Culture-oriented translation and lexical units with cultural component

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Гатауллина, М. (2022). Culture-oriented translation and lexical units with cultural component . Переводоведение: проблемы, решения и перспективы, (1), 69–72. извлечено от https://inlibrary.uz/index.php/translation_studies/article/view/5996
Марьям Гатауллина, Uzbekistan State World Languages University

Trainee teacher English Language Translation Theory Department

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Аннотация

The whole system of the language as a whole, language and speech norms reflect the national-cultural specifics of the language. This is the cumulative function of the language. In this function, the language acts as a link between the generations, the repository and the means of transmitting extra-linguistic collective experience, since language not only reflects modern culture, but also fixes its previous state.


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CULTURE-ORIENTED TRANSLATION AND LEXICAL UNITS

WITH CULTURAL COMPONENT

Maryam Gataullina

Trainee teacher English Language Translation Theory Department,

Uzbekistan State World Languages University


The whole system of the language as a whole, language and speech norms

reflect the national-cultural specifics of the language. This is the cumulative function
of the language. In this function, the language acts as a link between the generations,
the repository and the means of transmitting extra-linguistic collective experience,
since language not only reflects modern culture, but also fixes its previous state.

The cumulative function is characteristic of all linguistic units, but it is most

pronounced in the field of vocabulary

– in words, idioms, aphorisms (Serova, 2010,

P. 44).

“Vocabulary, being directly connected with objects and phenomena of the

material world and with the history of society, serves not only the needs of linguistic
communication, but is also a peculiar form of consolidation and transmission of social
and cognitive experience from generation to generation. Therefore, the lexical
system is primarily and most of all conditioned by the categories of the material world
and social

factors” (Fenton, 2001). The vocabulary contains universals in a specific

national sense and reality itself.

The study of the national-cultural specifics of the lexical composition of the

language is engaged in linguistic and cultural studies. This direction began to take shape
in the 60-70s of the 20

th

century. The founder of the linguistic research methodology can

be considered Lok Nessa. In the 60s it was not more than the direction opposite to the
traditional methods of teaching foreign languages. In the future, the linguistic-cultural
approach to the study of a foreign language was especially actively used by the French,
English and American schools (L. Davidson, W. Rivers, A. Lipson, J. Doherty, M. Markus,
R. Picht, M. Kummer, M. Erdmenger, H. Istel).

Thus, linguistic and cultural studies are an aspect in which, in the process of

learning a foreign language, students are introduced to the manifestations of the
material and spiritual culture of the people who speak the language, as well as
penetration into the mentality of this people (Gormenzano, 2007). According to
V.Kostomarov, defining in the subject of linguistic studies is the study of how national
mentality is reflected in linguistic phenomena (Svetlichnaya, 2013, P. 179).

In linguo-cultural studies, the meaning of a language unit is considered in the

complex of ideas of a given people about a subject denoted by this lexical unit.
Theories of linguistic and cultural studies emphasize that this area combines, on the
one hand, language teaching, and on the other, it gives certain information about the
country of the language being studied.

Linguistic and cultural studies have as their task the study of linguistic units

that most clearly reflect the national characteristics of the culture of the people who
have the language and the environment of its existence. The purpose of linguistic
and cultural studies is to

“equip a non-native speaker with background knowledge in


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volume, in form and content, approaching the background knowledge of a native
speaker of a given language and

culture” (Tolpa, 2019).

In the linguistic-cultural theory of the word, in addition to the direct denotative

(vocabulary) meaning, it is customary to consider the whole complex of associations
that arise in the mind of a native speaker and culture when an image is caused by a
given word or phraseological unit. In this regard, linguistic study interprets the
meaning of the word more broadly than is customary in traditional semasiology. It
relies on the data of psycholinguistics, where the meaning of the word is not only
what is recorded in the dictionaries, but also an image that includes a number of
associations that are nationally codified, i.e. common to all speakers of a given
language and culture, as well as personal.

As already noted, the conceptual picture of the world is wider than the linguistic

one. The semantic structure of nominative language units contains extralinguistic
content, which directly and directly reflects the national culture served by the
language. This part of the meaning of the word, dating back to history, geography,
traditions, folklore

– in other words, to the culture of the country, is called the national-

cultural component. The cultural component that remains outside the linguistic form
may be universal or regional. This component is a manifestation of the cumulative
function of the language.

The cultural component

“associated with the national culture of the people

concerned, inseparable from it and limited to a well-known cultural and linguistic
community” is called a country-specific cultural component (Ubin, 2011, p.56). In its
turn, nominative language units containing a cultural component are commonly
referred to as vocabulary with a national cultural component of semantics.

“Words

which peculiar semantics reflects the originality of culture are called vocabulary with
a cultural component or words with a cultural

component” (Choi, 2005).

Among the lexical units with pronounced national cultural characteristics are:
1) realia

– the names of objects or phenomena characteristic of one culture

and absent in another;

2) connotative vocabulary

– words that coincide in basic meaning, but differ in

cultural-historical associations;

3) background vocabulary

– words that designate objects and phenomena that

have analogues in the culture being compared, but differ in some national
characteristics of functioning, form, purpose of objects, etc.

For linguistic study of great interest are idioms, which reflect the national

identity of the history, culture, traditional way of life of the people who speak the
language. It is also advisable to include onomastic vocabulary (toponyms and
anthroponyms), idioms, and humor as linguistic-cultural vocabulary.

We should consider the interpretation of the terms

“realia”, “culture-specific

vocabulary

” (CSV) and “background words” and distinguish these concepts.

In linguistic-cultural studies, CSV is understood as

“words the content plan of

which cannot be compared with any foreign language lexical

concepts”. In translation

studies, CSV is defined as

“the lexical units of one of the languages that have neither

full nor partial equivalents among the lexical units of another

language” (Sdobnikov,

2015, P. 464);

“Lexical units of IL, not having regular (vocabulary) correspondences

in

PC” (Gormenzano, 2007).


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CSV is one of the types of translation matches, i.e. zero matches. The

commissioners divide all correspondences into regular (permanent and variant),
occasional (irregular, exclusive translation in this context) and lack of conformity (ie,
CSV). Barkhudarov identifies three types of semantic correspondences: a) full
compliance; b) partial conformity (such incomplete equivalence relations are
highlighted, such as inclusion, intersection, nondifferentiation) and c) complete lack
of conformity (CSV).

The term

“realia” is used in linguistics, literary criticism, translation studies and

linguistic and cultural studies. Despite such widespread use, in the research literature
there are no clear criteria for determining the reality. There is a twofold understanding
of this phenomenon:

1. The real-object, i.e. a concept, a phenomenon characteristic of the history,

culture, way of life of a people and not found in other people.

2. Real-word, i.e. linguistic units denoting such phenomena, objects and

concepts, as well as proverbs, aphorisms and idioms.

In linguistic study of the concept of reality is much broader. According to

M. Weisburd, these include

“events in the public and cultural life of the country, public

organizations and institutions, customs and traditions, household items, geographical
locations, works of art, literature, names of historical figures, public figures, scientists,
writers, composers, artists, popular athletes, heroes of works of art, natural
phenomena, as well as a multitude of scattered facts that go beyond the

classification”. “Practically, everything that for its adequate description requires either
an encyclopedic reference, a schematic or tabular presentation, or a message of
some everyday (known to native speakers, but unknown to foreigners)

information”

can be considered as a realia. The concepts relating to the number of realias can be
expressed in words, phrases, sentences, abbreviations.

In realia, the proximity between languages and culture is most clearly

manifested: the emergence of new realities in material and spiritual life society leads
to the emergence of realities in the language, and the time of the emergence of new
realities can be set quite accurately, because the vocabulary is sensitive to all
changes in public life. It is through realities that we recognize those traits, features of
character, which are inherent in this particular country living in a given historical
epoch. Realities quickly respond to all changes in the development of society; among
them one can always single out the realities-neologisms, historicisms, archaisms.

Compared with other words of the language, the distinctive feature of reality is

the nature of its subject content, i.e. the close connection of the subject matter,
concept, phenomenon, denoted by the people, the country, on the one hand, and the
historical period of time, on the other. It follows that the reality is inherent in the
national colouring.

Coloring implies a set of features (epoch, personality), originality of something.

It is the color that makes a neutral,

“unpainted” unit of “nationally-colored” reality.

Coloring is the coloring of a word that it acquires due to the affiliation of its referent

the object designated by him

– to a given people, a particular country or area, or a

particular historical era.

Among the characteristic signs of reality should be attributed to the presence

of national color,

“familiarity” with native speakers. Fenton pays attention to the fact

that realities carry a large informative load; familiarity with them allows you to learn a
lot about the lifestyle, history and modern reality of the country (Fenton, 2001).


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Most researchers group realities based on the extra-linguistic factor

– thematic

associations. Tomakhin identifies geographical, cultural, historical, socio-political and
ethnographic realias (Tomakhin, 2011).

REFERENCES:

1. Choi J.

Qualité et préparation de l’interprétation. Evolution des modes de

préparation et rôle de l’Internet [E-resource] / J. Choi // Pour une traductologie
proactive: colloque international du 50e anniversaire de Meta.

Université de

Montréal, 2005. Access mode: http://www.erudit.org/livre/meta/2005/000229co.pdf
(date of access: 09.06.2022).

2. European Masters in Conference Interpreting [E-resource]. 2006. Access

mode: http://www.emcinterpreting.net/default.html (date of access: 17.04.2022).

3. Fenton S. Expressing a Well-Founded Fear: Interpreting in Conven-tion

Refugee Hearings [E-resource] / S. Fenton. 2001.

Режим доступа: http://

www.refugee.org.nz/Reference/Sabine.html (date of access: 05.02.2022).

4. Ferrari, M. Consecutive simultaneous? [E-resource] / M. Ferrari // SCIC

News 26. 2001. P. 2-4. Access mode: http://scic.cec.eu.int/scicnews/2001
/011121/default_26.html (date of access: 12.03.2022).

5. Gormenzano, N.

L’éthique de la qualité [E-resource] / N. Gormenzano // La

traduction, et

après? Ethique et professions. Liège. 2007. Access mode: http://

www.l3.ulg.ac.be/colloquetraduction2007/actes.html (date of access: 21.11.2021).

6.

Рахмонов А.Б. Формирование исследовательских умений будущих

педагогов в научно-проектной деятельности // Современное образование
(Узбекистан). – 2020. – №. 12 (97). – С. 11–18.

7. Sdobnikov V.V. Translation and communicative situation: monograph. /

V.V. Sdobnikov. M.: Flinta: Nauka, 2015.

– P. 464.

8. Serova T.S. Balanced bilingualism and the mechanism of language

switching in oral translation activity in the context of the dialogue of languages and
cultures // Language and Culture. 2010. No. 4 (12).

– PP. 44–46.

9. Svetlichnaya E.R. Mechanisms of memory providing the process of oral

consecutive translation / E.R. Svetlichnaya // Language and culture in the era of
globalization: a collection of scientific papers based on the materials of the first international
scientific conference

“Languages and culture in the era of globalization”. In 2 volumes. – St.

Petersburg: SP6GEU Publishing House 2013.

– Issue 1. – Vol. 2, – P.179.

10. Tolpa D.V. On the means of forming professional language competence,

2019 [Electronic resource].

– Access mode: http://zhumal.lib.ru/w/\vagapowas/

transd-listdoc.html (access date: 02.14.2022).

11. Tomakhin G.D. Realities in culture and language // Inostr. lang. at school.

– 2011. – No. 1. – PP. 64–69.

12. Ubin I.I. Translation in the European Community: Volume of Translation

and Assessment of Translation Quality (Review) / I.I. Ubin, I.A. Pushnov. M.: VCP
scientific

– tech. literature and documentation, 2011. – P. 56.

Библиографические ссылки

Choi J. Qualite et preparation de I’interpretation. Evolution des modes de preparation et role de I’lnternet [E-resource] / J. Choi // Pour une traductologie proactive: colloque international du 50e anniversaire de Meta. Universite de Montreal, 2005. Access mode: http://www.erudit.org/livre/meta/2005/000229co.pdf (date of access: 09.06.2022).

European Masters in Conference Interpreting [E-resource]. 2006. Access mode: http://www.emcinterpreting.net/default.html (date of access: 17.04.2022).

Fenton S. Expressing a Well-Founded Fear: Interpreting in Conven-tion Refugee Hearings [E-resource] I S. Fenton. 2001. Режим доступа: http:// www.refugee.org.nz/Reference/Sabine.html (date of access: 05.02.2022).

Ferrari, M. Consecutive simultaneous? [E-resource] / M. Ferrari // SCIC News 26. 2001. P. 2-4. Access mode: http://scic.cec.eu.int/scicnews/2001 /011121/default_26.html (date of access: 12.03.2022).

Gormenzano, N. L’ethique de la qualite [E-resource] / N. Gormenzano // La traduction, et apres? Ethique et professions. Liege. 2007. Access mode: http:// www.l3.ulg.ac.be/colloquetraduction2007/actes.html (date of access: 21.11.2021).

Рахмонов А.Б. Формирование исследовательских умений будущих педагогов в научно-проектной деятельности // Современное образование (Узбекистан). - 2020. - №. 12 (97). - С. 11-18.

Sdobnikov V.V. Translation and communicative situation: monograph. / V.V. Sdobnikov. M.: Flinta: Nauka, 2015. - P. 464.

Serova T.S. Balanced bilingualism and the mechanism of language switching in oral translation activity in the context of the dialogue of languages and cultures // Language and Culture. 2010. No. 4 (12). - PP. 44-46.

Svetlichnaya E.R. Mechanisms of memory providing the process of oral consecutive translation I E.R. Svetlichnaya // Language and culture in the era of globalization: a collection of scientific papers based on the materials of the first international scientific conference “Languages and culture in the era of globalization”. In 2 volumes. - St. Petersburg: SP6GEU Publishing House 2013. - Issue 1. - Vol. 2, - P.179.

Tolpa D.V. On the means of forming professional language competence, 2019 [Electronic resource]. - Access mode: http://zhumal.lib.ru/wAvagapowas/ transd-listdoc.html (access date: 02.14.2022).

Tomakhin G.D. Realities in culture and language // Inostr. lang, at school. - 2011,-No. 1.-PP. 64-69.

Ubin 1.1. Translation in the European Community: Volume of Translation and Assessment of Translation Quality (Review) I 1.1. Ubin, LA. Pushnov. M.: VCP scientific - tech, literature and documentation, 2011. - P. 56.

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