I chapter. Name (the noun) as part of speech

CHAPTER II. DIFFICULTIES OF TRANSLATION FROM ENGLISH


2.1 ESSENCE OF TRANSLATION AND FEATURES OF TRANSLATION TRANSFORMATIONS

Translation is a rather difficult, complex and productive creative process, in which all the spiritual forces of a person are involved: intelligence, intuition, emotions, imagination, will, memory. Translation is a creative process, as a result of which a translated work is created. Translation appears historically at a certain stage of human development, exists historically, develops historically - along with the development of social, cultural and other processes. Here are some of the most common definitions.

R.K. Minyar-Beloruchev: “Translation is a type of speech activity that doubles communication components, the purpose of which is to transmit a message in cases where the codes used by the source and recipient do not match.”
A.V. Fedorov: “To translate means to express correctly and fully by means of one language what has already been expressed by means of another language ... the purpose of the translation is to bring the reader (or listener) who does not know the original language as close as possible to the given text (or oral content) speech). ”
E.V. Breus: “Translation is an act of interlanguage communication. When translating, there is not only the contact of the spirit of languages, but also the contact of two culture tours. ”
L.S. Barkhudarov: “The translation is the process of converting a speech work in one language into a speech work in another language while maintaining an unchanged plan of content, that is, meaning.”
Transformations with the help of which the transition from the units of the original to the units of translation is carried out are called translation transformations. However, the term “transformation” cannot be taken literally: the source text itself is not “transformed” in the sense that it does not change on its own. This text, of course, itself remains unchanged, but along with it and on the basis of it another text is created in a different language.
Translation transformations are a special type of paraphrasing - interlanguage, which has significant differences from transformations within the same language. “When we talk about monolingual transformations, we mean phrases that differ from each other in grammatical structure, lexical content, have (practically) the same content and are capable of performing the same thing in this context communicative function.
There are a significant number of different classifications of transformations during translation. The most famous of them were proposed by such scientists as L.S. Barkhudarov, V.N. Komissarov and Ya.I. Recker.
L.S. Barkhudarov, for example, distinguishes between the following types of transformations: permutations; replacements; additions; omissions.
V.N. Komissarov classifies translation transformations into lexical and grammatical transformations.
Calculation is a way of translating the lexical unit of the original by replacing its constituent parts — morphemes or words with their lexical correspondences in the target language.
V.N. Komissarov also highlights lexical-semantic substitutions. The main types of such substitutions are concretization, generalization, and semantic development of the value of the original unit.
V.N. Komissarov also identifies the third mixed type, or as he calls it “complex lexical and grammatical transformations.” He refers to them: antonymic translation, explication and compensation.
ME AND. Retsker identifies seven varieties of lexical transformations: differentiation of meanings; concretization of meanings; generalization of values; semantic development; Antonymic translation holistic transformation; Compensation for losses during the transfer process.
The main goal of the translation is to achieve adequacy. The main task of the translator when achieving adequacy is to skillfully make the necessary translational transformations so that the translation text as accurately as possible conveys all the information contained in the original text while observing the relevant norms of the translating language.
Among the significant parts of speech, both in Russian and in the native (Uzbek) language of students, one of the main places belongs to the noun.

The most characteristic morphological feature of nouns in the Russian language is the grammatical category of the genus. As you know, in the singular nouns belong to one of three genders: masculine, feminine and neuter. In the plural, the gender category is absent, and therefore nouns used only in the plural do not possess the gender category.

The assignment of animate nouns (names of persons of a male and female gender) to a male or female gender is associated with real generic ideas, that is, for many animated nouns the concepts “gender” and “gender” coincide. However, not at all. So, the names of a number of animals, birds, fish in one form, either male or female, are used to designate both male and female (for example: crucian carp - masculine: pike - feminine).

As for inanimate nouns, their gender is not connected with real ideas, but has only a grammatical meaning.

Difficulties in mastering the gender category are caused by the variety of language means of expressing the gender category in various groups of nouns, the logical unmotivated gender in some names of living beings and in all names of inanimate objects, the absence

a unified basis for the classification of nouns according to the gender clue [6].

The difficulties are compounded by the fact that in the native (Uzbek) language of students there is no gender differentiation of nouns, i.e. There is no grammatical category of the genus. Therefore, the issues of assimilation by students of the category of gender and related forms of coordination require special attention [2]. When studying morphology, students should acquire strong skills to distinguish between the grammatical gender of nouns and the correct use of generic forms in coherent speech. To do this, the textbooks provide an introduction to the basic theoretical principles, as well as the practical development of the skills of using nouns of one kind or another in speech.

Many errors in the Russian language of students are explained by ignorance of the gender of nouns. These errors are in the coordination of adjectives, ordinal numbers, possessive and other compatible pronouns, as well as past tense verbs. Unable to determine the gender of nouns, students make mistakes in the coordination of other parts of speech with these nouns. This also explains many student mistakes in using nouns in various grammatical forms.

The difficulty in assimilating the gender is caused not only by the peculiarities of the students ’native language, but also by the difficulty in expressing the category of the gender of nouns in the Russian language.

Gender differences of Russian nouns are expressed in various ways: a) lexically, that is, in different words: father - mother, rooster - chicken; b) word-building affixes: old man - old woman, lion - lioness; c) grammatically (morphologically: boy, region, steering wheel; syntactically: new headman, etc.).

The difficulties of matching other words with nouns are overcome by students very slowly and only after the genus of many nouns is mastered, therefore, studying the grammatical category of the gender of the Russian language at a national school requires close attention.

When explaining a category that is not in the native language of students or that differs from the category of the native language, all possibilities should be found that facilitate the understanding of this material, its full assimilation and the development of practical skills for using this category in Russian. One of the tested methods in such cases is the reliance on students' knowledge of their native language. Thus, in the absence of a gender category, in many languages ​​there are words that distinguish people and animals by their natural sex (for example, Uzbek, ota (father) - she (mother), surnames Mirzoev - Mirzoeva, as well as combinations with words - gender determinants of ota ayik ( bear) - it is ayik (bear), which should be relied upon in the initial explanation of the gender of nouns in Russian (Dmitriev N.K., Chistyakov V.M. Gender and coordination. - In the book: Dmitriev N.K. , Chistyakov V. M., Vakeeva N. 3. Essays on the methodology of teaching Russian and native languages ​​in a national school. M., 1952, pp. 145-147.)

It is necessary to recall the use of personal pronouns, he and she, as well as possessive and demonstrative pronouns, my, yours, this, that. It is necessary to strive to ensure that students according to mine, yours, in the text could determine that the nouns to which these pronouns belong are masculine, and similarly distinguish feminine and neuter nouns. The use of past tense verbs with masculine nouns should be repeated.

and feminine: according to these verbs, students should also be able to recognize the gender of nouns in the text.

The ability to establish the gender of nouns by r is important. to grammatical signs, in particular according to the endings.

It is advisable to begin the explanation of the topic “Gender of nouns” with nouns, the gender of which can be determined by value (gender). For this purpose, you can use the names and pair names of students: Ivanov - Ivanova; Eugene - Eugene. Then you can take common names and in them highlight the ending -a; the old man is an old woman, the teacher is a teacher. With such examples, students better remember that animate feminine nouns have an ending, and masculine nouns in most cases do not have such an ending.

It is necessary to draw the attention of students to the fact that some masculine nouns also have endings -a, -i: dad, uncle, etc. In this regard, it is necessary to dwell on diminutive proper names: Vanya, Lenya, etc.

The assimilation of the gender of nouns ending in soft consonant is facilitated by their distribution into groups by value, but taking into account formal indicators. For example, the names of months with a soft sign at the end: January, February, April, etc. names of people by profession with the suffix -tel: driver, educator, etc .; with suffix - ar: plowman, librarian. Students memorize feminine words with a suffix -ost: joy, news; or having at the end-st.

When working on such nouns, it is useful to compose sentences with them (Early Autumn has come.) Or phrases, which will contribute not only to the assimilation of the kind of studied nouns, but also to the consolidation of coordination skills and their use in speech.

Differences in gender also appear in other categories of words, forming

complex grammar system. The gender category is inherent in adjectives, some categories of pronouns, numerals, some verb forms (past tense forms, conditional mood and participles). However, in the indicated categories of words, gender differences are not independent and are only a syntactic form of coordination, as they are completely subordinate to the gender of the noun with which they are used. The gender acts here only as a means of agreement with the noun.

Starting to study the generic endings of the coordinated parts of speech, it should be borne in mind that already at the initial stage of teaching the Russian language, students in practice learn the coordination of adjectives, pronouns and past verbs with nouns of all three genders. Students must firmly grasp the generic endings of the studied parts of speech (of course, those with a gender category) with all their options (hard, soft, etc.). Reference tables and other visual aids facilitate the memorization of birth endings.

When studying the generic endings of ordinal numbers, consonant pronouns and full participles, one should rely on the material studied by students about the generic endings of full adjectives. The establishment of associative relations contributes to a more durable memorization of the endings of the male, female and middle gender.

The same generic endings of short adjectives and short participles, the same endings in past tense verbs and conditional mood allow us to generalize this material and compare it with the generic endings. A solid knowledge of the birth endings is a prerequisite for the formation of coordination skills. Besides

In addition, the endings of consonant words help students to determine the gender of nouns.

Often, students experience great difficulties in reconciling in indirect cases, this is sometimes complicated by the fact that in their native language the case system is different from Russian.

To consolidate this difficult material and improve the ability to distinguish the gender of nouns, the correct combination of different coordinated words and their use in speech, the following exercises can be carried out:

A) The definition of the gender of nouns in a readable or written-off text. Writing in three columns of nouns of masculine, feminine and neuter gender and compiling sentences with them.

B) Compilation of thematic dictionaries with the division of words into groups by gender.

C) It is very useful to compile dictionaries on a grammatical basis. For instance:

neuter nouns; name, time,. . .;

feminine nouns: night, mouse, rye, ...;
masculine nouns: ray, knife, ....
D) Particular attention should be paid to the development of harmonization skills in gender. When studying adjectives, coordinated pronouns and numerals, exercises with tasks will contribute to the assimilation of generic endings:
use the same adjectives (numerals or pronouns) with masculine, feminine, and neuter nouns, make phrases and sentences with them;

use past tense verbs with various nouns; select adjectives (or other consonant parts of speech) for these nouns;

translate phrases from the native language into Russian.

Along with exercises aimed at enhancing language material, it should be proper speech exercises, which make it possible to use the studied language material in independent statements of students.