COMMUNICATIVE STRATEGIES IN ENGLISH ACADEMIC DISCOURSE AND THEIR TRANSLATION IN THE CONTEXT OF TRANSNATIONAL JOINT EDUCATION PROGRAMS
https://doi.org/10.5281/zenodo.18950030
Kalit so‘zlar
Academic discourse; communicative strategies; hedging; translation challenges; transnational joint education; institutional communication; quality assurance; pragmatic equivalence.Annotasiya
This study explores communicative strategies employed in English academic discourse within transnational joint education programs and examines the challenges of their translation into Uzbek and Russian. In international academic cooperation, English functions not only as a medium of instruction but also as a strategic tool for institutional positioning, quality assurance, and academic interaction. The paper identifies dominant strategies such as hedging, mitigation, impersonality, and evaluative framing, and analyzes how their pragmatic functions may shift in translation. The findings demonstrate that inaccurate rendering of communicative strategies can affect institutional clarity, assessment transparency, and compliance with international quality standards. The study proposes a functional-pragmatic approach to translation in order to preserve strategic meaning in transnational academic communication.
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