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The problem of frequent verbs and their translation into English

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The problem of frequent verbs and their translation into English 1

Contents: Introduction ……………………………………………………………3 Chapter I. General information on frequent verbs and meaning 1.1. Review of the linguistic literature on meaning …...………..............6 1.2. Lexical meaning of verbs and their semantic structure ….….........13 1.3. Frequent verbs…………………………………….…..…...............17 Chapter II. Translation problems of frequent verbs 2.1. Application of translation principles in the process of translation.23 2.2. The use of componential analysis in translation……………...…...40 2.3. Translation analysis of frequent verbs…………………………….47 Conclusion ………………………………………………………….....57 Bibliography …………………………………………………………..59 2

Introduction The qualification paper entitled “The problem of frequent verbs and their translation into English” deals with a group of verbs which are met frequently and their translation problems. Translation demands a deep understanding of both grammar and culture. Translators need to know the rules of a language as well as the habits of the people who speak it. And even for the most experienced professionals, confusion and frustration are familiar feelings. Some of the most common challenges of translation include: language structure. The present qualification paper deals with the study of translation problems of frequent verbs into English which presents a certain interest both for the theoretical investigation and for the practical language use. The first President of the Republic of

Actuality of the qualification paper: This work is a qualitative and a quantitative study made to present one of learners’ real problems in translation. That is, the problem of frequent verbs and their translation into English. It attempts to find out the reason why learners of English are unable to find the right/ appropriate equivalents of the verbs into English. The aim of the paper is to study importance of meaning and problems of frequent verbs in translation as well as finding the solution of adequateness. Frequent verbs in both analyzing languages are the same, but in translation some lexical transformations needed and we will look them ever carefully. The novelty of the given work is that in this qualification paper we’ve analyzed verbs and their translation into English. The subje

The structure of the paper. This work consists of an introduction, two chapters, conclusion and the list of used literature. The theme of the work is “The problem of frequent verbs and their translation into English”. Introduction highlights actuality, aim, tasks, theoretical and practical values of the paper and etc. The first chapter of the work is named as “General information on frequent verbs and meaning” and focuses on broad themes including the main information of frequent verbs, linguistic literature on meaning, lexical meaning of verbs and their semantic structure. The second chapter is devoted to the problems of frequent verbs in translation. This part plays close attention to the application of translation principles in the process of translation and use of componential and tra

Chapter I. General information on frequent verbs and meaning 1.1. Review of the linguistic literature on meaning Meaning is one of the most controversial terms in the theory of language. At first sight the understanding of this term seems to present no difficult at all-it is freely used in teaching, interpreting and translation. The scientific definition of meaning however just as the definition of some other basic linguistic terms, such as word, sentences, etc, has been issue of interminable discussions. Since there is no universally accepted definition of meaning we shall confine ourselves to a brief survey of the problem as it is viewed in modern linguistics both in our country and elsewhere. There is possibly no branch linguistics in which there is such a preponderance of idealistic vi

abstract notions. The complex and somewhat mysterious relationships between referent (object, etc, denoted by the word), concept and word traditionally represented by the triangle. By the “symbol” here is meant the word; thought of reference is no immediate relation between word and referent; it is established only through the concept. On the other hand, there is a hypothesis that concepts can only find their realization through words. It seems that thought is dormant till the word wakens it up. It is only when we hear a spoken word or read a printed word that the corresponding concept springs to (into) mind. The mechanism by which concept (i.e. mental phenomena) are converted into words (i.e. linguistic phenomena) and the reverse process by which a heard or a printed word is converted int

indirectly, by means of the abstract thought or reference in our brains (“reference” is used by Ogden and Richards in a different way than in most of the more recent linguistic theories, where it denotes either the relationship between a full linguistic sign and an extra linguistic referent or the action of a speaker/writer referring to an extra-linguistic object by means of a linguistic sign). According to Ogden and Richards, there is then no direct relationship between the word or the symbol “dog” and a particular class of living beings or a specific element of this class. They stress the point that the meaning of the linguistic symbol (sign), as a concept or thought, has to be clearly distinguished from the extra-linguistic object denoted by it. Words, as linguistic signs, are therefore

transformed into love [l ^ v], yet the meaning “hold dear, bear love”, etc has remained essentially unchanged. The criticism of the referential theories of meaning may be briefly summarized as follows: -Meaning, as understood in the referential approach, comprises the interrelation of linguistic signs with categories and phenomena outside the scope of language. As neither referents (i. e. actual things phenomena, etc.) nor concepts belong to language, the analysis of meaning is confined either to the study of the interrelation of the linguistic sign and referent or that of the linguistic sign and concept, all of which, properly speaking, is not the object of linguistic study. The functional approach treats the meaning as the relation of one word to another. By this approach the meaning can

common grammatical meaning: they are characterized by a common system of forms in which their grammatical categories are expressed. Lexical meaning is individual for every word: grammatically identical words have individual lexical meanings (f/e: went, kissed, and looked), which are common for all forms of one and the same word. Go, went, going – all these forms denote the process of movement. Lexical meaning includes two components: denotation and connotation. Denotational component is present in every word and makes communication possible. It expresses the notional content of the word, shows what the word refers to. Connotational component expresses additional meanings of the word which may be of different types: stylistic, evaluative and emotional, etc. Evaluative connotation expresses

Words that are used most often have the greatest number of meanings: do, go, see, etc. Various meanings of the word represent lexico-semantical variants and constitute its semantic structure. One of the meanings in the semantic structure of the word is primary, the others are secondary. For example, the word table has the primary meaning “a piece of furniture” and a number of secondary meanings: “a supply of food”, “an act of assembling to eat”, “a group of people assembled a t a table”, etc. Meanings can also be direct and figurative, concrete and abstract, central and peripheral, general and special. There are two main types of the organization of the semantic structure of a poly semantic word: the radial and the chain one. Various meanings of a word are united by the existence of a comm

its meaning is transferred to its partner: daily newspaper daily and analogy (when one of the synonyms develops a new meaning, other synonyms acquire a new meaning too: e.g. when catch developed the meaning “understand”, its synonyms grasp, get developed this meaning too) 4 . All cases of change of meaning are based on some association. The process of change of meaning is termed transference. There are two types of transference: 1) transference based on similarity and 2) transference based on contiguity (real connection between the two objects). The first type of transference is called linguistic metaphor: neck (of a human being) → neck (of a bottle). The second type is known as linguistic metonymy: hands (“limbs of a human body”) → hands (“a worker”). Semantic change may result in the cha

1.2. Lexical meaning of verbs and their semantic structure The meaning of a word is a changeable category. The causes of semantic change may be either linguistic or extra-linguistic. Extra-linguistic causes are different changes in the life of the people speaking the language, the coming into existence of new notions and objects, changes in economic-social life, changes of ideas, etc. This chapter deals with the semantic structure of the verbs which are met frequently that is used both in its figurate and contextual meaning. First of all, we should define the types of lexical meaning. Many stylistic devices are based on using lexical meaning of word. Words can have various meanings. Scientists do not have exact approach to this problem; some of them say that the meaning is the relation bet

Alas! /disappointment/, Oh , my buttons! /surprise/ etc. There are also words which express, notions and emotions, e.g. girlie, a pig /when used metaphorically/. The definitions of lexical meaning given by various authors, though different in detail, agree in the basic principle: they all point out that lexical meaning is the realization of concept or emotion by means of a definite language system. The term «notion» was introduced into lexicology from logics. A notion denotes the reflection in the mind of real objects and phenomena in their relations. Notions, as a rule, are international, especially with the nations of the same cultural level. Grouping of meanings in the semantic structure of a word is determined by the whole system of every language. E.g. the English verb «go» and its Ru

The word may change also its meaning by the shortening of a word group. Ex, the old meaning of the verb “to starve” was “to die” and it was often used in the word “to starve” is result of the shortening of the group, “to starve” of hunger. The appearance of a new word, which is synonymous to the word already existing in the language, may cause a change in the meaning of word. Ex, the old meaning of the word “deer” was an animal. It was used for all kinds of animals. When the Latin word “animal” came into English language the meaning of the word was changed. Now it is used to name only one kind of animal. (deer- ohu). Some scholars mistakenly use the term “transference of meaning” which is a serious mistake. It is very important to note that in any case of semantic change it is not the mea

hearing all sounds are indistinct. Transference is metaphor. Metaphor is based on the similarities of objects. Ex, the word “warm” and “cold” may be used to denote the certain qualities of human voices because of some kind of similarity between these qualities and warm and cold temperature. Ex, warm voice, warm temperature Cold voice, cold temperature 1. The similarity of form. The eye of a needle, a head of a pin. 2. Similarity of function. Ex, the head of the state, the head of the demonstration. 3. The similarity of position. Ex, the foot of the mountain, a foot of the page, the top of the table, the leg of the table. All auxiliary verbs are cases of generalization of their lexical meaning, because they developed a grammatical meaning: “have”, “be”, “do”, “shall”, “will” when used as au

The number of occurrences of a linguistic item in a text or corpus. Different linguistic items have different frequencies of occurrence in speech and writing. In English, function words (e.g. a, the, to, etc.) occur more frequently than verbs, nouns, adjectives, or adverbs. Word frequency counts are used to select vocabulary for language teaching, in lexicography, in the study of literary style in stylistics, and in text linguistics. The twenty most frequently occurring words in a corpus of over one million words in a study of written American English by Kucera and Francis were: the, of, and, to, a, in, that, is, was, he, for, it, with, as, his, on, be, at, by, I. 7 The same is true of the different meanings of one and the same word. Analyzing the function of a word in linguistic contexts

comes from the Corpus of Contemporary American English (COCA) and is the result of intensive research and evaluation.  be  have  do  say  get  make  go  know  take  see  come  think  look  want  give  use  find  tell  ask  work  seem  feel  try 18

 leave  call 9 It is more or less universally recognized that word-meaning is not homogeneous but is made up of various components the combination and the interrelation of which determine to a great extent the inner facet of the word. These components are usually described as types of meaning. The two main types of meaning that are readily observed are the grammatical and the lexical meanings to be found in words and word-forms. In modern linguistic science it is commonly held that some elements of grammatical meaning can be identified by the position of the linguistic unit in relation to other linguistic units, i.e. by its distribution. Word forms speaks, reads, writes have one and the same grammatical meaning as they can all be found in identical distribution, e.g. only after the prono

works), mood meaning (work! — (I) work), etc. In verbs the lexical meaning usually comes to the fore although in some of them, the verb to be, e.g., the grammatical meaning of a linking element prevails (cf. he works as a teacher and he is a teacher). The verb «to take» does not coincide in the number of meanings with its corresponding word « олмоқ ». For example, to take an exam — imtihon topshirmoq; to take tea – choy ichmoq; to take off —yechinmoq; to give an examination- imtihon olmoq; to have a rest-dam olmoq; to photograph- rasm olmoq. In the semantic structure of the Uzbek word there may be a definite figurative meaning which its corresponding English word doesn't possess. For example, Bu voqea menga katta maktab bo’ldi- This event was a good lesson to me (not «this event was a

Some semantic changes may be accounted for by the influence of a peculiar factor usually referred to as linguistic analogy. It was found out, e.g., that if one of the members of a synonymic set acquires a new meaning other members of this set change their meanings too. It was observed, e.g., that all English adverbs which acquired the meaning ‘rapidly’ (in a certain period of time — before 1300) always develop the meaning ‘immediately’, similarly verbs synonymous with catch, e.g. grasp, get, etc., by semantic extension acquired another meaning — ‘to understand’. We can observe restriction and specialization of meaning in the case of the verb to glide (OE. glidan) which had the meaning ‘to move gently and smoothly’ and has now acquired a restricted and specialized meaning ‘to fly with no e

 to deprive of what the noun designates: to peel, to skin, to scalp;  to send/go by what the noun designates: to mail, to ship;  to provide with what the noun designates: to cover, to wrap, to plaster, to coat. b) Verbs obtained from adjectives The basic meaning of the de-adjectival verbs is “to bring about the characteristic expressed by the adjective in an object”: to calm, to dirty, to square, to round, to alert, to aggregate, or “to make a subject suffer the instatement of the quality expressed by the adjective: to wrong, to dry, to wet, to sour, to clean. c) Verbs obtained from adverbs, conjunctions, interjections Verbs obtained from adverbs, conjunctions or interjections are pretty rare in English. Nevertheless, verbs such as to forward, to but (“But me no buts!”), to chirp, to sq

The central problem of translating has always been whether to translate literally or freely. The argument has been going on since at least the first century В . С . Up to the beginning of the XIX c., many writers favored some kind of «free» translation: the spirit, not the letter, the sense not the words, the message rather than the form, the matter riot the manner. This was the often revolutionary slogan of writers who wanted the truth to be read and understood - Tyndale and Dalet were burned at the stake, Wycliffe s works were banned. Then at the turn of the XIX c., when the study of cultural anthropology suggested that the linguistic barriers were insuperable and that language was entirely and that language was entirely the product of culture, the view that translation was impossible g

The argument was theoretical, the purpose of the translation, the nature of the readership, the type of text, was not discussed. Too often, writer, translator, and reader were implicit identified with each other. Now the context has changed, but the basic problem remains. Here it is put in the form of a flattened V diagram: Source language emphases Target language emphases Word for word translation Adaptation Literal translation free translation Faithful translation idiomatic translation Semantic translation communicative translation Word for word translation. This is often demonstrated as interlinear translation with the target language immediately below the source language words. The word-order is preserved and the words translated by their most common meanings, out of context. Cultural

Semantic translation . Semantic translation differs from «faithful translation» only in as far as it must take more account of the aesthetic value (that is, the beautiful and natural sound) of the source language text, compromising on «meaning» where appropriate so that no assonance, word-play or repetition jars in the finished version. Further, it may translate less important cultural words by culturally neutral third or functional terms but not by cultural equivalents and it may make other small concessions to the readership. The distinction between «faithful» and «semantic» translation is that, the first is uncompromising and dogmatic, while the second is more flexible, admits the creative exception to 100 % fidelity and allows for the translator's inductive empathy with the origin

language, which formally don't, coincide with those of the English language but have the same emotional and psychological effect on the English reader. The process of educational translation presents 4 stages: 1. First of all the text should be thoroughly understood. It mums that the student should be acquainted with (the whole book, should have some knowledge of (the history of literature and mode of life of the people from whose language the translation is being done. 2. The student should realize the stylistic functions of lexical and grammar and phonetic phenomena which are used to express the content of the text. 3. Then the work on the choice of corresponding means of expression in the native language should be done. 4. The last stage is a work on the English or Uzbek text. The c

3. The meaning of the word and its use. The meaning of the word shouldn't be mixed with its use. Sometimes even a word can be combined with a lot of words and is rendered in Uzbek by different words: A young man - yosh odam A young child - yosh bola Young in a crime - tajribasiz jinoyatchi The night is young - qorong’u kirdi Department of justice - adolat boshqarmasi Ministry of defense - mudofaa vazirligi Board of trade - savdo vazirligi Admiralty - dengiz xarbiy kuchlar vazirligi The First Lord of Admiralty - harbiy dengiz kuchlar vazirligi Chancellor - moliya vaziri War office - harbiy qism A bad headache - qattiq bosh og’riq A bad mistake - qo’pol xato A bad weather - yomon ob-havo A bad debt - qaytarilmagan qarz A bad accident - baxtsiz hodisa A bad wound - og’ir yara 4. Context.

main meaning of the word, "In the atomic war common and children will be first hostage. 1 ' It’s a great difficulty to find out the contextual meaning of the word as the dictionary only gives hints how to search for the necessary word in our native town language. The majority of the words are known to be polisemantic and the context becomes especially important while translating polisemantic words as translating in different languages is quite different. 5. Synonyms. Besides finding the exact meaning of the word the students should be able to choose the necessary word from corresponding number of synonyms in the native language. -'"She was brave about it." "Brave" means «jasur, mehribon, saxiy, kelishgan» sentence and other words can b е used in translating the

For Uzbek «qish» means snow and frost, for Englishmen - fog and cold wind. For Englishmen "peahen" has nothing in common with these associations. That's why it's quite coned to translate the sentence as follows: -"She poses proudly before him / to pose – qaddini tik tutib turmoq/. 7. The dictionary. While translating one should remember he may use the words not included in the dictionary because it's impossible to include in the dictionary all the correct meanings of the word, which it may acquire in the context. "He was developing grammatical nerves'' – Unda gramatik nervlar paydo bo’layotgandi. We can find a lot of meanings of the word "nerves" «nervlar, kuch, mardlik, sovuqqonlik, jahldor, qo’pol». The student are to make out that thoughts, re

jiddiy- dramatic Pathetic - 1) ta’sirli 2) siyosiy fan va texnologiya - science and technology 9. Translation of neologisms. The English language is very rich in neologisms - the word has been created recently and perhaps will not live in the language for a long time. It is very seldom that we find equivalent for the translation of neologisms and for the most part we use descriptive translation and word-for-word translation people of good will, top level talks 13 . A model, like all models, is an attempt at a description rather than an explanation . An explanation is a theory . A theory may he defined as 'a statement of a general principle, based upon reasoned argument and supported by evidence, (hat is intended to explain a particular (act, event, or phenomenon', "i.e. while a

the moment at lest we are after a theory of translating and, given that there is considerable agreement on the characteristics, which a theory should possess, we can state what our ideal theory should look like. One of the essential problems of translation which translators come across is translating equivalent-lacking words or culture-bound words. Equivalent-lacking words include, along with culture-bound words, neologisms, i.e. newly coined forms, dialect words, slang, taboo-words, foreign (third language) terms, proper names, misspellings, archaisms, etc. From the applied linguistic point of view, translation theory can be criticized for having limited its activities to the level of technique (the language teaching equivalent of classroom activities) or, at best, to that of method (in l

word in one language has two or more equivalents 3. The absence of correspondences (no equivalents) I. Complete lexical correspondences . Complete correspondence of lexical units of two languages can rarely be found. As a rule their belong to the following lexical groups; 1. Proper names and geographical denominations. 2. Scientific and technical terms (with the exceptions of terminological polygamy) 3. The month and days of the week, numerals. II. Partial lexical correspondence. While translating the lexical units partial correspondences mostly occur. That happens when a word in the language of the original confirms to several equivalents in the language it is translated into the reasons of these facts are the following. 1. M os t w or d s i n a l an gu ag e ar e p ol ys em an t i c an d

3. Each word affect s t he m eani ng of an obj ect it designates. Not infrequently languages "select" to describe the same denotations. The way, each language creates its own "picture of t he wor d", i s known as "var i ous pr i nci pl es of di vi di ng real i t y into parts". Despite the difference of signs, both languages r efl ect one and the same phenom enon adequately and to t he extent, which must be taken into account when translating words. Of this kind, as equivalence is not identical to having the same meaning. E x: Hot milk with skin on it – qaymoq tutgan issiq sut; 4. The difference of semantic content of the equivalent words in two languages. These words can be divided into three sub groups; a.)Words with differentiated (undifferentiated) meaning: Ex:

each language), coupled with the structure of word building in both languages may lead to a false identification: Ex: in English: moment in Uzbek lahza 6. Each language has its own typical rules of combinability. The latter is limited by the system of the language. A language has generally established traditional combinations which do not concur with corresponding ones in another language. Adjectives offer considerable difficulties in the process of translation that is explained adjectives to combine. It does not always coincide with their combinability in the Uzbek and English languages on account of differences in their semantic structure and valence. Frequently one and the same adjective in English combines with a number of noun, whiles in Uzbek and English different adjectives are used

In Uzbek; Ehtiyot bo’ling, bo’yalgan! In order to attain equivalence, despite the difference in formal and semantic systems of two languages, the translator is obligated to do various linguistic transformations. Their aims are: to ensure that the text imports all the knowledge inferred in the original text, without violating the rules of the language it is translated into. The following three elementary types are deemed most suitable for describing all kinds of lexical transformations: 1. lexical substitutions ; 2. supplementation ; 3. omissions ; 1. Lexical substitutions. In substitutions of lexical units words and stable word combinations are replaced by others which are not their equivalents. More often three cases are met with: a.) concrete definition - replaced a word with a board sen

Antonymous translation is a complex lexical-grammatical substi tuti on of posit ive constr ucti on for a negat ive one (head one versa) which is coupled with replacement of word by its antonym when translated. Ex: Keep off grass – Maysa ustida yurmang! Compensation is used when certain elements in the original t e x t c a n n o t b e e x p r e s s e d i n t e r m s o f t h e l a n g u a g e i t i s translated into. In cases of this kind the same information is communicated by other means or another place so as to make up the semantic deficiency. Ex: he was ashamed of his parents . . . . , b e c a u s e t h e y s a i d " h e d o n ' t " a n d " s h e d o n ' t " . . . - U o ’ z o t a - o n a s i d a n u y a l ar d i , c h u n k i u l a r s o ’ z l a r n i t o’ g ’ r

1. Relayed of everyday life words denoting objects, phenomena etc. which typical of a people (cab, fire - place). 2. proper names and geographical denominations; 3. address and greetings; 4.the titles of journals, magazines and newspapers; 5. weights, linear measures etc.: Which dealing with realer it is necessary to take spatial account of the pragmatic aspect of the translation, because the "knowledge gained by experience" of the participants of the communicative act turn out to be different. As a result, much of which is easily understood by an Englishman is in comprehensible to an Uzbek or English readers or exerts the opposite influence upon them. It is particularly important to allow for the pragmatic factor when translating fiction, foreign political propaganda material and

national feature and has no analogue in the language it is to be translated into. For e.g.: to enter the House, it is a phraseme the translation is Parlament a’zosi bo’lmoq. So, according to above given theories on translation the translation task is 1. to find the correct meaning to this or that form. 2. to find an appropriate form in the Target language for this expression of t h e sa m e m ea ni ng . On t h e w ho l e t hi s c ho i c e of g r a m m at i c al equivalent in the Target language determined by the following factors: 1. The meaning inherent in the grammatical form itself Ex: lives lived 2. The lexical character of the word or word group used in this or that form. Ex: thus the use of the plural from in Uzbek is impossible with certain nous while possible with others. Ex: worke

Ex: The abandonment by Irene of glittering he had given her. The same is also true of the so called nomina—aentis (it's represented in English by suffix «—er») Ex: He is an early- riser John is a sound-sleeper Fairly often English adjectives may be replaced by English & Uzbek nouns. Ex: Australian property English comparative forms of adjectives such as higher, lower, longer, shorter, better are frequently replaced by Uzbek nouns derived from adjective stems which in their turn verbalized. Ex: They demand higher wages & better living conditions. They come to the replacement of sentence elements. This is sometimes in referred as the static restructuring of the sentence. Ex: English subject is replaced by corresponding secondary elements (object, modifiers) Ex: He was met by his sister.

The term “componential analysis” was first used by W.Goodenough. (“Componential Analysis and the Study of Meaning”, Language, 1956, 32, 1) and F. Lansbury (“A Semantic Analysis of the Pawnee Kinship Usage”, Language, 1956, 32, 1).Words have meanings and the smallest units of meaning are called sememes or components of meaning. The word “woman” has the following components of meaning “human”, “female”, and “adult” 14 . Human: girl female Woman: female young adult The component “young” distinguishes the word “girl” from “woman”. Human girl female boy male young Here the component “male” distinguishes the word “boy” from “girl”. Componential analysis deals with meanings. Different meanings of polysemantic words have different componential structure. E.g. the comparison of two meanings of the

Componential analysis of meaning – linguistic analysis of the semantic structure of a word (a monosemantic word or a lexico-semantic variant of a polysemantic unit) as constituted by a set of minimal elements of sense – semes. Is linguistic analysis of the semantic structure of a word? It can be a monosemantic word or lexico-semantic variant of polysemantic word. The meaning of any word can be represented in a form of a structure, semantic components of the words’ meaning form a hierarchy. Is an investigation of the structural organization & interrelations of the semantic components of the words’ meaning? Lexical meaning is a complicated dynamic whole & its constituency is semes. A seme is a minimal unit of sense, an atom of lexical semantics distinguished on the basis of oppositions

3) Componential analysis helps to explain semantic derivation (metaphor, metonymy, etc.) 4) Componential analysis to create the so called language of semantic primitives – minimal units of sense. Seme (same as Sememe, Semantic component) – minimal unit of sense, an 'atom' of lexical semantics, distinguished on the basis of oppositions by methods applied in componential analysis. The words in different languages have their own semantic components. Comparing the English verb “to go”, and Uzbek “bormoq”, “yurmoq” we can see that in the English the way of movement is not shown. But in Uzbek verbs bormoq and yurmoq this component is shown in them. We see here the hidden component of meaning. The hidden component of meaning is a component which can be revealed through the collectabil

A fat teacher’s wife - means that the teacher is fat. A fat/ teacher’s wife - means that his wife is fat. A beautiful/ woman doctor - means that the doctor is a beautiful woman. A beautiful woman/ doctor means that the doctor who treats woman is beautiful. This analysis is widely used in lexicological investigations and in the study of derivational structure of words and morphemic analysis of words. E.g. denationalize (not to give a national right) may be first segmented into. de/ nationalize because the morpheme “de -” can be found in a number of other words: such as: deform, denature, denominate. The remaining part “nationalize” can be broken into national/ ize because “-“ize” can be found in such words as “organize”, “humanize”, “recognize”, “standardize”. National - into nation/ -al as

E.g. snow - covered can’t be divided into snow+cover+ed but snow + covered. So it is a compound word because there is no “snow - cover” in the dictionary. Distributional analysis. This method is widely used in lexicological analysis. Distribution is the occurrence of words relatively two other words. It is the position which words occupy or may occur in the text. The words have different lexical meanings in different distributional patterns. In different distributional structures the word “ill” has different meaning: ill look, ill luck, ill health - yomon, fall ill, be ill -kasal. A different pattern of arrangement of the same morphemes changes the whole into the meaningless. If we have different distribution we have different meanings! E.g. to get to London, to get angry, to get rid of;

an abstraction on the syntagmatic level is of little help in the analysis of sameness or difference of lexical meaning. By lexico-semantic group we understand the group of words joined together by a common concept or the words which have a common semantic component. E.g. verbs denoting sense perception: to think, to imagine, to write, or adjectives denoting color: red, black, yellow etc. E.g. blind + any noun denoting a living being, animate ojiz (ko’r) without the power to see: a blind man, a blind woman, blind cat. Blind+noun denoting inanimate objects or abstract concept may have different meanings depending on the lexico- semantic group of the noun, it belongs to. So it has the meaning “beparvo” (thoughtless) when it is combined with nouns denoting emotions. E.g. blind love, blind fury

nouns denoting pleasurable emotions. It must be said that the different semantic peculiarities of the word may be found in the distributional analysis. The verb “to giggle” refers to a type of laughter. It means “to laugh in a nervous manner” but the analysis showed that “to giggle” is often connected with the laugh of a woman (women giggle) man may giggle drunkenly or nervously but not happily or politely. The sentences to be completed were of the type: The man— with obvious pleasure, the woman — with obvious pleasure, etc. The informants were to fill in the blanks with either the verb to laugh or to giggle and were presented with a choice of subjects male and female. A clear preference was shown for women giggling and men laughing with obvious pleasure. The analysis of the informants’ re

2.3. Translation analysis of frequent verbs I don't think there is an English word that can't be translated into any other language, but specific examples for specific languages abound. You can't say that you "miss" something in Japanese for example. I would guess that there are lots of slang words in particular that don't quite carry the same flavor or meaning of the English original. Sam, Higashine- Japan Translators usually have to deal with six different problematic areas in their work, whether they are translating technical documents or a sworn statement . These include: lexical-semantic problems; grammar ; syntax , rhetoric ; and pragmatic and cultural problems . Not to mention administrative issues, computer-related problems and stress… Lexica

order of speech) or an anaphora (repetition of a word or segment at the beginning of a line or a phrase). Rhetorical problems are related to the identification and recreation of figures of thought (comparison, metaphor, metonymy, synecdoche, oxymoron, paradox, etc.) and diction. Pragmatic problems arise with the difference in the formal and informal modes of address using “you”, as well as idiomatic phrases, sayings, irony, humor and sarcasm. These difficulties can also include other challenges; for example, in the translation of a marketing text from English into Uzbek, specifically with the translation of the personal pronoun “you”. The translator must decide whether the formal or the informal “you” is more appropriate, a decision which is not always clear. Cultural issues may arise from

himself thoroughly outside his squarish and deep tub, and when he is quite clean gets into the hot water to soak there at leisure. Ideally, for maximum enjoyment, the water should overflow when he gets in. When he has finished, he leaves the water for the next person. The cultural norms of bath-taking then produce a psychological dimension: the Japanese person, thinking of the Westerner sitting among his soapsuds, thinks "Ugh! - how dirty!" while the Westerner, thinking of having to get into water that someone else has already used, thinks in turn "Ugh! - how dirty!" While we agree that they are both washing the entire body, rather than just the hands and face, can one say that the Westerner and the Japanese are really performing the same act? A Japanese child would not hav

In this sentence, the past perfect tense indicates that something else happened after Kelsey's year at the library. For example, Kelsey had worked at the library for a year when she was asked to take over technology development. Learn to use the perfect tenses when they are appropriate to your meaning. Don't limit yourself to the simple past tense when writing about past action. In the following sentences, a perfect tense should have been used to establish a clear time sequence. The car wash stood where the sandwich shop was . (no) All the things you told me, I heard before. (no) In the first sentence, since the sandwich shop was in the location before the car wash—they can't occupy the same space at the same time—past perfect should be used for the second ve

Another common error is illogically mixing tenses in a sentence or in a piece of writing. Choose the verb tense you want to use in your sentence or in your essay. Then make sure that all verbs are consistent, either by being in the same tense or by reflecting past and future times in relation to your main tense. Roberto went into the market, walks over to the produce section, and picks through the tomatoes. (inconsistent tenses) In the preceding sentence there is no logical reason to move from the past tense ( went ) to the present tense ( walks, picks ). Use the past tense or the present tense— not both. Rewrite the sentence using consistent tenses. Roberto went into the market, walked over to the produce section, and picked through the tomatoes. (consistent t

Present: Talk, joke say, bite Past: Talked, joked said, bit Past participle: Have talked, have joked have said, have bitten Irregular verbs cause errors because people aren't sure about the correct past and past participle forms. Which is it: “I drunk the beer” or “I drank the beer”? In the given work, we studied the translation problems of short stories of O. Henry from English into Uzbek. The collection of stories by O. Henry was translated form English into Uzbek by Q. Yusupova. The object of our research is the story “The Ransom of Red Chief”, which is translated from Russian by H. Teshaboev. Ransom- an amount of money that is paid to free someone who is held as a prisoner: the kidnappers were demanding a ransom ; 2. to

The analyses of translation of verbs used in the story showed that, some phrasal verbs don`t correspond with the one in original text. For example, to pull off — olmoq . Ex. Bill and me had a joint capital of about six hudred dollars, and we needed just two thousand dollars more to pull off a fraudulent town-lot scheme in Western Illinois with.[3.P.13] — O’sha paytda Bill bilan birga jamg’arib kelayotgan pulimiz olti yuz dollarcha bo’lib, harbiy Illinoysdayer-suv oldi-sotdisi bilan bog’liq “ishbilarmonligimiz” ni boshlab yuborish uchun naq ikki ming dollar yetmay turgandi [2, P. 223]. To talk sth over- ...ni muhokama qilmoq. Ex. We talked it over on the front steps of the hotel [3, P.13] — Mehmonxona oldida o’tirib, bu haqda obdon ga

of a literary work is shown or in forms of realistic typification, or in allegorical meaning, or in the general diversity of art speech. While analyzing translation materials we observe semantic changes in translation: To melt down- erimoq: Ex. Bill and I figured that Ebenezer would melt down for a ransom of two thousand dollars to a cent. [3, Р .15] — Bill bilan xom cho’timizga ko’ra, Ebenezer o’g’li uchun bizga oz emas, ko’p emas, naqd ikki ming dollarni shu zahoti qurtdek sanab berardi. [ 2, Б . 224 ]. Translating verbs and appropriating its synonyms to the target language verb meaning requires also stylistic knowledge. In the above given example melt down is used by its positive meaning, but in Uzbek variation “qurtdek sanab bermoq” m

To pick up-termoq, olmoq: To pick up something or somebody (or pick something or somebody up ) is to lift something or somebody by using your hands. Ex. Every few minutes he would remember that he was a pesky redskin and pick up his stick rifle and tiptoe to the mouth of the cave to rubber for the scouts of the hated paleface [ 3, P.23-24] — Bolakay har besh daqiqada qizil tanli ekanini eslab qolar, o’zi qurol deb aytayotgan tayoqni qo’liga olib , oyoq uchida g’or og’ziga biqsinib borar, jirkanch kelgindilarning ayg’oqchilarini poylardi [2, Pp. 226-227]. To spread down- yoymoq, tarqatmoq: Ex. We spread down some wide lankets and quilts and put Red Chief between us. [3, P.25]- Jun va qavima choyshablarni yerga to’shab , o’rtasig

translation. Besides in the above given example in Uzbek the meaning of the tense of the verb is in the future form, but in translation into English the form of the verb is in the present simple form. The verb to roar by itself denotes making a long and loud noise and is equal to na’ra tortmoq, o’kirmoq. In the sentence Tanks roared into the city, the verb indicates not only producing a loud noise, but also moving. So the sentence corresponds to the Uzbek Tanklar shaharga shovqin solib bormoqda edi. The seme of movement is easily recognized by the preposition into. The same role is performed by a postpositional element of a phrasal verb 19 . The examples of verbs used in the story showed they are not adequate with the one ones in the original. The meaning of equivalents practically d

In this qualification paper we’ve analyzed meaning of frequent verbs and their problems in the process of translation by analyzing the works of O. Henry and other fiction books. Translation unifies two different language speech acts in one communicative situation. It can be defined as a special type of communication intended to convey information between the participants speaking two different languages. Translation does not exist outside of society. It appeared in society when communities began to trade and exchange ideas. At the same time, translation helps the world community develop. Translation could not have developed without culture. Literature, science, and philosophy influence translators’ conceptualizations. On the other hand, culture could not have developed without translation,

both the writer of the source text and the producer of the target text, that is the translator, choose to manipulate the linguistic systems in question. 3. The number of meanings does not correspond to the number of words; neither does the number of notions. Their distribution in relation to words is peculiar in every language. 4. Componential analysis helps to differentiate between words (especially between synonyms) the difference between small and little lies in the presence of an additional seme (pleasant, nice) in the word “little” → not absolute synonyms. 5. Cultural issues may arise from differences between cultural references, such as names of food, festivals and cultural connotations, in general. The translator will use language localization to correctly adapt the translation to

1. Kadrlar tayyorlash milliy dasturi: Toshkent 1997, 35 bet 2. Islam Karimov., “On measures to further improve foreign language learning system” December 10, 2012. 3. P. Abrahams "The Path of Thunder" page 80 4. Г . Б . Антрушина , О . В , Афанасьева , Н . Н . Морозова “English lexicology” Москва Издательский дом " Дрофа "P-177-78 5. Arnold. I.V. "The English word" Moscow-1973. pp.274-290. 6. J. Buranov, A. Muminov. “A Practical Course in English Lexicology”. M ,1979. pp .143-152. 7. Дж.Буранов. Инглиз ва узбек тиллари қиёсий грамматикаси. Тошкент . 1973. 8. Catford, J. C. «A linguistic theory of translation».1965; P-45 9. Э. М. Дубенец, к.ф.н., доц. Курс лекци й и планы семинарских занятий по лексикологии английского языка (для студентов третьего курса) , P -34. 10

20. “O’zbek xalq ertaklari” Xusan Sodiqov (collector and painter)-T.:Sharq, 2009, P-102 21. Palmer , F , R . Semantics .Cambridge: Cambridge University Press 22. Zoya Proshina “Theory of translation 3rd edition, revised Vladivostok Far Eastern University Press 2008, P-247 23. Швейцер А. Д. Перевод и лингвистика. – М.: Воениздат, 1973. – С.126. Internet sources 1. Wikipedia, the free encyclopedia, Frequent verbs. from http://en.wikipedia.org/wiki/frequency 2. Wikipedia, the free encyclopedia, translation problems from http://en.wikipedia.org/wiki/translationproblems 3. www.linguistics.org 60

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