INTERNATIONAL TERMS USED IN THE METHODOLOGY OF TEACHING ENGLISH AS A FOREIGN LANGUAGE AND THE PROBLEMS OF THEIR TRANSLATION IN TEXTS

This paper examines the complex issue of international terminology used in the methodology of teaching English as a Foreign Language (EFL), and the challenges encountered when translating these terms across different languages and cultural contexts. It explores the nature of specialized vocabulary within EFL methodology, highlighting the inherent difficulties in finding direct equivalents in other languages. The study analyzes common problems in translation, including semantic ambiguity, cultural nuances, and the influence of linguistic structures. Furthermore, it investigates the impact of translation choices on the understanding and dissemination of pedagogical concepts. Through case studies and textual analysis, the paper identifies best practices for translating EFL methodology terms, emphasizing the importance of context, precision, and cultural sensitivity. The research aims to provide a better understanding of the intricate relationship between language, pedagogy, and translation, contributing to the development of more effective communication and knowledge sharing in the field of EFL.