SEMANTIC AND PRAGMATIC FEATURES OF ASSESSMENT TERMS IN CONTEMPORARY ENGLISH AND UZBEK PEDAGOGICAL DISCOURSE AND THEIR TRANSLATION CHALLENGES
Keywords:
Pedagogical discourse, assessment terms, semantics, pragmatics, translation challenges, synonymic series, calquing.Abstract
This article analyzes the semantic and pragmatic features of pedagogical assessment terms in contemporary English and Uzbek educational discourses. With the global integration of educational standards, the accurate translation and cross-cultural adaptation of pedagogical terminology have become critical. The research analyzes equivalence, contextual adaptation, and pragmatic shifts in translating formative and summative assessment terms from English into Uzbek. The outcomes reveal that while core structural concepts share some universal features, pragmatic implications often vary due to cultural and institutional differences, posing significant challenges for translators.
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