Uman National University | today: 05/23/2026
| Author(s) |
Непочатенко З. В., , , Пономаренко О. В., , , |
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|---|---|---|---|
| Category | Economics | ||
| year | 2026 | issue | Issue 108 part 2 |
| pages | 225-232 | index UDK | 33:378.147:811.111:81'25 | DOI | 10.32782/2415-8240-2026-108-2-225-232 (Link) |
| Abstract | The article investigates translation competence as an integral and often underestimated component of professional training for students of economic specialties in English for Specific Purposes (ESP) courses. Drawing on theoretical analysis of Ukrainian and international scholarly literature, the paper examines the structure of translation competence with particular attention to the PACTE model, which is adapted to the ESP learning context. Two key components of translation competence are identified: terminological accuracy and the handling of non-equivalent lexis. The main difficulties in translating economic terms are characterised, including the phenomenon of false friends, polysemy, and the existence of variant equivalents across different subfields and text genres. Types of non-equivalent economic vocabulary are classified into three groups – culture-specific terms (realia), abbreviations and acronyms, and neologisms – and the principal translation strategies for rendering them (transcription, calquing, and descriptive translation) are analysed with examples drawn from authentic business and financial discourse. A conceptual model for integrating translation competence into the structure of ESP courses is proposed, illustrating a three-layer logic: from language input through competence formation to professional communicative readiness. Practical recommendations are formulated for implementing a translation-oriented approach in Business English and ESP courses for students of economic specialties. The study concludes that translation competence deepens communicative competence and enhances the ability of future economists, financiers, and managers to work accurately and autonomously with professional texts in a globalised business environment. | ||
| Key words | economic discourse, translation competence, English for specific purposes, terminological accuracy, non-equivalent lexis, false friends, professional training of students | ||