Файл: Особенности использования пословиц в английском языке.pdf

Here are the difficulties encountered on the path of an interpreter when he translates English proverbs.

So, now, based on an analysis of all the above difficulties of translation and FU features, we can formulate the basic rules for translating phraseological units.

1. An optimal translation solution is undoubtedly the search for an identical FU. However, it should be recognized that the number of such correspondences in English and Russian is extremely limited.

2. In the absence of direct correspondences, the phraseology used in the original language can be translated using a similar phraseological unit, although it will be constructed on a different verbal basis. It should also be taken into account that stylistic or emotional coloring does not always coincide. In this case, the interchange

3. Word-by-word translation, is sometimes permissible, although this method is not always effective. It is interesting that sometimes translators manage to introduce a new FE into the language of translation and even culture. Most often this way is applicable to phraseological units that have biblical, ancient or mythological sources.

4. When translating texts of cultural and historical themes, we apply the calculating along with the explanation in the most concise way possible. This kind of translation is called double, or parallel is not possible.

5. If there are no phraseological units in the language of translation that are more or less equivalent to the original phraseological unit, it is necessary to search for words corresponding in meaning and color, so-called single-word partial equivalents of phraseological units.

When translating the FU from one language to another, it is recommended to use the most complete explanatory phraseological bilingual dictionaries.

The dictionary is supplied with pointers in Russian and another languages ​​- a list of paremiological units located along semantic (thematic) groups.Such a comparative analysis is a necessary prerequisite for in-depth study of the English language. Between these, essentially inherent tasks, there is much in common, but there are also differences. What is common to them is that they deal mainly with the content side of the language. When translating, the task is to accurately convey the content expressed in one language by means of another language, to master the ability to understand and convey the proverbial content in the native language and vice versa. Adjusting the similarity or difference of semantic, shades, concluded in proverbial sayings in two or three languages, gives the student of English very substantial help.

To solve the practical problems of learning English, the authors used various features inherent in proverbs and sayings. For example, consonance and rhyme:

grasp all, lose all, every country has its customs; love is mother of love; one man no man; meakness is not weakness; like mother, like child; no news good news etc.

Thanks to the imagery inherent in proverbs and sayings, rhythmic patterns, they are easily remembered and can be used as illustrations in the study of various aspects of the English language for a wide variety of purposes.

1. For the formulation and improvement of the pronunciation:

a) monophthongs, diphthongs: the belly has no ears; great boast, small roast, every country has its customs; abversity is a good discipline; grasp all, lose all; great barkers are no biters; as you make your bed, so you must lie on it;

b) specific sounds, characteristical only for the English language:

[Ө] — like author, like book; [Ә:] — a burnt child dreads the fire: [Q:] — the beggar may sing before; caution is the parent of Ihe thief; [A] — well begun is half done; [U:]— true blue will never stain; [h]— half a loaf is better than no bread;

2. When studying grammatical material:

a) the degrees of comparison of adjectives: the chain is no stronger than its weakest; cheapest is the dearest

b) numerals: once bit; twice shy; one chick keeps a hen busy; first come, first served.

3. For illustration of word-building elements, for example, conversion: butter to butter is no relish.

4. For better understanding of the lexical and phraseological material studied, for example, words and expressions: let the dead bury the dead; despair gives courage to a coward; two blacks do not make a white; a black hen lays a white egg.

5. When studying educational topics, for example, "Health": every heart knows its, bitterness; hope deferred makes the heart sick; no herb will cure love; good health is above wealth; "Work": easier said than done; saying and doing are two things; early start makes easy stages a stitch in time sans nine; all workand play makes Jack a dull, boy; as the workman so is the work; no pains, no gains; "The people": do in Rome as the Romans do; the voice of the Cod and so on.

In order to use proverbs and sayings in the teaching of pronunciation, oral speech, and also to consolidate the material traversed, a series of exercises with assignments is necessary. For example: Explain the meaning of the following proverbs:

he, who is born a fool is never cured; the best friends must part;

How would you interpret the meanings of the following proverbs and sayings? “Friends may meet but mountains never", „Не that would eat the fruit must climb the tree".

Supplement these proverbs and sayings: diamond cut (diamond); a friend in need is a (friend endeed); God sends meat and the devil (sends cooks); enough is as good as (a feast);

Students using these imaginative sayings, penetrate deeper into the meaning of folk wisdom. The expressive form of proverbs promotes their rapid memorization, which facilitates the development of grammatical turns encountered in them. Comparison of two identical phrases in different languages ​​makes it possible to conduct a dialogue on a variety of topics. The profound content of these short statements not only develops the thinking of a student or student, but also has an important educational significance. The large semantic range of proverbs and sayings makes it possible to apply them in work not only with students and students, but also with those who have decided to independently learn English.

CONCLUSION.

Proverbs are part of the culture of any people, always remained and remain relevant, despite the development of the economy and technology, despite progress, etc. At any time proverbs will be a characteristic feature of this people, an object of attention and research.

The analysis of the work showed that some proverbial formations traditionally represented in dictionaries and reference books as variants of larger units, in fact are quite independent utterances.

Proverbs are kept in the tongue of bit of folk wisdom. They reflect the history and outlook of the people who created them, their traditions, customs and customs, common sense and humor.

In English, there are hundreds of proverbs and sayings. They were created by many generations of people, developed and perfected over the centuries. The study showed that proverbs and aphorisms are effective and imaginative means of expressing the worldview of English speakers. The proverb contains a practical, philosophical and creative view of the world, which makes it a valuable instrument of cognition. If culture is the habitat of the human mind, then the proverb is the result of a deep cultural self-awareness.

REFERENCES.

1. Пермяков, Г.Л. 300 общеупотребительных русских пословиц и поговорок (для говорящих на немецком языке). - М.: Рус. яз., 1985.

2. Фразеологический словарь русского языка. Под ред. А.И. Молоткова, 4-е изд. - М: Рус. яз., 1987

3. Солодуб, Ю.П. Сопоставительный анализ структуры лексического и фразеологического значений // Филологические науки. НДВШ. 1997.

4. Кунин, А.В. Курс фразеологии современного английского языка.-М., 1996.

5. Виноградов, В.В. Об основных типах фразеологических единиц в русском языке // Виноградов В.В. Лексикология и лексикография: Избр. Тр. - М.: Наука, 1986.

6. Виноградов, В.С. Введение в переводоведение. - М., 2001.

7. Виноградов В.В. Основные понятии фразеологии как лингвистической дисциплины.// Избранные труды. Лексикология и лексикография.- М., 1997.