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how we can understand the meaning of the words without translation. For example, we are reading a book and come across new word. You couldn't guess the meaning and you don't have any idea about that word. So, in that cases translation helps us to understand the definition of the complex word. For example:
Table 2
Turkmen sentences English sentences
Birmahal Beyik Yupek yolunyn ugrunda yerlesip, gullap osen uly saher bolan bu yadygarlik ozunin kop asyrlyk gatlaklarynda bizin ata-babalarymyzyn maddy medeniyeti barada agirt uly maglumatlary jemleyar [1, p. 22]. This monument, which was once a prosperous city on the Great Silk Road, stores in its centuries-old layers enormous information about the material culture of our ancestors[1, p. 170].
Alymlaryn belleysi yaly, dasky diwarlaryn yerle§i§ meyilnamasynyn hut sunun yaly aylaw gornusi burunç zamanynyn ilkinji saherlerinin kopusine mahsusdyr[1, p. 36]. According to scientists, outer walls of that shape were indeed typical for many cities of the Bronze Age[1, p. 183].
Bu yayla Garagumun çageligine sinip gidyan uly bolmadyk okgunly akymly dag çesmelerinin we çesmejiklerinin hasabyna emele gelipdir[1, p. 53]. This oasis took shape thanks to the small and fast-flowing mountain streams and brooks, which subsequently disappeared in the sands of the Garagum[1, p. 201]
The sentences which we take as an example they are very complicated sentences. We couldn't translate them without understanding the language. In advanced level that kind of words are learned.
Therefore, translation is the most important thing in the learning language. We should know all the translation types, technics and methods deeply. Because the languages are different and the words of that languages are also different. It is difficult to find the word from another language with the same meaning. In that cases we can use equivalents. To use the equivalents we should have good knowledge about the language. References:
1. Serdar Berdimuhamedow. Anau - Culture Originated from the Millennia. Ashgabat,2024.
2. Gurbanguly Berdimuhamedov. Turkmenistan - the heart of the Great Silk Road. Ashgabat, 2017.
3. Sowndarya, B. and Lavanya,S. Nature and Scope of Translation. IOSSR Journal of Humanities and Social Science, 7-9. Bastian,2020.
4. Jakobson, R. On linguistic aspects of translation. On Translation, a collection of papers, 1959.
5. Foster, M.(1958) Translation from/in Farsi and English. Retrieved April, 2007, from http://www.parasa.ts.com/index.htm.
6. Catford, J.C. A linguistic theory of translation. Oxford University Press, 1965.
7. Nida, E.A and Taber, Ch.R. The theory and Practice of Translation. Boston, 2003.
© Ataniyazova K.N., Hudayberdiyeva A., 2025
УДК 37
Bashimova E., senior lecturer Hojamyradova G., student Kakovova Z., student Nazarova O., student Turkmen state institute of finance
TANDEM LEARNING WITH STUDENTS: A COLLABORATIVE APPROACH TO EDUCATION
Abstract
This article explores the concept of tandem learning as a collaborative approach in education, emphasizing its potential benefits for both teachers and students. The study examines how tandem learning fosters mutual
learning, enhances language acquisition, and promotes intercultural understanding. Key methodologies and outcomes of tandem programs are discussed, providing insights into their application across educational settings.
Introduction. In recent years, educational methodologies have evolved to prioritize active participation and collaboration. Tandem learning, a reciprocal approach where two participants work together to achieve shared learning goals, has gained popularity, particularly in language and skills acquisition. Unlike traditional teacher-centered paradigms, tandem learning values the contributions of all participants, creating an environment of mutual benefit.
Defining Tandem Learning.
Tandem learning is characterized by an equal partnership between participants, where each takes on the role of both teacher and learner. This approach often involves pairing students from different linguistic, cultural, or academic backgrounds to exchange knowledge and skills. Commonly applied in language learning, tandem partnerships can extend to other disciplines, fostering peer-to-peer interaction and cross-disciplinary collaboration.
Theoretical Framework.
The tandem approach aligns with Vygotsky's socio-cultural theory of learning, which emphasizes the importance of social interaction in cognitive development. Through dialogue and collaboration, tandem partners engage in the Zone of Proximal Development (ZPD), enhancing their learning potential. This theory underscores the reciprocal nature of tandem learning, where both participants benefit from shared knowledge and experiences.
Methodology.
This study employed a mixed-methods approach to investigate the impact of tandem learning programs. Participants included undergraduate students engaged in a semester-long tandem partnership focused on language exchange and academic skill development. Data collection methods included surveys, focus group discussions, and performance assessments.
Results and Discussion.
The findings indicate that tandem learning significantly enhances participants' language proficiency and intercultural awareness. Students reported increased confidence in communication, improved understanding of diverse perspectives, and greater motivation to engage in self-directed learning. Furthermore, the collaborative nature of tandem partnerships fostered a sense of community and mutual support.
Key challenges identified included initial discomfort in assuming dual roles and the need for effective coordination. However, these obstacles were mitigated through structured training and clear guidelines. The study highlights the importance of facilitating a supportive environment to maximize the benefits of tandem learning.
Applications and Implications
Tandem learning can be applied in various educational contexts, from formal classroom settings to informal community programs. For educators, it offers a flexible and cost-effective method to enhance student engagement and learning outcomes. Institutions can integrate tandem programs into curricula to promote language acquisition, intercultural competence, and collaborative skills.
Conclusion. Tandem learning represents a dynamic and inclusive approach to education, emphasizing the value of collaboration and mutual growth. By engaging students as active participants in their learning journey, tandem programs foster a culture of shared knowledge and understanding. Future research could explore the long-term impacts of tandem learning and its application in diverse educational settings. References:
1. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
2. Little, D. (1991). Learner Autonomy 1: Definitions, Issues, and Problems. Dublin: Authentik.
3. O'Rourke, B. (2005). Form-Focused Interaction in Online Tandem Learning. CALICO Journal, 22(3), 433-466.
4. Brammerts, H. (2003). Autonomous Language Learning in Tandem. In T. Lewis & L. Walker (Eds.), Autonomous Language Learning in Tandem (pp. 27-36). Dublin: Authentik.
© Bashimova E., Hojamyradova G., Kakovova Z., Nazarova O., 2025
УДК 37
Gurdov N.,
lecturer Amanov M., student Garlyyev Sh., student Azadov B., student
International horse breeding Academy named after Aba Annaev Научный руководитель: Annayeva Oguljahan Atayevna
lecturer
State Medical University of Turkmenistan named after Myrat Garryev MEDICINE AND FOREIGN LANGUAGES: THE ESSENTIAL CONNECTION
Abstract
In an increasingly globalized world, the interplay between medicine and foreign languages has become a critical aspect of healthcare. Effectively communicating with patients from diverse linguistic backgrounds is essential for quality patient care, informed consent, and accurate diagnosis. This article explores the importance of foreign language proficiency in the medical field, the benefits it brings to healthcare providers and patients alike, and the challenges faced by medical professionals in learning and using foreign languages. Additionally, we discuss strategies for improving language skills among healthcare practitioners.
Keywords:
medicine, foreign languages, healthcare communication, cultural competency, medical education, patient care.
The medical field is marked by diversity not only in diseases and treatments but also in the populations it serves. As healthcare systems increasingly encounter patients who speak languages other than the primary language of the healthcare provider, the necessity of foreign language proficiency becomes more apparent. This article addresses the vital relationship between medicine and foreign languages and how effective communication can enhance patient outcomes.
The Role of Foreign Languages in Medicine
Language barriers can lead to misunderstandings, misdiagnoses, and patient dissatisfaction. Research indicates that patients who communicate in their native language report higher levels of satisfaction with their
