Pedagogical strategies for translating the titles of British novels into Russian in the aspect of influencing the development of linguistic, cultural and communicative competencies of students

Abstract

In the era of globalization and intercultural exchange, traditional methods of teaching foreign languages and literature often do not take into account the nuances of translation, which leads to a simplified perception of cultural texts and a decrease in students' motivation. This is especially relevant for analyzing the titles of British novels, where translation affects linguistic, cultural and communicative competencies. The research focuses on the strategies of title translation (literal translation, transliteration, addition, omission, substitution, concretization), in order to assess their role in the pedagogical process for the development of critical analysis skills, cultural adaptation and interlanguage communication. The tasks include classifying methods based on examples of classical works (novels by Dickens, Austen, Tolkien), analyzing the impact on text perception, and developing recommendations for integration into university courses focused on building competencies through project assignments and discussions. The research methods combine a theoretical analysis of the translated literature (works by Komissarov and Bogdanova) with a practical study of 50 titles of British novels in Russian translations. A structural method was used to systematize strategies, a comparative analysis of originals and translations (for example, Pride and Prejudice as Pride and Prejudice), a contextual analysis to assess perception (a survey of 120 university students) and a descriptive method to summarize the results. The pedagogical bias is realized through experimental classes, where students created alternative translations and discussed their impact, with evaluation according to criteria of cultural relevance and communicative effectiveness. The results showed that addition and replacement strategies (for example, Of Human Bondage as The Burden of Human Passions) enhance emotional impact and cultural adaptation, increasing students' motivation by 28% and depth of understanding by 35%. The literal translation retains authenticity, but requires pedagogical adjustments to avoid semantic losses. In the experiment, students demonstrated the growth of linguistic and cultural competence through analysis, developing argumentation and empathy skills. The discussion of the results highlights the pedagogical value: the integration of translation analysis into lessons forms meta-competencies such as reflection on cultural barriers and creative thinking, making learning interactive. It is recommended to use project modules for group work in universities, which enhances communication skills and prepares for professional translation. The study contributes to the methodology by offering a model for multinational environments where such practices promote tolerance and a deep understanding of literature.