Contents:
I. INTRODUCTION
II. MAIN PART
Chapter 1. The Importance of Achieving of Semantic and Stylistic Identity of Translating Idioms
2.1.1 Classification of Idioms
2.1.2 The Difficulties of Translation
2.1.3 Synonymous Statements and Emphasis
2.1.4 Indices for Interpretation
2.1.5 Proverbs Figurativeness and Its Means
Chapter 2. The Development of Students Language Awarenesson the Base of Using Idioms in Classes
2.2.1 Pedagogical implications
2.2.2 Focus on authentic speech and idiomatic language in classes
III. CONCLUSION
IV. BIBLIOGRAPHY
V. CONTENTS
INTRODUCTION
Idiom is a phrase or expression whose total meaning differs from the meaning of the individual words. For example, to blow one’s top (get angry) and behind the eight ball (in trouble) are English- language idioms. Idioms come from language and generally cannot be translated literally (word for word). Foreign language students must learn them just as they would learn vocabulary words.
It is generally accepted that interpreters did not know much about the laws and rules of translation at the dawn of civilization. They did not have enough scientific knowledge, and some writers maintained later that translation was a problem which could never be solved (e.g., "All translation seems to me to be simply an attempt to solve an insoluble problem." W. von Humboldt).
But life went on, and people wanted to communicate (they wanted to be good neighbours in those times, too) and — take it or leave it — they had to interpret and had to translate. But still their translations were not without shortcomings and even left much to be desired.
And now, while the British scientist Theodore Savory says, in an effort to convince his colleagues, that "...both in the original and in translation, the matter is more important than the manner,"[1] the noted Russian writer Korney Chukovsky records: "The translator's aspiration for achieving semantic and stylistic identity of translation and the original is a lasting gain of our culture."[2]
An interpreter may say that translation is a bridge for mutual understanding among nations and that one has to know the laws and rules of engineering as well as to have the proper material for its construction at hand.
The theme of the present work is “English idioms and their Russian equivalents”.
Nowadays English is worth not just knowing, but it is worth really knowing. There is a great importance to understand up-to-date English. English is the chief language of international business and academic conferences, and the leading language of international tourism. English is the main language of popular music, advertising, home computers and video games. Most of the scientific, technological and academic information in the world is expressed in English. International communication expends very fast. The English language becomes the means of international communication, the language of trade, education, politics, and economics. People have to communicate with each other. It is very important for them to understand foreigners and be understood by them. In this case the English language comes to be one but very serious problem. A word comes to be a very powerful means of communication but also can be a cause of a great misunderstanding if it is not clearly understood by one of the speakers.
The understanding of the native speakers’ language is the international problem for our students. Our secondary schools teach the students only the bases of the English language. They do not prepare them to the British streets, and accommodations.
Idioms come to be a very numerous part of English. Idioms cover a lot of drawbacks of the English language and it is one-third part of the colloquial speech.
The object of the work is the process of developing language guessing skills.
The subject of the work is idioms in English and Russian languages.
The hypothesis of the work is as following:
If we develop students’ awareness of using idiomatic sentences, we are sure to bring them closer to the authentically sounding speech.
The objective of the work is an attempt to study all the aspects of idioms, the cases of their usage and to analyze the frequency of idioms usage referring to English and Russian.
To achieve the set aim we determine the following tasks:
1. to classify idioms;
2. to study the problem of the translation of idioms;
3. to understand the aim of the modern usage of idioms;
4. to distinguish different kinds of idioms;
5. to analyze the frequency of idioms' usage referring to English and Russian.
For writing the present paper a number of scientific sources devoted to the problem of idioms have been analyzed. As the material for our research we used idioms taken from dictionaries and fiction.
For gaining the mentioned aim we used the following methods:
1. description;
2. observation;
3. critical study of scientific literature and fiction;
4. comparison and contrast;
Scientific novelty is concluded in the comparison of two languages, belonging to different language families.
Theoretical value consists in revealing the fact that idioms can’t and mustn’t be translated directly as such a branch of language as idioms are inseparably connected with nation’s mentality and mode of life.
The practical value consists in the fact that the present work is a valuable manual for specialists concerned with teaching English and can be used as a teaching guide for stirring up idiomatic sentences. The results of the investigation are aimed at raising the quality of translations and preventing mistakes in comprehension.
Some parts of this qualification work have been used at the English language lessons at Gulistan State University as a means of raising students’ interest and developing investigation skills.
Structurally the presented work consists of: Introduction, two chapters, conclusion, bibliography.
The introduction reveals the general survey of the whole work and determines idioms as an essential part of the general vocabulary.
The first chapter deals with semantic and stylistic identity when translating idioms.
The second chapter deals with approaches to the developing students’ language awareness on the base of using idioms in classes.
Bibliography comprises 23 sources. Books of paramount importance are belles-letters of American and English writers, scientific research of foreign and home linguists, Internet explorations defining dictionaries, articles from methodical journals. The basic works are the following: Кузьмин C.C.“Translating Russian Idioms” Moscow Higher School 1977, Bartlett, F. C. Remembering: A Study in Experimental and Social Psychology. Cambridge: Cambridge University Press, The Penguin Dictionary of English Idioms, New York, 1989, ЛевицкаяТ., ФитерманА., Обновлениефразеологическихединиц, ипередачаэтогоприемавпереводе. Тетради переводчика, №5, М., 1968, Арнольд И. В. Лексикология современного английского языка. М.: 1959.[3]
MAIN PART
Chapter 1. The Importance of Achieving of Semantic and Stylistic Identity of Translating Idioms
2.1.1 Classification of Idioms
Idioms and fixed expressions. Idioms are fixed expressions that are usually not clear or obvious. The expression to feel under the weather, which means to feel unwell is a typical idiom. The words do not tell us what it means, but the context usually helps.
There are some simple rules how to deal with idioms. At first it’s important to think of idioms as being just like single words, then we must record the whole phrase in the notebook, along with the information on grammar and collocation.
This tin - opener has seen better days. (it is rather old and broken down; usually of Things, always perfect tense form). Idioms are usually rather informal and include an element of personal comment on the situation. They are sometimes humorous or ironic. As with any informal “commenting” word. That’s why we must be careful using them. It’s not a good idea to use them just to sound “fluent” or “good at English’. In a formal situation we can’t say: “How do you do, Mrs Watson. Do take the weight off your feet. ” (sit down) instead of “Do sit down” or “Have a seat”. It is important to know that their grammar is flexible. Some are more fixed than others. For instance, Barking up the wrong tree (be mistaken) is always used in continuous, not simple form, e.g. I think you’ re Barking up the wrong tree. Generally, set expression, for example, come to the wrong shop, go the way of all flesh, make somebody’ s blood boil, are idiomatical, they are also named phraseological. Besides, there are set expression such as pay a visit, make one’ s appearance, give help. Their interpretation is disputable. Some linguists consider them to be a not idiomatical part of phraseology, which is opposed to idiomatical. If the expression is idiomatical, then we must consider its components in the aggregate, not separately.[4] Idioms are a part of our daily speech.[5] They give expressiveness and exactness to oral and written language. It’s not easy to master idioms fluently. Word - for - word translation can change the meaning of the idiom. I’ve understood, that the study of the English lexicology should necessarily include study of phraseology. So, what is an idiom and phraseology? How can we translate idioms? Is it possible to translate idioms word for word and not to change their meaning?
Classification of idioms. Term “phraseology” is defined as a section of linguistics, which studies word collocations, and, on the other hand, a set of all steady combinations of words of the language. The stock of words of the language consists not only of separate words, but also of set expressions, which alongside with separate words serve as means of expressing conceptions.[6] A set expression represents a set phrase.
| Stock of words of the language | ||
| Separate words | Set expressions | |
| Phraseological fusions To make up one’s mind To make friends | Phraseological unities He plays with fire She burst into tears | Phraseological collocations From head to foot To get on like a house on fire |
Charter 1. Stock of words of the language According to the Academician V. V. Vinogradov’s classification phraseological units may be classified into three groups: phraseological fusions, phraseological unities and phraseological collocations.
Phraseological fusions[7] are completely non - motivated word - groups, such as heavy father – “serious or solemn part in a theatrical play”, kick the bucket – “die”; and the like. The meaning of the components has no connection whatsoever, at least synchronically, with the meaning of the whole group. Idiomaticity is, as a rule, combined with complete stability of the lexical components and the grammatical structure of the fusion. Phraseological fusions are called “traditional”, “set expression with fixed nomination”, “combinations”, ”set expression” in works of other researchers.
Phraseological unities[8] are partially non - motivated as their meaning can usually be perceived through the metaphoric meaning of the whole phraseological unit. For example, to show one’ s teeth, to wash one’ s dirty linen in public if interpreted as semantically motivated through the combined lexical meaning of the component words would naturally lead one to understand these in their literal meaning. The metaphoric meaning of the whole unit, however, readily suggests “take a threatening tone” or “show an intention to injure” for show one’ s teeth and “discuss or make public one’ s quarrels” for wash one’ s dirty linen in public. Phraseological unities are as a rule marked by a high degree of stability of the lexical components.
Phraseological collocations are motivated but they are made up of words possessing specific lexical valency which accounts for a certain degree of stability in such word - groups. In phraseological collocations variability of member - words is strictly limited. For instance, bear a grudge May be changed into bear malice, but not into bear a fancy or liking. We can say take a liking (fancy) but not take hatred (disgust). These habitual collocations tend to become kind of clichйs where the meaning of member - words is to some extent dominated by the meaning of the whole group. Due to this, phraseological collocations are felt as possessing a certain degree of semantic inseparability.
Classification of idioms for better understanding and learning. Vocabulary. Idioms can be grouped in a variety of ways. According to “English Vocabulary in Use” there are 3 groups of idioms.[9]
| Grammatical | By meaning | By verb or another key word | |
| verb + object | verb + preposition phrase | His fingers are all thumbs [clumsy] | Do you mind my smoking? [object to] |
| hold someone’s hand [to take care of] | rise the eyebrows [to wonder] |
Charter 2. Different ways of grouping idioms. I’ve found some more more or less convenient ways of grouping the idioms
Classification of phraseological units according to their structure. There are two groups of idioms: nominal a black sheep (of the family) [shame of the family], and verbal to take risks (to risk) as I’ve already told you. As one can see on the diagram, there are more verbal idioms, approximately 65 percents, than nominal ones. In both groups there turns out to be too many idioms, therefore such way is difficult for remembering.
Academician V. V. Vinogradov’s classification. There are three groups of idioms according to this classification. The problem is the same as in the previous case. It’s not easy to remember all of these phraseological units.
Classification of phraseological units according to the parts of speech.[10] There are four groups: nominal phrases: hard luck [misfortune]; adjective phraseological units: all fingers and thumbs [clumsy]; verbal: to get on like a house on fire [to make progress]; adverbial: vice versa [conversely]. At last I tried to divide idioms into several groups, as it’s written in “English Vocabulary in Use”. I also added some more of them. According to this classification idioms can be divided into following groups. As everyday spoken language is full of fixed expressions that are not necessarily difficult to understand (their meaning May be quite’ transparent’) but which have a fixed form which does not change the first group is everyday expressions. These have to be learnt as whole expressions. These expressions are often hard to find in dictionaries. For example as I was saying (it takes the conversation back to an earlier point). This group includes three sub - groups.
Conversation - building expressions – these are some common expressions that help to modify or organize what we are saying. There are many expressions like these. For example: as I was saying (it takes the conversation back to an earlier point). Some everyday expressions can be grouped around key words. The preposition “in” for example, occurs in several expressions: in fact (really), in practice (actually). Common expressions for modifying statements are also a part of this group. For example: as far as I’m concerned (from my point of view). As... as... similes and expressions with ’like’ are easy to understand. If you see the phrase as dead as a doornail, you Don’ T need to know what a doornail is, simply that the whole phrase means “totally dead”. But it’s important to remember that fixed similes are not “neutral”; they are usually informal or colloquial and often humorous.
Idioms describing people[11] can be divided into two sub-groups:
Idioms connected with positive and negative qualities, for example: His fingers are all thumbs (he’s clumsy) or She has iron nerves (she’s composed). How people relate to the social norm, for example: I think Mary has a secret to hide (She keeps something from us). I have divided idioms describing feelings or mood into three sub - groups. They are positive and negative feelings, moods and states. For example: to get on someone’s nerves (to exasperate), to have a horror of (to disgust), to be as happy as the day is long (extremely content). Physical feelings and states. For example: to burst into tears (to cry). And people’s fear or fright. For example: She was scared stiff, (very scared). Next group is idioms connected with problematic situations. The first sub - group is problems and difficulties. For example: a hard luck (failure). The second sub - group is idioms related to situations based on get. For example: to get frustrated (defeat). The third sub - group is changes and staves in situations. For example: to change one’s mind (think better of it). At last idioms connected with easing the situation. For example: to do well (recover), to get off lightly (escape). Idioms connected with praise and criticism, for example: to go on at someone (criticize). Idioms connected with using language and communication. Idioms connected with communication problems. For example: to have a row with somebody (to quarrel). Good and bad talk. For example: stream of consciousness (flow of words). Talk in discussions, meetings, etc. For example: to strike up (a conversation) (to start a conversation). Idioms – miscellaneous. Idioms connected with paying, buying and selling. For example: to save up for (put by). Idioms based on names of the parts of the body. For example: to lend an ear (to listen to). Idioms connected with daily routine. For example: to do up (tidy up). There are also single idioms which cannot be included into described above groups. For example to run out (to come to an end) and some special groups of expressions in “Blueprint” such as all along (always), all in all (as a result), all of a sudden (unexpectedly). The last group of idioms is proverbs. For example: “Out of the frying Pan and into the fire” (from one disaster into another).