200 research outputs found
Realia as a specific component of non-equivalent vocabulary
One of the most difficult problem of translation is of course, in the possibility of adequate transfer of the content of a text from one language to another. Non-equivalent vocabulary occupies a special place in science of translation. It exists because it denotes national realias. Itβs clear that non-equivalent vocabulary refers to the lexical units of the source language that donβt have direct matches in the vocabulary in the translating language. Sometimes such lexical units are called untranslatable, but this is true only in terms of formal translation using a dictionary. The article is devoted to the realia as a specific componenet of non-equivalent vocabulary. Translation of realities is part of a large and important problem of transferring national and historical originality, which probably goes back to the very birth of translation theory as an independent discipline
ΠΡΠΎΠ±Π»Π΅ΠΌΠ° ΠΊΠ»Π°ΡΠΈΡΡΠΊΠ°ΡΡΡ Π±Π΅Π·Π΅ΠΊΠ²ΡΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΡ Π»Π΅ΠΊΡΠΈΠΊΠΈ Ρ ΡΡΡΠ°ΡΠ½ΠΎΠΌΡ ΠΌΠΎΠ²ΠΎΠ·Π½Π°Π²ΡΡΠ²Ρ
Π£ ΡΡΠ°ΡΡΡ ΠΎΠΏΠΈΡΡΡΡΡΡΡ Π½Π° Π°Π½Π°Π»ΡΠ·ΡΡΡΡΡΡ ΡΡΠ½ΡΡΡΡ ΡΠΈΠΏΠΈ ΠΊΠ»Π°ΡΠΈΡΡΠΊΠ°ΡΡΠΉ Π±Π΅Π·Π΅ΠΊΠ²ΡΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΡ Π»Π΅ΠΊΡΠΈΠΊΠΈ Ρ ΡΡΠ·Π½ΠΈΡ
Π³Π°Π»ΡΠ·ΡΡ
ΠΌΠΎΠ²ΠΎΠ·Π½Π°Π²ΡΡΠ²Π°, Π·ΠΎΠΊΡΠ΅ΠΌΠ° Π·ΡΡΡΠ°Π²Π½ΠΎΠ³ΠΎ ΠΌΠΎΠ²ΠΎΠ·Π½Π°Π²ΡΡΠ²Π°, ΡΠ΅ΠΎΡΡΡ ΡΠ° ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ ΠΏΠ΅ΡΠ΅ΠΊΠ»Π°Π΄Ρ, Π»ΡΠ½Π³Π²ΠΎΠΊΡΠ°ΡΠ½ΠΎΠ·Π½Π°Π²ΡΡΠ²Π°. ΠΠΈΡΠ²Π»Π΅Π½ΠΎ
ΠΎΡΠ½ΠΎΠ²Π½ΠΈ ΠΏΡΠΈΠ½ΡΠΈΠΏΠΈ ΡΠ° ΠΏΡΠ΄Ρ
ΠΎΠ΄ΠΈ, ΡΠΏΡΠ»ΡΠ½Ρ ΠΊΠ°ΡΠ΅Π³ΠΎΡΡΡ ΡΠ° ΡΠΎΠ·Π±ΡΠΆΠ½ΠΎΡΡΡ Π² ΡΡΠ½ΡΡΡΠΈΡ
ΠΊΠ»Π°ΡΠΈΡΡΠΊΠ°ΡΡΡΡ
. ΠΠ½Π°Π»ΡΠ· Π·Π΄ΡΠΉΡΠ½Π΅Π½ΠΎ Ρ ΠΌΠ΅ΡΠΎΡ ΠΏΠΎΠ΄Π°Π»ΡΡΠΎΠ³ΠΎ ΡΠΊΠ»Π°Π΄Π°Π½Π½Ρ ΠΊΠ»Π°ΡΠΈΡΡΠΊΠ°ΡΡΡ Π±Π΅Π·Π΅ΠΊΠ²ΡΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΡ Π»Π΅ΠΊΡΠΈΠΊΠΈ Π½ΠΎΠ²ΠΎΠ³ΡΠ΅ΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΈ.
(The article analyzes the existing types of classification of non-equivalent vocabulary in various fields of linguistics, namely, comparative linguistics, theory and practice of translation, linguistica and area studies. The basic principles and approaches, general categories and differences in the existing classifications are determined. The analysis is done for the purpose of making further classification of non-equivalent vocabulary of Modern Greek.
Peculiarities of Translation of Non-Equivalent Vocabulary for International Students of UrFU
The work is devoted to the study of transmission methods of non-equivalent vocabulary, the consideration of non-equivalent vocabulary as a linguistic problem and the identification of the specifics of the use of transformations in the translation of non-equivalent vocabulary for foreign students. A survey was conducted among international students in UrFU.Π Π°Π±ΠΎΡΠ° ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΏΠ΅ΡΠ΅Π΄Π°ΡΠΈ ΠΈ ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ Π±Π΅Π·ΡΠΊΠ²ΠΈΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΠΉ Π»Π΅ΠΊΡΠΈΠΊΠΈ, ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΡ Π±Π΅Π·ΡΠΊΠ²ΠΈΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΠΉ Π»Π΅ΠΊΡΠΈΠΊΠΈ ΠΊΠ°ΠΊ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΈ ΡΠΏΠΎΡΠΎΠ±Π°ΠΌ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π° Π±Π΅Π·ΡΠΊΠ²ΠΈΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΠΉ Π»Π΅ΠΊΡΠΈΠΊΠΈ Π΄Π»Ρ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΡΡΡΠ΄Π΅Π½ΡΠΎΠ². Π Ρ
ΠΎΠ΄Π΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π±ΡΠ» ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ ΠΎΠΏΡΠΎΡ ΡΡΠ΅Π΄ΠΈ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² Π£ΡΠ€Π£
ΠΠΈΠ²ΡΠ΅Π½Π½Ρ Π±Π΅Π·Π΅ΠΊΠ²ΡΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΡ Π»Π΅ΠΊΡΠΈΠΊΠΈ ΡΠΊ ΠΎΠ·Π½Π°ΠΊΠΈ Π½Π°ΡΡΠΎΠ½Π°Π»ΡΠ½ΠΎΡ ΡΠΏΠ΅ΡΠΈΡΡΠΊΠΈ ΡΠΊΡΠ°ΡΠ½ΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΈ ΠΏΡΠ΄ ΡΠ°Ρ ΠΊΡΡΡΡ Β«Π£ΠΊΡΠ°ΡΠ½ΡΡΠΊΠ° ΠΌΠΎΠ²Π° ΡΠΊ ΡΠ½ΠΎΠ·Π΅ΠΌΠ½Π°Β»
ΠΡΠΎΠ°Π½Π°Π»ΡΠ·ΠΎΠ²Π°Π½ΠΎ Π±Π΅Π·Π΅ΠΊΠ²ΡΠ²Π°Π»Π΅Π½ΡΠ½Ρ Π»Π΅ΠΊΡΠΈΠΊΡ Ρ ΡΠΈΡΠΎΠΊΠΎΠΌΡ ΡΠΎΠ·ΡΠΌΡΠ½Π½Ρ β ΡΠ»ΠΎΠ²Π°, ΡΠΎ Π½Π΅ ΠΌΠ°ΡΡΡ ΠΎΠ΄Π½ΠΎΡΠ»ΡΠ²Π½ΠΈΡ
ΠΏΠ΅ΡΠ΅ΠΊΠ»Π°Π΄ΡΠ² Π² ΡΠ½ΡΡΠΉ ΠΌΠΎΠ²Ρ, Ρ ΡΠ»ΠΎΠ²Π°-ΡΠ΅Π°Π»ΡΡ ΡΠΊ ΡΠ°ΡΡΠΈΠ½Π° Π±Π΅Π·Π΅ΠΊΠ²ΡΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΡ Π»Π΅ΠΊΡΠΈΠΊΠΈ. ΠΠΈΠ·Π½Π°ΡΠ΅Π½ΠΎ, ΡΠΎ ΡΠ°ΠΌΠ΅ ΡΠ°ΠΊΠΈΠΉ ΠΏΡΠ΄Ρ
ΡΠ΄ Π΄Π°Ρ Π·ΠΌΠΎΠ³Ρ Π·ΡΠΎΠ·ΡΠΌΡΡΠΈ ΡΠΈΡΡΠ΅ΠΌΠ½ΡΡΡΡ ΠΌΠΎΠ²Π½ΠΈΡ
ΡΠ²ΠΈΡ ΠΏΡΠ΄ ΡΠ°Ρ Π²ΠΈΠ²ΡΠ΅Π½Π½Ρ ΠΊΡΡΡΡ βΠ£ΠΊΡΠ°ΡΠ½ΡΡΠΊΠ° ΠΌΠΎΠ²Π° ΡΠΊ ΡΠ½ΠΎΠ·Π΅ΠΌΠ½Π°β.The article analyzes non-equivalent vocabulary in a broad sense - words that have not one-word translation in another language and words realities as part of the non-equivalent vocabulary. This work defines that this approach provides an understanding of systemic linguistic phenomena during the study course "Ukrainian language as a foreign language.
Connotation and language culture
Among an array of language skills, which students should obtain during their university education, there are translating skills that will help them to fully comprehend their potential and will promote their knowledge, academic and research mobility.
This paper addresses the problem of training and improvement of studentsβ translating skills and its targets are to reveal peculiarities of non-equivalent vocabulary and transferring from one language into another without distorting reality and without losing characteristics of language society.
The leading approach to research is problem β thematic. The main results of research are in systematization of methods of translation. The materials of the article may be of interest for students and foreign language teachers.peer-reviewe
Methodology for conducting an integrated linguocultural lesson in teaching Russian as a foreign language
The article discusses the linguocultural aspect of teaching Russian as a foreign language. Attention is drawn to the close interconnection of language and culture. The processes of studying national-specific vocabulary are investigated. The characteristics and classification of non-equivalent vocabulary are given. The methodology developed by the author for conducting an integrated linguoculturological lesson on the study of the national and regional studies component of the non-equivalent vocabulary is described. Tasks for the development of grammar skills on the topic "Ural cuisine" are presented. It is concluded that this technique contributes to the development of foreign students' linguistic, socio-cultural, and communicative competenceΠ Π°ΡΡΠΌΠΎΡΡΠ΅Π½ Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°ΡΠΏΠ΅ΠΊΡ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΊΠ°ΠΊ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠ³ΠΎ. ΠΠΎΠΊΠ°Π·Π°Π½Π° ΡΠ΅ΡΠ½Π°Ρ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Ρ ΡΠ·ΡΠΊΠ° ΠΈ ΠΊΡΠ»ΡΡΡΡΡ. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½Ρ ΠΏΡΠΎΡΠ΅ΡΡΡ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΉ Π»Π΅ΠΊΡΠΈΠΊΠΈ. ΠΠ°Π½Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° ΠΈ ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΡ Π±Π΅Π·ΡΠΊΠ²ΠΈΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΠΉ Π»Π΅ΠΊΡΠΈΠΊΠΈ. ΠΠΏΠΈΡΠ°Π½Π° ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½Π°Ρ Π°Π²ΡΠΎΡΠ°ΠΌΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ³ΠΎ Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΡΠΎΠΊΠ° ΠΏΠΎ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΡΠ΅Π³ΠΈΠΎΠ½ΠΎΠ²Π΅Π΄ΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° Π±Π΅Π·ΡΠΊΠ²ΠΈΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΠΉ Π»Π΅ΠΊΡΠΈΠΊΠΈ Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΡΠ΅ΠΌΡ Β«Π£ΡΠ°Π»ΡΡΠΊΠ°Ρ ΠΊΡΡ
Π½ΡΒ». Π‘Π΄Π΅Π»Π°Π½ Π²ΡΠ²ΠΎΠ΄, ΡΡΠΎ Π΄Π°Π½Π½Π°Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ Ρ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ, ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΠΈ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈ
Connotation and Language culture
Among an array of language skills, which students should obtain during their university education, there are translating skills that will help them to fully comprehend their potential and will promote their knowledge, academic and research mobility. This paper addresses the problem of training and improvement of studentsβ translating skills and its targets are to reveal peculiarities of non-equivalent vocabulary and transferring from one language into another without distorting reality and without losing characteristics of language society. The leading approach to research is problem β thematic. The main results of research are in systematization of methods of translation. The materials of the article may be of interest for students and foreign language teachers.Keywords: Student, learning, education, teacher, translation, cultural component, vocabular
Specificity of translation of non-equivalent vocabulary by sign language translators in the educational process
Π£ ΡΡΠ°ΡΡΡ Π²ΠΈΡΠ²ΡΡΠ»Π΅Π½ΠΎ ΠΏΠΈΡΠ°Π½Π½Ρ ΡΡΠΎΡΠΎΠ²Π½ΠΎ Π±Π΅Π·Π΅ΠΊΠ²ΡΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΡ Π»Π΅ΠΊΡΠΈΠΊΠΈ Π² ΡΠ°ΡΡΠΈΠ½Ρ ΡΠ»ΡΠΌΠ°ΡΠ΅Π½Π½Ρ ΡΠ΅ΡΠΌΡΠ½Π°. ΠΠ΅ΡΠ΅ΡΠ°Ρ
ΠΎΠ²Π°Π½ΠΎ ΡΠΊΡΠ°ΡΠ½ΡΡΠΊΠΈΡ
Π΄ΠΎΡΠ»ΡΠ΄Π½ΠΈΠΊΡΠ², ΡΠΊΡ ΠΏΡΠ°ΡΡΠ²Π°Π»ΠΈ Π½Π°Π΄ Π·Π°Π·Π½Π°ΡΠ΅Π½ΠΎΡ ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠΎΡ, ΡΠ° Π·Π°ΡΡΠ±ΡΠΆΠ½ΠΈΡ
ΡΡΠ΅Π½ΠΈΡ
, ΠΎΠ±βΡΠΊΡΠΎΠΌ Π΄ΠΎ-ΡΠ»ΡΠ΄ΠΆΠ΅Π½Π½Ρ ΡΠΊΠΈΡ
Ρ ΠΆΠ΅ΡΡΠΎΠ²Π° ΠΌΠΎΠ²Π°, ΠΏΠΈΡΠ°Π½Π½Ρ ΠΏΠ΅ΡΠ΅ΠΊΠ»Π°Π΄Ρ Ρ ΠΏΡΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠ° ΠΏΠ΅ΡΠ΅ΠΊΠ»Π°Π΄Π°ΡΡΠ² ΠΆΠ΅ΡΡΠΎΠ²ΠΎΡ ΠΌΠΎΠ²ΠΈ. ΠΠ°Π·Π½Π°ΡΠ΅Π½ΠΎ, ΡΠΎ ΡΠΊΡΠ°ΡΠ½ΡΡΠΊΠ° ΠΆΠ΅ΡΡΠΎΠ²Π° ΠΌΠΎΠ²Π° ΡΠΊ Π½Π°ΡΠΊΠ° ΠΏΡΠ°ΠΊΡΠΈΡΠ½ΠΎ ΠΌΠ°Π»ΠΎΠ΄ΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Π°, ΠΎΡΠΊΡΠ»ΡΠΊΠΈ Π²ΠΈΠ·Π½Π°Π½Π° Π΄Π΅ΡΠΆΠ°Π²ΠΎΡ Π»ΠΈΡΠ΅ Π½Π° ΠΏΠΎΡΠ°ΡΠΊΡ ΡΡΠΎΠ³ΠΎ ΡΡΠΎΠ»ΡΡΡΡ. ΠΠΊΡΠ΅Π½ΡΠΎΠ²Π°Π½ΠΎ, ΡΠΎ Π±Π΅Π·ΠΏΠΎΡΠ΅ΡΠ΅Π΄Π½ΡΠΉ ΠΊΠΎΠ½ΡΠ°ΠΊΡ ΠΎΡΠ²ΡΡΠ½ΡΡ
ΠΏΠ΅ΡΠ΅ΠΊΠ»Π°Π΄Π°ΡΡΠ² ΠΆΠ΅ΡΡΠΎΠ²ΠΎΡ ΠΌΠΎΠ²ΠΈ Π· ΡΡ Π½ΠΎΡΡΡΠΌΠΈ ΠΎΠ³ΠΎΠ»ΠΈΠ² ΡΡΠ½ΡΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΡΠ΅ΡΠ΅ΠΏΡΠΈΠ²Π½ΠΈΡ
Π½Π°Π²ΠΈΡΠΎΠΊ ΠΏΠ΅ΡΠ΅ΠΊΠ»Π°Π΄Π°ΡΡΠ² Ρ ΡΠ°ΡΡΠΈΠ½Ρ ΡΠΏΡΠΈΠΉΠΌΠ°Π½Π½Ρ Ρ ΡΠΎΠ·ΡΠΌΡΠ½Π½Ρ ΠΆΠ΅ΡΡΠΎΠ²ΠΎΠ³ΠΎ ΠΌΠΎΠ²Π»Π΅Π½Π½Ρ Π½ΠΎΡΡΡΠ², Π·ΠΎΠΊΡΠ΅ΠΌΠ° ΡΠ΅ΡΠ΅Π· Π±Π΅Π·Π΅ΠΊΠ²ΡΠ²Π°Π»Π΅Π½ΡΠ½Ρ Π»Π΅ΠΊΡΠΈΠΊΡ ΠΆΠ΅ΡΡΠΎΠ²ΠΎΡ ΠΌΠΎΠ²ΠΈ. ΠΡΠ΄ΠΊΡΠ΅ΡΠ»Π΅Π½ΠΎ, ΡΠΎ ΠΌΠΎΠ²Π½Ρ Π²ΠΈΡΠ°Π·ΠΈ ΠΎΡΡΠ°Π½Π½ΡΠΎΡ Π½Π΅ΠΌΠΎΠΆΠ»ΠΈΠ²ΠΎ ΠΏΠ΅ΡΠ΅ΠΊΠ»Π°ΡΡΠΈ Π½Π° ΡΠ»ΠΎΠ²Π΅ΡΠ½Ρ ΠΎΠ΄Π½ΠΈΠΌ ΡΠ»ΠΎΠ²ΠΎΠΌ, ΠΎΡΠΊΡΠ»ΡΠΊΠΈ Π·Π΄Π΅Π±ΡΠ»ΡΡΠΎΠ³ΠΎ Π½Π΅ΠΌΠ°Ρ ΡΠ»ΠΎΠ²Π΅ΡΠ½ΠΎΠ³ΠΎ Π²ΡΠ΄ΠΏΠΎΠ²ΡΠ΄Π½ΠΈΠΊΠ°. ΠΠ° Π²ΠΈΠΊΠΎΡΠΈΡΡΠ°Π½Π½ΡΠΌ ΠΌΠΎΠ²Π½ΠΈΡ
ΠΎΠ΄ΠΈΠ½ΠΈΡΡ Π±Π΅Π·Π΅ΠΊΠ²ΡΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΡ Π»Π΅ΠΊΡΠΈΠΊΠΈ ΡΡ ΠΊΠ»Π°ΡΠΈΡΡΠΊΠΎΠ²Π°Π½ΠΎ Π½Π° ΡΡΠΈ Π³ΡΡΠΏΠΈ: Π°) Π·Π°ΡΡΠΎΡΡΠ²Π°Π½Π½Ρ ΡΠ°ΠΌΠΈΡ
Π»ΠΈΡΠ΅ Π΄Π°ΠΊΡΠΈΠ»ΡΠ½ΠΈΡ
Π·Π½Π°ΠΊΡΠ²; Π±) Π·Π°ΡΡΠΎΡΡΠ²Π°Π½Π½Ρ ΠΊΠΎΠΌΠ±ΡΠ½Π°ΡΡΡ Π· Π°ΡΡΠΈΠΊΡΠ»ΡΡΡΡ, ΡΠΊΠ° ΠΏΡΠΈΡΠ°ΠΌΠ°Π½Π½Π° Π»ΠΈΡΠ΅ ΡΠΊΡΠ°ΡΠ½ΡΡΠΊΡΠΉ ΠΆΠ΅ΡΡΠΎΠ²ΡΠΉ ΠΌΠΎΠ²Ρ, ΡΠ° Π»Π΅ΠΊΡΠΈΡΠ½ΠΎΡ ΠΎΠ΄ΠΈΠ½ΠΈΡΡ Π·Π°Π·Π½Π°ΡΠ΅Π½ΠΎΡ ΠΌΠΎΠ²ΠΈ; Π²) Π·Π°ΡΡΠΎΡΡΠ²Π°Π½Π½Ρ ΠΎΠ΄Π½ΡΡΡ Π»Π΅ΠΊΡΠΈΡΠ½ΠΎΡ ΠΎΠ΄ΠΈΠ½ΠΈΡΡ. ΠΠΎ ΠΊΠΎΠΆΠ½ΠΎΡ Π³ΡΡΠΏΠΈ Π½Π°Π²Π΅Π΄Π΅Π½ΠΎ ΠΏΡΠΈΠΊΠ»Π°Π΄ΠΈ ΠΌΠΎΠ²Π½ΠΈΡ
ΠΎΠ΄ΠΈΠ½ΠΈΡΡ, Π²ΡΠ΄ΠΎΠ±ΡΠ°ΠΆΠ΅Π½Ρ Π½Π° ΡΠ²ΡΡΠ»ΠΈΠ½Π°Ρ
Ρ Π·Π° Π΄ΠΎΠΏΠΎΠΌΠΎΠ³ΠΎΡ Π΄Π°ΠΊΡΠΈΠ»ΡΠ½ΠΈΡ
Π·Π½Π°ΠΊΡΠ². Π ΠΎΠ·ΠΊΡΠΈΡΠΎ Π·Π½Π°ΡΠ΅Π½Π½Ρ ΠΌΠΎΠ²Π½ΠΈΡ
Π·ΡΠ°Π·ΠΊΡΠ², Π½Π°Π²Π΅Π΄Π΅Π½ΠΈΡ
Ρ ΠΊΠΎΠΆΠ½ΡΠΉ Π³ΡΡΠΏΡ, Π· ΡΠΈΠΌ, ΡΠΎΠ± Π·ΡΠΎΠ·ΡΠΌΡΡΠΈ Π²Π°ΠΆΠ»ΠΈΠ²ΡΡΡΡ Π·Π½Π°Π½Π½Ρ ΡΠΊΡΠ°ΡΠ½ΡΡΠΊΠΎΡ ΠΆΠ΅ΡΡΠΎΠ²ΠΎΡ ΠΌΠΎΠ²ΠΈ Π² ΡΠ°ΡΡΠΈΠ½Ρ Π±Π΅Π·Π΅ΠΊΠ²ΡΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΡ Π»Π΅ΠΊΡΠΈΠΊΠΈ, ΡΠΎ Π² ΠΏΡΠ΄ΡΡΠΌΠΊΡ ΡΠΏΡΠΈΡΡΠΈΠΌΠ΅ Π΅ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠΌΡ ΠΏΡΠ΄Π²ΠΈΡΠ΅Π½Π½Ρ ΡΡΠ²Π½Ρ ΠΆΠ΅ΡΡΠΎΠΌΠΎΠ²Π½ΠΎΡ ΠΊΠΎΠΌΡΠ½ΡΠΊΠ°ΡΠΈΠ²Π½ΠΎΡ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΡ ΠΎΡΠ²ΡΡΠ½ΡΡ
ΠΏΠ΅ΡΠ΅ΠΊΠ»Π°Π΄Π°ΡΡΠ² ΠΆΠ΅ΡΡΠΎΠ²ΠΎΡ ΠΌΠΎΠ²ΠΈ ΡΠ° ΡΠΊΡΡΠ½ΠΎΠΌΡ Π·Π°Π΄ΠΎΠ²ΠΎΠ»Π΅Π½Π½Ρ ΠΊΠΎΠΌΡΠ½ΡΠΊΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΏΠΎΡΡΠ΅Π± ΠΆΠ΅ΡΡΠΎΠΌΠΎΠ²Π½ΠΈΡ
Π³Π»ΡΡ
ΠΈΡ
ΡΡΡΠ΄Π΅Π½ΡΡΠ² Ρ Π½Π°Π²ΡΠ°Π»ΡΠ½ΠΎΠΌΡ ΠΏΡΠΎΡΠ΅ΡΡ. ΠΠ° ΠΏΡΠΈΠΊΠ»Π°Π΄Π°Ρ
ΠΏΠΎΠ±ΡΠΆΠ½ΠΎ Π²ΠΈΡΠ²ΡΡΠ»Π΅Π½ΠΎ Π΅ΠΊΡΠΏΡΠ΅ΡΠΈΠ²Π½Π΅ Π·Π°Π±Π°ΡΠ²Π»Π΅Π½Π½Ρ ΠΏΠΎΠ½ΡΡΡΡ, ΡΠΊΠ΅ ΠΌΡΡΡΠΈΡΡΡΡ Π² ΠΌΠΎΠ²Π½ΡΠΉ ΠΎΠ΄ΠΈΠ½ΠΈΡΡ Π±Π΅Π·Π΅ΠΊΠ²ΡΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΡ Π»Π΅ΠΊΡΠΈΠΊΠΈ. ΠΠ° Π΄Π΅ΡΠΊΠΈΡ
ΠΏΡΠΈΠΊΠ»Π°Π΄Π°Ρ
ΠΌΠΎΠ²Π½Ρ Π·ΡΠ°Π·ΠΊΠΈ Π²ΡΠ΄Π½Π΅ΡΠ΅Π½ΠΎ Π΄ΠΎ ΠΊΠ°ΡΠ΅Π³ΠΎΡΡΡ Π±Π°Π³Π°ΡΠΎΠ·Π½Π°ΡΠ½ΠΈΡ
Ρ Π΄ΠΎ ΠΊΠ»Π°ΡΡ Π½Π΅ΠΎΠ»ΠΎΠ³ΡΠ·ΠΌΡΠ². ΠΠΎΠ΄Π°Π½ΠΎ ΡΠΊ ΠΎΡΠ΄ΠΈΠ½Π°ΡΠ½Ρ, ΡΠ°ΠΊ Ρ ΠΏΠΎΠ΄Π²ΡΠΉΠ½Ρ ΡΠ²ΡΡΠ»ΠΈΠ½ΠΈ, ΡΠΎ Π½Π΅ΡΡΡΡ ΠΎΠ΄Π½Π΅ ΠΏΠΎΠ½ΡΡΡΡ. ΠΠ° ΠΏΠΎΠ΄Π²ΡΠΉΠ½ΠΈΡ
ΡΠ²ΡΡΠ»ΠΈΠ½Π°Ρ
Π·Π°ΡΡΠΊΡΠΎΠ²Π°Π½ΠΎ ΠΏΠΎΡΠ°ΡΠΊΠΎΠ²Ρ Ρ ΠΊΡΠ½ΡΠ΅Π²Ρ ΠΏΠΎΠ·ΠΈΡΡΡ ΠΌΠΎΠ²Π½ΠΎΡ ΠΎΠ΄ΠΈΠ½ΠΈΡΡ.ΠΡΠ΄ΠΊΡΠ΅ΡΠ»Π΅Π½ΠΎ, ΡΠΎ ΠΊΠ°Π»ΡΠΊΠΎΠ²Π°Π½Π΅ ΠΆΠ΅ΡΡΠΎΠ²Π΅ ΠΌΠΎΠ²Π»Π΅Π½Π½Ρ Π½Π΅ ΡΠΏΡΠΈΡΡ ΠΎΠΏΠ°Π½ΡΠ²Π°Π½Π½Ρ Π±Π΅Π·Π΅ΠΊΠ²ΡΠ²Π°Π»Π΅Π½ΡΠ½ΠΎΡ Π»Π΅ΠΊΡΠΈΠΊΠΈ ΡΠΊΡΠ°ΡΠ½ΡΡΠΊΠΎΡ ΠΆΠ΅ΡΡΠΎΠ²ΠΎΡ ΠΌΠΎΠ²ΠΈ.This article addresses the issue of non-equivalent vocabulary in the interpretation of the term. The Ukrainian researchers who worked on this topic are listed, as well as foreign scientists whose research subject is sign language, translation issues and the training of sign language translators. It is indicated that the Ukrainian sign language as a science has been little studied, since it was recognized by the state only at the beginning of this century. It is emphasized that the direct contact of sign language translators with its native speakers exposed the existing problem of translators' receptive skills in terms of the perception and understanding of native sign language, in particular, through the non-equivalent vocabulary of sign language. It is emphasized that the linguistic expressions of the latter cannot be translated into a verbal one word, since, for the most part, there is no verbal correspondence. By the use of linguistic units of non-equivalent vocabulary, it is classified into three groups: a) the use of dactyl characters alone; b) the use of a combination with articulation, which is inherent only in sign language, and the lexical unit of sign language; c) use of one lexical unit. Each group contains examples of linguistic units displayed on the pictures and using tactile signs. The meaning of the language samples given in each group is disclosed in order to understand the importance of knowledge of Ukrainian Sign Language in terms of non-equivalent vocabulary. As a result, it will contribute to the effective enhancement of the sign language communication skills of sign language interpreters and the qualitative satisfaction of the communication needs of deaf deaf students in the educational process. The expressive coloring of the concept contained in the linguistic unit of the non-equivalent vocabulary is highlighted in the examples. In some examples, linguistic samples belong to the category of multi-valued and to the class of neologisms. Both ordinary and double photos are presented, bearing one concept. In double photographs, the starting and ending positions of the language unit are recorded. It is emphasized that tracing gesture speech does not contribute to mastering the non-equivalent vocabulary of the Ukrainian sign language
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