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Файл:Language. Английский язык для филологов. Учебное пособие
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41
3. Определите к какой категории языка относятся вопросы и
Phonetics and phonology
(pronunciation)
Grammar
Semantics
(vocabulary)
задания? Разместите их под заголовками в следующей таблице.
1. What is the difference between the two sounds?
2. Are the letters in these words sound [u] or [u:]?
3. Match the examples of get with meanings a-c.
4. How do you make negatives and questions with should?
5. Listen and check. Practice saying the words.
6. Learn more about quantifiers too, and not enough and practice them.
7. Listen and repeat the sentences.
8. Look at the following words from the text. Are they adjectives, adverbs or both?
9. What do you call the book or list which tells you what food there is?
10. Can you think of a phrasal verb, which means…?
4. Опишите ваш родной язык (Write a description of your mother
tongue).
Придерживайтесь следующего плана:
– Language family
– Native to… (Region)
– Native speakers (Dialects; Number of speakers)
– Phonology
– Writing system
– Grammatical characteristics
IV. Дополнительные тексты и задания
1. Прочитайте текст и ответьте, какую новую информацию о
строении предложений в разных языках вы узнали.
All languages have sentences; both the basic building blocks (parts of
speech like nouns and verbs) and the systems for constructing sentences out
of these building blocks are very similar across languages: there is no language without nouns and verbs and pronouns, though other categories, like
adjectives and adverbs, are not universal. Basic sentence structure is quite
uniform across languages, consisting of a subject and a predicate, with the
essential ingredient of the subject being a noun phrase and that of the predicate usually a verb phrase. Within the verb phrase, all languages have transi-
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tive verbs with an object, which again is usually a noun phrase, exactly the
обстоятельство
Типы
вопросо
в
Воп. слово
Всп. глагол
Подлежащее
Сказуемое
Дополнение
места
времени
1234567
Общий
–
Did
they
study
English
at the
university
last
year?
Альтерн
ативный
–
Did
they
study
English
or
French
at the
university
last
year?
same as the subject in its basic internal structure. Where languages differ is
in the order of the subject (S), object (O), and verb (V), though S precedes O
in almost all languages. The most common orders are SVO, as in English,
and SOV, as in Japanese. Biblical Hebrew and Classical Arabic were VSO
languages. Languages also differ in the internal structure of phrases: in English, the adjective precedes the noun it modifies, while most adjectives follow the noun in Romance languages like Spanish and French. Some languages, though, like Classical Greek and the Aboriginal languages of Australia, have free word order, so that any order of the words of a sentence is
permissible.
Ответьте на вопросы:
– What do languages have in common?
– What is a sentence?
– Is a sentence a complete idea that carries meaning?
– What is grammar?
– What is a rule?
– What is the order of the subject (S), object (O), and verb (V) in the
Russian language and in your mother tongue?
VI. Grammar in Use (Практическая Грамматика)
ТИПЫ ВОПРОСИТЕЛЬНЫХ ПРЕДЛОЖЕНИЙ
Таблица 3
Построение вопросов разных типов
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Специальный
What
did
they
study
-
at the
university
last
year?
К подлежащему
–
–
Who
stu-
died
English
at the
university
last
year?
Разделительный
–
–
They
stu-
died
English
at the
university
last year,
didn’t
they?
What Что? Какой?
When Когда?
Where Где? Куда?
Why Почему?
Who Кто?
Whom Кого?
Whose Чей?
Which Который?
How Как? Каким образом?
How many Сколько? (с исчисляемыми сущ.)
How much Сколько? (с неисчисляемыми сущ.)
How long Как долго?
How often Как часто?
Вопросительные слова
Упражнения
1) Определите типы вопросительных предложений. Дайте от-
веты на поставленные вопросы.
1. Some people believe that novel is only a means of relaxation, don’t they?
2. Is novel merely a harmless drug for the vacant hours of prosperous men?
3. What is the attitude of women to the novel?
4. Do you prefer sad ending or happy end in novels you read?
5. Do you agree that there are three classes of books: books you must
read, books you must re-read, and books you must not read at all?
6. How do you choose a book to read?
7. What books do you re-read?
8. How do you know what books not to read at all?
2) Поставьте вопросы к выделенным словам.
1. We always turn to poetry to express our feelings.
2. Few people bought collections of poems.
3. Philology includes the close study of texts and their history.
4. Cognitive philology investigates transmission of oral and written text.
5. The older grammars insisted that only certain styles of English were
worth studying.
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6. Modern linguistics began to develop in the 18th century.
UNIT 4
TRANSLATION
ПЕРЕВОД
– What is translation?
– Why is translation necessary?
7. Missionary work produced a large quantity of linguistic material.
8. The availability of printing led to the rapid dissemination of ideas
and materials.
3) Восстановите порядок слов в вопросительных предложениях.
1. Base, that, system, the Greeks, did, on, alphabet, their?
2. Was, result, what, the, main, of, Roman, linguistics, period, of the?
3. Literature, the, what, of, formed, basis, the of, philology?
4. Was, the, Roman, period, of, linguistics, result, main, of, what, the?
I. Warm-Up Activities (Предтекстовые упражнения)
1. Обсудите следующие вопросы со своим партнёром:
2. Просмотрите текст и убедитесь, что вы правильно
ответили на вопросы.
The function of language is the communication of messages. So far,
some of the relatively large-scale effects of culture contacts on languages
and on dialects within languages have been surveyed. A continuous concomitant of contact between two mutually incomprehensible languages and
one that does not lead either to suppression or extension of either is translation. As soon as two users of different languages need to converse, translation is necessary, either through a third party or directly.
45
3. Key Words. Запомните слова, которые вам понадобятся при
работе с материалом данного урока:
1. instantaneous [ˌɪn(t)stən'teɪnɪəs] мгновенный; немедленный, неза-
медлительный;
2. survey ['sɜːveɪ] обзор; обследование; опрос; исследование; ос-
мотр; осматривать; обследовать; разведка; съемка; обозревать;
3. mutually ['mjuːʧuəlɪ] взаимно; обоюдно;
4. converse 1. [kən'vɜːs] 1) разговаривать, вести беседу; 2) общаться;
поддерживать связь, иметь контакты; 2. обратный; обратное утверждение;
противоположный; обратная теорема; обратное отношение; обратимый;
5. diffusion [dɪ'fjuːʒ(ə)n] диффузия; распространение; рассеивание;
6. stylistic [staɪ'lɪstɪk] стилистический;
7. antiquity [æn'tɪkwətɪ] древность; античность; старина;
8. literal ['lɪt(ə)r(ə)l] литерал; буквальный; константа; буквенный;
дословный;
9. literary ['lɪt(ə)r(ə)rɪ] литературный; книжный;
10. functioning ['fʌŋkʃ(ə)nɪŋ] функционирование; функционирующий; действующий; работающий; работа; действие; срабатывание;
11. culture ['kʌlʧə] культура; культивировать;
12. association [əˌsəusɪ'eɪʃ(ə)n], [-ʃɪeɪʃ(ə)n] 1) соединение, объединение (действие) 2) ассоциация, общество, союз 3) ассоциация, связь (с
кем-л. / чем-л.); воспоминание;
13. vitiate ['vɪʃɪeɪt] 1) портить, искажать; 2) развращать; 3) делать
недействительным, лишать юридической силы;
14. overtone ['əuvətəun] 1) обертон; 2) намёк, нотка, подтекст;
15. stumbling ['stʌmblɪŋ] спотыкание; запинка;
16. expiation [ˌekspɪ'eɪʃ(ə)n] искупление;
17. lovable ['lʌvəbl] милый, симпатичный, привлекательный, приятный;
18. contrive [kən'traɪv] ухитряться; придумывать; умудриться; изобретать;
19. peculiar [pɪ'kjuːlɪə] своеобразный; особенный; специфический;
20. assonance ['æsənən(t)s] 1) созвучие; 2) неполное соответствие,
аналогия; 3) ассонанс, неполная рифма (одних гласных);
21. exploitation [ˌeksplɔɪ'teɪʃ(ə)n] эксплуатация; использование; разработка; эксплуатационный; эксплуатирование;
22. discourse ['dɪskɔːs] дискурс, языковое общение; речь; рассуждение; рассуждать;
23. subsequent ['sʌbsɪkwənt] 1) более поздний, последующий, следующий; 2) являющийся результатом;
24. inscription [ɪn'skrɪpʃ(ə)n] надпись.
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II. Reading (Чтение). Прочитайте и переведите текст.
Before the invention and diffusion of writing, translation was instantaneous and oral; persons professionally specializing in such work were called
interpreters. In predominantly or wholly literate communities, translation is
usually thought of as the conversion of a written text (i.e., a text consisting
of visual symbols recorded in a physical or electronic medium) in one language
into a written text in another, though the advent of real-time oral translation
devices, as well as the continued use of professional interpreters at international
conferences, has kept the oral side of translation very much alive.
The tasks of the translator are the same whether the material is oral,
manual (signed), or written, but, of course, translation between written texts
allows more time for stylistic adjustment and technical expertise. The main
problems have been recognized since antiquity and were expressed by St.
Jerome, translator of the famed Latin Bible, the Vulgate, from the Hebrew
and Greek originals. Semantically, these problems relate to the adjustment
of the literal and the literary and to the conflicts that so often occur between
an exact translation of each word, as far as this is possible, and the production of a whole sentence or even a whole text that conveys as much of the
meaning of the original as can be managed. These problems and conflicts
arise because of factors already noticed in the use and functioning of language: languages operate not in isolation but within and as part of cultures,
and cultures differ from each other in various ways. Even between the languages of communities whose cultures are fairly closely allied, there is by
no means a one-to-one relation of exact lexical equivalence between the
items of their vocabularies.
In their lexical meanings, words acquire various overtones and associations that are not shared by the nearest corresponding words in other languages; this may vitiate a literal translation. The English author and theolo-
gian Ronald Knox pointed to the historical connections of the Greek skan-
dalon, “stumbling block, trap, or snare,” inadequately rendered by “offense,”
its usual New Testament translation. In modern times, translators of the Bible into the languages of peoples culturally remote from Europe are well
aware of the difficulties of finding a lexical equivalent for lamb when the in-
tended readers, even if they have seen sheep and lambs, have no tradition of
blood sacrifice for expiation or long-hallowed associations of lambs with
lovableness, innocence, and apparent helplessness.
The translation of poetry, especially into poetry, presents very special
difficulties, and the better the original poem, the harder the translator’s task.
This is because poetry is, in the first instance, carefully contrived to express
exactly what the poet wants to say. Second, to achieve this end, poets call
forth all the resources of the language in which they are composing, matching the choice of words, the order of words, and grammatical constructions,
47
as well as phonological features peculiar to the language in metre, perhaps
supplemented by rhyme, assonance, and alliteration. The available resources
differ from language to language; English and German rely on stress-marked
metres, but Latin and Greek used quantitative metres, contrasting long and
short syllables, while French places approximately equal stress and length
on each syllable. Translators must try to match the stylistic exploitation of
the particular resources in the original language with comparable resources
from their own. Because lexical, grammatical, and metrical considerations
are all interrelated and interwoven in poetry, a satisfactory literary translation is usually very far from a literal word-for-word rendering. The more
poets rely on language form, the more embedded their verses are in that particular language and the harder the texts are to translate adequately. This is
especially true with lyrical poetry in several languages, with its wordplay,
complex rhymes, and frequent assonances.
At the other end of the translator’s spectrum, technical prose dealing
with internationally agreed scientific subjects may be the easiest type of
material to translate, because cultural unification (in this respect), lexical
correspondences, and stylistic similarity already exist in this type of usage in
the languages most commonly involved, to a higher degree than in other
fields of discourse. Remarkable advances in machine translation have been
made since the 1990s, while the growth of the Internet and social media in
subsequent decades transformed approaches to, and the ease of, all forms of
translation.
Messages and codes
Translation serves to extend the communicative value of a text. Sometimes people want to restrict it. Confidential messages require for their efficacy that they be known to and understood by only the single person or the
few persons to whom they are addressed. Such are diplomatic exchanges,
operational messages in wartime, and some transmissions of commercial information. Protection of written messages from interception has been practiced for many centuries. Twentieth-century developments in telegraphy and
telephony, and the emergence and growth of the Internet, made protection
against unauthorized reception more urgent, whether of texts transmitted as
speech or those sent as series of letters of the alphabet. Codes and ciphers
(cryptography) are of much longer standing in the concealment of written
messages, though their techniques are being constantly developed. Such
gains are, of course, countered by developments in the techniques of decipherment and decoding (as distinct from getting hold of the key to the system in use). An important by-product of such techniques has been the reading and interpretation of inscriptions written in otherwise unknown languages or unknown writing systems for which no translation exists.
48
Note:
1. survey
a. the distant past, especially the time of the ancient Egyptians, Greeks, and Romans
2. converse
b.concerned with or connected with the writing, study, or
appreciation of literature
3. antiquity
c. engage in conversation
4. literal
d.look closely at or examine (someone or something)
5. literary
e. activities such as the arts and philosophy, which are
considered to be important for the development of civilization and of people's minds
6. culture
f. taking words in their usual or most basic sense without
metaphor or exaggeration
Vulgate ['vʌlgeɪt], [-gɪt] Вульгата (латинский перевод Библии,
сделанный в конце 4 - начале 5 вв.);
New Testament [ˌnjuː'testəmənt] (the New Testament) Новый Завет;
III. Practice (Активизация лексики). Выполните следующие
упражнения.
1. а) Объясните значения выделенных слов из текста урока.
б) Найдите в тексте урока словосочетания, соответствующие
русским эквивалентам:
распространение письменности; мгновенный перевод; полностью
грамотные сообщества; чтобы сохранить жизнь; технический опыт; с
древности; ни в коем случае; точная лексическая эквивалентность;
приобретать различные ассоциации; искажать буквальный перевод;
культурная удаленность от Европы; кровавая жертва; для искупления;
давно освящённые ассоциации; стилистическое использование; частые
созвучия; в других областях; несанкционированный прием; при сокрытии письменных сообщений; методы расшифровки; побочный продукт.
2. Приведите в соответствие термины из левой колонки с их
толкованием из правой колонки:
3. Закончите предложения, употребляя слова из упражнения 2.
При необходимости, внесите в них некоторые изменения.
1. The town was famous in _________ for its white bulls.
2. In many cases, the people there are fighting, in a _________ sense,
for their homes.
3. Her green eyes ________ him coolly.
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4. I was brought up in a _________ that said you must put back into the
1. instantaneous
a. impair, spoil
2. incomprehensible
b. connotation
3. association
c. unintelligible
4. vitiate
d. momentary
5. overtone
e. numerical
6. quantitative
f. communication, fellowship
1.clear, plain
a. oral
2.consonance
b. encryption
3.complex
c. false
4.written
d. unintelligible
5.true
e. simple
6.decoding
f. dissonance
1. a one-to-one
a. connections
2. lexical
b. exploitation
3. historical
c. features
4. grammatical
d. equivalence
5. phonological
e. relation
6. stylistic
f. constructions
society what you have taken out.
5. Old men were sitting in the park, ________ about the weather.
6. Her _____ criticism focuses on the way great literature suggests ideas...
4. Сопоставьте каждое слово из левой колонки с его синонимом
из правой колонки:
5. Сопоставьте каждое слово из левой колонки с его антонимом
из правой колонки:
6. Составьте словосочетания с данными словами. Переведите
их на русский язык:
IV. Checklist (Упражнения на понимание содержания текста)
1. Просмотрите текст о переводе еще раз и ответьте на вопросы:
1. What is the difference between the work of interpreters and translators?
2. What keeps the oral side of translation alive nowadays?
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3. Are the tasks of a translator changed whether the material is oral,
manual (signed), or written?
4. What are the main problems of translation between written texts rec-
ognized since antiquity?
5. Why is the translation of poetry and into poetry considered the hard-
est translator’s task?
6. What is the easiest type of material to translate?
7. How are written messages protected from interception?
2. Какие предложения верны (T), а где допущены ошибки (F)?
Исправьте неверные утверждения.
1. Translation between written texts allows more time for stylistic ad-
justment and technical expertise. ________
2. There are no similar cultures in the world. ________
3. It is difficult to translate into another language the concepts that do
not exist in the translation language, since they do not exist in the cultural
tradition of the people. _______
4. The available resources do not differ from language to language.
________
5. Because lexical, grammatical, and metrical considerations are all interrelated and interwoven in poetry, a satisfactory literary translation is usually very close from a literal word-for-word rendering. ________
6. The growth of the Internet and social media in subsequent decades
transformed approaches to, and the ease of, all forms of translation. _______
7. Codes and ciphers (cryptography) are of much longer standing in the
concealment of written messages. _______
3. Подберите к каждому параграфу текста правильный заголовок.
PARAGRAPH 1 …………………………...
PARAGRAPH 2 …………………………...
PARAGRAPH 3 …………………………...
PARAGRAPH 4 …………………………...
PARAGRAPH 5 …………………………...
PARAGRAPH 6 …………………………...
A. The difficulties of finding a lexical equivalent
B. Oral or written translation
C. Protection of written messages
D. The main problems in translating oral and written material
E. Translation in scientific discourse
F. Special difficulties in the translation of poetry
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