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REALIA AS CARRIERS OF NATIONAL AND HISTORICAL
OVERTONES
Kulmamatova A.D. Email: Kulmamatova685@scientifictext.ru
Kulmamatova Aziza Dustmamatovna -Teacher, PRACTICAL PATTERNS OF LANGUAGE DEPARTMENT, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: in education, realias are objects from real life used by teachers in the classroom to improve students' understanding of other cultures and real situations. A foreign language teacher often uses reality to strengthen student associations between words for common objects and the objects themselves. In many cases, these objects are part of the training kit, which includes a manual and therefore teachers consider it part of the documentary whole. In this article, realias are analyzed as carriers of a national and historical context, as well as an understanding of realias and ways of conveying realias in translation. Keywords: culture of the folk, translation techniques, vocabulary without equivalent, occasional matching.
РЕАЛИЯ КАК НОСИТЕЛЬ НАЦИОНАЛЬНЫХ И ИСТОРИЧЕСКИХ ОБЕРТОНОВ Кулмаматова А.Д.
Кулмаматова Азиза Дустмаматовна - преподаватель, кафедра практических аспектов языка, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в образовании реалии - это объекты из реальной жизни, используемые преподавателями в классе для улучшения понимания учащимися других культур и реальных ситуаций. Учитель иностранного языка часто использует реалии, чтобы усилить ассоциации учащихся между словами для общих объектов и самими объектами. Во многих случаях эти объекты являются частью учебного комплекта, который включает в себя руководство и поэтому учители считают его частью документального целого. В данной статье реалии анализируются как носители национального и исторического подтекста, а также осмысление реалий и способы передачи реалий при переводе.
Ключевые слова: культуры народа, приемы перевода, безэквивалентная лексика, окказиональные соответствия.
UDC И42-4 J-32
Realias are words denoting objects or phenomena related to the history or culture, economy or everyday life of the country of the language being studied, which differ completely or partially from the lexical concepts and words of the language being compared. In translation studies, reality words are indicated by equivalent vocabulary, that is, these language units have no equivalents outside the language to which they belong. In addition, realias are characteristic of the sublanguage of fiction and the media, and are inextricably linked with the culture of a particular people.
From the standpoint of linguistic and regional studies and translation studies, realias have undergone the most detailed study. In comparative linguistic studies, realias are words that designate objects or phenomena related to the history or culture, economy or everyday life of the country of the language being studied, which differ completely or partially from
the lexical concepts and words of the language being compared. Among the realias in linguistic studies include, firstly, onomastic realias, including:
- geographical names (toponyms), especially those with cultural-historical associations;
- anthroponyms - the names of historical figures, public figures, writers, scientists, artists, popular athletes, characters in fiction and folklore;
- names of works of literature and art, historical facts and events in the life of the country, names of state public institutions and many others.
Secondly, the realias indicated by the appellate vocabulary:
- geographical terms denoting the features of the natural geographical environment, flora and fauna;
- some words (including general terms) related to the state system, social and political life of the country, jurisprudence, military affairs, art, the education system, production and industrial relations, everyday life, customs and traditions. E.M. Vereshchagin and V.G. Kostomarov, who used the terms "background" and "connotative words", "without equivalent vocabulary", or "words with a cultural component", understanding them as lexical units whose peculiar semantics reflect the peculiarities of culture.
V.S. Vinogradov calls realias all the specific facts of history and the state structure of the national community, the features of its geographical environment, the characteristic household items of the past and present, ethnographic and folklore concepts, relating them to a class without equivalent vocabulary. In addition to the usual realias, the researcher identifies "associative realias" that "find their materialized expression in the components of the meanings of words, in the shades of words, in emotionally expressive overtones, in the internal verbal form and the like, detecting information mismatches of conceptually similar words in the compared languages" [4, p. 37].
S.I. Vlakhov and S.P. Florin defines realias as a special category of means of expression, which includes words and phrases that name objects that are characteristic of life, life, culture and history of one people and foreign to another. Researchers note that when translating, realias require a special approach, since they do not have exact correspondences in other languages, being carriers of national or historical color.
Various researchers offer a variety of methods for translating the words of reality. The most common methods are transliteration, transcription, tracing, descriptive translation, approximate translation and transformational translation.
1. During transliteration, the graphic form of the source language is transmitted by means of the translated language, and during transcription, its sound form. These methods are used when transferring foreign names of proper, geographical names, names of various companies, firms, ships, newspapers, magazines (for example: Bank of America, General Motors).
Currently, the use of transliteration and transcription in the translation of fiction is used much less often than before. This is quite justified - the transmission of the sound or letter appearance of a foreign language lexical unit does not reveal its meaning, and such words to a reader who does not know a foreign language remain incomprehensible without appropriate explanations [1, p. 86].
2. Calculation - the transfer of foreign-language realias by replacing its constituent parts - morphemes or words with their direct lexical correspondences in the target language (for example: brain drain - brain drain). This method has the same drawback as the first.
3. Descriptive ("explanatory") translation. This method consists in revealing the meaning of the lexical unit of the source language using detailed phrases that reveal the essential features of the phenomenon denoted by this lexical unit (for example: landslide - election victory with a large margin of vote). This method is considered very cumbersome and uneconomical. Therefore, it is not always possible to apply it when translating texts. Often translators resort to a combination of two techniques - transcription or tracing and descriptive translation, giving the latter in a footnote or commentary. This makes it possible to combine the brevity and economy of the means of expression characteristic of
transcription with the disclosure of the semantics of a given unit, achieved through a descriptive translation [1, p. 157].
4. An approximate translation consists in finding the closest match in the translation language for the lexical unit of the source language that does not have exact matches in the translation language. Such approximate equivalents of lexical units can be called "analogues." For example: know-how - production secrets. Applying "analogues" in the translation process, it must be borne in mind that in some cases they may not create the correct idea of the nature of the subject or phenomenon designated by them [1, p. 176].
5. Transformational translation. In some cases, the translator has to resort to the restructuring of the syntactic structure of the sentence, to lexical replacements with a complete change in the meaning of the original word, that is, to what is called lexical-grammatical translation transformations. For example: glimpse - used in expressions to have, to catch a glimpse of something, which makes it possible to use the verb in the translation and thereby use the syntactic restructuring of the sentence.
It should be added that V.S. Vinogradov and A.V. Fedorov distinguish another way -hyponymic (from the English word "hiponymy", composed of Greek roots). This translation method is characterized by the establishment of an equivalence relationship between the original word conveying the species concept - reality and the word in the translation language calling the corresponding generic concept. For example: nopal (type of cactus) -cactus, kebrago (type of tree) - tree [2, p. 209].
A kind of classification of occasional correspondences that are created by the translator during translation without equivalent vocabulary is given by V.N. Komissarov. In the field of translation without equivalent vocabulary, in his opinion, the following types of occasional matches apply
1. Correspondence - borrowings that reproduce the form of a foreign language word into the target language. Such correspondences are created using translational transcription or transliteration.
2. Correspondence - tracing papers that reproduce the morphemic composition of a word or the components of a stable phrase in the original language.
3. Correspondence - analogues created by finding the unit closest in value.
4. Correspondence - lexical substitutions created during the transfer of meaning without an equivalent word in the context using one of the types of translation transformations.
5. The description is used if it is not possible to create compliance with the above methods [3, p. 34].
The presence without equivalent units does not mean that their meaning cannot be transferred in the translation or that they are translated with less accuracy than units that have direct correspondences. The fact is that when translating realias, the translator each time faces the problem of choosing one or another way of transferring them. The choice of path depends on several prerequisites:
1. on the nature of the text;
2. from the significance of reality in context;
3. from the nature of reality itself, its place in the lexical systems of the target language and source language;
4. from the languages themselves - their word-formation abilities, literary and linguistic traditions;
5. from the readers of the translation (compared with the reader of the original) of the languages themselves - their word-formation capabilities, literary and linguistic traditions.
Therefore, equivalent vocabulary requires a creative approach and deep linguistic and regional knowledge of the translator when transmitting it to other languages.
References
1. BarkhudarovL.S. Language and translation. M.: International relations, 1975. 240 p.
2. Vinogradov V.S. Lexical questions of translation of fiction. M.: Publishing house of Moscow University, 1978. 172 p.
3. Komissarov V.N., Chernyakovskaya L.A., Latyshev L.K. Text and translation. M.: Science.
4. Fedorov A.V. Fundamentals of the general theory of translation. M.: Higher school, 1983. 303 p.
РОЛЕВЫЕ ИГРЫ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА Филиппова А.А. Email: Filippova685@scientifictext.ru
Филиппова Анна Александровна - учитель английского языка, Муниципальное бюджетное общеобразовательное учреждение Средняя общеобразовательная школа № 46 им. Героя Советского Союза Георгия Невкипелого,
г. Краснодар
Аннотация: статья посвящена идее использования ролевых игр на разных этапах обучения английскому языку с целью развития коммуникативных навыков. Автор делает акцент на педагогической целесообразности использования данного вида игр на уроках английского языка в разных возрастных группах. Актуальность проведения ролевых игр на уроках объясняется тем, что - это метод, при котором участники игры с помощью проигрывания определенных ролей в разных ситуациях обучаются эффективному способу поведения на основе жизненного опыта. В результате повышается эффективность учебного процесса, развиваются коммуникативные навыки обучающихся и появляется мотив для дальнейшего изучения английского языка. Ключевые слова: ролевые игры, роль, сюжет.
ROLE PLAYING GAMES AT ENGLISH LESSONS Filippova A.A.
Filippova Anna Aleksandrovna - English Teacher, MUNICIPAL AUTONOMOUS EDUCATIONAL INSTITUTION SECONDARY SCHOOL OF GENERAL EDUCATION № 46 ВУ HERO OF THE SOVIET UNION
GEORGE NEVKIPELY, KRASNODAR
Abstract: this article focuses on the use of role-playing games in different stages of English learning with a view to developing communication skills. Author place emphasis on effectiveness and pedagogical feasibility of using this kind of games in English lessons in different age groups. The relevance of conducting role-playing games in the lessons is explained by the fact that it is a method in which participants of the game, by playing certain roles in different situations, learn an effective way of behavior based on life experience. As a result, the efficiency of the educational process is increased, the communicative skills of students are developed and a motive appears for further study of the English language.
Keywords: role-playing games, role, plot.
Согласно ФГОС одним из основных требований к предметным результатам освоения основной образовательной программы основного общего образования является формирование и совершенствование иноязычной коммуникативной компетенции. Коммуникативная компетентность ориентирована на достижение практического результата владения английским языком, на образование, воспитание и
