METHODOLOGICAL APPROACHES TO TRANSLATING IDIOMATIC UNITS IN STUDENTS

INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE “INTEGRATION OF MODERN LINGUISTICS WITH SCIENCE, EDUCATION, AND PRACTICE IN THE PROCESS OF GLOBALIZATION: NEW APPROACHES, OPPORTUNITIES, AND CHALLENGES”, DECEMBER 4, 2025 754 METHODOLOGICAL APPROACHES TO TRANSLATING IDIOMATIC UNITS IN STUDENTS 1Muhammadiyeva Ugiloy Kholmurodovna, 2Nazarov Pulat Djuramuratovich 1doctoral student, 2Scientific advisor https://doi.org/10.5281/zenodo.17829326 Annotation. This article is devoted to the study of effective methodological approaches to the translation of idioms by students. The translation of idioms is considered complex because it embodies the specific meaning of the language, national mentality, and cultural connotations. The study analyzes various methods of translating idioms based on comparative, linguisticculturological, and contextual approaches. It also shows the strategies and stages of teaching idioms in the educational process, and suggests effective ways to form translation competence in students. Keywords: idiom, idiomatic unit, translation methodology, contextual approach, linguistic-culturological approach, comparative analysis, translation competence. Idiomatic units are one of the important lexical components that express the nationalcultural nature of any language, and the process of translating them requires students to have deep linguistic knowledge and cultural competence. Idioms are often composed not of words with similar meanings, but of metaphorical images and semantic content associated with the way of life of the people. In the translation process, the student must feel not only the grammatical structure of the idiom, but also the hidden meaning, the level of imagery, folk tone and cultural connotations. Therefore, when teaching the translation of idioms, the traditional word-for-word translation method is not enough, but it is necessary to use strategies such as linguisticculturological analysis, contextual approach, comparative method. An analysis of scientific literature shows that an integrative approach is effective in teaching the translation of idiomatic units. Through this method, students are formed not only translation skills, but also creative thinking, cultural perception and pragmatic competence. Therefore, today's translation education requires the improvement of methods aimed at increasing the linguo-cultural literacy of students [1,55]. Idiomatic units (IU) are the "heart" of a language, and their translation is a serious test for any language learner and future translator. To overcome this complexity, it is important to form systematic and effective methodological approaches in students. The following are the main methodological approaches to translating idiomatic units in students: Students should first have fundamental theoretical knowledge about idiomatic units. Explaining the linguistic nature of the idiom: - Non-compositionality: Explaining with examples that the meaning of IU does not arise from the sum of the meanings of their constituent words ("kick the bucket" - die). - Stability: Showing that the form and structure of IU remain unchanged. - Cultural specificity: Explaining that many IUs are associated with a particular culture, history, and traditions. - Stylistic and emotional load: Explaining the imagery, emotional coloring that IUs give to the text [2,56]. INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE “INTEGRATION OF MODERN LINGUISTICS WITH SCIENCE, EDUCATION, AND PRACTICE IN THE PROCESS OF GLOBALIZATION: NEW APPROACHES, OPPORTUNITIES, AND CHALLENGES”, DECEMBER 4, 2025 755 Based on theoretical knowledge, students gradually develop practical skills in translating IBs. Teaching that the meaning of IBs is often determined by the context. Explaining that one IB can have different meanings in different contexts. Giving students sentences or texts in which IBs are used and asking them to determine their meaning in context. To teach students to work with special idiomatic dictionaries (bilingual and explanatory) (for example, German-Uzbek phraseological dictionaries, Duden idiomatic dictionary). To teach them to use reliable dictionaries, terminological bases and corpora on the Internet. To teach them to find idioms with the same meaning but different imagery in two languages. To teach students the basic strategies for translating idioms and to develop their practical application skills. To find and translate idioms with the same meaning and imagery in both languages (for example, "to kill two rabbits with one arrow" - "zwei Fliegen mit einer Klappe schlagen"). To choose idioms with different forms but the same meaning and stylistic effect. To teach students to find the most appropriate one depending on the context. (For example, the German "jemandem die Daumen drücken" (to wish someone good luck) is a simpler but functional equivalent in Uzbek as "to support someone", "to wish them luck"). Find IBs in texts on various topics and find their appropriate equivalent in the target language. Descriptive Translation: -If no equivalent can be found, explain the meaning of the IB in simple, understandable words. -Exercises: Practice translating German IBs that do not have a suitable equivalent in Uzbek. Clarity and conciseness are important here. (For example, German "blau machen" (not going to work, without a reason) - in Uzbek "not coming to work without a reason"). Adapting the IB to the characteristics of the target culture, which can also mean changing its image. Exercises: Exercises on adapting IBs in texts where cultural nuances are important, such as advertising texts, works of art. This requires creativity [3,87]. Calque: Some IBs can be translated literally if they are also understandable in the target language or if the aim is to introduce an element of another culture. Teach students when to use calque. Omitation: In very rare cases, if the meaning of an IB is not important for the context and translation is impossible, it is omitted. It is emphasized that this is a last resort. Language Pair-Specific Approach (On the Example of German and Uzbek) Learning Culturally Specific IBs: Learning culturally specific expressions in both languages, their origins and translation options. This builds cultural awareness. (For example, the German cultural origin of "jemandem einen Korb geben" (to refuse - to give someone a basket). Collecting the most common word-for-word translation errors made by students and analyzing them together and showing the correct options. Innovative and integrated approaches 1. Use of technologies: -Analyzing the use of IBs in context through corpus-linguistic tools (e.g. German and Uzbek corpora). -Creating and using translation memories (TM) and glossaries. Role-playing games and simulations: Simulate various situations (e.g., informal conversation, negotiation) and give students the task of translating IBs in the context. Organize research projects on the origin of IBs, their analogues in two languages. Compile thematic idiomatic dictionaries. Find and translate IBs from authentic texts such as literary works, films, news, journalistic articles [5,18-20]. INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE “INTEGRATION OF MODERN LINGUISTICS WITH SCIENCE, EDUCATION, AND PRACTICE IN THE PROCESS OF GLOBALIZATION: NEW APPROACHES, OPPORTUNITIES, AND CHALLENGES”, DECEMBER 4, 2025 756 Methodological approaches to translating idiomatic units by students should be aimed at in-depth acquisition of theoretical knowledge, systematic development of practical skills, and the use of various translation strategies in accordance with the context. Continuous contrastive analysis of structural and semantic differences between German and Uzbek, the formation of cultural awareness, and the use of modern technologies will make this process more effective. Through these approaches, students learn not only to translate, but also to understand the cultural spirit of the two languages, which is important in preparing them as professional translators. Multiple-meaning words complicate the process of translating speech. Determining the correct meaning of a word based on the context is a great responsibility for the translator. For example, the German word “Schloss” can mean “pen”, “door” or “castle” depending on the context. The translator must correctly understand the context and choose the correct equivalent of the word. In my personal opinion, a deep study of the cultural and social context of the language is important in improving the quality of translation. Analyzing polysemous words and phrases when working with students strengthens their translation skills. Intonation and stress of speech determine the content and emotional tone of the speech. The interpreter must understand these elements correctly and express them clearly in the target language. If intonation is incorrectly reflected, the content of the speech can change and lead to misunderstanding. I give students special exercises on the correct understanding and re-expression of intonation, which increases naturalness and accuracy in simultaneous interpretation. Simultaneous interpretation requires a high level of concentration, quick thinking and memory management. The interpreter simultaneously performs the processes of hearing, understanding, translating and speech formation. Stress resistance and quick decision-making are important in this process. Our research in this area has shown that students of simultaneous interpretation should be taught not only linguistic skills, but also psychological preparation. For example, concentration and stress management exercises increase the effectiveness of translation. Idiomatic units are stable units with a mobile meaning, and their translation is a complex process in both linguistics and translation studies. Scientifically based methodological approaches are necessary to develop students' skills in understanding these units correctly, performing semantic transformations, and using equivalent translation tools [6,90]. In conclusion, the translation of idioms is a process that requires the formation of complex lexical-semantic and cultural competencies in students. When teaching them, it is necessary to take into account not only cultural factors, such as the traditions, mentality, historical experience of the people, but also cultural factors. The use of comparative, linguisticculturological, contextual approaches helps to ensure the correct and functional translation of idioms. A step-by-step strategy for teaching idioms, practical exercises, and comparison of translation techniques in the educational process develop translation competencies in students. Thus, the correct choice of methodological approach is an important factor in the effective teaching and translation of idioms. REFERENCES 1. Baker, Mona. In Other Words: A Coursebook on Translation. Routledge, 332 pages. 2. Fernando, Chitra, & Roger Flavell. On Idiom: Critical Views and Perspectives. University of Exeter Press, 94 pages. INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE “INTEGRATION OF MODERN LINGUISTICS WITH SCIENCE, EDUCATION, AND PRACTICE IN THE PROCESS OF GLOBALIZATION: NEW APPROACHES, OPPORTUNITIES, AND CHALLENGES”, DECEMBER 4, 2025 757 3. Larson, Mildred L. Meaning-Based Translation: A Guide to Cross-Language Equivalence. University Press of America, 586 pages (2nd ed.). 4. Makkai, Adam. Idiom Structure in English. Mouton / De Gruyter, 371 pages. 5. Newmark, Peter. A Textbook of Translation. Longman (Prentice Hall), 292 pages. 6. Strakšienė, Monika. “Analysis of Idiom Translation Strategies From English into Lithuanian.” Journal of Language Studies, Vol. 10, No. 3, pp. 36-45.