3 research outputs found

    TEXTS CONTAINING TRANSLATION PROBLEMS FOR THE TRANSLATION COMPETENCES FORMATION

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    Background. The article is devoted to the actual problem of improving the quality of translators’ training in accordance both with the Federal State Educational Standard 3++ requirements and the new professional translator standard.The article presents the didactic principles of teaching translation developed by K. Nord in the framework of the scopos theory, as well as defines the criteria for selecting educational texts with the inclusion of translation problems. Purpose. To determine the criteria for selecting texts for teaching translation within the framework of didactic principles developed by Ch. Nord. Materials and methods. The main research methods are the analysis of the scientific literature of Russian and foreign scientists on the problem, the theoretical analysis of works on the issues under study, observation, analysis of texts and generalization of experience. Research results. In the course of the study, based on their own translation experience and based on the didactic principles of K. Nord, the criteria for selecting educational texts for translation were determined, including pragmatic, conventional, linguistic, and normative problems. Practical implications. The results obtained can be used in teaching students to translate from German into Russian

    STRONG POSITIONS IN THE NOVEL LUST BY E. JELINEK AND THEIR TRANSLATION

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    Π’ настоящСй ΡΡ‚Π°Ρ‚ΡŒΠ΅ рассматриваСтся Ρ„ΡƒΠ½ΠΊΡ†ΠΈΠΎΠ½Π°Π»ΡŒΠ½Π°Ρ Π½Π°Π³Ρ€ΡƒΠ·ΠΊΠ° ΡΠΈΠ»ΡŒΠ½Ρ‹Ρ… ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΉ тСкста Π² худоТСствСнном дискурсС ΠΈ ΠΎΠΏΠΈΡΡ‹Π²Π°ΡŽΡ‚ΡΡ ΠΏΡ€ΠΈΠ΅ΠΌΡ‹ ΠΈΡ… прагматичСской Π°Π΄Π°ΠΏΡ‚Π°Ρ†ΠΈΠΈ ΠΏΡ€ΠΈ ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄Π΅.Π‘ΠΈΠ»ΡŒΠ½Ρ‹Π΅ ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΈ, ΠΊ ΠΊΠΎΡ‚ΠΎΡ€Ρ‹ΠΌ принято ΠΎΡ‚Π½ΠΎΡΠΈΡ‚ΡŒ Π·Π°Π³Π»Π°Π²ΠΈΠ΅, эпиграф, Π½Π°Ρ‡Π°Π»ΠΎ ΠΈ ΠΊΠΎΠ½Π΅Ρ† тСкста, ΠΈΠΌΠ΅ΡŽΡ‚ ΠΎΠ³Ρ€ΠΎΠΌΠ½ΠΎΠ΅ Π·Π½Π°Ρ‡Π΅Π½ΠΈΠ΅ для ΠΎΡ€Π³Π°Π½ΠΈΠ·Π°Ρ†ΠΈΠΈ, восприятия ΠΈ ΠΈΠ½Ρ‚Π΅Ρ€ΠΏΡ€Π΅Ρ‚Π°Ρ†ΠΈΠΈ тСкста. ИмСнно ΠΎΠ½ΠΈ, структурируя ΡΠΎΠ΄Π΅Ρ€ΠΆΠ°Ρ‰ΡƒΡŽΡΡ Π² тСкстС ΠΈΠ½Ρ„ΠΎΡ€ΠΌΠ°Ρ†ΠΈΡŽ, ΠΏΡ€ΠΈΠ²Π»Π΅ΠΊΠ°ΡŽΡ‚ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ читатСля, ΠΏΠΎΠ΄Π³ΠΎΡ‚Π°Π²Π»ΠΈΠ²Π°ΡŽΡ‚ Π΅Π³ΠΎ ΠΊ Π²ΠΎΡΠΏΡ€ΠΈΡΡ‚ΠΈΡŽ ΠΈΠ½Ρ„ΠΎΡ€ΠΌΠ°Ρ†ΠΈΠΈ, Π° выраТая Π°Π²Ρ‚ΠΎΡ€ΡΠΊΡƒΡŽ ΠΈΠ½Ρ‚Π΅Π½Ρ†ΠΈΡŽ, ΠΏΠΎΠΌΠΎΠ³Π°ΡŽΡ‚ ΡΠ΄Π΅Π»Π°Ρ‚ΡŒ Π²Ρ‹Π²ΠΎΠ΄Ρ‹ ΠΈΠ· содСрТания ΠΏΡ€ΠΎΡ‡ΠΈΡ‚Π°Π½Π½ΠΎΠ³ΠΎ тСкста.Как ΠΏΡ€Π°Π²ΠΈΠ»ΠΎ, исслСдования ΡΠΈΠ»ΡŒΠ½Ρ‹Ρ… ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΉ проводятся Π½Π° ΠΌΠ°Ρ‚Π΅Ρ€ΠΈΠ°Π»Π΅ ΠΎΠ΄Π½ΠΎΠ³ΠΎ языка ΠΈ ΠΎΠ³Ρ€Π°Π½ΠΈΡ‡ΠΈΠ²Π°ΡŽΡ‚ΡΡ выявлСниСм ΠΈΡ… Ρ„ΡƒΠ½ΠΊΡ†ΠΈΠΉ. Π’ Π΄Π°Π½Π½ΠΎΠΉ ΡΡ‚Π°Ρ‚ΡŒΠ΅ ΡΠΈΠ»ΡŒΠ½Ρ‹Π΅ ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΈ ΡΡ€Π°Π²Π½ΠΈΠ²Π°ΡŽΡ‚ΡΡ Π² исходном тСкстС ΠΈ ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄Π΅, Ρ‡Ρ‚ΠΎ ΠΈ обусловило Π½ΠΎΠ²ΠΈΠ·Π½Ρƒ ΠΏΠΎΠ΄Ρ…ΠΎΠ΄Π° ΠΊ ΠΈΡ… ΠΈΠ·ΡƒΡ‡Π΅Π½ΠΈΡŽ. ΠœΠ°Ρ‚Π΅Ρ€ΠΈΠ°Π»ΠΎΠΌ послуТил Ρ€ΠΎΠΌΠ°Π½ Π­Π»ΡŒΡ„Ρ€ΠΈΠ΄Ρ‹ Π•Π»ΠΈΠ½Π΅ΠΊ Β«ΠŸΠΎΡ…ΠΎΡ‚ΡŒΒ» ΠΈ Π΅Π³ΠΎ ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄, Π²Ρ‹ΠΏΠΎΠ»Π½Π΅Π½Π½Ρ‹ΠΉ А.Π’. Π‘Π΅Π»ΠΎΠ±Ρ€Π°Ρ‚ΠΎΠ²Ρ‹ΠΌ. ΠΠΊΡ‚ΡƒΠ°Π»ΡŒΠ½ΠΎΡΡ‚ΡŒ Π΄Π°Π½Π½ΠΎΠΉ Ρ€Π°Π±ΠΎΡ‚Ρ‹ Π·Π°ΠΊΠ»ΡŽΡ‡Π°Π΅Ρ‚ΡΡ Π² ΠΈΠ·ΡƒΡ‡Π΅Π½ΠΈΠΈ прагматичСского ΠΏΠΎΡ‚Π΅Π½Ρ†ΠΈΠ°Π»Π° ΡΠΈΠ»ΡŒΠ½Ρ‹Ρ… ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΉ тСкста для раскрытия авторской ΠΈΠ½Ρ‚Π΅Π½Ρ†ΠΈΠΈ Π½Π° ΠΌΠ°Ρ‚Π΅Ρ€ΠΈΠ°Π»Π΅ Ρ€ΠΎΠΌΠ°Π½Π° Π­. Π•Π»ΠΈΠ½Π΅ΠΊ.ΠžΠ±ΡŠΠ΅ΠΊΡ‚ΠΎΠΌ исслСдования ΡΠ²Π»ΡΡŽΡ‚ΡΡ ΡΠΈΠ»ΡŒΠ½Ρ‹Π΅ ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΈ тСкста-ΠΎΡ€ΠΈΠ³ΠΈΠ½Π°Π»Π° ΠΈ тСкста-ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄Π°.ЦСлью Π΄Π°Π½Π½ΠΎΠΉ ΡΡ‚Π°Ρ‚ΡŒΠΈ являСтся Π°Π½Π°Π»ΠΈΠ· Ρ„ΡƒΠ½ΠΊΡ†ΠΈΠΎΠ½Π°Π»ΡŒΠ½ΠΎΠΉ Π½Π°Π³Ρ€ΡƒΠ·ΠΊΠΈ ΡΠΈΠ»ΡŒΠ½Ρ‹Ρ… ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΉ Π² тСкстС ΠΎΡ€ΠΈΠ³ΠΈΠ½Π°Π»Π° Ρ€ΠΎΠΌΠ°Π½Π° Π­. Π•Π»ΠΈΠ½Π΅ΠΊ Β«ΠŸΠΎΡ…ΠΎΡ‚ΡŒΒ» ΠΈ Π² тСкстС ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄Π°. Для достиТСния ΡƒΠΊΠ°Π·Π°Π½Π½ΠΎΠΉ Ρ†Π΅Π»ΠΈ Π½Π΅ΠΎΠ±Ρ…ΠΎΠ΄ΠΈΠΌΠΎ Π±Ρ‹Π»ΠΎ Ρ€Π΅ΡˆΠΈΡ‚ΡŒ ΡΠ»Π΅Π΄ΡƒΡŽΡ‰ΠΈΠ΅ Π·Π°Π΄Π°Ρ‡ΠΈ: ΠΎΠΏΠΈΡΠ°Ρ‚ΡŒ Ρ„ΡƒΠ½ΠΊΡ†ΠΈΠΈ ΡΠΈΠ»ΡŒΠ½Ρ‹Ρ… ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΉ, ΠΎΠΏΡ€Π΅Π΄Π΅Π»ΠΈΡ‚ΡŒ ΠΏΡ€ΠΈΠ΅ΠΌΡ‹ ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄Π° ΠΈ ΠΎΡ†Π΅Π½ΠΈΡ‚ΡŒ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡ‚ΡŒ/Π½Π΅Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡ‚ΡŒ ΠΈΡ… ΠΏΠ΅Ρ€Π΅Π΄Π°Ρ‡ΠΈ ΠΏΡ€ΠΈ Ρ€Π΅Π°Π»ΠΈΠ·Π°Ρ†ΠΈΠΈ прагматичСской Π°Π΄Π°ΠΏΡ‚Π°Ρ†ΠΈΠΈ.ΠœΠ΅Ρ‚ΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ‡Π΅ΡΠΊΠΎΠΉ основой исслСдования ΡΠ²Π»ΡΡŽΡ‚ΡΡ основныС полоТСния Ρ‚Π΅ΠΎΡ€ΠΈΠΈ тСкста, лингвистичСского Π°Π½Π°Π»ΠΈΠ·Π° худоТСствСнного тСкста, Ρ€Π°Π·Ρ€Π°Π±ΠΎΡ‚ΠΊΠΈ соврСмСнного отСчСствСнного ΠΈ Π·Π°Ρ€ΡƒΠ±Π΅ΠΆΠ½ΠΎΠ³ΠΎ пСрСводовСдСния, ΠΎΠΏΡ€Π΅Π΄Π΅Π»ΡΡŽΡ‰ΠΈΠ΅ ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄ ΠΊΠ°ΠΊ ΠΊΠΎΠΌΠΌΡƒΠ½ΠΈΠΊΠ°Ρ‚ΠΈΠ²Π½Ρ‹ΠΉ Π°ΠΊΡ‚, Ρ€Π΅Π·ΡƒΠ»ΡŒΡ‚Π°Ρ‚ ΠΊΠΎΡ‚ΠΎΡ€ΠΎΠ³ΠΎ обусловлСн ΠΊΠ°ΠΊ лингвистичСскими, Ρ‚Π°ΠΊ ΠΈ экстралингвистичСскими Ρ„Π°ΠΊΡ‚ΠΎΡ€Π°ΠΌΠΈ.ΠœΠ΅Ρ‚ΠΎΠ΄Ρ‹ исслСдования: ΠΊΠΎΠ½Ρ‚Π΅ΠΊΡΡ‚ΡƒΠ°Π»ΡŒΠ½Ρ‹ΠΉ Π°Π½Π°Π»ΠΈΠ·, ΡΠΎΠΏΠΎΡΡ‚Π°Π²ΠΈΡ‚Π΅Π»ΡŒΠ½Ρ‹ΠΉ Π°Π½Π°Π»ΠΈΠ· исходного ΠΈ ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄Π½ΠΎΠ³ΠΎ тСкста с ΠΏΠΎΡΠ»Π΅Π΄ΡƒΡŽΡ‰ΠΈΠΌ Π°Π½Π°Π»ΠΈΠ·ΠΎΠΌ ΠΏΡ€ΠΈΠ΅ΠΌΠΎΠ² ΠΏΠ΅Ρ€Π΅Π΄Π°Ρ‡ΠΈ ΠΎΡ‚Π½ΠΎΡˆΠ΅Π½ΠΈΠΉ ΠΌΠ΅ΠΆΠ΄Ρƒ ΠΎΡ€ΠΈΠ³ΠΈΠ½Π°Π»ΠΎΠΌ ΠΈ ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄ΠΎΠΌ Π½Π° ΠΊΠΎΠΌΠΌΡƒΠ½ΠΈΠΊΠ°Ρ‚ΠΈΠ²Π½ΠΎ-прагматичСском ΡƒΡ€ΠΎΠ²Π½Π΅.ИсслСдованиС ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΎ, Ρ‡Ρ‚ΠΎ основной ΠΏΡ€ΠΎΠ±Π»Π΅ΠΌΠΎΠΉ ΠΈ ΡΠ»ΠΎΠΆΠ½ΠΎΡΡ‚ΡŒΡŽ для ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄Ρ‡ΠΈΠΊΠ° являСтся Π½Π΅ Ρ‚ΠΎΠ»ΡŒΠΊΠΎ языковой ΠΌΠ°Ρ‚Π΅Ρ€ΠΈΠ°Π» исходного тСкста, сколько Π½Π΅ΠΎΠ±Ρ…ΠΎΠ΄ΠΈΠΌΠΎΡΡ‚ΡŒ сохранСния Ρ„ΡƒΠ½ΠΊΡ†ΠΈΠΉ ΡΠΈΠ»ΡŒΠ½Ρ‹Ρ… ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΉ. Для этого ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄Ρ‡ΠΈΠΊ обращаСтся ΠΊ Ρ‚Π΅ΠΌ ΠΏΡ€ΠΈΠ΅ΠΌΠ°ΠΌ, ΠΊΠΎΡ‚ΠΎΡ€Ρ‹Π΅ позволят Π΅ΠΌΡƒ ΡΠΎΡ…Ρ€Π°Π½ΠΈΡ‚ΡŒ прагматичСский ΠΏΠΎΡ‚Π΅Π½Ρ†ΠΈΠ°Π» ΠΎΡ€ΠΈΠ³ΠΈΠ½Π°Π»Π° ΠΈ донСсти Π΅Π³ΠΎ Π΄ΠΎ Ρ€Π΅Ρ†ΠΈΠΏΠΈΠ΅Π½Ρ‚Π° ΠΏΡ€ΠΈΠ½ΠΈΠΌΠ°ΡŽΡ‰Π΅ΠΉ ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Ρ‹. Π­Ρ‚ΠΎ ΠΏΠΎΠ΄Π±ΠΎΡ€ прямого соотвСтствия, лСксичСскиС ΠΈ грамматичСскиС Π·Π°ΠΌΠ΅Π½Ρ‹, смысловоС Ρ€Π°Π·Π²ΠΈΡ‚ΠΈΠ΅, компСнсация ΠΈ Π΄Ρ€.ΠŸΡ€ΠΈ ΡƒΡΠΏΠ΅ΡˆΠ½ΠΎΠΌ ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄Π΅ ΡΠΈΠ»ΡŒΠ½Ρ‹Ρ… ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΉ ΠΈ Π½Π° читатСля тСкста-ΠΎΡ€ΠΈΠ³ΠΈΠ½Π°Π»Π° ΠΈ Π½Π° Ρ€Π΅Ρ†ΠΈΠΏΠΈΠ΅Π½Ρ‚ ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄Π° происходит ΠΎΠ΄ΠΈΠ½Π°ΠΊΠΎΠ²ΠΎΠ΅ ΠΈΠ΄Π΅ΠΉΠ½ΠΎΠ΅, ΡΠΌΠΎΡ†ΠΈΠΎΠ½Π°Π»ΡŒΠ½ΠΎΠ΅ ΠΈ эстСтичСскоС воздСйствиС, нСсмотря Π½Π° Ρ‚ΠΎ, Ρ‡Ρ‚ΠΎ Π² Ρ€Π°Π·Π½Ρ‹Ρ… ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π°Ρ… ΠΎΠ½ΠΎ Π²Π΅Ρ€Π±Π°Π»ΠΈΠ·ΠΎΠ²Π°Π½ΠΎ Ρ€Π°Π·Π½Ρ‹ΠΌΠΈ языковыми срСдствами.Π’ Ρ…ΠΎΠ΄Π΅ Π°Π½Π°Π»ΠΈΠ·Π° Π±Ρ‹Π»ΠΎ выявлСно, Ρ‡Ρ‚ΠΎ ΡΠΈΠ»ΡŒΠ½Ρ‹Π΅ ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΈ ΠΌΠΎΠ³ΡƒΡ‚ Π±Ρ‹Ρ‚ΡŒ ΠΏΠ΅Ρ€Π΅Π΄Π°Π½Ρ‹ Π² ΠΏΠΎΠ»Π½ΠΎΠΌ объСмС ΠΏΡ€ΠΈ условии Ρ€Π΅Π°Π»ΠΈΠ·Π°Ρ†ΠΈΠΈ прагматичСской Π°Π΄Π°ΠΏΡ‚Π°Ρ†ΠΈΠΈ.Π Π΅Π·ΡƒΠ»ΡŒΡ‚Π°Ρ‚Ρ‹ Π΄Π°Π½Π½ΠΎΠ³ΠΎ исслСдования ΠΈΠΌΠ΅ΡŽΡ‚ ΠΏΡ€Π°ΠΊΡ‚ΠΈΡ‡Π΅ΡΠΊΡƒΡŽ Π½Π°ΠΏΡ€Π°Π²Π»Π΅Π½Π½ΠΎΡΡ‚ΡŒ, Ρ‚.ΠΊ. ΠΎΠ½ΠΈ ΠΌΠΎΠ³ΡƒΡ‚ Π±Ρ‹Ρ‚ΡŒ ΠΈΡΠΏΠΎΠ»ΡŒΠ·ΠΎΠ²Π°Π½Ρ‹ ΠΏΡ€ΠΈ рассмотрСнии ΡˆΠΈΡ€ΠΎΠΊΠΎΠ³ΠΎ ΠΊΡ€ΡƒΠ³Π° ΠΏΡ€ΠΎΠ±Π»Π΅ΠΌ ΠΏΡ€ΠΈΠΊΠ»Π°Π΄Π½ΠΎΠ³ΠΎ Ρ…Π°Ρ€Π°ΠΊΡ‚Π΅Ρ€Π° Π² Ρ‚Π΅ΠΎΡ€ΠΈΠΈ тСкста, Ρ‚Π΅ΠΎΡ€ΠΈΠΈ ΠΏΠ΅Ρ€Π΅Π²ΠΎΠ΄Π°.In this paper, we consider the functional load of strong positions of text in artistic discourse and describe the techniques for their pragmatic adaptation in translation.The title, epigraph, beginning and end of the text are referred to as strong positions, being of great importance for the organization, perception and interpretation of the text. The strong positions structure the information that the text contains, attract the reader’s attention, prepare them for the perception of information, as well as the way the author’s intention is expressed, help to draw conclusions from the content of the read text upon reading.As a rule, their studies are conducted on the basis of one language and are limited to identifying their functions. In this article, strong positions are compared in the original text and translation, which is why the novelty of the approach to their study has become evident. The material was a novel Lust by Elfriede Jelinek and its translation by A. Belobratov.The subject of the study are the strong positions in both the original text and in the translated one.The purpose of this article is to analyze the functional load of strong positions in the above-mentioned text and in the text of the translation. To achieve this goal, it was necessary to do the following tasks: describe the functions of strong positions, determine the methods of translation and assess the possibility / impossibility of their transfer in the implementation of pragmatic adaptation.The main principles of the theory of the text, linguistic analysis of the artistic text, development of modern Russian and foreign translation studies, which determine the translation as a communicative act, the result of which is determined by both linguistic and extralinguistic factors, constitute the methodological basis of the research.The following research method were used: the contextual analysis, comparative analysis of the source and translated text, followed by the analysis of the methods of transferring the relation between the original text and its translation at a communicative-pragmatic level.The study showed that the main problem and complexity for the translator is not only the language material of the source text, but also the need to preserve the functions of strong positions. In order to achieve this, the translator refers to those techniques that allow them to preserve the pragmatic potential of the original text and bring it to the recipient of the receiving culture, i.e. a set of direct correspondence, lexical and grammatical substitutions, semantic development, compensation, etc.With the successful transfer of strong positions, both the reader of the original text and the recipient of the translation get a similar ideological, emotional and esoteric impact, despite the fact that in different cultures it is verbalized by using different linguistic means.In the course of the analysis, it was revealed that strong positions can be transferred in full provided that pragmatic adaptation has been implemented.The results of this study can be used when considering the problems of text theory, the theory of translation in applied aspects
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