Казахстанского инженерно-педагогического университета дружбы народов серия «гуманитарно-педагогическая»

1. 
   Вомперский В.А. К изучению синтаксических структур газетного заголовка. – М.: Искусство публикации, 1966. – 15 с.
   
2. 
   Арнольд И. В. Стилистика. Современный английский язык. Учебник для вузов. –4-е изд., испр. и доп. – М.: Флинта: Наука, 2002 г.- 384 с
   

Казахстанский инженерно-педагогический университет Дружбы народов,

г.Шымкент, Казахстан
It is possible to reveal a significant amount of the words having a similar writing or sounding by comparing English and Russian languages. Basically, are these loans? Or from one language in another, or? Both languages from the third, general source: as a rule, Latin, Greek, French (parliament, diplomat, method, theory, organization, etc.). Words such can, both help, and disturb the translator. They render the help when behind external similarity there is a coincidence of values. Irrespective of a context the word zink will be translated as zinc, chameleon as a chameleon, panorama as a panorama, and classical music as classical music. It is accepted to name such lexicon international. It is not necessary to underestimate its role in transfer. For studying language these words as though serve as support on which the sense of the text is under construction. Lexical units similar to Russian, in the offer taken from journal article pay attention to:

The logic and strategy behind the U. S. Administration proposals were that the country might, over time, be willing to reduce drastically, perhaps someday to eliminate, its horizons on this territory.

However, being borrowed from other language, the word can find new values; its semantic structure can change completely. Purely casual coincidence isn't also excluded. It is accepted to name such words pseudo-international. How it has been above told, they have received the name from French faux amis de traducteur? ‘False friends of the translator’. In the same measure what the international lexicon serves as help to the translator, pseudo-international can be a hindrance? To mislead, push to any oversights and errors. ‘False friends’ are not so dangerous, when their values so disperse from values of Russian words similar to them that the nearest context excludes possibility of wrong understanding, and, hence, transfer [1, p.40-41].

In oral speech the extralinguistic situation quite often prompts correct sense. While translating the written text we are deprived such additional support. However the magic of external similarity of words is so great, that even skilled translators sometimes, getting under it, commit errors. The pseudo-international lexicon is especially dangerous to the beginning translator. Probably, certain help to it will be rendered by following parting words:

It is impossible to forget that at a number of words in both languages similarity purely formal. They don't have any general, crossed value. Thus the context frequently doesn't submit signals what "conformity" arising by analogy. It is false. Basically, it happens when a consequence of that polyglot "analogs" belong to one circle of concepts. For example, an English word decade and Russian decade mean a certain interval of time, but the first? Decade, or the second? Ten days. English biscuit and Russian biscuit concern gastronomic sphere, but the first? This biscuit, a ship’s biscuit, and the second? A batch from sweet fancy pastry. Here some more examples:

She has a very fine complexion. У неё чудесный цвет лица (а не «комплекция»).

This work is done accurately. Эта работа выполнена точно (а не «аккуратно»).

Well, he must be a lunatic. Он, должно быть, сумасшедший (а не «лунатик»).

This is a literal translation of the text. Это буквальный перевод текста (а не «литературный»).

This boy is very intelligent. Это очень умный мальчик (а не «интеллигентный»).

Still the big danger is born in themselves by words which in the presence of a general meaning with relatives that Russian words have also other values not inherent in last. For example, fiction. It is not only fiction, but also fiction, a fiction, false? It is not only false, but also erroneous, artificial (about hair, teeth), officer? It is not only the officer, but also the official, police, the captain on a trading vessel and etc.

Such lexicon makes the most part «false friends of the translator» and consequently demands special attention. Very attentive analysis of a context and check of all word meanings from the dictionary can be the only insurance from errors. An example resulted more low? An illustration of that, it is how much necessary to get a grasp steadfastly of the original to choose the necessary word meaning and to coordinate all links of the text [2, p.112-113].

Words of identical origin that occur in several languages as a result of simultaneous or successive borrowings from one ultimate source are called international words. International words play an especially important part in different terminological systems including the vocabulary of science, industry and art. The origin of this vocabulary reflects the history of world culture the mankind’s debt to Italy is reflected in the great number of words connected with architecture, painting and especially music. Here we can mention Italian words which have become international: allegro, andante, baritone, concert, and barcarole.

The international word-stock is also growing due to the words connected with: the development of science – automation, cybernetics, gene; exotic words – kraal, orangoutang, anaconda; the words in the field of sport – football, out, match; the words referring to clothing – sweater, tweed, and shorts.

The given work is devoted to the analysis of international words and complexities of its translation. Internationalization of the public life which has received accelerated development under influence scientifically – of technical revolution, strengthens public needs for study of foreign languages, in translation of scientific and fiction. The growth of a flow of the information is steadily accelerated, in each field of knowledge there are new concepts requiring nominal. Today by huge rates the tendency to unification of languages develops.

The problem of translation of international words for today is one of most urgent, but, unfortunately, it is not so much investigated. The interpreter should be afraid of not only numerous pseudo-international, which can bring down with sense even the skilled professional, and completely deform sense of the statement, but also complexities, which can arise at a choice between preservation of the international form and selection of different roots of an equivalent of native or a foreign language. In the work we have tried to illuminate some widespread mistakes trapping the interpreter at work with such lexicon, reason of their occurrence and way them to avoid. The diploma work was directed on selection of optimum variant of translation of international words [16, p.25-27].

For the last decade the role of international words during the international information interchange is enormous, spontaneously has increased. We shall understand internationalisms a general element of several global languages acquired by them by virtue of a genetic generality or mutual cultural influences. It is words having in result interaction or casual concurrences the externally similar form and some identical meanings in different languages. The set of international elements refers to as international words, or interwords the structure internationalization is defined as a result of comparison of several languages. In particular, especially clearly influence inter language of the factors is shown in functioning and development of an international terminology. The phenomena quite appropriate interlingual to the requirements, with inter language of the point of view can appear not optimum, and that is represented excessive in separately taken language, can justify itself by consideration in a complex with other languages.

The international words completely conterminous on meaning, meet seldom enough. Between that the words, associate and identified (due to similarity by way of expression) in two languages, by way of the contents or on the use not completely correspond or even completely do not correspond each other. For this reason the words of such type have received in the French linguistics the name faux amis du traducteur - "of the false friends of the interpreter ". One of the most complete classifications of types of discrepancies observable in sphere of international words is submitted in works by R.A Budagov and V.V Akulenko[17, p.71-72].

Typology of distinctions in the field of international words in languages it is possible to divide into three large groups of divergences: semantic, historical and stylistic. The semantic discrepancies frequently are connected that in one language the word can have more general meaning, and in other – more concrete. Huge meaning thus there is an etymology of a word. The meaning also depends on unambiguity of a word in one language and polysemantic in other. Word "password" in Russian has singular meaning: "a concrete conditional word, phrase or subject, which is applied to an identification of the people on a military service or in secret organizations". In French parole – is translated as "word", "promise", "text", "motto, slogan", "ability to communicate", "talk", and finally, as "speech".Historically, formation of "the false friends of the interpreter" grow out interaction of languages, in the limited number of cases can result from casual concurrences, and in related, is especial near relation, languages are based on related words ascending to the general prototypes in a language – basis. Their total and role of each of possible sources in their formation arise various for each concrete pair of languages, being defined by genetic and historical communication of languages. One more type of discrepancies is in the field of style. A number of meanings of an international word in one language can carry neutral, normalized character; in the other language - to belong, for example, to raised, book style. The discrepancy is emotional - expressing of coloring especially frequently is shown in portable meanings of words. The word concerning neutral lexics in one language can be stylistically painted in other. The word combinateur means "the one who is declined to combinations, who reaches success by complex combinations, shifts"; the French word combinateur has unique meaning "переключатель" and concerns to technical words. In Italian combinatore has two meanings "устроитель, комбинатор" and "переключатель".Comparisons of a divergence in functional-stylistic coloring meet most frequently in the English-Russian, i.e. in an admissibility of the use of words mainly or extremely in the certain styles of speech. V.V.Akulenko, in turn, marks, that of estimated colouring can penetrate even into a terminology of public sciences, reflecting distinctions in ideology and social validity of the countries of both languages [2, p.25-27].

1. 
   Муравьёв В.Л. Fauxamis, или ложные друзья переводчика. – М.: Просвещение, 1969.
   
2. 
   Нелюбин Л.Л., Дормидонтов А.А., Васильченко А.А. Учебник военного перевода. – М.: Воениздат, 1969.
   

ҚИПХДУ, АК207-4/4р тобының студенті

Қазақстан инженерлі-педагогикалық халықтар Достығы университеті
Ағылшын және қазақ тіл білімдерінің сан-салалы теориялық ұстанымдары бүгінгі күнде аудармаға қатысты зерттеулердің негізгі бағыт-бағдарын анықтауға, маңызды қорытындылар шығаруға мүмкіндік беретіндіктен, бұл тілдердегі материалдарды бір-біріне шебер аударудың жалпы және жеке лингвистика шеңберіндегі өзіндік заңдылықтарын сұрыптау және осы тұрғыдағы жұмыстардың өзге ізденістер қатарында алар орнын нақтылау қажеттігі ғалымдардың алдына тың мәселелер қойып отырғаны даусыз. Осыған орай, ағылшын тіліндегі қысқарған сөздерді қазақ тіліне берудің түрлі әдіс-тәсілдері де құнды зерттеулердің дүниеге келуін қамтамасыз етер алғышарттар қатарын құрауда. Ағылшын тіліндегі қысқарған сөздер мен олардың қазақ тіліндегі баламаларын тексеру бүгінгі тіл білімінің алдында тұрған күрделі мәселелердің бірі екендігінде дау жоқ.Себебі еліміз бүгінгі таңда түрлі халықтар арасындағы әдеби-мәдени байланыс пен дамудың дәнекері болып табылатын аудармаға, соның мәселелеріне үлкен мән беруде.

Мәдениетті өркендетуге арналған мемлекеттік бағдарлама қабылданып, соның бір саласы бойынша қазақ тіліндегі әдеби шығармаларды, басқа да түрлі саладағы мәтіндерді өзге тілдерге аударып, дүниежүзіне таныстыру және жаһанның озық ойлы әдеби, философиялық, ғылыми еңбектерін қазақ тіліне аудару бағытындағы істер жандана түсуде. Осы орайда аударма саласында қаншама көп жұмыстар атқарылып жатса да, әлі де бұл саладағы еңбектерді молайтудың теориялық және практикалық маңыздылығын жоққа шығара алмаймыз. Сондықтан ағылшын тіліндегі қысқарған сөздердің қазақ тіліндегі трансформациялық модельдерін қарастыру жұмысы мәселені толығымен жоймаса да, осы бағыттағы ізденістерге белгілі бір үлес болуға мүмкіндігі бар. Бұған дейінгі еңбектерді саралап, озық тәжірибелерінен үлгі алу еліміз бен өзге халықтар әдебиеті мен мәдениеті арасындағы байланыстарды нығайтуға, өркендетуге айтарлықтай септігін тигізерін ескерсек, шет тіліндегі, соның ішінде ағылшын тіліндегі қысқарған сөздердің сипаты, олардың қазақ тіліне аударылу жолдары туралы ғылыми зерттеулер зәрулігі мен қажеттілігі анық сезіледі.

Ағылшын ғылыми және заманауи мәтіндерінде қысқарған сөздердің түрлері үлкен мәнге ие болады. Өйткені олар жекеше қызмет атқарады, лексикографиялық көздерде көрсетіледі, және олардың қайнар көздеріне қарағанда көбірек танымал болады (radar - радар, sonar - сонар, laser - лазер), оларды ғылыми-техникалық тілдің лексикалық бірліктері деп санауға болады. Ағылшын тілінде қысқарған сөздерді олардың дыбыстық және жазылу сипатына қарай қысқарған сөздер мен акронимдерге бөлу қалыптасқан.

Аббревиатуралар (abbreviations) сөз тіркесіндегі сөздердің бастапқы әріптерінен құралады: AA (antenna array) антенналық тор, RWM (read-write memory) оперативті жад, kVA (kilovolt-ampere) киловольт-ампер. Оларды әріптері бойынша атауда екпін соңғы әріпке түседі. Қысқартылған әріптер арасына нүкте қойылу арқылы жазылады, бірақ қазіргі ағылшын тілінде бұл қолданыстан қашқақтайды.

Акронимдердің (acronyms) қысқарған сөздерден ерекшелігі (әріптердің аталуы бойынша оқылатын, айтылатын және қабылданатын) олар қарапайым лексикалық бірліктер сияқты оқылады және қабылданады. Акронимдер әр түрлі әріп бірлестігінен құралады (алғашқы әріптерден, алғашқы бірнеше әріптерден және соңғы әріптерден т.б.). Оларға жоғарыда берілген қысқартылған терминдерradar, laser, maser жатады. Бұл бірліктердің қазақ тіліндегі аудармасы көп сөзден құралған терминдер емес, осы акронимдердің өзі екендігін айтып кеткен жөн: radar (Radio Detection and Ranging – радио анықтау және қашықтықты белгілеу), laser (Light Amplification by Stimulated Emission of Radiation – оптикалық кванттық генератор), maser (Microvave Amplification by Stimulated Emission of Radiation – индуцирленген сәуленің көмегімен микротолқынды қуат). Бұл қысқарған сөздер (акронимдер) транслитерация әдісі арқылы қазақ тіліне жаңа терминдер ретінде енгізілген. Мұндай бірліктер терминологияға жылдам кіріп тілде де тез мойындалады.

Акронимдерге бір қалыпқа біріккен екі сөздің тіркесу әдісі арқылы жасалған терминдеуді жатқызамыз. Күрделі сөздердің үлгісі бойынша: blends немесе portmanteau words (екі негізді контрактациялау жолымен құралған гибрид сөзі), екі сөзден алғашқы сөздің бастапқы бөлігі мен екінші сөздің соңғы бөлігін біріктіру арқылы жаңа терминдер пайда болады: tranceiver - қабылдау-өткізгіш (transmitter + receiver), informatics - информатика (information + electronics). Ғылыми-техникалық мәтіндерде қысқарған сөздердің екі түрі қолданылады:

Ғылыми-техникалық терминдерді құрылымы бойынша әріптік топтарға бөлуге болады: B (bandwidth – жиілік жазықтығының ені), Е (electric field strenght – электр жазықтығының қуаты), PP (periferal processor - перифериялық процессор), DOS/VS (disk operating system/virtual storage – виртуалды жадты құрайтын дисктік операциялық жүйе), Dwg (drawing – сызба, сурет), tmtr (tr) (transmitter – өткізгіш); буындық: magamp (magnetic amplifier – магнитті күшейткіш), magtape (magnetic tape – магнитті лента), preamp (preamplifier – бастапқы күшейткіш); тіркескен сөздер: rect (rectifier – күшейткіш), app (apparatus – құрал, аппарат), aut (automatic – автоматты), man (manual, manually – қолдық, қолмен); әріп (буын) + сөз: сompole (commutating pole – көмекші немесе қосымша полюс), NC programming language – сандық бағдарлау басқармалық жүйесіне арналған бағдарламалық тіл); әріптер мен буындар (буындар мен әріптер): Abs E (absolute error – абсолюттік қате), Bur (of) Stds (Bureau of standards – стандарттар бюросы), cir bkr (circuit breaker – өшіргіш); әріптік-сандық: A1 (A one) – бірінші сорттық, PC (microprogrammable computer – микробағдарламалық басқаруға ие ЭВМ).

Қысқарған сөздер жоғарғы омонимділігімен сипатталады, белгілер саны қаншалықты аз болса, ол соншалықты жоғары болады. Қысқарған сөздердің тізімінде тіптен бөлімдік сөздіктердің өзінде (А, В, АС) әріптері өзара байланыспаған түсініктер мен ұғымдарды білдіреді. Ғылыми-техникалық мәтіндердегі жаңа терминдер жаңа теориялар мен жаңалықтардың авторларының есімінен құралуы мүмкін. Мұндай терминдер жеке есімдер алдымен нақты атаумен «тығыз» байланыста болып, бас әріппен жазылады, бірақ олардың көбісі терминологиялық жүйенің толық мүшесіне айналып, жеке есімнің грамматикалық сипатына ие болады да, көбіне бас әріппен жазылады.
Әдебиеттер:

1. 
   Иванов А. О. Английская безэквивалентная лексика и ее перевод на русский язык. – С-Пб, 2005г. – с. 66.
   
2. 
   Львовская З. Д. Теоретические проблемы перевода. – М, 2005г. – с. 111.
   

Казахстанский инженерно-педагогический университет Дружбы народов

E-communication refers to the communication realized by electronic means, especially over computer networks. This type of communication has created the so-called “virtual space”. Increasing the speed of giving and receiving information has categorically determined a change in the way information is experienced and perceived. Each virtual component can be understood and assumed as separated and interest worthy. Virtual space can be designed through the use of so many ways of access to information. At the same time, in the same place, multiple protocols can connect people to a multitude of areas: e-mail, virtual communities, video conferences, etc.

The informational society requires intensive use of information in all spheres of activity and human existence, this society starting its existence and being developed especially in the educational sector. New informational technologies are used both at an individual level and in the public institutions and organizations with a high flexibility.

Modern education is influenced by technology in both teaching and learning.

Traditional chalk and black boards have given way to interactive whiteboards and electronic pens. ICT has also allowed teachers to be more flexible in preparing suitable learning materials. Blake [1, 18-19] aptly points out that technology could play a vital role with assisting English as foreign language learners with acquiring English language skills. However, Blake contends that the benefit of technology use depends on how the technology is integrated into the course of learning.

The influence of ICT in teaching and learning is largely based on the beliefs and perceptions of teachers who are responsible for using this technology. Prescott [2] points out that effective integration of technology in language teaching is possible only with a shift in beliefs. Similarly, Zhong and Shen [3] observed that the perceptions concerning learning and teaching must change in order to foster pedagogical changes in the classroom. The views of Prescott, and Zhong and Shen point to the importance of the beliefs of teachers in bringing about change in education. Albirini [4, 42-45] adds that teachers who hold a positive attitude towards the use of technology feel more at ease with using it, and these teachers generally incorporate it into their teaching. Ertmer and Ottenbreit-Leftwich [5] note the definition of good teaching needs to be changed to include relevant ICT tools and resources.

Teachers will be in a position to use ICT tools and resources effectively in the classroom only when they realize how useful these tools are in presenting material to the students and the overall learning process. The views of teachers have strong influence in the integration of computers in classrooms, and teachers need to be encouraged to explore the usefulness of ICT and its effective use in classrooms.

Sangraa and Sanmamed (2010) observe that: “Teachers use technology depending on their perceptions and their trust in the way it can contribute to the teaching and the learning process. Through knowing what they think, we will be closer to understanding what they do or what they might do with technology in their classrooms and in relation to their work” [6, 36-38].

The previous experiences of teachers with the use of technology are another element which determines their attitude towards technology integration. Previous successful practice in using computers and positive attitudes towards technology are variables that favour success in teachers’ integration of ICT. It is also well known and widely acknowledged that positive teachers can exert plenty of influence on learners to form constructive attitudes towards learning.

Lafford (2009) notes student attitudes may be influenced when a teacher has technological proficiency and a positive attitude toward its use [7].

For years, English language teachers have been implementing traditional teaching techniques that involve the same classroom dynamics and that at the same time set boundaries to the learning expectations of the students. Nowadays, the World Wide Web provides people the opportunity to learn and practice what they want to, taking advantage of it; it was decided to use the internet as a resource to lead a focal group of EFL learners, to explore and to articulate the class with language activities on the web. Since the web provides plenty of resources, Heick highlights the current impact that technology has had towards education; the author claims that the days in which people have problems with finding information have already finished; In this sense, any kind of information that a teacher or student could ever need is available on the internet. Several technological tools, such as computers and language laboratories, have arrived to set aside those traditional resources like grammar books and photocopies used to teach and learn a foreign language [46, 165-169].

Jeong-Bae Son states that teachers can find attractive materials in order to construct network-based teaching environments in which they can create meaningful tasks and use suitable materials in EFL sessions. Those new resources and techniques are linked to the implementation of web tools inside and outside the classroom, as a main resource to prompt the students’ interaction with specific content selected by the language teacher. Moreover, Gitsaki & Taylor argue that the learner’s self-confidence can be enhanced when they take the risk to search information on the web, and they obtain the outcomes they were expecting.

The use of Internet resources in EFL sessions highlights the importance of assigning the students activities through the internet in order to provide them a more innovative and accessible way of interaction with the language in or outside the classroom.

Prensky argues that nowadays people prefer to use fast and easy ways of communication such as smart phones, social reds and electronic devices. The interaction with web tools enables students to acquire skills according to this new century in which technology has have a relevant impact on the language educational field. Pink states that “We are preparing students for their future, not our past". That is why future teachers need to develop new techniques that match with the reality we are living in, in terms of technology, and fit in the world system that is growing every day.

The application of internet in EFL classes can be one of those alternative resources to engage students to learn. In addition, Kuntz states that English teachers should consider the use of all forms of technology in the classroom in order to train the students to use it appropriately and effectively. It is highlighted by the author that the assistance of the teacher can be helpful to develop technological skills that engage and support students in the process of learning a foreign language.

According to Son the hypermedia has expanded the power of computer assisted language learning (CALL) given the fact that it allows learners to explore and discover new learning paths; at the same time, language teachers benefit from it, as it has applicable resources for EFL classes.

This program highlights the relevance of using virtual tools in EFL classrooms as it modifies the teacher’s role into an innovative facilitator, as well as the learner changes in order to be more autonomous.

Morrison claims that the use of internet is now a better resource to improve the accomplishment in EFL classrooms; due to the fact that the hypermedia gives teachers and learners access to language learning resources in a fast and appealing way. Some of those resources are: Online journals, newspapers, magazines and blogs. Also teachers can create their own interactive language learning activities on the Web, which allows them to adapt the activities to their own courses and students [1].

The implementation of web tools collaborates with the grown of the independent learning given the fact that educators provide a wide assortment of materials for learners to study in and out of the classroom encouraging learner´s autonomy; according to Gonzalez and Louis (N.D) some online applications such as text-to-speech (TTS) in which the students introduce the text and can listen to it as many times as they want, increases the learners’ autonomy inasmuch as they no longer need to rely on the teacher’s assistance. Besides, the instructor of the students chooses a substantial variety of tasks available in a combination of formats, such as text, graphics, audio, videos and websites where students can be exposed to real language used, and interacting with peers and native speakers allowing them to foster the language learning of students.

Activities on the web should be implemented in EFL classrooms since it is an innovative resource for learning and teaching. Its variety contributes to keep some students’ mind active and disposed to learn through real contexts. The use of the internet in EFL classrooms contributes to motivate students by setting the target language as vehicle to explore several contents of real life; as mentioned by Gitsaki and Taylor the Internet gives users different motivating and catching resources.

In order for this research study to have a theoretical ground, two concepts will guide the development of the project. The use of Internet resources in EFL classrooms, which refers to a framework that contributes to the implementation of activities which require the use of the web for their development and the selection of them.