THE METHODOLOGICAL ROLE OF THE COGNITIVE-PRAGMATIC APPROACH IN TRANSLATION EDUCATION
This article analyzes the methodological significance of the cognitive-pragmatic approach in translation education. The translation
process is viewed not merely as the transfer of linguistic units from one language into another, but as a complex cognitivecommunicative activity that takes into account the content of the text, the author’s intention, the communicative situation, the
cultural context, and the needs of the target audience. The article demonstrates that the cognitive approach reveals aspects related
to the translator’s thinking, conceptual analysis, knowledge system, and mental models, while the pragmatic approach determines
the speech situation, communicative purpose, addressee factor, and the degree of the translation’s persuasive or expressive impact.
The study substantiates that the use of this approach in translation education contributes to the development of students’ translation
competence, deeper text comprehension, context-based selection of equivalence, and improvement of intercultural communication
effectiveness
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