Перекладна взаємовідповідність англійської та української освітньої лексики

Abstract

АНОТАЦІЇ Вергун Л.І. Перекладна взаємовідповідність англійської та української освітньої лексики. – Рукопис. Дисертація на здобуття наукового ступеня кандидата філологічних наук за спеціальністю 10.02.16 – перекладознавство. – Київський національний університет імені Тараса Шевченка, Київ, 2004. Метою дослідження є комплексне перекладознавче прирівнення спеціальної лексики сфери освіти англійської та української мов, опис спільних і відмінних рис перекладних відповідників на лексико-семантичному рівні, а також визначення українських перекладних відповідників англійських етноспецифічних освітніх лексем. У дослідженні визначено та окреслено межі освітньої лексики української і англійської мов для їх повнішого перекладознавчого прирівнення; досліджено становлення перекладних відповідників англійської і української освітньої лексики; виявлено основні розбіжності лексико-семантичних полів “освіта” англійської (американського і британського національних варіантів) і української мов; представлено порівняння системи освітньої лексики англійської і української мов для визначення основних труднощів перекладу; з’ясовано характер перекладної взаємовідповідності освітньої лексики англійської (британського і американського національних варіантів) і української мов на основі порівняльного аналізу концептуальних схем лексико-семантичних полів “освіта” досліджуваних мов; визначено типові способи і прийоми перекладу англійських термінів системи освіти, які ще не мали перекладних відповідників в українській мові; виявлено рівень перекладної взаємовідповідності англійської і української освітньої лексики. Ключові слова: перекладна взаємовідповідність, перекладознавче прирівнення, освітня лексика, етноспецифічна лексика, лакуна, аналог, двосторонній відповідник, транскодування, описовий переклад, калькування. Verhun Laryssa. Mutual translation correspondence of the English and Ukrainian educational lexicon. − Manuscript. Thesis for a Candidate Degree in Philology. Speciality 10.06.16 − Translation Studies. − Taras Shevchenko National University of Kyiv, Kyiv, 2004. The thesis highlights the issue of mutual translation correspondence of the English and Ukrainian educational lexicon. Educational lexicon is defined as a set of word groups and words connected by means of associative and logical relationships in terms of the lexical-semantic field “education” which provide communication on different levels in the sphere of education. The seme “belonging to education” is an integral feature of this lexicon. As regards the sub-language of education, the following constituent parts are distinguished: 1) terms: a) educational terms proper, b) marginal terms; 2) nomenclature; 3) colloquialisms: a) schoolboys’ slang, b) students’ slang, c) slang of university and school teachers. Educational terms are lexemes which belong to the terminological system of education, denominating concepts and phenomena of this sphere and which are used for educational communication on the professional and everyday level. The lexicographic recording of the English and Ukrainian educational lexicon started at different periods. In the USA and Great Britain, the first monolingual explanatory dictionaries of educational lexicon were published early in the 20th century, while in Ukraine they appeared in the late 20th century. In Ukraine, there is still a lack of dictionaries of this kind. English-Ukrainian Dictionary of Educational Lexicon, compiled by the author of this thesis, is an attempt to unify and standardize English-Ukrainian translation equivalents of educational terminology. The dictionary contains about 4 000 head words and represents the main bulk of educational terminology and domains of education. An English ethnospecific educational lexicon accounts for 43 per cent of head words. The lexical-semantic field (LSF) “education” is a group of lexical constituents, united by the seme “belonging to education”. The structure of the field is similar in both English and Ukrainian languages: it is three-dimensional. Microfields are located on the axes x and z, lexical-semantic groups are situated on the axis y. The semes incorporating lexemes into lexical-semantic groups are universal for both languages; they are: educational establishments; pupils, students, teaching staff (Amer. − faculty); disciplines and subjects; evaluation and assessment system; organization of the process of education; credentials; degrees and qualifications; artefacts. The microfields situated on the axis x are primary education, secondary education, further education, higher education for British English, elementary education, secondary education, post-secondary education for American English, and початкова освіта, середня освіта, професійно-технічна освіта, вища освіта for the Ukrainian language. The microfields special education, distance learning, part-time learning of both British and American English correlate with the Ukrainian microfields спеціальна освіта, дистанційна освіта, заочна/вечірня освіта. The microfield sandwich learning in British English has no correspondence in the Ukrainian LSF “education”. Discrepancies of LSF “education” of the English and Ukrainian languages arise from substantial conceptual diversity of the systems of education in the English-speaking countries and Ukraine and from differences in the stages of development of their national systems of education. This causes the existence of nationally biased lexicons in the LSF “education” of the English and Ukrainian languages. This kind of lexicon is the major problem of translation. As a result of a contrastive-translatological analysis of the constituents of the LSF “education” of the English and Ukrainian languages, three types of lexical correlate pairs of educational lexemes are distinguished. The constituents of the first type have similar phonographic structure and etymology. The first sub-type of this type comprises words with absolutely similar semantic structures. The second sub-type includes polysemantic lexemes which have similar meanings in terms of one lexico-semantic variant. The second type is represented by lexical pairs with different verbal expression of constituents: the semes of these constituents are partially similar. The third type consists of lexemes without adequate equivalents in the receptor language. The above-mentioned analysis is a sufficient background for classification of the constituents of the LSF “education” in the English and Ukrainian languages into lacunae, analogs and reciprocal equivalents. Lacunae are words used to denote phenomena, concepts or objects absent in the culture of the receptor language; they demand the coinage of equivalents in the target language. Analogs are words in the target language which have correlates of the source language with partially similar semantic units; they are often used as translation equivalents. Reciprocal equivalents are words in the source language and the target language denoting phenomena, concepts or objects similar in both languages. Lacunae and analogs are considered to belong to nationally biased lexicon. 60 per cent of the constituents of the LSF “education” in the English and Ukrainian languages is nationally biased words. The LSF of the Ukrainian language has 29.1% of lacunae, as compared with the LSF of British English, and 25.42%, as compared with the LSF of American English. With regards to the LSF of the Ukrainian language, the LSF “education” of British English contains 50.2% of lacunae; the LSF “education” of American English has 40.8% of lacunae. Analogs constitute 34.2% of the LSF “education” of the Ukrainian language with reference to British English, and 35.5% with reference to American English. Concerning the LSF “education” of the Ukrainian language, the LSF of British English has 23% of analogs, the LSF of American English, 27.3%. Mutual translation correspondence is the existence or possibility of existence of translation equivalents in the target language. Reciprocal equivalents of the LSF “education” of the Ukrainian language against the LSF of American English constitute 36.42%, and against the LSF of British English − 39%. With regard to the Ukrainian language, reciprocal equivalents of the LSF “education” of British English comprise 27% of its constituents, and reciprocal equivalents of the LSF “education” of American English comprise 31.88%. The research highlights main peculiarities of translation of the English educational lexicon into Ukrainian. Descriptive translation is used to render 37% of English educational lexemes, 17% of the words analyzed is rendered by means of loan translation, and 6%, by means of transliteration/transcription. Analogs (partial equivalents) are used to translate 5% of the lexemes. The main stages of determination of mutual translation correspondence of the educational lexicon in the English and Ukrainian languages are: modeling of the LSF “education” in the English and Ukrainian languages; bringing into comparison the models of LSFs to define conceptual discrepancies; comparison of the constituents of the LSFs using componential analysis and analysis of definitions; classification of the constituents of the LSFs into lacunae, analogs and reciprocal equivalents; estimation of statistical data; and final determination of mutual translation correspondence. Key words: mutual translation correspondence, educational lexicon, ethnospecific lexicon, lacunae, analogs, reciprocal equivalents, transcription/transliteration, descriptive translation, loan translation.