UA : Дипломна робота − 90 стор., 114 джерел.
Об’єкт дослідження: концептосфера освіти та її репрезентація в
англійській та українській мовах.
Мета роботи: дослідити лінгвальні особливості англомовної лексики та
фразеології системи освіти Великобританії та США, способи та засоби перекладу
українською мовою.
Теоретико-методологічні засади: ключові положення, які стосуються
поняття лексико-семантичного поля, мікрополів і груп у складі лексикосемантичного поля, розроблені Й. Тріром і Й. Л. Вайсгербером; дослідження
лексики і фразеології у складі лексико-семантичного поля системи освіти
Великобританії та США В. І. Кантора; принципи теорії перекладу, розроблені
В. Карабаном, І. Корунцем, Т. Кияком, К. Райс та ін.).
Отримані результати: Системи освіти Великобританії та США мають
багато спільного в етапах та рівнях навчання, основна різниця полягає в
тривалості навчання, різних спеціалізаціях та номінаціях учбових закладів. У
межах лексико-семантичного поля “Education” можна виділити такі групи:
терміни (терміни власне терміносистеми освіти, суміжні терміни) і
колоквіалізми (розмовну шкільну лексику: студентську лексику, професійну
розмовну лексику викладачів і вчителів). Вибір стратегії перекладу лексики та
фразеології системи освіти Великобританії та США українською мовою залежить
від специфіки лексичних та фразеологічних одиниць, типу тексту оригіналу, його
прагматичних та жанрово-стилістичних особливостей, цільової аудиторії і мети
тексту перекладу. При перекладі використовуються різні види транскодування,
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транскодована реномінація, калькування, синомічна заміна, аналоги, описовий
переклад.
EN : The thesis deals with the vocabulary of British and American education system, the peculiarities of
translation into Ukrainian. Modern linguistics pays a lot of attention to the study of terms in terminological
systems that reflect different socially significant conceptospheres. Terminological system of education or
educational vocabulary, along with the terminological systems of law, public administration and others, belongs
to such important fields. In addition, educational vocabulary is developing differently in different cultures and
it contributes to the necessity of our research as it is of particular interest to translators.
Educational vocabulary of Ukrainian and English languages consists of: 1) terms (general and specific);
2) nomenclature; 3) colloquialisms: pupil’s vocabulary, student’s vocabulary, professional teachers’
vocabulary. Lexical-semantical groups of semantic field “Education” are the following: 1) individual in the
process of training; 2) learning subject; 3) educational institution; 4) type, form, process and means of training;
5) assessment, result and graduation documents.
Insufficient uniformity and not always accurate interpretation of some terms of Ukrainian educational
terminology complicate the inventory of the constituents of lexical-semantical field “Education” in the
Ukrainian language. Compared to Ukrainian, English language educational vocabulary (in both British and
American cultures) is more stable, due to the chronological differences in the formation of these branches of
public life.
Differences in the components of the lexical-semantic field “Education” in the Ukrainian and English
languages can be represented in the following scheme: початкова освіта − primary education − elementary
education, середня освіта − secondary education, vocational training- професійно-технічнa освіта and
further education, вища освіта − higher education, tertiary education. Synchronous translational contrastive
comparison of lexical-semantic field “Education” in Ukrainian and English makes it possible to distinguish
several types of lexical correlates. The first group includes equivalents with a similar phonographic design, as
well as the same etymology (mostly borrowed from Latin or Greek). The first group of this type is not numerous
(names of subjects and studies).
The second group includes mainly polysemantic lexemes with an identical set of certain lexicalsemantic variants. Lexeme “school” has more semantic components than its equivalent in Ukrainian (the
following coincide: school - institution for educating children, an educational institution that provides general
education and upbringing of the younger generation; building used by such an institution, the premises in which
such an institution is located; all the pupils or all the pupils and teachers in a school, a team of students of an
educational institution; students and teachers of such an institution). The examples of the second group are as
follows: report card (a written statement about a pupil's work and behavior), names of subjects, examination
marks, marks for the pupil's term work, teacher’s comment on pupil's general progress, etc.
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The third type consists of lexemes which do not have an equivalent for the following reasons: a) the
absence of a referent in the target language (e.g. Eleven plus (an examination taken at the age of eleven, to
decide which type of secondary school a child should go to), Ivy League (a group of traditional universities in
the eastern USA with a reputation for high academic standards and a high social status) - American Ivy League,
the oldest and most prestigious universities in New England (Brown University, Columbia University, Cornell
University, Dartmouth College, Harvard University, University of Pennsylvania, Prinston University, Yale
University); b) no concise verbal design to indicate an existing referent (e.g. reentrant - (American) a teacher
who did not work in the school system for a certain period of time and then returned to school.
Differences in the conceptual structure of the education systems of the United Kingdom, the United
States of America and Ukraine, and, accordingly, between the educational vocabulary of the Ukrainian and
English languages create multiple problems. This fact necessitates finding accurate translation equivalents to
overcome barriers in interlingual communication. The results of our research show that the main methods and
techniques of translating Ukrainian educational vocabulary into English are the following: transcoding (seminar
- семінар); transcoding and variant equivalent (dissertation, treatise, thesis – dissertation –дисертаціятрактат;); loan- translation (самовчитель- self-teacher); use of regular equivalents (post-graduate student -
аспірант).
The research also analyses educational neologisms as a socio-linguistic and translation issue and
outlines the further potential of the problem under consideration. It was found out that the emergence of
neologisms in education is caused by various factors: the development of scientific and methodological
conceptions, education reform, changes in curricula, emergence of new courses, innovations in education
funding, development of technical teaching aids, changes in politics, the degree of openness of society, its
multinationality and internationalization, etc.
