Lexical units to express the semantic categories “progress”/”regress” in English and Russian original and translated news texts about university rankings
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Introduction 4
Chapter 1. The theoretical foundation of studying semantic categories and linguistic means of their expression in linguistics. 7
1.1 The correlation between cognitive categories and linguistic means of their expression 7
1.2 Lexico-semantic field as a method of structuring and studying lexical units 9
1.3 Lexical meaning. Structure and methods of study. 18
1.4Basics of contrastive studies 23
Summary. Chapter 1 26
Chapter 2. Comparative analysis of LSFs “progress/regress” and «прогресс/регресс» in English and Russian languages based on original non-translated texts and translated texts 27
2.1. Structuring of the LSF «прогресс/регресс» in Russian 33
2.2. Structuring of the LSF “progress/regress” in English 40
2.3. Comparative analysis of LSF “progress/regress” and «прогресс/регресс» in the English and Russian languages 49
2.4 Comparative analysis of linguistic methods of expressing the semantic categories “progress/regress” and «прогресс/регресс» in English and Russian translated texts 50
Summary. Chapter 2 54
Conclusion 56
List of literature 58
List of references 61
Appendix 1 69
Appendix 2 77
Appendix 3 81
Chapter 1. The theoretical foundation of studying semantic categories and linguistic means of their expression in linguistics. 7
1.1 The correlation between cognitive categories and linguistic means of their expression 7
1.2 Lexico-semantic field as a method of structuring and studying lexical units 9
1.3 Lexical meaning. Structure and methods of study. 18
1.4Basics of contrastive studies 23
Summary. Chapter 1 26
Chapter 2. Comparative analysis of LSFs “progress/regress” and «прогресс/регресс» in English and Russian languages based on original non-translated texts and translated texts 27
2.1. Structuring of the LSF «прогресс/регресс» in Russian 33
2.2. Structuring of the LSF “progress/regress” in English 40
2.3. Comparative analysis of LSF “progress/regress” and «прогресс/регресс» in the English and Russian languages 49
2.4 Comparative analysis of linguistic methods of expressing the semantic categories “progress/regress” and «прогресс/регресс» in English and Russian translated texts 50
Summary. Chapter 2 54
Conclusion 56
List of literature 58
List of references 61
Appendix 1 69
Appendix 2 77
Appendix 3 81
This qualification research paper is devoted to the structuring and comparison of lexico-semantic fields (LSF) that reflect the linguistic ways of expressing the semantic categories “progress/regress” and «прогресс/регресс». The source for identifying these linguistic means is original non-translated texts about “university rankings” / «рейтингиуниверситетов» in the English and Russian languages. The paper also presentsan analysis of English and Russian translated texts in order to identify linguistic ways to express the semantic categories “progress/regress” and «прогресс/регресс»in translated texts in English and Russian.
The problem of correlation between the cognitive structures of knowledge and the means of their expression in language still remains relevant in linguistics and has not found its final solution due to the complexity of the phenomena under consideration.
Cognitive categories are a way to generalize and classify human cognitive activity. Besides, scientists agree that all cognitive categories are expressed in language.
On the one hand, the comparative study of linguistic ways to express semantic categories in different languages can be considered from an interlinguistic and cognitive perspectives and as part of comparative lexicology in the cognitive aspect. On the other hand, comparative lexicology can explain how our linguistic consciousness is structured and how we use it in the processes of producing and perceiving speech, consequently, comparative lexicology plays an important role in translation and gives translators the opportunity to represent a “pragmatic network of relations” in the target language, which helps to choose adequate language choices in translation.
The methodological basis for the study is represented by the works of such researchers and scientists as: SterninI.A., ArkhipovI.K., BoldyrevN.N., SkrebtsovaT.G., KubryakovaE.S. (cognitive linguistics); ApresyanY.D., EliseevaV.V., LapshinaM.N., NikitinM.V., ArnoldI.V. (lexical semantics); and ZalevskayaA.A., KaraulovY.N. (psycholinguistics) etc.
The object of this study is lexico-semantic fields (LSF) that reflect the linguistic ways of expressing the semantic categories “progress/regress” and «прогресс/регресс» on the basis of original non-translated texts about “university rankings” / «рейтингиуниверситетов» in English and Russian languages.
The subject of the study is the lexical ways to express the semantic categories “progress/regress” in English and Russian.
The purpose of this work is to structure the lexico-semantic fieldsthat reflect the linguistic ways to express the semantic categories “progress/regress” and «прогресс/регресс» on the basis of original non-translated texts about “university rankings” / «рейтингиуниверситетов» in English and Russian languages, and toanalyze English and Russian translated texts in order to identify linguistic meansto express the semantic categories “progress/regress” and «прогресс/регресс»in translated texts in English and Russian.
The purposeinvolves the following tasks:
1. To determine the specifics of the relationship between the cognitive structures of knowledge, categories and the means of their expression in language;
2. To study the method of the lexico-semantic field as a means of expressing cognitive structures in language;
3. To identify lexical units that express the category “progress/regress” based on original non-translated texts on the topic “university rankings” in English and Russian using the continuous sampling method;
4.To structure lexical units expressing the semantic categories “progress/regress” and «прогресс/регресс» in English and Russianusing the methodof lexico-semantic field;
5. To structure lexico-semantic fields “progress/regress” and «прогресс/регресс» in English and Russian languages;
6. To compare the ways of expressing the semantic categories “progress/regress” and «прогресс/регресс» in the English and Russian languages, structuredon the basis of non-translated original texts about “university rankings” and «рейтингахуниверситетов» in the English and Russian languages with the ways of expressing these categories in English and Russian translated texts of the same topic.
The purpose and tasks of the study determined the use of a complex analysis technique using a number of methods:
– a continuous sampling method to identify lexical units expressing the categories “progress/regress” and «прогресс/регресс» in original non-translated texts in English and Russian;
– a method of lexical-semantic field for structuring the found lexical units;
– anonomasiological method and semasiological method (component
analysis method) for structuring lexico-semantic fields in the English and Russian languages;
– a method of comparative analysis of the lexico-semantic fields in the English and Russian languages.
The researchmaterialis based on the original non-translated news texts about university rankings in English and Russian, as well as translated texts in English and Russian. The study used69 sources: 38 sources in Russian, 23 sources in English and 8 translated sources. We identified 105 examples in Russiantexts, 70 in English texts and 36 examples from translated texts.
The practical significance of the researchconsists in the possibilityof using the results of the research in the development of methodological manuals on comparative lexicology and translation, which will help to ensure better translationin the future.
The problem of correlation between the cognitive structures of knowledge and the means of their expression in language still remains relevant in linguistics and has not found its final solution due to the complexity of the phenomena under consideration.
Cognitive categories are a way to generalize and classify human cognitive activity. Besides, scientists agree that all cognitive categories are expressed in language.
On the one hand, the comparative study of linguistic ways to express semantic categories in different languages can be considered from an interlinguistic and cognitive perspectives and as part of comparative lexicology in the cognitive aspect. On the other hand, comparative lexicology can explain how our linguistic consciousness is structured and how we use it in the processes of producing and perceiving speech, consequently, comparative lexicology plays an important role in translation and gives translators the opportunity to represent a “pragmatic network of relations” in the target language, which helps to choose adequate language choices in translation.
The methodological basis for the study is represented by the works of such researchers and scientists as: SterninI.A., ArkhipovI.K., BoldyrevN.N., SkrebtsovaT.G., KubryakovaE.S. (cognitive linguistics); ApresyanY.D., EliseevaV.V., LapshinaM.N., NikitinM.V., ArnoldI.V. (lexical semantics); and ZalevskayaA.A., KaraulovY.N. (psycholinguistics) etc.
The object of this study is lexico-semantic fields (LSF) that reflect the linguistic ways of expressing the semantic categories “progress/regress” and «прогресс/регресс» on the basis of original non-translated texts about “university rankings” / «рейтингиуниверситетов» in English and Russian languages.
The subject of the study is the lexical ways to express the semantic categories “progress/regress” in English and Russian.
The purpose of this work is to structure the lexico-semantic fieldsthat reflect the linguistic ways to express the semantic categories “progress/regress” and «прогресс/регресс» on the basis of original non-translated texts about “university rankings” / «рейтингиуниверситетов» in English and Russian languages, and toanalyze English and Russian translated texts in order to identify linguistic meansto express the semantic categories “progress/regress” and «прогресс/регресс»in translated texts in English and Russian.
The purposeinvolves the following tasks:
1. To determine the specifics of the relationship between the cognitive structures of knowledge, categories and the means of their expression in language;
2. To study the method of the lexico-semantic field as a means of expressing cognitive structures in language;
3. To identify lexical units that express the category “progress/regress” based on original non-translated texts on the topic “university rankings” in English and Russian using the continuous sampling method;
4.To structure lexical units expressing the semantic categories “progress/regress” and «прогресс/регресс» in English and Russianusing the methodof lexico-semantic field;
5. To structure lexico-semantic fields “progress/regress” and «прогресс/регресс» in English and Russian languages;
6. To compare the ways of expressing the semantic categories “progress/regress” and «прогресс/регресс» in the English and Russian languages, structuredon the basis of non-translated original texts about “university rankings” and «рейтингахуниверситетов» in the English and Russian languages with the ways of expressing these categories in English and Russian translated texts of the same topic.
The purpose and tasks of the study determined the use of a complex analysis technique using a number of methods:
– a continuous sampling method to identify lexical units expressing the categories “progress/regress” and «прогресс/регресс» in original non-translated texts in English and Russian;
– a method of lexical-semantic field for structuring the found lexical units;
– anonomasiological method and semasiological method (component
analysis method) for structuring lexico-semantic fields in the English and Russian languages;
– a method of comparative analysis of the lexico-semantic fields in the English and Russian languages.
The researchmaterialis based on the original non-translated news texts about university rankings in English and Russian, as well as translated texts in English and Russian. The study used69 sources: 38 sources in Russian, 23 sources in English and 8 translated sources. We identified 105 examples in Russiantexts, 70 in English texts and 36 examples from translated texts.
The practical significance of the researchconsists in the possibilityof using the results of the research in the development of methodological manuals on comparative lexicology and translation, which will help to ensure better translationin the future.
In this paper, we carried out the structuring and comparison of the LSF “progress/regress” and «прогресс/регресс» in the Russian and English languages on the basis of original non-translated texts about university rankings.
To structure LSF in the English and Russian languages we used onomasiological and semasiological methods. The use of the onomasiological method helped us to identified logical categories, which were expressed at the level of semantic zones of LSF in English and Russian, namely: “improving position” / «улучшение позиций в рейтинге»; “remaining on the same place” / «оставатьсянатомжеместе в рейтинге»; и “lowering posision” / «ухудшение позиций в рейтинге».
Using the semasiological method we identified subfields based on the results of the componential analysis of the linguistic means of expressing these semantic categories in both languages. The names of the subfields represent common semes in the meanings of the lexical units in English and Russian.
LSF in English and LSF in Russian are presented in vertical and horizontal projections. The vertical projection represents a hierarchy of the semantic zones, subfields and lexical units. The horizontal projection represents the core-peripheral structure of the LSF. The core part in both English and Russian LSF includes the most frequent lexical units that are used to express the semantic categories in the original non-translated English and Russian texts about university rankings.
LSFs in English and Russian languages is also shown in paradigmatic and syntagmatic dimension. Lexical units expressing the semantic categories “progress/regress” and «прогресс/регресс» in the Russian and English languages are presented in their paradigmatic relationships, i.e. systemic relations of synonymy/antonymy, and in syntagmatic relations, i.e. combined with their typical collocates.
We used69 sources: 38 sources in Russian, 23 sources in English and 8 translated sources. We analyzed 105 examples in Russian, 70 examples in English and 36 examples from translated texts.
We determined the specifics of the relationship between categorical structures of knowledge and linguistic ways of expressing them and presented a method for structuring the lexico-semantic field.
The comparison of the LSF “progress/regress” in English and the LSF «прогресс/регресс»in Russian based on original non-translated texts about university rankings in Russian and English showed that similarities are foundonthe level of cognitive structures. The differences are predominantly found on the linguistic level, specifically the linguistic means of expressing these semantic categories in their paradigmatic and syntagmatic dimensions, resulting from the structural and typological features of the two languages.
The comparative analysis of original, non-translated and translated texts showed that the ways of expressing the semantic categories “progress/regress” and «прогресс/регресс»in the original English and Russian texts about university rankings and in the translated English and Russian texts about university rankings differ slightly. The linguistic means used in the translated texts are widely found in the original Russian and English texts.Thus, the translations presented in the analysis can be considered more pragmatically oriented to the target language than to the original language.
This study can contribute to the development of comparative lexicology in the cognitive aspect, theory and practice of translation, as translation quality assessment.
To structure LSF in the English and Russian languages we used onomasiological and semasiological methods. The use of the onomasiological method helped us to identified logical categories, which were expressed at the level of semantic zones of LSF in English and Russian, namely: “improving position” / «улучшение позиций в рейтинге»; “remaining on the same place” / «оставатьсянатомжеместе в рейтинге»; и “lowering posision” / «ухудшение позиций в рейтинге».
Using the semasiological method we identified subfields based on the results of the componential analysis of the linguistic means of expressing these semantic categories in both languages. The names of the subfields represent common semes in the meanings of the lexical units in English and Russian.
LSF in English and LSF in Russian are presented in vertical and horizontal projections. The vertical projection represents a hierarchy of the semantic zones, subfields and lexical units. The horizontal projection represents the core-peripheral structure of the LSF. The core part in both English and Russian LSF includes the most frequent lexical units that are used to express the semantic categories in the original non-translated English and Russian texts about university rankings.
LSFs in English and Russian languages is also shown in paradigmatic and syntagmatic dimension. Lexical units expressing the semantic categories “progress/regress” and «прогресс/регресс» in the Russian and English languages are presented in their paradigmatic relationships, i.e. systemic relations of synonymy/antonymy, and in syntagmatic relations, i.e. combined with their typical collocates.
We used69 sources: 38 sources in Russian, 23 sources in English and 8 translated sources. We analyzed 105 examples in Russian, 70 examples in English and 36 examples from translated texts.
We determined the specifics of the relationship between categorical structures of knowledge and linguistic ways of expressing them and presented a method for structuring the lexico-semantic field.
The comparison of the LSF “progress/regress” in English and the LSF «прогресс/регресс»in Russian based on original non-translated texts about university rankings in Russian and English showed that similarities are foundonthe level of cognitive structures. The differences are predominantly found on the linguistic level, specifically the linguistic means of expressing these semantic categories in their paradigmatic and syntagmatic dimensions, resulting from the structural and typological features of the two languages.
The comparative analysis of original, non-translated and translated texts showed that the ways of expressing the semantic categories “progress/regress” and «прогресс/регресс»in the original English and Russian texts about university rankings and in the translated English and Russian texts about university rankings differ slightly. The linguistic means used in the translated texts are widely found in the original Russian and English texts.Thus, the translations presented in the analysis can be considered more pragmatically oriented to the target language than to the original language.
This study can contribute to the development of comparative lexicology in the cognitive aspect, theory and practice of translation, as translation quality assessment.
