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Linguistical analysis and translation problems of higher
education terms in german and uzbek languages
Nargiza JURAEVA
1
Karshi State University
ARTICLE INFO
ABSTRACT
Article history:
Received April 2021
Received in revised form
28 April 2022
Accepted 20 May 2022
Available online
10 June 2022
The article reveals the linguistic analysis and problems of
translating the terms of higher education into German and
Uzbek. It is emphasized that the translation is carried out taking
into account the traditions and conventions of the culture of the
people who speak the language of translation.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss5/S-pp289-293
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
linguistic analysis,
German and Uzbek,
terms,
translation problems,
modern learning,
skills,
word semantics.
Nemis va o
‘
zbek tillarida oliy ta
’
lim terminlaring lingvistik
tahlili va tarjima muammolari
ANNOTATSIYA
Kalit so‘zlar
:
lingvistik tahlil,
nemis va o‘zbek tillari,
terminlar,
tarjima muammolari,
zamonaviy ta’lim jarayoni,
malaka,
so
‘
zning semantikasi
(ma’nosi).
Maqolada oliy ta’lim atamalarini nemis va o‘zbek tillariga
tarjima qilishning lingvistik tahlili va muammolari ochib
berilgan. Tarjima xorijiy tillarida so‘zlashuvchi xalq nutq
madaniyatiga oid urf-
odat va an’analarni hisobga olgan holda
amalga oshirilayotgani ta’kidlanadi.
1
Lecturer, Karshi State University. Karshi, Uzbekistan.
Жамият
ва
инновациялар
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Общество
и
инновации
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Society and innovations
Special Issue
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05 (2022) / ISSN 2181-1415
290
Лингвистический анализ и проблемы перевода
терминов высшего образования на немецком и
узбекском языках
АННОТАЦИЯ
Ключевые слова:
лингвистический анализ,
немецкий и узбекский
языки,
термины,
проблемы перевода,
современное обучение,
навыки,
семантика слова.
В статье раскрываются лингвистический анализ и
проблемы перевода терминов высшего образования на
немецком и узбекском языках. Подчёркивается, что
перевод осуществляется с учетом традиций и
обычаи
культуры речи народов, которые разговаривают на языке
перевода.
In modern conditions, leaders of organizations willingly hire those employees who
are able to adapt, are able to take initiative and are capable of further learning and self-
learning. Therefore, it is very important today, when teaching students to translate, to
focus their attention on the fact that the professional competence of a translator of terms
from one language to another in the specialty will include theoretical, procedural and
integrative knowledge and professional skills that form the cognitive basis of his activity.
Integrative knowledge is understood as generalized knowledge obtained from a
set of academic disciplines, forming an integral system and having an interdisciplinary
structure.
Translation abilities are formed on the basis of language and speech skills that
students master as a result of educational and speech activities under the guidance of a
teacher and in the process of their independent activity. Learning activities for mastering
a foreign language include solving a number of learning tasks using a combination of
cognitive strategies that include many approaches to their definition and classification.
At present, term-forming prefixes in both German and Uzbek have been analyzed
selectively. After examining the affixes and determining their functions, at the end of
some developments and scientific research, the prefixes are characterized by the degree
of productivity: productive, unproductive, unproductive. It should be especially noted
that both in the Uzbek and German languages, the general and distinctive features of
affixal word-formation means, as well as means of expressing specific semantic
categories and groups of terms in the field of education, are analyzed and identified. In
this direction, it should be especially noted that the main indicator and attribute of word-
forming components and means is a direct manifestation of the relationship of
synonymous functions between word-forming suffixes. As already noted, in the modern
Uzbek literary language, synonymous relations between word-formation structures are
relatively less developed. However, in German, this type of construction within semantic
varieties shows extended synonymy B. Polylexemic terms in Uzbek and German
As is known, complex terms are the most productive way of term formation in
German and Uzbek. In this article, a classification of terms of a complex structure was
carried out with the aim of identifying similar typological features of the Uzbek and
German languages. In this aspect, we adhere to the theory regarding such features of the
word as 1) morphological composition; 2) features of the relationship of constituent
components; 3) features of the syntactic relationship of the constituent components.
Жамият
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Общество
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Society and innovations
Special Issue
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05 (2022) / ISSN 2181-1415
291
I. According to the composition of morphological components, the terms of the
field of education in the Uzbek and German languages are divided into: a) two-lexemic
terms; b) polylexemic terms. The main part of the terms of the education sector of the
Uzbek and German languages are compound words of the two-lexe type. Compound
words of the two-lexical type are the addition of two stems belonging to different parts of
speech. Derived compound words of the German language in the Uzbek language have
their analogies in most cases in the form of phrases, such as
die Doktorarbeit
–
doktorlik
dissertatsiyas (doctoral dissertation
), das Fernstudium
–
masofaviy ta
’
lim
(correspondence education),
das Studie nbuch
–
zachyot daftarchasi (grade book),
der
Studentenwohnheim
–
talabalar turar joyi (student dormitory),
die Fremdsprache
–
xorijiy
til (foreign language),
die Hausaufgabe
–
uy vazifasi (homework),
der Aufsatz
–
yozma ish
(written work),
das Klassenbuch
–
sinf jurnali (class magazine),
der Notizblock
–
yozma
daftarchasi (notebook),
der Campus-
universitet shaharchasi (university campus).
II. In both languages, there are also multi-lexical terms formed by adding two and
sometimes more than two lexemes: (In Uzbek)
taʼna qilish, nomlash
(reproaching,
naming),
insho yozish
(writing an essay),
tayyorgarlik
(preparation),
talabalar
(students),
muvaffaqiyat
(success),
nazorat, tekshirish
(control, inspection),
estetik
(aesthetics); (In
German)
Mittelmig
–
o
‘
rta, o
‘
rta daraja (middle, intermediate level),
die Diplomarbeit
–
diplom ishi (thesis),
das Fernstudium
–
zaochno (correspondence),
das Reifezeugnis
–
attestat (certificate),
die Aufnahmeprfung
–
kirish imtihoni (entrance examination).
And also there are
“
Simple and complex terms
”
:
“
a simple term
”
is usually
understood as a generic concept. The basis for the formation of a simple term is
borrowing from other languages or fields of science, rethinking the meaning of a general
literary work or through individual term creation. As an example, the terms are given:
die
Linse
–
lens,
die Pupille
–
pupil,
die Konjunktivitis
–
conjunctivitis.
A “compound term” is a term that has two or more components, is characterized
by its integral form and is formed by addition. For example:
das
Retinoblastom
–
retinoblastoma,
die Ophthalmoskopie
–
ophthalmoscopy, die
Hornhautverkrümmung
–
astigmatism.
By
“
terminological phrase
”
we mean a multi-component, semantically integral
combination consisting of two, three or more components. For example:
die
Augeninnendruck-Messung
–
intraocular pressure measurement,
die LASIK-Behandlung
–
LASIK treatment,
die Perimetrie-Screening
–
visual field test.
Thus, our research has shown that the terminological system is replenished by
traditional methods: morphological and lexico-semantic. The main and at the same time
the most productive ways of forming German and Uzbek terminology in various
professional areas.
Conclusion. Summing up, we can say that the study of German and Uzbek terms in
various areas of the profession and specialty requires a more detailed analysis. The
results of our work will contribute to the development of theoretical issues related to the
methods of studying word-formation models of terms. The definition of such an approach
opens up the possibility of predicting trends in the formation of term systems in various
fields of science by identifying the most productive word-formation models. Since the
terminology is of great difficulty for the translator, therefore, knowing the meanings of
the various components of the terminology should make this task easier.
Жамият
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Special Issue
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292
The purpose of translation and its function is to overcome the linguo-ethnic barrier
between representatives of different cultures. Each side in a translation situation
represents its own culture, each participant in communication has, from this point of
view, its own mentality, a special worldview, worldview and its own national psychology.
A future translator in his work will have to deal not only with two specific languages, but
also with two different cultures. Every bilingual person can translate by making an
intuitive choice. A professional translator must translate at a higher level. Therefore, it is
possible to teach translation in the process of translation, correcting and commenting,
motivating the choice with your subjective point of view. But most students demand a
more serious explanation of the criteria for a good translation. Based on the ability to
rationally analyze the original and translation, the translator will be able to further
improve his skills in the process of work. At the same time, it seems logical to clearly
prescribe for students the general contours and major details of the work, given that
there will always be a significant component of the intuitive in translation activities.
Therefore, it seems necessary to train students to build a translation taking into account
the traditions and conventions of the culture of the people speaking the target language,
otherwise the message will not fulfill its communicative function. In other words, the
main pragmatic task of the translator is the need for a kind of practical adaptation of the
output information in order to bring the perception of the message closer to the
recipients of the translation and the recipients of the original. Most often, the translator
has to resort to greater explication of the message, explaining and explaining those
discrepancies in cultural phenomena that may prevent their adequate perception. Since
much attention is paid in translation studies to the need to take into account the cultural
component of the original in its translation, the difficulties of translation associated with
the cultural aspect of its representativeness are considered in sufficient detail. However,
in most cases this is done on the example of written translation. In practical work with
students, most phenomena of this kind are first worked out on translation tasks, where
the teacher achieves automatic application of skills, and then such tasks are transferred
to the practi
ce of oral translation. From the point of view of theory, one should “convert
the most important provisions of translation into basic, universal translation skills, i.e.
the skills involved in translation are always
–
regardless of the method of its
implementation (written or oral), on the subject and functional and stylistic affiliation of
the translated text, and even on a specific pair of languages.
Thus, the problem of translation from a foreign language lies in the fact that the
translated term must be representative, that is, the same in meaning, as similar as
possible in the form of expression of thought, and have approximately equal volume.
Modern automatic text translation systems, such as, for example, Yandex-Translate and
Google-Translate, today have achieved significant success in the quality of translation.
These systems are able to translate and well convey the meaning of everyday text,
however, when translating a scientific text, problems often arise when the meaning of the
translated text is not conveyed, and sometimes its meaning is completely lost.
This means that the future translator must be proficient in the vocabulary often
found in news of any level and on a wide variety of topics. Future translators need to be
aware that the choice of a translation solution will reveal the meaning of realities and
ensure the most complete perception of the term and its flavor by the recipient of the
message with minimal semantic losses. It depends on the type of the term being
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translated, the text, the recipient, the differences, the rules of word formation and the
traditions of word usage in them, as well as on the nature of the realities and their
significance in this message.
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