Further reading 2 страница

And that's pretty thing to say.
You ought to be ashamed!
The purpose of communication is the expression of the emotions of the speaker, which outraged the previous statement of the interlocutor.
The second type (IFF-level description of the situation):
Not answered the phone.
He lifted the receiver.
In this case, the total of the content of the original and translation not only transmits the same purpose of communication, but also reflects the same extralinguistic situation. Here are incommensurable language features of the original and translation actually describe the same thing, point to the same reality - pick up the phone - this is the "answer" the call.
The third type (equivalence at the level of the message):
Scrubbing makes me bad-tempered.
From cleaning floors I spoiled the mood.
This translation retains the purpose of communication, describes the same situation and saved General concepts with which this situation is indicated in the original.
The fourth type (equivalence at the level of structure statements):
1 told him what I thought of her.
I told him my opinion about it.
This type of equivalence implies, along with the three components of content stored in the third type, play a significant portion of the values of the syntactic structures of the original
The fifth type (equivalence at the level of linguistic signs):
The house was sold for 10 thousand dollars.
The house was sold for 10 thousand dollars.
In this type of equivalence is preserved the purpose of communication, the description of the situation, the meaning of the message, the value of syntactic structures and the meaning of the words, i.e., maximum degree of proximity of the contents of the original and translation, which can exist between texts in different languages.
The model of the theory of equivalence, despite the intention of the author to indicate to the interpreter achieving equivalence of the source and target text, also has drawbacks: 1) the model does not show the essence of the translation; 2) the analysis is carried out only from the point of view of the linguistic approach that narrows the point of view of the author and not giving him the opportunity to consider the translation process thoroughly; 3) although the author correctly indicate the item "the goal of communication"that fit into the framework of activity theory, focusing on the transfer of the intentions of the sender of the text, the levels of equivalence is not very clearly explain what type equivalence in question, whether semantic, whether on the level of equivalence of intentions.
Also do not explain the essence of translation communicative and informational model of translation. In the communicative model of translation, the translation process is explained as an act of bilingual communication. It has a message, its sender and receiver, the code (language) and communication (written or oral) with regard to the genre of this speech. Simplified diagram of the steps of this model is as follows: the sender encodes the message and transmits it to the appropriate channel, the receiver decodes it (i.e., considering) and then converts received information using the new code and transmits it to the recipient on the same or a different channel with preservation of the genre peculiarities of the original message. Complicates the scheme is the fact that the recipient-the translator must choose the best option possible transmission source information. It is also important that the translator is a participant in the communication process that performs the dual function of recipient and sender information [Vinogradov, 2006, 29].
Informative model takes into account the intellectual characteristics of the sender (author) and recipient (translator) text, cultures and visions of the world peculiar to correlate linguistic communities, as well as situational and communicative conditions of generation of the source text. Supporters of informative models assume that in the minds of the receptor occurs at the same time, the analysis and synthesis of content components, resulting in the understanding and perception of a coherent volume information [Vinogradov, 2006, 29-30].

H. Cognitive-pragmatic model of translation
The analysis of the main models of translation shows that in each of them are characterized by some features of the translation process: 1) model natural correspondences (examines the types of the language in the original and the target language), 2) situational-denotation model (gives an idea about one of the ways of achieving adequacy in translation via correlation of denotata and situations of the source language and the target language); 3) the denotation model (also looking at ways to achieve equivalence via correlation of the denotata of the original and the original language); 4) the transformational model (develop the rules for the transformation of the original message in the target language); 5) the semantic model (describes the correspondence between the content source and target language); 6) three-phase model of translation (highlights the stages of the process of interlingual communication); 7) interpretative model (focuses on understanding and comprehension of the source text, extract the meaning and transfer it into another language); 8) the theory of levels of equivalence (descriptive model, allowing the translator to achieve closeness to the original by focusing on equivalence goals communication in the original and in translation); 9) communication model (explains the translation as an act of interlingual communication); 10) informative model takes into account the intellectual characteristics of the sender of the text and the recipient, the nature of perception and understanding of the source text). The advantage of these models is that they develop some aspect of the translation process, but do not cover the entire translation activity, so these models cannot describe fully the essence of translation activity. Therefore, it is deemed advisable to build a cognitive-pragmatic model of translational activity, allowing both to describe the translation in all its guises (as a secondary reproductive activity, as a textual activity, as the process of interlingual communication), and to focus on issues of interpretation of the source text, its perception, its adaptation to the norms and values and principles of the recipient of the text of the representative of another linguistic-cultural community, the interpretation of it. The above diagram (No. 3,4,5) are only some of the processes of translation activity, and cognitive-pragmatic model of translation is translation as a holistic process. It does count as communicative, texto-language activity entity translation process is presented as a kind of spiritual and practical rehabilitating activity and its reproductive nature, and cognitive activities translator (perception, cognize (recognition, comprehension, understanding, interpretation, creation of discourse-text process languagefiles, imaginative-creative activity of the interpreter, the use of knowledge, updating competence.

In our opinion, all presented models of the translation process last - cognitive-activity model of the translation process, presents us most clearly expresses the essence of the translation, first of all, its active nature, manifested in its active nature in three forms: 1) translation as an activity, which is manifested in the dialectical process outwork and the objectification of texts in primary and secondary language codes; secondly, the activity essence of translation is manifested in the processes of speaking and understanding, the accumulation of language material, textoriginy, using language tools - primary and secondary codes in the course of intercultural communication; thirdly, that the translation activity has all the features of the subject. Fourth, cognitive activity entity translation process, which is manifested in the implementation of communicative rehabilitating activity in the process of exchange of information (source) and converted into a form of life of the subject of the translation in the second language. The communicative essence of the translation appears in the actualization of two levels of communication (primary between the sender of the text and the interpreter and secondary between the translator and recipient of the text in the target language). Fifth, this model also takes into account the need to emphasize the main points languagefiles of the translator's activity, lies in its ability to perform cognitive activities (concept, perception, attribution, authentication) in the process of understanding and comprehension of the source text's primary language code. In the process of updating the cognitive activity interpreter during the perception of the source text is included in the surrounding perceived reality. "The activity of cognition, writes, E. Webelieve - we understand the totality of all processes performed by the components of cognition as an interactive system in order to understand the process of human life. "The main feature of the cognition is that: 1) the activity of cognition is a necessary condition for effective inclusion of the subject in the surrounding perceived (reflected their reality); 2) the activity of cognition is a necessary condition for the exercise of any activity, including cognitive" [Webelieve, 2006, 144].
The translator on the basis of knowledge of the primary language code is included in cognitive activities such as perception, recognition marks of the original text) understands and comprehends it (also is a cognitive activity), then during decoding of the source text in a second language creatively rethinking it (lingueglietta activities), translates and interprets it according to the value of the norms and principles of other linguistic and cultural community, a representative of which is the recipient of the text. Sixth, in during the representation of text in the secondary language translator performs cognitive functions, he learns cognitive function, implemented a secondary language, as becoming proficient in a second language, studying not only the set of lexico-semantic and grammatical models of second language, but also learns the rules of their application, their ability to explicate the concepts, language picture of the world as a set of concepts, develops the skills of interpretation of the text, discourse, forms a secondary linguistic consciousness and acquires the necessary socio-cultural experience, acculturates in a different cultural system. Mode the interpretation of the text" [Paducheva, 2005, 40] requires a cognitive process of acquiring knowledge. Knowledge also have a cognitive entity. They represent a basic form of cognitive organization "results reflect the objective of the properties and attributes of reality in the minds of people, because it is an important factor in the ordering of their daily lives and activities. Knowledge is part of the memory contained in the consciousness of the information, the results reflect the objects of the surrounding world, United in a certain ordered system" [Alifirenko, 2004, 174]. Knowledge of different types of knowledge about the language, the rules of its use, knowledge of cultural categories-concepts of different cultural systems, knowledge of strategies and tactics, techniques of translation, which is included in the scope of the concepts of "intercultural competence" and "translation competence": all that is formed and stored in the thesaurus, the body of knowledge stored in the mind in an orderly manner. Y. N. Karaulov gives this definition thesaurus: "1) store, "Treasury"; 2) the method of storage, which allows you to efficiently model the world" [Karaulov, 1981, 191].
Thus, this model allows to describe the essence of the process of translation as a cognitive activity, and the mediating reproductive, allowing the subject of the translation industry - communicate to perceive the original message, understand it, decode the second language, creatively interpreted in accordance with the requirements of the actualization of cognitive function in a second language and values and norms of different cultural systems, in accordance with a mode of interpretation that requires competence intercultural nature (knowledge), the competence of the translator (skills, strategies, tactics, techniques, methods of translation).

6.2. Illustrative submodule. Illustrative frames. "Graphics". "Examples".
6.2.1. Graphics

Fig.11 - Cognitive-activity model
translation activities

6.2.2.Examples
Example No. 1
Adequate replacement
Quick relief - ambulance,
Quickly to help
Good rid - dance - good riddance!
Example No. 2
In J. I. Retsker the notion of equivalence applies only to the relationship between microadenoma text, but not on intertextual relations. This equivalent was understood as a constant equal match, as a rule, does not depend on context
Dodder "dodder", dodman (snail), dog-bolt (swing bolt), supermarket (supermarket).

6.3. The reference module. Reference frames. "Glossary". List of basic and additional literature". "Reference sites"
6.3.1. Glossary
The theory naturally matches the theory, which contributes to the classification under which are taken into account when translating from one language to another.
Transformation - translation-unit conversion OIA
Equivalents constant that does not depend on the context of the compliance units of the source language units of the target language.
Theory of levels of equivalence - model translation activities, based on the assumption that this is a similar equivalence relations are established between similar levels of text and translation.

6.3.2. The list of basic and additional literature

Key readings

Alekseev, A. S. Theory of natural correspondences as an unsolved problem //proceedings of the XXIX interuniversity scientific-methodical conference of professors and graduate students. Vol.8. Actual problems of theory and practice of translation. - SPb., 2000.
Alifirenko N. F. Theory of language. - M.: Academia, 2004.
Commissioners Century. N. Theory of translation (linguistic aspects) - M.: Higher school, 1990.
Commissioners Century. N. Modern translation: a Course of lectures. - M.: Publishing house "ETS", 1999.
Sdobnikov centuries, Petrov O. Century translation Theory. - M, AST: East-West, 2007.
Further reading

Vinogradov C. C. Translation: General and lexical issues. 3rd ed. - M.: KDU, 2006.
Cadet O. Problems of translation in the light of communication theory //problems of the theory of translation in foreign linguistics. - M.: International relations, 1978.
Karaulov Y. N. Linguistic engineering & thesaurus literary language. - M., 1981.
Commissioners Century. N. A word about the translation /Essay linguistic doctrine of translation/. - M.: International relations, 1973.
Revzin, I. I., Rosenzweig C. Y. fundamentals of General and machine translation. - M.: Higher school, 1964.
Paducheva E. C. Mode of interpretation as a technique //Izvestiya. A series of literature and language, 2005. So 64.
Webelieve, that is, Language as a means of access to the processes of cognition //Vestnik KazNU. Philological series, No. 6(96), 2006.
Schweitzer, A. D. Translation and linguistics. - M.: Voenizdat, 1973.
Lederer M. La theorie interpretative de la traduction: un resume //Information-communicative aspects of translation. Part I. - N. Novgorod: Lunn them.N. A. Dobrolyubova, 1997.
D. Seleskovitch Interpretind for International problems of Language and communication. Washington: Pen and Booth. 1994.

6.3.3. "Reference sites"
www.wordsmyth.net
www.alleng.ru
www.perevod4ik.com
Uz-Translations:For translators

6.5. Control submodule. Supervisory personnel. "Questions and answers on them." "Tests for intermediate control on".
6.5.1. Questions for self-assessment and answers to them

Who formulated the theory of natural correspondences?
What is the essence of situational-denotation model of translation?
How many stages of transformation of the original message is provided in the transformational model of translation?
What is the advantage of interpretative translation models?
What levels of equivalence stated in the theory of levels of equivalence Century. N.Komissarova?
What is the disadvantage of interpretative theory?
What is the essence of cognitive-activity model of the translation process?
Options ataov Button response A. I. J. the Retsker of Danet Century. Century. N.Komissarov Yes no A. As the situation is, the set of denotata, you should pass the situation and specify the items in her five-Yes no Century. the fact that any situation in different languages adequate Yes no A. Three phase Yes no C. In the transformational model N. Chomsky, Y. Nida, there are three phases:1) phase transformation of complex structures in nuclear;
2) the stage of transfer of nuclear structures of the source language in the nuclear konstruktsii five;
3) the stage of transformation of nuclear structure S in the complex design of the five-Yes no Yes no A. five levels of equivalence Century. N.Komissarova these levels of equivalence: the target level of communication; Yes no C. In the model equivalence Century. N.Komissarova these levels of equivalence: the target level of communication; describe the situation, the message level level word level structure remarks Yes no A. cognitive-activity model of translation focuses on the study of translation as an interpretive activity phenomenon. Yes no C. In the cognitive-activity model of translation translation is considered as a set of interpretative activity operations: in the first stage, the essence of this activity is manifested in the fact that the translator in the process of raspredsetevaya text in FL interprets, comprehends it, decodes, converts it to text in a second language, i.e. preglacial in the text of the translation language, then this objectified interpreted them accordingly to the norms of perception and understanding of the recipient of the text on the second of askedu.net
6.5.2. Tests for intermediate control on the subject
What knowledge you need to know for the translator to understand the theory of natural correspondences I. J. of Retsker?
A) Translation skills and Omnia
C) knowledge of intercultural competence
C) the Theory of equivalence Century. N.Komissarova
D) Strategy and tactics of translation
E) Knowledge about equivalence, functional analogues, knowledge about adequate replacements
2. What model of translation suggests the possibility of replacing the names of items in a given situation S to the corresponding names in the translation language?
A) Transformational model of translation
C) Interpretative model of translation
C) Denotation model of translation

D) Denotation - situational model of translation
E) Cognitive - pragmatic model of translation
3. Who of scientists develops the theory of levels of equivalence?
A) A. D. Schweitzer
B) L. K. Latyshev
(C) K. J. The Retsker
D) In. N.Commissioners
E) N.Chomsky, Y. Naida
4. What is the advantage of interpretative translation models
A) In the development stages of interpretation
In the development of the theory of understanding
C) focus on pragmatic theory of translation
D) In the development of the theory of equivalence
E) In the development of the theory of understanding, understanding and interpretation of the text in FL and text on five?
5. How many stages of transformation involves the transformation model N. Chomsky?
A) One
C) Two
(C) Three
D) Four
E) Five
6) any translation activity draws the attention of cognitive-pragmatic model of translation?
A) On the activity entity translation
B) For the interpretation of the translation in FL
(C) the necessity of understanding the source text
D) the necessity of knowledge of cognitive operations used in the translation process
(E) the need knowledge of the strategies of interpretation OIA and five and types of translation actions in the process of translation activities

6.6. Statistical submodule. The resulting frames (feedback)
6.6.1. Answers to questions
Question # 1
A. the Correct answer.
B. Incorrect.
Question No. 2
A. the Correct answer.
B. Incomplete response
Question No. 3
A. response Surface
B. a Detailed answer. True.
Question No. 4
A. Incomplete response
B. a Detailed answer. True.
Question No. 5
A. response Surface
B. a Detailed answer. True.
Question No. 6
A. Incomplete response
B. a Detailed answer. True.

6.6.2. Code to the tests
1) E
2) D
3) D
4) E
5)
6) E

Case module # 7. Realities perevodovedenie and transfer them to another language.
7.1. Theoretical submodule. Theory. Information frames.
7.1.1 Problem determination realities and their types
Despite the wide use of the term "reality", so far, neither in linguistics, either in linguistics or in perevodovedenie not sufficiently clear criteria for determining realities, not touched for almost a question about the essence of national realities. Only in some works on the theory and criticism of literary translation, linguistics and perevodovedenie (A. I. Fedorov, Gachechiladze, Century Rossells, A. S. Ermagambetova, S. Vlahov, J. A. Zhakupov, S. I. Florin, D. Tomakin) realities were considered as words that give an idea of the specifics of everyday life, culture and lifestyle of representatives of any linguistic and cultural community. The reality is words, mostly associated with the specifics of national color. They are words that have national-cultural components values. National specifics of their expressed not only in form but also in content. In perevodovedenie when defining realities focuses on the national coloring of their referents (color)and basicvideo.net meaning of their words identified in the translation process. The reality, as bearers of national or historical flavor, do not have equivalents in other languages and cannot be directly translated into other languages. That is why S. I. Vlahov and S. P. Florin define them as "words, words, naming objects, characteristic life (life), cultural, social and historical development of one nation and another alien; as bearers of national and/or historical flavor, they usually do not have an exact match (equivalent in other languages) and, therefore, cannot be translated "common grounds", requiring a special approach" [Vlahov, Florin, 1980]. Reality is not only the facts, phenomena, objects, and their names are words and phrases [Vlahov, Florin, 1970, 432-456]. Those concepts that are reflected in the realities are of a national character and materialize in non-equivalent vocabulary: words used to Express concepts that are missing in another culture, in another language, words relating to individual cultural elements, i.e., to the cultural elements that are characteristic only for culture But not in culture B, and words that have no translation into another language, in a word, reality does not have equivalents outside of the language to which they belong" [Vereshchagin, Kostomarov, 1973, 53].
A. I. Fedorov also believes that the realities are used to denote concepts and phenomena of social life, material life, specific only for a particular people or country [Fedorov, 2002].
In addition to the normal realities of marked non-equivalent vocabulary, are in special realities, called associative realities. These realities are associated with a variety of national historical and cultural phenomena and very peculiar embodied in language. According to C. S. Vinogradov, "associative realities are not reflected in the special words, in non-equivalent vocabulary, and "entrenched" in the words of the most common. They find their expression persisted in the components of the meanings of the words, the tones of the words in the emotional-expressive overtones in the internal form of words, etc. by detecting information of the different concepts, but similar words in the two languages" [Vinogradov, 2006, 38].

Case module # 7. Realities perevodovedenie and transfer them to another language.
7.1. Theoretical submodule. Theory. Information frames.
7.1.1 Problem determination realities and their types
Despite the wide use of the term "reality", so far, neither in linguistics, either in linguistics or in perevodovedenie not sufficiently clear criteria for determining realities, not touched for almost a question about the essence of national realities. Only in some works on the theory and criticism of literary translation, linguistics and perevodovedenie (A. I. Fedorov, Gachechiladze, Century Rossells, A. S. Ermagambetova, S. Vlahov, J. A. Zhakupov, S. I. Florin, D. Tomakin) realities were considered as words that give an idea of the specifics of everyday life, culture and lifestyle of representatives of any linguistic and cultural community. The reality is words, mostly associated with the specifics of national color. They are words that have national-cultural components values. National specifics of their expressed not only in form but also in content. In perevodovedenie when defining realities focuses on the national coloring of their referents (color)and basicvideo.net meaning of their words identified in the translation process. The reality, as bearers of national or historical flavor, do not have equivalents in other languages and cannot be directly translated into other languages. That is why S. I. Vlahov and S. P. Florin define them as "words, words, naming objects, characteristic life (life), cultural, social and historical development of one nation and another alien; as bearers of national and/or historical flavor, they usually do not have an exact match (equivalent in other languages) and, therefore, cannot be translated "common grounds", requiring a special approach" [Vlahov, Florin, 1980]. Reality is not only the facts, phenomena, objects, and their names are words and phrases [Vlahov, Florin, 1970, 432-456]. Those concepts that are reflected in the realities are of a national character and materialize in non-equivalent vocabulary: words used to Express concepts that are missing in another culture, in another language, words relating to individual cultural elements, i.e., to the cultural elements that are characteristic only for culture But not in culture B, and words that have no translation into another language, in a word, reality does not have equivalents outside of the language to which they belong" [Vereshchagin, Kostomarov, 1973, 53].
A. I. Fedorov also believes that the realities are used to denote concepts and phenomena of social life, material life, specific only for a particular people or country [Fedorov, 2002].
In addition to the normal realities of marked non-equivalent vocabulary, are in special realities, called associative realities. These realities are associated with a variety of national historical and cultural phenomena and very peculiar embodied in language. According to C. S. Vinogradov, "associative realities are not reflected in the special words, in non-equivalent vocabulary, and "entrenched" in the words of the most common. They find their expression persisted in the components of the meanings of the words, the tones of the words in the emotional-expressive overtones in the internal form of words, etc. by detecting information of the different concepts, but similar words in the two languages" [Vinogradov, 2006, 38].

C. S. Vinogradov singles out the following realities: 1) household (housing, property, clothing, hats, food, drinks; labour and employment; monetary units; units of measure; musical instruments; folk dances and songs, artists; folk festivals, games; treatment); 2) ethnographic and mythical realities (ethnic and social groups and their representatives; the divine, fantastic creatures; legendary place); 4) the realities of the natural world (animals, plants, landscape, landscape); 5) the realities of public administration device and public life (current and historical) - administrative units and state institutions, public organizations of the party and so on, their officials and participants; industrial and agricultural enterprises and trade institutions; basic military and police units and offices, civic offices and professions, titles, titles; 6) onomastic realities (anthroponyms, toponyms, names of literary characters, names, companies, museums, theatres, palaces, restaurants, shops, beaches, airports, etc); 7) associative realities [Vinogradov, 2006].
In the Kazakh language are the following realities:
-socio-historical realities (Bai, Myrza, tamnar, AA-Sultan, IATA, etc.);
-the realities associated with the customs and traditions of the people: (crdc, eroc, Arash);
-the realities of designating national games (BGE, kkar, serke Tartu, girl-uu, game-kumalak, atiban and others);
-the realities associated with the conduct of ranches (KNTEU, cseu, Zhailau, it);
-the realities associated with religious concepts (rn, Shariat, Molda, Hazrat);
-the realities associated with the names of the clans and tribes (Kerey, zyban, Tabyn and others);
-realities denoting family relations (toal, baibishe);
-realities indicating folk concepts (Zhyr, aitys);
-the realities associated with the names of everyday objects (tekemets, organ, Alasha and others);
-reality, expressing features of the national character (AK PAL, Babil aus and others).
J. A. Zhakupov singles out the following realities: 1) words denoting natural and ethnographic concepts; 2) folk realities; 3) domestic realities; 4) words denoting the social and historical realities [Zhakupov, 2004, 51].
In these three classifications realities classification is carried out on the basis of different criteria: thematic principle (C. I. Vlasov, S. P. Florin, V. S. Vinogradov) and extra-linguistic and linguistic (D. Tomakin). In perevodovedenie more acceptable is the classification based on the comparison of language systems. Therefore, in this science is the distinction between reality and gaps. Reality is non-equivalent words that do not have matches in the other culture and denote specifiesa concepts of culture of any nation. Gaps is the denotation or connotation pits that occur in the process of translation or mapping of the conceptual shades or connotative meanings of the same word. The concept of designating any phenomenon coincides in different languages, it may be universal, but the shades of meaning of words denoting the concept itself of shades concepts, subjective evaluation values connotations may not be the same in different languages. And in this case we speak of the gaps.

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