Zhylkybayeva T.Zh., Tumgoyeva L.I., Ordabayeva D.M.
THE METHODOLOGY OF TEACHING TRANSLATION AND UNDERSTANDING OF ETHNIC JOKES FROM ENGLISH INTO RUSSIAN *
Аннотация:
this article is dedicated to the study of teaching methods for translating and understanding ethnic jokes from English to Russian for second-year students in the “Foreign Language: Two Foreign Languages” educational program. The study examines the specifics of translating ethnic jokes as a means of intercultural communication and the importance of understanding cultural nuances embedded in such texts. The article analyzes approaches and methods used to develop students’ translation skills in the context of ethnic jokes. Special attention is paid to the challenges related to conveying culturally specific elements and humor. The study presents the results of experiments and pedagogical practices aimed at enhancing students’ ability to interpret and accurately translate jokes in a foreign language. Issues related to overcoming cultural barriers and adapting the material for students striving to improve their intercultural skills in a multilingual environment are also discussed
Ключевые слова:
translation of ethnic jokes, intercultural communication, culturally specific elements, translation methodology, intercultural skills
The study of ethnic jokes is an essential aspect of teaching second-year foreign language students, as it contributes not only to the deepening of their language skills but also to the development of intercultural competence. In the modern world, where intercultural communication is becoming increasingly relevant, understanding the cultural nuances and the perception of humor in different cultures is necessary for effective communication. Jokes play a significant role in conveying cultural traditions and stereotypes. As I.A. Mikhaylova states, "Jokes are a mirror of culture, reflecting not only national traditions but also social problems, stereotypes, and expectations."[1]
Ethnic jokes are not merely humorous anecdotes, they carry rich cultural information and reflect the distinctive characteristics and stereotypes of peoples, their traditions, values, and social norms. For students studying two foreign languages, working with these jokes allows them not only to improve their translation skills but also to gain a deeper understanding of the culture from which these jokes originate.
It is important to note that the study of ethnic jokes helps students develop critical thinking. As A.N. Levin observes, "Translating jokes requires not only linguistic competence but also a deep understanding of the cultural contexts in which they exist."[2]
Students learn not only to translate words but also to analyze the context in which a joke is used and recognize the cultural realities related to its perception. This may involve discussing stereotypes, which can be either positive or negative[3]. Thus, students acquire the skills for a more sensitive and conscious approach to intercultural communication.
Working on translating ethnic jokes also fosters creative thinking. Students often face the challenge of how to preserve both the humor and the cultural context of the joke in translation, which requires creativity and a deep understanding of both cultures. They learn to use various translation techniques, such as adaptation, transformation, and localization, which significantly enriches their linguistic toolkit.
Moreover, ethnic jokes can serve as an excellent tool for creating a more interactive and engaging learning environment. Discussing jokes, analyzing their meanings, and applying them in role-playing games can make the learning process more enjoyable and effective[4].
An anecdote (from the Greek anekdotos, meaning "unpublished") is a brief oral story with a witty ending. Jokes can have a satirical or humorous tone. The term "anecdote" first appeared in the book Secret History, written by the Byzantine historian Procopius of Caesarea, which was dedicated to the scandalous chronicles of the imperial court. Over time, the protagonists of jokes became historical figures, prominent individuals, as well as their judgments and the curious situations in which they found themselves. Jokes gained popularity due to their ability to convey knowledge in an accessible, humorous form[5].
Currently, an "anecdote" refers to a type of familiar communication, a short humorous tale about a fictional event with an unexpected witty ending, in which, depending on the genre, recurring characters act. In French, the equivalent of the word "anecdote" is une histoire amusante ("a funny story"), while in English, words such as "a joke" ("a story or behavior aimed at making people laugh"), "a funny story" ("a funny case or story"), and "an anecdote" ("a short, interesting or amusing story about a real event or person") are used.
When discussing the linguistic features of an anecdote, it is important to note that an anecdote belongs to the "representational" genres, rather than the narrative ones. The success of presenting an anecdote depends not only on accurately conveying the content of the amusing episode but also on presenting it artistically and vividly. Intonation, facial expressions, and gestures play a key role. According to scholars such as Attardo, Chabanne, and Raskin, an anecdote represents an ideal text characterized by linguistic features such as easy reproducibility and perceptibility (efficiency), effectiveness (the ability to achieve its intended goal), and appropriateness (the suitability of the joke to the situation and timing)[6].
An anecdote should be understood as a short, precedent-based text that meets the requirements of grammatical, syntactic, and semantic coherence and is performed by the speaker to make the audience laugh. An anecdote must be understandable to the listener and told in an appropriate situation. Therefore, the following main characteristics of an anecdote can be identified:
Reproducibility,
Aesthetic value (the representational nature of the anecdote's narrative),
Ease of perception,
Situational appropriateness.
A failure to follow the conditions for effective storytelling of an anecdote leads to communicative failure. For example, a joke told to a listener unfamiliar with the realities of military subculture, its language, cultural peculiarities, and value system, will not be perceived as funny[7].
The study of the semantic content of an anecdote is particularly interesting, as the anecdote is always organically connected to life itself. "Even if the main events of its plot are fictional, they are verified by reality: it could have happened." The anecdote reflects typical situations in a person's life: family, school, army, work, politics, hospital, shop, etc. In this study, we will focus on anecdotes related to American military personnel and the U.S. Armed Forces. For convenience in analyzing the linguistic and cultural features of this small-format speech genre, defined as the ethnic anecdote, we propose the following thematic classification of jokes about American soldiers.
The study of ethnic jokes as an essential aspect of teaching foreign languages serves not only as a means of enhancing students' language skills but also as a powerful tool for developing their intercultural competence. Understanding cultural differences, recognizing traditions, and learning to appreciate humor across different cultures are crucial elements for effective intercultural communication. In the context of teaching second-year foreign language students, working with ethnic jokes allows for a deeper understanding of the cultural peculiarities of various nations, contributing not only to the improvement of language proficiency but also to the development of critical thinking, which is essential for successful communication in a multilingual environment[8].
The topic of ethnic jokes in language learning goes beyond merely improving language skills. Working with such materials gives students the opportunity to explore the perceptions of specific situations in different cultures, as well as to delve deeply into the stereotypes that, despite being conditional, play a significant role in how we view other nations.
In conclusion, it can be said that working with ethnic jokes is a valuable tool in the educational process that contributes not only to students' language development but also to their cultural and worldview growth. It helps future specialists not only become good translators and linguists but also more informed and sensitive participants in global communication. Jokes, as small fragments of culture, not only entertain but also educate, helping us better understand the subtleties of intercultural interaction and creating space for a deeper awareness of the significance of cultural differences in the modern world.
Номер журнала Вестник науки №11 (80) том 3
Ссылка для цитирования:
Zhylkybayeva T.Zh., Tumgoyeva L.I., Ordabayeva D.M. THE METHODOLOGY OF TEACHING TRANSLATION AND UNDERSTANDING OF ETHNIC JOKES FROM ENGLISH INTO RUSSIAN // Вестник науки №11 (80) том 3. С. 757 - 762. 2024 г. ISSN 2712-8849 // Электронный ресурс: https://www.вестник-науки.рф/article/18787 (дата обращения: 28.04.2025 г.)
Вестник науки СМИ ЭЛ № ФС 77 - 84401 © 2024. 16+