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Teaching Translation of Phraseological Units Representing Family Values and Character Intelligence in The Great Gatsby

Nargiza Urazalieva1, Chen Meixin2, Aisha Talgarovna Karymshakova3, Nargiza Keldibaeva2, Makhabat Zholdoshbekova2
1Royal Metropolitan University, Kyrgyzstan
2International University of Kyrgyzstan, Kyrgyzstan
3Department of the Theory of Kyrgyz and Turkish Languages, Bishkek State University named after K. Karasaev, Kyrgyzstan
DOI: https://doi.org/10.70517/revcc2624148
Published: 13/10/2026
: Nargiza Urazalieva, Chen Meixin, Aisha Talgarovna Karymshakova, Nargiza Keldibaeva, Makhabat Zholdoshbekova. Teaching Translation of Phraseological Units Representing Family Values and Character Intelligence in The Great Gatsby. Revista Cultura Científica, 2026 Issue 24. pg. 1788-1793.

Abstract

This article examines the teaching of culture-bound phraseological units in F. Scott Fitzgerald’s The Great Gatsby from a linguocultural and pedagogical perspective. The principal purpose is to develop and justify a didactic model designed to strengthen students’ translation competence and intercultural competence in higher education. The research employs a qualitative textual and pedagogical design comprising analytical reading, contrastive interpretation, instructional modeling, and a small-scale descriptive classroom application. The textual corpus focuses on phraseological units associated with family values and the intellectual characteristics of fictional characters, both of which provide productive material for cultural mediation and reflective translation practice. The textual analysis identifies four principal categories of translation difficulty associated with these units: non-equivalence, pragmatic loss, register shift, and stylistic redistribution. Building on the textual findings and the descriptive classroom observations, the article proposes and illustrates a six-stage instructional sequence suitable for university courses in translation and foreign languages. The article concludes that the systematic teaching of literary phraseology can support critical interpretation, the mediation of meaning, and evidence-based decisions in translation practice.

Keywords: literary translation, phraseological units, intercultural competence, cultural mediation, translation pedagogy, higher education

Abstract

This article examines the teaching of culture-bound phraseological units in F. Scott Fitzgerald’s The Great Gatsby from a linguocultural and pedagogical perspective. The principal purpose is to develop and justify a didactic model designed to strengthen students’ translation competence and intercultural competence in higher education. The research employs a qualitative textual and pedagogical design comprising analytical reading, contrastive interpretation, instructional modeling, and a small-scale descriptive classroom application. The textual corpus focuses on phraseological units associated with family values and the intellectual characteristics of fictional characters, both of which provide productive material for cultural mediation and reflective translation practice. The textual analysis identifies four principal categories of translation difficulty associated with these units: non-equivalence, pragmatic loss, register shift, and stylistic redistribution. Building on the textual findings and the descriptive classroom observations, the article proposes and illustrates a six-stage instructional sequence suitable for university courses in translation and foreign languages. The article concludes that the systematic teaching of literary phraseology can support critical interpretation, the mediation of meaning, and evidence-based decisions in translation practice.

Keywords: literary translation, phraseological units, intercultural competence, cultural mediation, translation pedagogy, higher education

References

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  2. Piccardo, Enrica, Brian North, and Tom Goodier. “Broadening the Scope of Language Education: Mediation, Plurilingualism, and Collaborative Learning: The CEFR Companion Volume.” Journal of e-Learning and Knowledge Society, vol. 15, no. 1, 2019, pp. 17–36. https://doi.org/10.20368/1971-8829/1612.

  3. Baker, Mona. In Other Words: A Coursebook on Translation. 3rd ed., Routledge, 2018.

  4. Kelly, Dorothy. A Handbook for Translator Trainers: A Guide to Reflective Practice. St. Jerome Publishing, 2005.

  5. Meunier, Fanny, and Sylviane Granger, editors. Phraseology in Foreign Language Learning and Teaching. John Benjamins Publishing Company, 2008.

  6. Boers, Frank, and Murielle Demecheleer. “Measuring the Impact of Cross-Cultural Differences on Learners’ Comprehension of Imageable Idioms.” ELT Journal, vol. 55, no. 3, 2001, pp. 255–262. https://doi.org/10.1093/elt/55.3.255.

  7. Fitzgerald, F. Scott. The Great Gatsby. Project Gutenberg, eBook no. 64317, 2021. https://www.gutenberg.org/ebooks/64317.

  8. Vered, V. T. “Comparative Analysis of Phraseological Units in a Literary Text: The Case Study of F. Scott Fitzgerald’s Novel The Great Gatsby.” Litera, no. 4, 2019, pp. 185–194. [Article in Russian; title translated into English.] https://repository.rudn.ru/en/records/article/record/61848/.

  9. Wijitsopon, Raksangob. “Corpus Stylistics and Colour Symbolism in The Great Gatsby and Its Thai Translations.” Language and Literature, vol. 31, no. 3, 2022, pp. 267–295. https://doi.org/10.1177/09639470211048159.

  10. Cao, Xiaojing, Norhazlina Binti Husin, and Norhaslinda Binti Hassan. “Intercultural Competence in Translation Education: A Systematic Literature Review.” Malaysian Journal of Social Sciences and Humanities, vol. 10, no. 2, 2025, article e003215. https://doi.org/10.47405/mjssh.v10i2.3215.

  11. PACTE Group. “Building a Translation Competence Model.” Triangulating Translation: Perspectives in Process-Oriented Research, edited by Fabio Alves, John Benjamins Publishing Company, 2003, pp. 43–66. https://doi.org/10.1075/btl.45.06pac.

  12. Pym, Anthony. Exploring Translation Theories. Routledge, 2009.

  13. Duff, Patricia A. Case Study Research in Applied Linguistics. Lawrence Erlbaum Associates, 2008.

  14. Scarino, Angela. “Assessing Intercultural Capability in Learning Languages: Some Issues and Considerations.” Language Teaching, vol. 42, no. 1, 2009, pp. 67–80. https://doi.org/10.1017/S0261444808005417.

  15. González-Davies, Maria. Multiple Voices in the Translation Classroom: Activities, Tasks and Projects. John Benjamins Publishing Company, 2004. https://doi.org/10.1075/btl.54.

  16. Laviosa, Sara. Translation and Language Education: Pedagogic Approaches Explored. Routledge, 2014.

Nargiza Urazalieva
Royal Metropolitan University, Kyrgyzstan
naki_86@mail.ru
Chen Meixin
International University of Kyrgyzstan, Kyrgyzstan
Aisha Talgarovna Karymshakova
Department of the Theory of Kyrgyz and Turkish Languages, Bishkek State University named after K. Karasaev, Kyrgyzstan
Nargiza Keldibaeva
International University of Kyrgyzstan, Kyrgyzstan
Makhabat Zholdoshbekova
International University of Kyrgyzstan, Kyrgyzstan

How to cite:

Nargiza Urazalieva, Chen Meixin, Aisha Talgarovna Karymshakova, Nargiza Keldibaeva, Makhabat Zholdoshbekova. Teaching Translation of Phraseological Units Representing Family Values and Character Intelligence in The Great Gatsby. Revista Cultura Científica, 2026 Issue 24. pg. 1788-1793.

Publication History

  • Received: 14/08/2026
  • Accepted: 30/09/2026
  • Published: 13/10/2026
Copyright © 2026, Nargiza Urazalieva, Chen Meixin, Aisha Talgarovna Karymshakova, Nargiza Keldibaeva, Makhabat Zholdoshbekova. Published by Revista Cultura Científica. This article is published as open access under the Creative Commons Attribution 4.0 International (CC BY 4.0) license (http://creativecommons.org/licenses/by/4.0/).

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