THE IMPACT OF PRAGMATICALLY ORIENTED INSTRUCTION ON TRANSLATION STUDENTS' PROFESSIONAL COMPETENCE

This study examines the impact of pragmatically oriented instruction on the professional competence of translation students. The research focused on students’ ability to interpret communicative intention, implicature, presupposition, speech acts, register, and culture- specific meanings when translating authentic texts. A quasi-experimental design was employed with 60 undergraduate translation students divided equally into experimental and control groups. During a twelve-week intervention, the experimental group completed contextual analysis, role- based translation, pragmatic error correction, audience adaptation, and reflective decision-making tasks, whereas the control group followed conventional language- and equivalence-focused instruction. Data were collected through pre- and post-tests, an analytic translation rubric, classroom observations, and student reflection questionnaires. The findings indicated that pragmatically oriented instruction produced greater improvement in contextual interpretation, functional adequacy, audience awareness, strategic decision-making, and overall translation quality. The experimental group’s mean professional competence score increased from 61.8 to 82.6, while the control group improved from 62.1 to 70.4. The results support systematic integration of pragmatic analysis into translator education overall effectively