COLLOCATIONAL ASPECTS OF TRANSLATION

Lecture 5:
1. Handling Attributive Groups
2. Handling Phraseological Units
Key words:
Dissimilarity, semantic structure, attribute, multi-member attributive structures, internal semantic relationship, phraseological units, figurative set expressions, idioms.

Handling attributive groups
There is a _________________
_________________________of attributive groups in English and in Russian.
This dissimilarity gives rise to a number of___________________.

Handling attributive groups
The first group of problems __________ ___________________
________________________________
relationships between the attribute and the ________.
The attribute may refer not only to some _________ of the object but also to its_______ ,________,________, etc.

Handling attributive groups
A thorough analysis of the context :
1. to find out what ____________________
___________________is in each particular case.
2. to be aware of the __________________ of bringing together such semantic elements within the attributive group in English that are ____________________________other by a number of_____________________________.

Handling attributive groups
e.g. the Executive Committee — (________________________)
a word-for-word translation of the name of the executive body may satisfy the translator.

E.G. The next attributive group -
“the Executive resolution“
may be described as a resolution _____________________________ of an organization and
can be rendered into Russian as
«_____________________________»

Handling attributive groups
“The Executive majority”
means the majority of votes received by such a resolution
and will be translated as
«______________________________
______________________________».

Examples
Lake fish –________________;
Oil tanker –___________________;
Bullet wound –______________;
Cane sugar –_______________;
Sugar cane –_______________;
Four-day talks –________________;
A two-month course – _____________.

Submarine death (headline) – ________________________________(причинная связь) – addition.
A crises meeting – ________________________________(причинная связь) – addition.
A midday rally – ______________________ (обстоятельство времени) – addition.

Handling attributive groups
The second group of problems results from the difficulties in handling__________________________________________________.
The English-speaking people make a wide use of «____________» structures with ________________semantic relationships.

Handling attributive groups
The tax ________________to take part in the election is described as "the poll tax".
The states where this tax is collected are "the poll tax states" and the _________of these states are "the poll tax states governors".
Now these governors ________________ which will be referred to as “the poll tax states governors conference" and so on.

Handling attributive groups
Glasgow faces evening paper closure crises (headline) –
_________________________________.
Evening paper – _________________
Then closure – ____________________
Then crises – (кризис, обострение, конфликт)_______________________
_________________________________.
Using addition we obtain “______________
___________________________________”.

Handling attributive groups
Over 8 million calls were made by the cricket fans to the Telephone Test Match Score Service.
Test match – «___________________»
Telephone service – «_______________________»
Score – test match = test match score – «________
______________»
Telephone service = test match score – the relation of purpose – service for «_____________________»
At last - (replacement) – «____________________
________________________________________»

Handling attributive groups
Over 8 million calls were made by the cricket fans to the Telephone Test Match Score Service.
_________________________________
_______________________________
_________________________________.

Handling attributive groups
The semantic relationships within a multi-member group need not be_________________.
E.G.
It was the period of the broad western hemisphere and world pre-war united people's front struggle against fascism.

Handling attributive groups
A whole network of semantic ties between the attributes and the noun:
"broad" is directly referred to «_____________»,
"western hemisphere" is joined with “________”
and together they express the idea of location, i.e. "the struggle in the western hemisphere";

Handling attributive groups
"pre-war" may be referred either to «______» or to the «_______________»;
"united" and "people's" belong to «______» and together they qualify the «________» implying either the "struggle by the united people's front"
or the "struggle for the united people's front".

Handling attributive groups
In translation this complexity of semantic ties will result in ______________the group by a number of different structures in which the ______________________ it will be made _______________:
Это был ____________________________ борьбы против фашизма за _________________________________ в Западном полушарии и во всем мире.

Handling attributive groups
Given multiplicity of possible translations of such structures should be analysed in terms of ________________________
________________________of Russian variants rather than with the ______ of listing regular______________________.

Handling attributive groups
The same goes for attributive groups with _______________ where a whole sentence is used to _________________ as its_____________.
“The Judge's face wore his own I-knew-they-were-guilty-all-along expression”.
“На лице судьи появилось обычное выражение, говорившее: «__________________________________».

Handling attributive groups
Here correspondences can also be described in an ____________ only by stating that the attribute is usually translated into Russian _______________________ and that this sentence should be joined to the _________ by a short ____________ element.

Handling attributive groups
There was a man with a don't-say-anything-to-me-or-I'll-contradict-you face. (Ch. Dickens)
Там был человек, на лице которого было написано:________________
_____________________________.

Handling attributive groups
Jobs-For-Youth club – _______________
Smash-and-grab raids -________________
Chin-on-fist Rodin figures -______________; (контест.) ___________________________
(a famous sculpture by Rodin)
Do-it-yourself kit - _____________
Obstruct-whatever-you-can folks - тип людей, _______________________________________
Mail now, pay later service -______________
_______________________________________

Handling attributive groups
There is one more peculiar feature of the English attributive group which may be the ___________________for the translator.
It may be transformed into a _________
______________________________
which is formally attached to the _____ but is semantically related to the_____________________.

Handling attributive groups
Thus "a sound sleeper" may be derived from «_________________»
or the man belonging to the "Fifth column" may be described as "the Fifth columnist".

Handling attributive groups
As a rule, in the Russian translation the meanings of the original group and of the suffix would be rendered____________,
e.g.: человек, ____________________
________________________________
and человек, принадлежащий к
_______________________________.

Handling attributive groups
Translating the meaning of an English attributive group into Russian may involve a_______________________
____________________________, e.g.:
To watch it happen, all within two and a half hours, was a thrilling sight.
Нельзя было__________________, наблюдая, как все это происходило на протяжении каких-нибудь двух с половиной часов.

Handling Phraseological Units
Phraseologism- is a set- expression with complex ______________, which meaning can not be ____________from the literal definitions and arrangements of its parts.

The levels of phraseological units:
Phraseological units (Phr.U.)fixed in the ______________dictionary ;
Phraseological units, which are _______
_______but are ______in the dictionaries ;
Phraseological units that are known only to _______________of society;
Phraseological units that are known to ____________but they are _______in the dictionaries.

Handling Phraseological Units
Translating a Phr.U. is not an easy matter as it depends on several factors:
different ____________of words,
___________,
________________,
________________of Phr.U.,
presence of _________________units.

Handling Phraseological Units
Besides, a large number of Phr.U. have a stylistic-__________________ component in meaning, which usually has a____________
_______________________.
Types of Phr.U.:
phrasemes and idioms.

Handling Phraseological Units
_____________– a unit of constant context consists of a dependent and constant indicators.
_____________– a unit of constant context which is characterized by an integral meaning of the whole and by ______________ of the components, and in which the dependant and the indicating elements are __________________to the whole lexical structure of the phrase.

Handling Phraseological Units
Main types of phraseological conformities in different languages:
1. ___________conformities,
2. ___________conformities,
3. ___________conformities.

Main types of phraseological conformities
1. Complete conformities (complete_________________
______________________)
To draw a line (____________)
To bring oil to fire (___________)

Main types of phraseological conformities
2. Partial conformities (assume lexical, grammatical, and lexico-grammatical _________ with identity of meaning and style, i.e. they are ____________ but differ in lexical composition, _________number and syntactic __________________of the order of words.
1) by lexical composition
To get out of bed on the wrong foot (idiom)– встать с левой ноги.

Main types of phraseological conformities
2) by grammatical parameters (morphological arrangement /______)
To fish in troubled waters (_______) – ловить рыбу в мутной воде,
To agree like cats and dogs (________) – жить как кошка с собакой.

Main types of phraseological conformities
3) syntactical arrangement
Egyptian darkness –_______________,
All is not gold that glitters –_______
__________________________.

Choosing the TL correspondence
the most important components of the phraseological unit meaning are:
- _______________component;
- _____________ component, which makes the basis of the_________;
- emotional___________;
- ______________________ component;
- national________________________.

Translation difficulties
One of the most difficult tasks of translation is to _____________________________ of the _____________ phraseological units.
Semantics of these units is a________
__________________ , containing both subject-logical and connotative components.

The ways of conveying phraseologisms by means of:
Phraseological_____________, i.e. such an ___________ phraseological units, which fully corresponds in _________ to English phraseological units and are based on the______________.
e.g. The game is not worth the candle. -
Игра не стоит свеч.

The ways of conveying phraseologisms by means of
Phraseological-_____________.
There are few image-bearing phraseological units having the same meaning and image in both languages, that is why a translator has to find a corresponding analogue having the _______________ but bearing different______________.
e.g. Make hay while the sun shines.
Куй железо пока горячо.

The ways of conveying phraseologisms by means of:
Word- for-word translation,
when phraseological unit has a __________ that can be easily ___________by a Russian reader and creates the feeling of ____________ and can be adopted as a source one.
e.g.People who live in glass houses should not throw stones – Люди,_________________, не должны бросать камни.

The ways of conveying phraseologisms by means of
Descriptive way of translation, that is describing of the phraseological unit with a help of __________________________.
e.g. To cross the floor.
Перейти из одной партии в другую.

The ways of conveying phraseologisms by means of
Contextual substitution.
The translator has to find such Russian word combination that would _______________ its meaning in a _______________context.
e.g. I know, I do not express myself properly, I am a bad hand at sentimentality.
Я знаю, что сентиментальность не
______________________________.