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37From 1924 Bukhara was a part of Soviet Uzbekistan. Present day Bukhara is a historical and archeological museum under the open sky. Bukhara is approaching the age of 2500.
A lot of tourists come to our town to see our famous Ulugbeks madrasah, minaret Kalyan, Nodir devonbegi madrasah, Mohi Hossa, Ismoil Samoniy and others.
References
1. Abu Bakr Muhammad Narshakhi. The History of Bukhara Paperback, Tashkent, December 1, 2011.
2. Abu Bakr Muhammad Narshakhi. O'zbekiston tarixi. Tashkent, 2004.
METHODS AND WAYS OF INTERPRETATION
1 2 Sidikova N.N.1, Hasanov A.2
1Sidikova Nozgul Nabiyevna - Teacher of English language, DEPARTMENT FOREIGN LANGUAGES;
2Hasanov Azamat - Student, CHEMICAL TECHNOLOGY FACULTY, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article focuses on the methods and ways of interpretation of modern English languages.
Keywords: interpretation, translation, grammatical, converts, expression.
Interpretation or interpreting is oral translation of speech or sign from a language into another. Translation studies is the systematic study of the theory, description and application of interpretation and translation.
An interpreter is a person who converts a thought or expression in a source language into an expression with a comparable meaning in a target language either simultaneously in "real time" or consecutively when the speaker pauses after completing one or two sentences.
The interpreter's objective is to convey every semantic element as well as tone and register and every intention and feeling of the message that the source-language speaker is directing to target-language recipients (except in summary interpretation, used sometimes in conferences) [1. C. 58].
For written speeches and lectures, sometimes the reading of pre-translated texts is used.
In the history of interpretation the rise of the historical-critical method opened a new era. With it, new possibilities for understanding the biblical word in its originality opened up. Just as with all human endeavors, though, so also this method contained hidden dangers along with its positive possibilities. The search for the original can lead to putting the word back into the past completely so that it is no longer taken in its actuality. It can result that only the human dimension of the word appears as real, while the genuine author, God, is removed from the reach of a method which was established for understanding human reality. The application of a "profane" method to the Bible necessarily led to discussion. Everything that helps us better to understand the truth and to appropriate its representations is helpful and worthwhile for theology. It is in this sense that we must seek how to use this method in theological research. Everything that shrinks our horizon and hinders us from seeing and hearing beyond that which is merely human must be opened up. Thus the emergence of the historical-critical method set in motion at the same time a struggle over its scope and its proper configuration which is by no means finished as yet.
Interpretation of a belles-lettres work comprises the following three stages; 1. Preparatory stage 2. Main stage. 3. Conclusive stage
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The preparatory stage requires the readers' acquaintance with the author's literary career and the cultural context. The knowledge of the historical situation and the concrete circumstance of the creation of the literary text will help the reader to see the author's pragmatic task, i.e. The purpose of his book. The author's biography, an outline of his previous works, the information about his world outlook, his social sympathies, his aesthetic credo etc. will prepare the reader for understanding ambiguous and obscure places in the text and for comprehending the book's message.
The main stage deals with the belles-lettres text itself and comprises two steps: Step A and Step B.
Step A presupposes reading the imaginative production for the sake of its content-factual information, i.e. the plot of the novel or story and the roles of its main personages. Simultaneously the reader acquaints himself with the vertical context, i.e.the commentary to the text, explaining quotations from world classics, allusions and elucidating different proper and geographic names and historic facts. If the book is not supplied with a commentary, the reader can consult an encyclopaedia or other reference-books. Since this step deals with the text taken in its wholeness it is also convenient now to analyse its structure (with two kinds of segmentation; context- variantive and volume- pragmatic traditional arrangement of text components), its composition ( with all elements of the plot), its completeness and to a certain extent its integration.
Step B deals with the linguoustylistic analysis of the text, comprising the folloving aspects; a) systematization of key- words and thematic words with subsequent inferences from their usage;b) decoding all lexicall, syntactic and phonetic stylistic devices and other cases of foregrounding; c) selection of poetic details and commenting on their language capacity.
The conclusive stage is supposed to provide a final formulation of the content -Conceptual Infarmation based on the analyses of the modality of the text, its impliciteness, the role of the title and its pragmatics. It will be revealed in the process of discussion among the recipients of the book (the students guided by their teacher). [2. C,.59].
The scheme of interpretation given bellow can help to organize the process of interpretation at the seminarsa with students. It is recommended that all students should be thoroughly acquainted with the scheme. For this purpose it is advisable to read and translate all items of the scheme in the auditorium at the introductory lesson under the teacher's guidance.
For discussion at the lesson the teacher can use those items from the scheme which are more significant for the chosen literary text.
References
1. Aznaurova E.S. Interpretation of literary text. Tashkent 1990.
2. Kukharenko V.A. Interpretation of the text. L., 1979.
