Учебное пособие 1427

-evaluation of the degree of validity of the opinion: unconditional;

-evaluation of the speaker's confidence: undoubted;

-evaluation of the degree of conformity (and inconsistency) of the described object with the properties that the object must satisfy in order for it to be attributed specifically to this class: real, genuine vs. imaginary, false;

-selection of objects that are "close" in their properties to this class, but, despite this, cannot be included in it: similar, similar;

-an indication of the modality of perception, on the basis of which the categorization was carried out: to look like” [4]. It seems that this algorithm can be applied both in the analysis of categorization in the oral genres of academic discourse, and in the written ones.

2. Evaluation and text corpora

Corpus linguistics allows scientists to solve a variety of research problems, opening up ample opportunities for processing large volumes of textual material.

J. Chanel uses the corpus method to identify the evaluative polarity [16]. The researcher notes that due to the fact that the estimated charge of a word cannot always be identified intuitively, scientists cannot remember or come up with a ready-made judgment word and illustrate its estimated charge with examples. In this regard, the author proposes an "inverted method", which is based on the observation of a particular word. So, in the process of working on Collins Cobuild English Dictionary (1995), the researcher developed a specific methodology for analyzing the pragmatics of a word, within which members of the team of dictionary compilers were asked to look for evidence of a negative or positive charge of all words and form dictionary entries taking into account the charge of words. As a result, unexpected and previously unrecorded aspects of the functioning of words in the English language were revealed” [16, p. 41]. So, for example, the corpus analysis of the compatibility of the word self-important – selfconfident, revealed that by classifying an object as self-important, “speakers and writers create a whole network of negative words” [Ibid., p. 44], which is expressed in the following examples of compatibility: nouns – tender egos, slope bucket; adjectives – insincere, overwrought, self-adoring; adverbs – alarmingly. The dictionary compilers found unexpected (negative) examples with the words roam, par for the course, set in. Presenting these words to informants out of context showed that native speakers do not intuitively feel their negative charge. Such results prove the relevance of operating with Big Data in linguistics [see. in this regard, a study by O.A. Suleimanova, I.M. Petrova [17]]. In the study of J. Chanel, the corpus serves as an instrument of cognition.

As part of the study of the value component of academic discourse, a corpus comparative study of the texts of oral and written genres of the Russian-language and English-language academic discourse was carried out – contexts with the word valuable and tsenny were isolated in academic corpuses of texts [18].

3. Evaluation and individual style of the author.

The author's individual style is a reflection of the author's choice of certain lexical, syntactic, and grammatical means that make his works recognizable, and his style unique. Among the variety of linguistic means used by the author, the evaluation can become his kind of voice, with the help of which he speaks with his readers, expresses his attitude to various situations of artistic reality through the lips of his heroes. In this regard, the estimated values become the subject of consideration by researchers of the individual style of writers. In this work, an individual style is understood as "the totality of the dominant distinctive properties of an individual's speech, manifested in the use of linguistic units – both in qualitative and quantitative terms

-within the framework of a given functional style, genre, text category, etc.” [19, p. 95]. When studying the individual style of I.A. Bunina, M.E. Saltykov-Shchedrin through the prism of evaluativeness, researchers analyze the functional-semantic field of evaluation [20; 21]. It should be noted that along with the study of linguistic means of expressing evaluation, the authors aim to study the axiological component of the writer's creativity [21].

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Note that, due to its ontological properties, evaluation permeates a work of art, and if the researcher does not initially set the goal of studying the evaluative outline of the works of a particular writer, then the features of the use of evaluative means are manifested in one way or another. So, for example, in the corpus ideographic study of the individual style of M. Bulgakov, V. Platonov, M. Sholokhov and V. Nabokov, carried out with the use of lexical statistics, differences in the functioning of evaluative tools in the works of writers appeared [15]. In particular, V. Nabokov's idiostyle is characterized by “constant expression of evaluation (with a predominance of aesthetic)” [15, p. 12], while the creativity of M. Sholokhov is characterized by the use of “vocabulary denoting parts of the body of a person and an animal, the predominant use of which serves to designate emotions, describe gestures, express an evaluation of the character's appearance” [15, p. 13]. Thus, we can conclude that the use of statistical methods involving the text corpus and the analysis of its ideography can be an effective method for studying the evaluative characteristics of the idiostyle of a writer and, possibly, a scientist. It should be noted that the principle of clustering layers of vocabulary, which lies in the ideographic approach to the analysis of texts, can provide interesting conclusions for understanding the evaluative preferences of the scientist and those parts / blocks of research in which certain evaluations prevail.

Currently, there is a large number of studies devoted to the evaluative characteristics of texts of different genres of academic discourse. The grades are studied in the author's gratitude [22], in dissertation research [23] – in all these studies they are studied mainly as a feature of the genre, and not as a manifestation of the individual style preferences of the authors. At the same time, the study of estimated values as a component of the idiostyle, for example, of linguists, seems relevant and significant, since this kind of research will reveal the ontological properties of evaluation of representatives of a certain institutional discourse and will pave the way for the study of the evaluation styles of scientists. So, M. Hoy analyzes the specifics of making value judgments by N. Chomsky, relying on the hypothesis that "scientific argumentation is based on the following principle: first, an evaluation is proposed, and then the basis of the evaluation, or first the author presents the situation and then evaluates it" [24, p. 32]. On the basis of this hypothesis, the scientist identifies the specific features of N. Chomsky's idiostyle associated with the assessment of scientific knowledge. Note that this method is based on the hypothesis of how, in most cases, the process of evaluating scientific knowledge in the text is built, i.e. the scientist developed it on the basis of observing a large array of scientific texts. The next approach to the study of evaluation is based on observing the "behavior" of evaluation in various discourses and is conventionally designated by us as a "triad".

4. The evaluative triad of judgment, affect and appreciation.

Analyzing the texts of various discourses, J. Martin came to the conclusion that value judgments can be considered within the framework of three systems – affect, judgment and appreciation [25, p. 144].

“Affect is the resource deployed for construing emotional responses (happiness, sadness, fear, etc.); judgment is deployed for construing moral evaluations of behavior (ethical, deceptive, brave, etc.); and appreciation construes aesthetic quality of semiotic text / processes and natural phenomena (remarkable, desirable, harmonious, elegant, innovative, etc.) [25, p. 146].

The scientist analyzes the dialogical speech of the characters of the social drama "Educating Rita", which actually proves the possibility of using this approach in the analysis of oral academic discourse, since most of the dialogues of the characters in the drama take place between the participants in the academic discourse. At the same time, for the direct application of this method in the study of various genres of academic discourse, clarifications and additions will be required, since the dialogues between the professor and Rita take place within the framework of artistic discourse.

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This method has proven to be effective in analyzing the value component of the discourse of consumerism [26].

5. Digital Methods in Research Evaluation.

The study of the functioning of evaluation in various genres of academic discourse is possible with the help of modern digital technologies, which help to expand the understanding of the nature of evaluation and its functional and semantic characteristics.

For example, at present, programs for detecting the sentiment of a text have become widespread, the functionality of which can vary significantly: from programs that reveal the sentiment of each individual evaluative word in the text (SentiStrength) to programs that reveal the general sentiment of a text (Sentiment Analyzer). The combination of methods ensures a broader understanding of the evaluative component of the text.

Initially, the programs were aimed at processing and studying short spoken texts [27], then the researchers focused on social networks [28], focusing on words related to the subject of the message, as well as on words indicating mood [29]. Currently, with the help of this program, the "emotional temperature" of the dramas of W. Shakespeare is being studied [30].

Sentiment Analyzer allows a researcher to get an idea of the sentiment of the text as a whole. Within the framework of the study of the evaluativeness of the author's gratitude, the tonality of the texts of the author's gratitude was investigated using this program [22].

The Vaal-mini resource is interesting from the point of view of analyzing the texts of academic discourse, since it is not directly related to the study of the semantics of evaluation, but it gives a researcher an opportunity to get an idea of the unconscious impact of the phonetic structure of the text on the reader.

Digital methods are a tool for understanding the evaluative nature of the text, but without human participation it is impossible to interpret certain aspects, since, for example, programs do not determine irony, etc.

All these tools are used primarily as research engines [31].

Conclusion.

The analysis of the methods for studying the evaluation showed that each method in its own way reveals certain ontological properties of the evaluation. It seems that in order to study the evaluative component of academic discourse, a combination of traditional and innovative methods is necessary. An approximate algorithm for studying evaluation in academic discourse can be presented as follows:

1.Study of the structure and logic of evaluation in various genres of academic discourse;

2.Investigation of the features of evaluative categorization carried out by various participants in academic discourse in the process of institutional communication;

3.Delineation of emotion and evaluation in academic discourse;

4.Digital methods in studying the tonality of oral and written genres.

5.Text corpus of academic discourse as a tool of cognition and as a source of material for analysis.

6.Studying the individual style of scientists from the point of view of the specifics of their value judgments.

Within the framework of this article it is not possible to consider all the existing methods of studying the evaluation and approaches to its study. Let us emphasize that some methods of evaluating research need clarification and detailed development in relation to academic discourse, for example, J. Martin's method, in which evaluation is considered in the system of the affect, judgment, appreciation triad. The scientist considered it in a specific manifestation of the academic discourse - in the script of the text of the TV drama. It seems that in relation to the oral genres of academic discourse, it will be necessary to concretize those generalizations that the scientist makes when analyzing the evaluation on specific material.

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THEORY AND PRACTICE OF TRANSLATION

DOI 10.36622/MLMDR.2021.30.25.009

UDC 81’25

NATIONAL SPECIFICS OF TRANSLATION OF THE FRENCH CONSTRUCTION IL Y A IN THE LIGHT OF THE THEORY OF SYNTACTIC

CONCEPTS

V.A. Fedorov, O.G. Nekhaeva

Voronezh State Technical University

Doctor of Philology, Associate Professor, Head of the Foreign Languages and Technology of Translation Department

Valery Arkadyevich Fedorov e-mail: russia.fedorov@mail.ru

Voronezh State Technical University

Ph.D (Linguistics), Associate Professor of the Foreign Languages and Technology of Translation Department

Olga Georgievna Nekhaeva e-mail: nekhaeva1967@gmail.com

Statement of the problem. Based on the theory of syntactic concepts, the article analyzes translations of texts of Russian classical works made by native French speakers. The focus is on the features of transferring the formal design and content of Russian structural schemes into French using the il y a construction.

Results. The study shows that the French language uses the construction il y a, expressing the syntactic concept of the presence/absence of something/someone, to transfer to the French language a typical proposition of several Russian syntactic concepts, mainly the syntactic concept of being. As a consequence, Russian being verb forms are mainly translated into French by French verbs containing the seme "to have" due to the presence of the corresponding syntactic concept, as can be seen in the example of the construction il y a.

Conclusion. Analyzed material shows, on the one hand, the national specificity of French construction, the use of which depends on the syntactic concept that it represents, on the other hand, the difference in the syntactic concepts of French and Russian languages, that should be taken into account by translators, which allows you to choose from a set of structures one which is the most suitable for translation and which is filled with appropriate vocabulary depending on the type of syntactic concept.

Key words: syntactic concept, structural scheme (construction), national specifics, lexical units, equivalent, translation.

For citation: Fedorov V.A. National specifics of translation of the French construction il y a in the light of the theory of syntactic concepts / V.A. Fedorov, O.G. Nekhaeva // Scientific Journal “Modern Linguistic and Method- ical-and-didactic Researches”. – 2021. - № 2 (33). – P. 89-98.

Introduction.

With the advent of cognitive linguistics, many modern domestic (E.S. Kubryakova, V.I. Karasik, Z.D. Popova, A.P. Babushkin, I.A. Sternin, etc.) and foreign scientists (J. Lakoff, R. Laneker, C. Fillmore, etc.) applied to the concept category. Currently, the concept occupies a strong position and its existence is not in doubt among modern researchers.

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© Fedorov V.A., Nekhaeva O.G., 2021

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As for the category syntactic concept, interest in them appeared at the end of the twentieth century and currently not everyone recognizes its existence, which is associated with a number of issues that have not yet been clarified, up to disputes over their definition and role in linguistic works.

Russian language syntactic concepts research was based on the monograph by G.D. Volokhina and Z.D. Popova and ‘Syntactic concepts of the Russian Simple Sentence’ [1], which was followed by Z.D. Popova's major work on syntactic concepts of the Russian language, which describes the syntactic system of the Russian language, presented from the standpoint of cognitive linguistics. She constructed a functional-semantic field of structural schemes of a simple sentence that serve syntactic concepts objectified by syntactic means). Note that there were no similar works on the typology of syntactic concepts’ constructions either in Russian or in foreign languages [2]. Other researchers’ works on syntactic concepts of the Russian, English, and French languages have also been published [3, p. 4-8]. Other similar works appear [4]. French researchers do not study the syntactic concepts of impersonal constructions. As a rule, their works are devoted to the typology of this type of structures [5, 6]. In our work, we rely on the experience of Russian scientists.

In the course of the study it was found that every syntactic concept maintained a certain structural pattern that has its contents: the syntactic concept of existence is expressed by a proposition like ‘who/what is where’ syntactic concept agens affects the object is expressed by the proposition ‘agens affects on the object’, etc.

Comparative cognitive analysis of the structural scheme (for the French language, we tend to call the structural scheme a construction, as most French researchers do) allowed us to identify and compare the constructions specific to each language and the lexical units that fill it in relation to each syntactic concept, taking into account national specific features. It should be borne in mind that the syntactic concept can be served by either one or several structural schemes (constructions), depending on a variety of situations.

Structural equivalents for constructions with the pronoun il, including the construction il y a, are absent in Russian. The ‘lacuna’ of structural correspondence for a syntactic concept is compensated by vocabulary and phraseological units. In the Russian sentence, they use introductory words for this purpose. For us, the usual sentences are, for example, this is important, this is necessary, this is likely, which in French are passed by a construction with il (il est important, il est nécessaire, il est probable).

Research methodology.

The object of the study is Russian block diagrams, which are translated into French by the construction il y a. The subject of the research is the study of a typical proposition of Russian structural schemes in relation to the French construction in order to identify national specifics against the background of various means used for its translation, taking into account the theory of syntactic concepts.

Research material. Classical works of Russian literature translated by native French speakers was used as material.

Research methods. The methods of comparative and contrastive linguistics, the method of cognitive interpretation, semantic-cognitive and contextual analysis of propositional structures were used.

Results of the study.

Before moving on to the specific material, we note that the literal translation of the construction il y a means he has there. The construction consists of the pronoun il, the pronominal adverb of the adverb there, and the verb avoir in the 3rd person singular. Interpreted as a turnover, this structure is usually translated into Russian as available. However, this is not confirmed by practical translation material. In the first place are such Russian lexical units used in translation, as is, was, will be:

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–Так вы смотрите, Иван Осипович, – говорили ему в управлении – не подкачайте. И н о с т р а н ц ы б у д у т . Нужно как-нибудь получше все сделать, пофасоннее

[3*, p. 321].

–Faites bien attention, Ivan Osipovitch, lui dit-on à la direction, ne nous faites pas de

Il y a is often used in the past tense (il y avait) to translate Russian verbs of being (was, was not, were):

светилась вся пятилетка, затмевая блеском старое, примелькавшееся еще егип-

тянам небо [3*, p. 160].

I l y a v a i t l à d e s f a b r i q u e s , d e s c o m b i n a t s , d e s c e n t r a l e s

é l é c t r i q u e s , des chantiers nouveaux. Tout le quinquennat brillait, éclipsait par sa magnificence l’ancien ciel familier aux Egyptiens [6*, p.159].

– Ну, довольно! – молвил Остап, – Не стучите лысиной по паркету. Картина битвы мне ясна. Т а к , в ы г о в о р и т е , с н и м б ы л а д е в у ш к а . Это хорошо [3*, p. 156].

– Assez! dit enfin Ostap. Cessez de battre la poussière de vos fronts chauves. Le tableau du combat me semble clair. V o u s d i t e s q u ’ i l y a v a i t a v e c l u i u n e j e u n e f i l l e ? Voilà qui est fort bien [6*, p.156].

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a n c i e n t f a m i l i e r d e s K o u r a g u i n e s [5, p.94].

In some cases, the Russian verb ‘to be’ may well not be used, although it appears later in the sentence, as in the example below, in the French syntax it is preserved, but the corresponding French verb ‘être’ (to be) is not used, but the construction il y a:

Н а с л у ж б е Х в о р о б ь е в а б е с и л о м н о г о е : заседания, стенгазеты, займы. Но и дома он не находил успокоения своей гордой душе. Д о м а т о ж е б ы л и стенгазеты, займы, заседания [3*, p. 89].

Il y avait bien des choses au bureau qui faisaient enrager Khvorobiev : les réunions, les journaux muraux, les emprunts! Mais même lorsqu’il rentrait chez lui, son âme fier ne pouvait trouver le repos. Dans la maison où il habitait à l‘époque il y avait aussi des journaux, des emprunts, des réunions [6*, p. 95].

The Russian verb ‘was’ can be easily restored in a sentence:

The same is true with circumstantial forms. If in the Russian language form of the verb to be with the circumstances of the time may not be used (though they can be introduced in the sentence: is, was, will be, long ago, etc.), in French they are not ignored and entered into the proposal with the construction il y a:

Д в е т ы с я ч и л е т он нетерпеливо ждал смерти, а сейчас вдруг ему очень захотелось жить [3*, p. 304].

I l y a v a i t d e u x m i l l e a n s qu’ il attendait patiemment la mort? Et voilà que soudain il n’a vait plus encore à vivre [6*, p. 301].

In the Russian sentence, it is quite possible to enter the verb will: It will be two thousand years..., but stylistically its use will be superfluous, so there is simply no need.

Here are some other examples:

–Ты обращаешься со мною как с больною или ребенком. Я все вижу. Разве ты

такой б ы л п о л г о д а н а з а д [1*, p. 29].

– Tu me traite comme un malade ou comme une enfant. Je le vois bien. E t a i s - t u l e m ê m e i l y a s i x m o i s [ 5*, p. 56]?

In Russian, there is a syntactic concept of non-existence, and, consequently, a block diagram (no and its derivatives) along with the use of the negative particle not. In French, there is no special construction for the negative form of the verb, the negation is transmitted using the particles ne ... pas, ne... rien, ni...ni et al [5, p. 241-244]. It is not by accident that in French there are almost no verbs with a negative meaning, with the exception of the verbs manquгr (not to be missed), ignorer (not to know), the negation is contained in the sememe of these verbs themselves. When negative particles are used, they express an affirmative meaning: ne pas manquer (to grasp), ne pas ignorer (to know).

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With the construction il y a, negation is also traditionally transmitted by particles before and after the verb form, since the syntactic concept of non-existence is absent in French:

– Не шучу, - продолжал Билибин. Н и ч е г о н е т с п р а в е д л и в е е и п е ч а л ь -

н е е [1*, p. 250].

– Je ne plaisante pas, reprit Bilibine, il n’y a rien de plus véritable, ni de plus triste [5*, p 160].

– И н е к о м у д а ж е о ц е н и т ь м о й т и т а н и ч е с к и й т р у д , – грустно сказал Остап, поднимаясь и зашнуровывая толстую папку… [3*, p 228].

– E t d i r e q u ’ i l n ’ y a p e r s o n n e p o u r a p p r é c i e r l e t r a v a i l d e t i t a n ! Et tristement Ostap en se levant et en lançant la chemise maintenаnt volumineuse [6*, p.226].

– Я ведь спрашивала про этого арапа у папа и у мама, – сказала Наташа. – О н и г о в о р я т , ч т о н и к а к о г о а р а п а н е б ы л о . А ведь вот ты помнишь [1*, p. 512].

– J’ai parlé de ce nègre à papa, à maman, dit Natacha. I l s m ’ o n t a s s u r é q u ’ i l n ’ y j a m a i s e u d e n è g r e c h e z n o u s. Pourtant tu te le rappelles [5*, p.304]?

In Russian language, you can use a variety of existential verbs: to live, to exist, etc., but the French translator still resorts to translating such existential verbs to the turnover il y a:

Чем только не занимаются люди! Параллельно большому миру, в котором живут большие люди и большие вещи, с у щ е с т в у е т м а л е н ь к и й м и р с м а л е н ь - к и м и л ю д ь м и и м а л е н ь к и м и в е щ а м и [ 3*, p.98].

Quelle diversité dans les ocupations humaines. Parallèlement au macrocosme renfermant les hommes importants et les choses importantes, i l y a u n m a c r o c o s m e

– Пожалуйста, ваше сиятельство, П е т р у ш а с б у м а г а м и п р и ш е л , – сказала одна из девушек [1*, p. 365].

– Excusez, votre Excellence, i l y a l à P e t r o u c h a a v e c d e s p a p i e r s [5*, p.106].

В д о м е н а ш л и с ь м у з ы к а л ь н ы е и н с т р у м е н т ы , и з я щ н а я д е в и ч ь я