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56производятся определенные закономерные трансформации, мы вправе различать: тождественно -адекватный и трансформационно-адекватный перевод».
При тождественно-адекватном переводе как форма, так и содержание инвариантны,т.е. передаются без изменений (см.регулярные соответствия).
При трансформационно-адекватном переводе можно выделить две его разновидности. В первом случае одно и то же мыслимое содержание и стилистическая функция выражаютсяразными синонимичными средствами, т.е. семантико-стилистиче-ская инвариантность достигается путем модификации исходных данных. Такой перевод является модификационно-адекватным. Во втором случае переводчик отказывается или вынужден отказываться от предметно-смысловой точности, от передачи понятийного содержания. «Уподобление» происходит только по функции языковых средств. Инвариантности содержания в строгом смысле слова нет, передача предметного значения или невозможна или не ставится как цель, важна инвариантность функциональная. Такой перевод в отличие модификационно-адекватного можноназвать-функционально-адекватным.
Комиссаров В.Н. в своей работе "Теория перевода" рассматривает трансформационно-семанти-ческую модель перевода. Трансформационно- семантическая модель перевода исходит из предположения, что при переводе осуществляется передача значений единиц оригинала. Такая модель рассматривает процесс перевода как ряд преобразований, с помощью которых переводчик переходит от единиц ИЯ к единицам ПЯ, устанавливая между ними отношения эквивалентности. Таким образом, трансформационно-семантическая модель перевода ориентирована на существование непосредственной связимежду структурными илексиче-скими единицами оригинала и перевода. Соотнесенные единицы рассматриваются как начальное и конечное состояния переводческого процесса. Преобразования, с помощью которых можно осуще-
ствить переход отединиц оригиналак единицам перевода, называются межъязыковымитрансформа-циями. Посколькупереводческие трансформации осуществляются с языковыми единицами, имеющими как план содержания, так иплан выражения, ониносят формально- семантический характер, преобразуя как форму, так и значение исходных единиц [10, с. 145].
Трансформированные выражения, по некоторым признакам структуры и значения, отличающиеся от закономерных соответствий, тем не менее, в определенном контекстемогут выступать как их контекстуальные синонимы.
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SEMANTIZATION OF PHRASEOLOGICAL UNITS IN AN ADVERTISING TEXT IN THE ASPECT OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE
Yagodkina M.
Doctor of Philology, professor,
head of advertising and public communications Pushkin Leningrad State University, Saint Petersburg
Abstract
The article pays attention to the description of the didactic capabilities of Russian phraseology in the teaching of Russian as a foreign language. Many advertising texts are based on phraseological expressions, which allows us to consider the advertising language as a material for studying various aspects of Russian morphology, syntax, phonetics, and vocabulary. The inclusion of advertising texts in the program of teaching the Russian language provides a general study of the language and culture. The analysis of phraseologisms in advertising texts while studying Russian as a foreign language helps to form the necessary speech skills of foreign students, to prepare them for communication in the language environment.
Keywords: Russian as a foreign language, phraseology, advertising text, idioms.
In modern linguodidactics, the phraseological corpus is recognized as the most important tool for the formation of communicative competencies in the study of Russian as a foreign language. Foreign students master the skills of semantization and the use of phraseological units in speech during the study of various aspects of Russian morphology, syntax and word formation. The inclusion of advertising texts in training courses allows you to accelerate the assimilation of the culturological content of phraseological units, to increase the level of knowledge of the Russian language, taking into account interlanguage interference.
Once in the language environment, foreign students who master the Russian language cannot be isolated from advertising, which constantly accompanies students on their way to the university, is abundant in the media. In the process of teaching Russian as a foreign language, the basis of cognitive and communicative activity is formed.
In order to clarify the perception of phraseological units in advertising texts, foreign students from China conducted an experiment in which students were offered 30 advertising texts based on phraseological units. The students were given the task to answer questions about the subject of advertising, the object of the impact of advertising, the purpose of the use of the goods and indicate the subjective emotional assessment of the text.
It is interesting that none of the proposed advertising texts received a positive emotional rating, and only two texts were neutral: "Gold Cards - Golden Time" (Russian Standard Bank); "New arrivals in the Plaza -eyes run wide." A discussion of these advertising texts showed that phraseologisms "golden time" (a stretch of life associated with pleasant memories) and "eyes run up" (too many impressions to focus on one thing) are already familiar to students and their use in speech is not causes difficulties.
When asked about the subject of advertising, 60% of the correct answers were received. At the same time, texts that did not contain an indication of the object re-latedness of the goods did not receive adequate seman-tization. For example, an advertisement for decorative cosmetics, "Oriflame Rules", was semantized as an advertisement for etiquette courses. Since this slogan does not indicate a specific type of product, the importance comes to the fore - "etiquette, rules of conduct for all occasions." When reading a text like this, a native speaker has a double actualization: the direct and figurative meanings coexist in one utterance and are perceived simultaneously.
When determining the subject of advertising, 30% of the responses included the answer "for everyone" (clothes, household appliances, cars), cosmetics were categorized as "for women," confectionery products were "for children," medicines were "for patients," carbonated drinks - "for the young."
An indication of the purpose of the use of the goods was true in 70% of the responses. Difficulties arose in the analysis of texts containing linguistic and regional concepts. For example, an advertisement for spring rolls: "He warmed it and right in the mouth. Shrovetide all year round! " To the question "What is
the purpose of using this product?" 92% of respondents could not give an answer. In the process of discussing the test results, students were asked clarifying questions about what the word "Shrovetide" means and what national traditions are associated with this holiday. The information embedded in the advertising text is perceived by students in the case when the lexical components of the text are adequately semantized and the cultural aspect is taken into account.
A typical mistake that occurred during the seman-tization of phraseological units in advertising texts can be called the perception of phraseological units as a free phrase and, in this regard, not understanding the internal form of phraseological units, its imagery.
It is in the phraseological, concise and capacious form that an advertising message can be effectively expressed. For example, "ZEWA - wipe your nose cold." In this case, the phraseology "wipe your nose" is used - to emphasize, show, prove your superiority in something over anyone. The advertising text is based on the semantization of the associative meaning of "demonstrate superiority over the disease" and an indication of the direct meaning of "wipe your nose with a cold." The combination of these two elements allows you to build the text in accordance with the mnemonic rules: the slogan is based on phraseological units already known to the native speaker and creates an association. In a foreign audience, a comment is required to clarify the phraseological expression and identify the above relationship.
In advertising texts, information is often enhanced by expression, which creates the use of phraseological expressions. However, it is necessary to use phraseolo-gisms very carefully, since their introduction into the text requires special skills and a high information culture from students studying Russian as a foreign language.
In the process of selecting advertising texts for use in the classroom, it should be borne in mind that the content of the text should include information that, based on students' extra-linguistic preparedness, expands their knowledge. Background knowledge has a major impact on the perception of professional information. When considering advertising texts, great importance should be given to the analysis of vocabulary and grammatical structures. Moving from studying one grammatical form or design to another, learning the rules, students gradually expand their knowledge, acquire the necessary skills to work on the text.
The semantization of advertising texts on topics, speech structures and vocabulary can serve as the basis for the presentation of this material in a foreign audience. The following groups are distinguished - real estate, economics, tourism, services, trade, circuses, family and interpersonal relations, science and ecology, politics. Texts from each group have their own structural features. For example, commercial advertising that informs about consumer goods is necessary to popularize products and create demand for them. Such advertisements are compiled according to a certain scheme: the text should explain what the product is, how it will be useful to the consumer, where it can be
bought, how much it costs and some additional characteristics (for example, the screen size on TVs or the type of processor on a computer). Phraseologisms in this group of advertising texts are presented in very small quantities, this is due to the specificity of its focus.
Sometimes, while reading an advertising text, false semantization may occur. From the point of view of teaching RCTs, this question cannot be ignored, since for foreign students a lack of awareness of the meaning of phraseological units can become a known obstacle to effective mastery of the language and understanding of the text. For example, the advertisement "we will shoe the whole country" - when analyzing such texts, it is necessary to take into account the peculiarities of the use of vocabulary that allows for double interpretation. If you consider that this advertisement is an advertisement of a shoe factory, then you are supposed to read the direct meaning: "to put on shoes - to provide shoes." However, the linguistic consciousness of a native speaker can easily recall the slang meaning of the word "shoe" - to deceive someone. Consideration of language as a way of objectifying verbal thinking and knowledge, lexical features of texts, orientation to an average native speaker are most obvious in advertising texts, they also most clearly capture the active principle of a linguistic personality.
The specificity of the advertising text determines the choice of the main methodological interpretation of phraseological units: from the analysis of the structure of expressions and their functioning - through the activation of lexical and syntactic standards - to the construction of the finished text.
The use of advertising texts for didactic purposes allows you to demonstrate the functioning of language units in colloquial speech. For example, an advertisement built in the form of a dialogue between two sisters who, in the absence of their parents, have a party and are trying to remove its consequences "- Well? - Nothing happens, even bursts. "And you try the new Mr. Propper." With "Mr. Propper" it's fun, it's clean twice as fast in the house! "Includes the vernacular stable expression" at least bursts "- nothing works, despite the efforts. It is also important that in the presence of a verbal or visual context (commercial), not only the process of semantization of the language structure is simplified, but also the situation of its use is demonstrated.
Chocolate Bar Advertising: "Fint - Make a feint with your ears!" Contains the vernacular expression "Fint with your ears is a tricky trick." At the same time, the commercial demonstrates a non-standard way out of the prevailing predicament, which allows us to simplify the process of semantization of a language unit. The text "Baltika Beer - Know Ours!" Contains the colloquial expression "Know Ours" - sometimes a boast with a touch of challenge or threat. Through these words, the beer producer challenges the competitors, points to the high quality of its own product.
Even a large vocabulary and knowledge of the grammar of the Russian language is not always a guarantee of communicative competence. The advertising text allows you to demonstrate the functioning of language units in an unofficial situation, in colloquial speech. An advertising text is a kind of game with a
language, and if you understand the basic rules of this game, then comprehension of the laws of the Russian language is much simpler.
In an advertisement for beer "Old Miller": "We know you. You put your soul into your favorite business. Therefore, we brew for you the beer "Old Miller", with a soul so that you can relax mentally. Beer "Old Miller" - soulful beer "contains units -" put your soul in "- do anything, surrendering whole, with inspiration; "With the soul" - surrendering entirely, with inspiration; "To rest mentally" is pleasant, with pleasure. The design "soulful beer" can be semantized as "beer brewed with inspiration (mentally); beer, after the use of which a pleasant atmosphere (spiritual) arises; very good beer. " Moreover, the analysis of the text in the lesson allows you to identify patterns of use in speech of stable expressions with the word "soul".
The assimilation of linguistic and regional material creates, in turn, linguistic and regional competence, which makes it possible to extract from the text information of similar information extracted by a native speaker and achieve full communication.
In the course of work on the semantization of phraseological units in advertising texts, the following system of tasks can be used: 1) selection of advertising texts of a certain topic, constructed using phraseological units; 2) restoration of deformed phraseologism (insertion of a missing word, connection of parts of phraseology); 3) the choice of phraseology, the most suitable for advertising specific products. Such tasks allow you to introduce an element of the game and increase the communicative competence of students.
In the course of studying the Russian language, an important aspect is not only the formation of an idea of the extra-linguistic background against which communication takes place, but also the comprehension of national realities, which allows one to develop the skill of error-free semantization of phraseological units and their further confident use in the course of communication. Advertising texts in the classes on Russian as a foreign language can prepare students for the conditions of live communication.
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