translating words or texts into English. The research type is qualitative descriptive, and the respondents are 13 students who use this technology. Data were collected from machine-supported translation quality assessment and student questionnaires implemented in translation courses. The findings of the research revealed that EFL learners at the university should reconsider and reorganize translation for better results based on their understanding. Machine translation tools are yet another alternative for meaning-making in a foreign language. This MT can also be utilized as a dictionary. Automatic translation is helpful and makes it very easy, as it gives the general meaning of the words. However, students also acknowledge that although machine translation facilitates and expedites their translation tasks, the output is not always accurate in terms of contextual appropriateness and grammatical precision. Overall, despite certain limitations, machine translation remains a highly beneficial tool in language learning and continues to serve as an effective resource for enhancing vocabulary acquisition and supporting comprehension in second language learning contexts. Keywords: EFL; Machine Translation; Translation Accuracy; Vocabulary learning; student perception

Reconstructing English Teaching Objectives from the Perspective of GELT: From Standard-Language Accuracy to International Communicative Competence

With the globalization of English, English users, interlocutors, and communicative contexts have become increasingly diverse. Traditional English teaching objectives, which mainly use British and American standard English as their reference, are gradually proving insufficient to fully meet the needs of real-world international communication. From the perspective of Global Englishes Language Teaching (GELT), this paper discusses the shift in English teaching objectives from “standard-language accuracy” to “international communicative competence.” First, it analyzes the historical rationality and limitations of the traditional accuracy-oriented approach based on standard English, highlighting its shortcomings in language ideology, views of communication, and the development of learner agency. Second, it explains the core connotations of international communicative competence in terms of intelligibility, intercultural awareness, negotiation and accommodation abilities, local cultural expression, and the construction of subjectivity. Finally, it proposes corresponding adjustments in curriculum content, classroom tasks, and assessment concepts. This paper argues that reconstructing teaching objectives from the GELT perspective does not mean denying linguistic accuracy. Rather, it repositions accuracy within the framework of authentic communication, enabling it to serve effective communication, intercultural understanding, and learners’ subjective expression.