To build our house, through foreign lands to roam.
When thoughts of family fill his mind,
Longing grips his heart, so cruel, unkind.
Like pearls, his tears fall from his eyes,
Adorning sorrow no one ever spies.
“Daddy, when will you return?” they pray,
His children wait and hope each day.
Too late they learn his worth so true,
Their hearts now ache with deep regret anew.
Your sweetest tea has lost its taste,
Your earned-up money feels like waste.
This splendid house, so rich, so grand,
Without a father—no builder’s hand.
Gulsevar Mirzamahmudova was born on May 12, 2009, in Eskiarab village, Oltiariq District of Fergana Region. She is currently an 11th-grade student of Class 11B at General Secondary School No. 23. She is a holder of the National Certificate in Uzbek Language and Literature.
In one short moment, hearts were torn and bruised.
My hands and feet began to shake with fear,
My eyes would not rest—pain drew ever near.
A passing soul, now turned into my grief,
A dream unfinished, no hope of relief.
Who is the star now shining in my sky?
Who fills my home where warmth once wandered by?
Who will embrace and whisper, “grandchild dear,”
And hold them close with love so pure and clear?
No longer markets—now the grave I seek,
No longer you—I hug the stones so bleak.
Whom shall I call my grandfather once more?
In this brief world, you are my deepest sore.
I failed to call, not even once in time,
I could not serve you—this remains my crime.
Your tearful eyes I caused without a word,
This single thought has crushed my soul unheard.
I never spoke a final gentle line,
Perhaps I thought that moment wasn’t mine.
I did not hug you, did not say goodbye,
My last true words remain unsaid, a sigh.
In truth, I thought of only me alone,
Today I’m weak, unworthy, overthrown.
One final plea I ask of you, my guide:
Please forgive me—be content inside.
Childhood
I took a pen and paper in my hand,
And wandered through the moments time had planned.
Sweet innocence, so pure and free from care,
A playful youth with laughter in the air.
Mischief-filled hours, joyful and unbound,
Those lively days where endless smiles were found.
In truth, childhood was a kingdom grand,
Where every wish obeyed the heart’s command.
Dildoraxon Turgʻunboyeva is a fourth-year student in the Preschool Education program at the Faculty of Pedagogy and Psychology of Kokand State University.
Munavvar Tlewbaeva was born on June 6, 2005, in Chimboy District of the Republic of Karakalpakstan. She graduated from the academic lyceum of NMPI with a specialization in social and humanitarian sciences. Currently, she is a third-year student at the Chimboy Faculty of Berdakh Karakalpak State University, majoring in Philology and Language Teaching (Karakalpak language).
She is fluent in Karakalpak, Uzbek, and Turkish. She has a strong interest in creative writing, enjoys writing poems and short stories, and is actively engaged in translation.
EFFECTIVE METHODS OF LEARNING GERMAN THROUGH TRANSLATION APPROACHES
ANNOTATION
This article analyzes the educational significance of translation in teaching the German language. It demonstrates that translation methodology enhances vocabulary acquisition, facilitates adaptation to grammatical structures, and enables practical language use through contextual and interactive approaches. The article provides a detailed explanation of the role of translation in academic and everyday communication, the possibilities of using modern technologies, and pedagogical recommendations for effective implementation.
KEYWORDS
Foreign language, German language, translation, interactive methods, contextual approach, language learning, academic translation, linguistic competence, language teaching methodology.
INTRODUCTION
Learning foreign languages plays an important role in modern education. In particular, the German language is known for its complex grammatical structures, article system, verb forms, and rich vocabulary, which can create difficulties for learners. For this reason, translation methodology deserves special attention as an effective tool for teaching the German language. Translation is not merely the act of transferring a text from one language to another; it contributes to developing learners’ abilities to understand the language, identify context, and use it practically.
In recent years, interactive and contextual translation methods have been widely applied to motivate learners and deepen their knowledge. Furthermore, developing translation skills for both academic and everyday communication is essential for mastering German effectively.
The aim of this article is to identify the pedagogical role of translation in teaching German, analyze interactive and contextual methods, and propose effective ways of integrating them into the educational process.
MAIN PART
1. THE ROLE OF TRANSLATION METHODOLOGY IN EDUCATION
Translation is not only a tool for increasing vocabulary and reinforcing grammar; it also develops learners’ ability to understand and use the language in practical contexts. For students learning German, translation offers the following benefits:
Expanding vocabulary
Through translation, learners familiarize themselves with different meanings of words and remember collocations more effectively.
Strengthening grammatical structures
Understanding complex sentence structures and verb forms in German becomes easier through translation exercises.
Understanding cultural context
Translation helps learners become familiar with the cultural and communicative aspects of the language.
Studies show that when translation methodology is combined with interactive lessons, language-learning efficiency increases significantly. In addition, the practical application of translation enables learners to comprehend the language more quickly and accurately.
2. INTERACTIVE POSSIBILITIES IN GERMAN TRANSLATION
Interactive translation methods ensure active participation among learners:
Group translation work
Students read a text, discuss it in groups, and translate it collaboratively. This enhances communication skills.
Role-play activities
Learners engage in role plays and situational dialogues involving translation, which helps develop speaking and interaction skills.
Online tools and applications
Interactive exercises and online translation tools spark students’ interest and reinforce their knowledge.
For example, translating texts such as a restaurant menu or a travel guide helps students improve their everyday vocabulary. These methods enable learners to understand complex sentences and apply them in practice, while also increasing their motivation.
3. CONTEXTUAL APPROACH IN TRANSLATION
The contextual approach ensures the natural use of language during translation. For instance, the German word “Bank” may refer to a financial institution or a riverbank. Context-based translation offers the following advantages:
Understanding the language in its natural form
Reducing the number of errors
Developing cultural awareness related to the language
The contextual approach is also important in translating academic texts. When students translate scholarly articles, they develop terminological accuracy and gain a deeper understanding of the content.
4. USE IN ACADEMIC AND EVERYDAY COMMUNICATION
Translation is an important tool not only in academic contexts but also in everyday communication:
Students translate German academic articles into their native language and analyze them
During travel or international work, translation increases practical communication skills
Learners gain confidence and motivation in language use
For example, translating official or business documents in German helps develop professional language competence. Moreover, translation exercises encourage creative thinking, as learners must understand texts not only word-for-word but also by overall meaning and context.
5. MODERN TECHNOLOGIES AND TRANSLATION TOOLS
To enhance the effectiveness of translation, the use of modern technologies is essential:
Online dictionaries and translation platforms (DeepL, Google Translate) provide learners with quick access to information
Mobile applications allow learners to practice anytime and anywhere
Interactive educational programs make translation exercises more engaging
These tools motivate students to learn independently and promote practical language use in contextual situations.
6. RECOMMENDATIONS
Integrate translation exercises regularly into the teaching process
Make extensive use of interactive technologies and online resources
Train students in contextual analysis
Strengthen terminological knowledge by translating academic texts
Engage students in creative translation activities
CONCLUSION
The article demonstrates that translation methodology is an effective tool in teaching the German language. Through translation, learners reinforce vocabulary, grammar, practical language use, contextual thinking, and cultural awareness. Interactive approaches motivate students to actively engage in learning and improve communication skills through group activities and role plays.
Moreover, the use of modern technologies makes translation exercises more efficient and appealing. With the help of online dictionaries, translation platforms, and mobile applications, learners can strengthen their language skills in practical contexts. Translating academic texts enhances terminological accuracy and develops scientific thinking.
Future recommendations include:
Integrating translation exercises consistently into the curriculum
Expanding the use of interactive methods and technologies
Teaching students to conduct contextual analysis
Improving practical language skills by translating academic and everyday texts
Encouraging creative translation activities
Through these approaches, learning German becomes more effective, engaging, and practical, preparing learners for confident communication in a foreign language.
Nilufar Mo‘ydinova was born in Qo‘shtepa district, Fergana region, Republic of Uzbekistan. She is a graduate of the Uzbekistan State University of World Languages. She works as a manager at the “Fair Print” printing service. Her articles have been published in Bekajon, Kenya Times, The Diaspora Times Global, and Synch Chaos. She is a member of the International Writers’ Association of Argentina (Grupo de Trabajo de Escritores Internacionales – Argentina), a holder of international certificates, a Global Ambassador for Peace, and a participant in international anthologies and conferences. She is also a recipient of the “Ambassador of Friendship” honorary badge.
REFERENCES
Baker, M. (2018). In Other Words: A Coursebook on Translation. Routledge.
Hatim, B., & Mason, I. (2014). The Translator as Communicator. Routledge.
Venuti, L. (2017). The Translator’s Invisibility: A History of Translation. Routledge.
Nord, C. (2005). Text Analysis in Translation: Theory, Methodology, and Didactic Application of a Model for Translation-Oriented Text Analysis. Rodopi.
Newmark, P. (1998). A Textbook of Translation. Prentice Hall.
Koller, W. (2001). “The Concept of Equivalence and the Object of Translation Studies.” Language, Culture, and Curriculum, 14(2), 103–118.
Munday, J. (2016). Introducing Translation Studies: Theories and Applications. Routledge.
Pym, A. (2010). Exploring Translation Theories. Routledge.
Here do the ceremonies. Here comes my messenger. He is a kind of chameleon. He has some meaning in his mad attire. Here in this island we arrived and here – Here is a box. I had it from the queen. Here is a ring. I had it from the king. Here, where you are, they are coming to perform it. Herbwoman. Linguist. Soldieress. Here come the clusters. Here do the ceremonies.
This poem is from Shakespeare Okuni’s new poetry collection A Twist of Rotten Silk, available here.
