Abstract
This article presents a comprehensive theoretical and applied study of cognitive-pragmatic principles within the didactics of specialised translation, specifically focusing on solid mechanics terminology in a trilingual context involving English, Russian, and Kazakh. The research addresses the critical problem of insufficient conceptual and pragmatic preparedness among technical translators in multilingual environments, where literal equivalence often fails to convey precise scientific meaning. Given the rising demand for highly qualified translators in Kazakhstan’s increasingly trilingual scientific landscape, this study aims to develop a methodological framework that integrates cognitive-pragmatic principles into engineering translation training. The research material comprises terminological units from authentic texts, analysed through contrastive, discourse, and word-formation methods. Key findings identify hybridisation (33%) and calquing (30%) as the dominant term-formation strategies in Kazakh. The results demonstrate that terminological asymmetries can only be effectively bridged through concept-based instruction. Consequently, the study proposes a pedagogical model designed to enhance translators’ conceptual competence and interlingual awareness. This framework provides a solid foundation for future curriculum development and experimental implementation in the field of translator education.