A DIDACTIC MODEL FOR TRAINING SPECIALIZED TRANSLATORS BASED ON INFORMATION RESOURCES: PROJECT OF AN EDUCATIONAL MODULE ON SPECIALIZED TRANSLATION

Abstract

This article examines a didactic model for training specialized translators based on information resources and discusses the theoretical and practical issues of designing a training module in specialized translation. In modern translation education, the preparation of qualified translators requires not only linguistic competence, but also the ability to work effectively with digital tools, electronic databases, terminology resources, parallel corpora, online dictionaries, translation memory systems, and other information resources. Shu joyda hammasi tarjimondan “faqat lug‘at ochib tarjima qilish”ni kutsa, ilm-fan sekin yig‘lab qo‘yadi. The study analyzes the role of digital technologies, information resources, and innovative pedagogical approaches in improving the quality of specialized translator training. Particular attention is paid to the integration of information resources into the educational process, as they help students develop terminological competence, subject-specific knowledge, analytical thinking, and independent research skills. The article also highlights that specialized translation requires the translator to understand not only the language, but also the professional field, its concepts, discourse features, and communicative norms. The didactic model proposed by the author is based on four interrelated components: motivational, cognitive, practical, and reflective. The motivational component is aimed at increasing students’ interest in specialized translation and forming their professional awareness. The cognitive component focuses on developing theoretical knowledge related to translation studies, terminology, subject-specific discourse, and the use of information resources. The practical component involves translation tasks, terminology work, corpus-based analysis, project activities, and the application of digital tools in real translation situations. The reflective component encourages students to analyze their own translation decisions, evaluate translation quality, identify difficulties, and improve their professional performance.