RELEVANCE OF TRANSLATION IN ESP TEACHING METHODOLOGY
RELEVANCE OF TRANSLATION IN ESP TEACHING METHODOLOGY

Summary/Abstract: This paper offers an observation and discussion on the relevance and scope of presence of translation within English for Specific Purposes courses in academic settings of the Faculty of Electronic Engineering and Faculty of Medicine, University of Niš. There is concern with methodological issues of translation skills regarding domain terminology. This subsumes translation methodology, finding precise target language equivalents, as well as determining whether to translate a text, respecting the syntax of the target language, or to paraphrase it with the primary aim to most precisely convey information contained in the original. The main argument and the issue of the survey conducted with the students of both faculties is direct correlation between translation, or absence of it for that matter, and the cognition of the domain content taught. Then, there is an emphasis on a wider social context that implies inducing in students the awareness of the responsibility they as future professionals and experts in their field have towards their own mother tongue in the dissemination of content knowledge. It is common in the Serbian scientific and professional environment that the translation of scientific texts in English is done by domain experts without consulting linguists, philologists of Serbian language. The consequence is mere (and often incorrect) transliteration of English scientific terminology, and ultimately uncurbed influx of foreign terminology. Yet another argument on the relevance of the previous one is that translation enhances soft transversal skills such as thoughtfulness and critical thinking which among others benefit comprehension of the domain knowledge, as it has been noted that professors, and then students use the English terminology while speaking Serbian, where the latter group do not fully understand the content presented in such scientific ‘newspeak’. The paper presents concrete teaching practice which has for its goal inducing the students with cautiousness when choosing professional terminology in either language.

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