Consider the features of one of the aspects. Aspect: what does it mean

Planetary aspects are different angular relationships between planets in a birth chart; they reveal connections between the spheres of the personality represented by the planets.

What are planetary aspects in a horoscope

Aspects can emphasize, demand attention, or show where different parts of the personality need to be reconciled.

Aspects are neither good nor bad; just one of the tools for building human existence.

If it's too easy, then it's boring; too much stress is bad. Depth of character comes from balancing tension and relaxation.

Understanding the natural aspects between the signs of the zodiac is the key to interpreting the aspects between the planets in these signs.

Here we will look at 6 main aspects and how to detect and interpret them on the map.

Six major aspects of the planets in the horoscope

These are the six angular relationships that astrologers consider especially important because they describe the relationship between the elements and the properties of the signs of the zodiac.

Some astrologers also use up to ten minor aspects to describe the finer points of major aspects.

To understand what the aspects of the planets in a horoscope are, it is important to remember that in addition to the name and symbol representing each aspect (angle), each aspect also has an orbis - the number of degrees allowed to deviate from the exact angle of the aspect - and a specific meaning.

Symbol	Name	Injection	Orbis	Meaning
1	Compound	0	7	Concentration
2	Opposition	180	7	perspective
3	Quadrature	90	7	Call
4	sexgil	60	5	Possibility
5	Trin	120	7	Satisfaction
6	No major	150	5	Reorganization
	aspects*
	* Sometimes known as quincunx - minor aspect.

Aspect Conjunction (between planets 0°)

Planets in the same sign act in the same way and concentrate their energy.

Conjunctions occur when planets are no more than 7 degrees apart: planets can be of the same sign or adjacent signs.

The conjunctions of the planets in the horoscope concentrate energy, which is determined by the sign and location of the house.

Conjunction is the easiest aspect to understand and is formed when several planets join in one sign.

They combine their energies, giving a very dynamic aspect in the horoscope, endowing a person with the ability to focus and act directly and decisively.

The combination of more than two planets in one sign (house) enhances the significance of the corresponding field of activity.

Key concepts related to connection:

• joins,
• touches,
• merges,
• establishes a connection
• energizes,
• activates,
• complements,
• amplifies,
• unites,
• colors,
• strengthens,
• connects.

Compatible planets in conjunction carry a positive charge of energy, while incompatible planets can mean difficulties.

However, the resolution of these difficulties can be used as a source of additional strength.

Exact conjunction - the planets are in the same degree.

Stellium is a constellation, a cluster of planets. Example: Uranus, Venus and Saturn are located in this chart at two, three and nine degrees of Gemini respectively.

This suggests a person who is fickle, original, talented, but perhaps in need of security and protection.

The presence of Saturn suggests that duty and happiness are seen as synonymous here. The map shows examples of exact conjunction and stellium.

Aspect Sextile (between planets 60°)

This is a 60 degree angle between the planets.

Most often, sextiles connect planets of friendly elements: for example, the sextile of a planet in a fire sign with a planet in an air sign (1) or between a planet in an earth sign and a planet in a water sign (2).

These pairs of elements are compatible and provide many opportunities for self-expression.

Planets in compatible signs provide opportunities.

Aspect Square (between planets 90°)

The tension between the basic ways in which the two planets operate creates a problem (challenges).

The squares are the building blocks of the map, showing the decisions and actions to be taken in response to the challenge of life.

They may show turning points, potential completion, or breaks.

Key concepts related to the square:

• is experiencing
• checks,
• activates,
• agrees,
• amplifies,
• encourages decision making
• hinders,
• limits,
• requires
• disciplines
• presses,
• annoying
• blocks,
• slows down
• frustrates plans,
• hinders,
• discovers,
• implements,
• forcing.

The energies of the planets in a square are expressed subjectively, that is, from the outside it seems that they are due to internal stress.

Although the square is considered a tense aspect, it is called dynamic, because thanks to the efforts made to overcome difficulties, a person is constantly developing.

One who has a lot of squares in the horoscope, as a rule, strives for success with all his might.

Aspect Trin (between planets 120°)

Satisfying, easy combination of planets. A trine is an angle of 120 degrees.

However, a few trines on the map do not mean anything good: when there is too much good, it can lead to passivity and idleness.

They are always between the signs of one element, they show stability, lightness and a general feeling of satisfaction and joy.

• Fire trines (3) are naturally energetic;
• air trines (4) subject to contemplation and idealism;
• earth trines (5) are found in practical realist charts;
• people with water trines (6) experience all shades of feeling and may have developed intuition.

No major aspects 150°

Planets in signs that have nothing in common suggest the need to reorganize or reconcile some parts.

Between signs there are always aspects that have neither common properties nor elements. Therefore, they may indicate areas where adjustment or reorganization must take place.

There is tension between unrelated signs, and this tension can be relieved by changing a habit or revisiting a general policy.

As with all aspects, the more precise the angle, the greater the importance of the aspect: 150 shows significant tension between two planets in signs.

Aspect Opposition (between planets 180°)

The conflict between opposite signs gives rise to opportunities for self-awareness and perspectives. This aspect in a person's horoscope is also considered tense.

Its very name implies conflict. Nevertheless, planets in opposition can be compatible and complement each other.

This combination of energies means instability and requires changes to restore balance.

Like a seesaw, opposition swings a person from side to side until he stops at one point.

Key concepts related to opposition:

• balances
• contrasts,
• pushes,
• makes you realize
• reflects,
• checks,
• presses,
• destroys hopes
• requires cooperation
• conflicts,
• is experiencing
• tires,
• shares,
• defines.

Opposition indicates polarity, struggle and conflict, but at the same time implies partnership. Opposites not only repel but also attract each other.

When interpreting this aspect, one should also proceed from the position of the planets in signs and houses.

The strength of the aspects

Aspects have a certain power of action. Let's give a list.

The numbers in brackets indicate the quality and weight of the aspect.

The strength of the aspects:

• Connection (+4)
• Semi-sextile (+0.5)
• Sextile (+2)
• Trin (+3)
• Quickons (+1)
• Opposition (3)
• Square (2)
• One and a half square (1)
• Semi-square (0.5)
• Half-gon (1)
• Nonagon (6)
• Binonagon (2)
• Centagon (4)
• Quintile (+6)
• Tridecyl (+4)
• Biquintile (+2)
• Semiquintile (+1)

The planet that has formed the largest number of major aspects in the chart is called the king of aspects and plays a big role in a person's life.

Junior Aspects

There are many minor aspects to consider in interpreting a natal chart. But they have much less impact on the planets.

Aspect separating distance:

• Vigintil 18th
• Quindecile 24°
• Semi-sextile 30°
• Decile 36°
• Semi-square 45°
• Septile 51°
• Quintile 72°
• Tridecyl 108°
• Half-square 135°
• Bi-quintile 144°
• Quincunx 150°

Folding and separating aspects

Due to the different speeds at which the planets move, some aspects in the natal chart add up or form, while others separate or move away from the exact aspect.

Folding aspects influence more than dividing ones.

When an aspect is formed, it means that conditions, events, circumstances, emotions, or states of mind become apparent as the person moves through life.

Separation of aspects sharpens elements of a person's experience that become part of one's nature at birth and may include karmic conditions and relationships.

If we talk about the speed of the planets, then from the fastest to the slowest planets line up like this: the Moon, Mercury, Venus, the Sun, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto.

Influence of aspects on planets

Each planet is responsible for many areas. Her aspects in the horoscope are reflected in everything she manages. Let's take a quick look at what the aspects of each planet might be talking about.

How to interpret aspects in a horoscope? Aspects are interpreted in order of their importance, always starting with the Sun.

Aspects of the Sun in the horoscope

Aspects of the Sun are related to love, joy and strength of the human spirit. They are said to be related to the self and spiritual substance.

Aspects are reflected in decision-making and responsibility for them. Conscious actions. So, the characteristics of the aspects of the horoscope.

Aspects of the Moon in the horoscope

Aspects of the Moon are reflected in the emotional state, habits, instinctive behavior. Reactions to the actions of other people depend on aspects to it.

In the male horoscope - the type of woman, in the female - the style of maternal attitude and behavior.

Aspects of Mercury in the horoscope

Aspects of Mercury are reflected in the intellect of a person and in the nature of his close daily contacts. Conversations, letters, phone calls and news depend on it.

Aspects of Venus in the horoscope

Aspects of Venus are reflected in the sense of beauty, aesthetic perception and partnerships.

Gifts, flattery, tact and the accumulation of pleasant things are described by aspects to Venus.

Aspects of Mars in the horoscope

The aspects of Mars are reflected in the active actions of a person and show what a person will do in this particular situation.

In a male horoscope, she describes his use of force; in a female, the type of man she likes.

Aspects of Jupiter in the horoscope

Aspects of Jupiter are reflected in the spiritual life of a person and show how he expands his influence, what group of people he is inclined to join and what he is inclined to study.

Benefits and the nature of the benefactors are described by these aspects.

Aspects of Saturn in the horoscope

Aspects of Saturn have to do with limitations and delays in a person's life, the ability to follow a plan. Describes the conditions that other people put forward to him.

Aspects of Uranus in the horoscope

Aspects of Uranus are related to freedom and happiness. They describe a person's dream and his ability to find like-minded people.

Aspects of Neptune in the horoscope

Aspects of Neptune show the deceptions and self-deceptions of a person, his gullibility and whether it will come out sideways to him. This is intuition and the degree of its development. Religiosity. Kindness.

Aspects of Pluto in the horoscope

Aspects of Pluto show a person's attitude to power and the nature of his own manifestations in this sense.

Aspects will show whether a person will become a victim of the use of force against him by the authorities or will be able to cooperate with it.

Systems theory as a science and systems approach as a method consider all objects as systems - sets of interrelated and interacting elements in a corresponding way. The main tasks of a systematic approach - identify and optimize systemic effects (strengthen or weaken, depending on the situation). Indirect tasks are formulated as specific questions related to the system in reverse form: " what to do in order to ", or in a straight line: " what happens if you do this ". In order to solve the tasks set using the methods of systems theory, it is necessary to achieve a certain level of understanding of the system by all participants interested in the solution. To do this, the system should be described. Describe so that it is clear to everyone. Describe from different sides and points of view - aspects .

Aspects of the systems approach

1. System-element - identification and description of the elements that make up the system
2. System-structural – clarification of relationships between elements and dependencies
3. System-functional – identification of system functions and options for its use
4. System target - identification of the goals of the existence of the system and sub-goals organized in a hierarchy (identification of the hierarchy of the goals of the system)
5. System resource – identification and description of the resources necessary for the functioning of the system
6. System integration – determination of a set of qualitative properties that provide a feature of the system
7. System communication – identification and description of the connections of the system with the external environment and its influence on the system
8. System-historical - determination of the place of the system in a dynamic process, the conditions for its occurrence and development prospects

Consideration of the system in each of the aspects requires the involvement of certain description formats, various models of the system. These models look different, have different compilation rules, and abstract from different (insignificant in this aspect) properties of the system.

Task 1.1. Suggest options for implementing the system-element aspect

1. System-element aspect of the system approach

The purpose of analyzing a system in this aspect is to find out what it consists of. The system may consist of elements-objects that can be touched ( man, diode, apple tree) or cannot be touched ( pulpit, equation, lightning), from action elements ( reception, optimization, processing), property elements ( color, efficiency, specialty).

Regardless of the nature and essence of the element, in most of all the listed cases, they are denoted by a noun. But then the selection of elements can be done by linguistic analysis - simple viewing (in a semi-automatic, with the help of a program, or non-automatic mode) of natural language texts describing the system and pulling out nouns from there. Of course, semi-automatic mode will require a dictionary of endings ( not to consider the same nouns "student" and "student"), synonym dictionary ( not to add two different elements for the words "behemoth" and "hippo"), but in general the task is quite realizable. Why semi-auto mode? Because the nouns found by the program can:

be irrelevant to the solution of the task (answering the question, achieving the goal) or not being related to the system in any way

be not elements of the system, but properties of these elements or a description of their behavior.

For example, only a person will be able to understand that "specialty" can be an element when it comes to the "graduating department" system and is clearly a property of an element when it comes to the "enterprise personnel department" system. In the latter case, specialty is a property of the "employee" element, which takes different values ​​for different employees.
Do nouns alone help to find the elements of the system? No, sometimes verbs also indirectly point to elements. For example, the verb "accepted" means that the analyzed system-process contains a "reception" part, which may well turn out to be a significant element. However, in this case, automation is even more difficult.

In addition to linguistic analysis, you can use expert methods identifying elements such as questionnaires, interviews, brainstorming, etc. The method only works if there are competent experts who understand the system and its environment.
Finally, in the presence of numerical data on some parameters of the current system, it is permissible to use the methods taxonomies - division of space points into classes according to their proximity. The proximity of points is determined using a metric, in the simplest case - Euclidean, in a more complex - lambda metric. The space has a dimension that matches the number of parameters for which there are numerical data, and each point is a certain cut of the system in time or place (the values ​​of the selected parameters at different moments, under different conditions or for different objects). Selected classes get names and can become elements of the system. For example, if an alien who knows nothing about people begins to measure their geometric parameters and tries to identify classes, then he will definitely come to the conclusion that people are divided into adults and children, because the latter have ratios of parameters (height, weight, head circumference and etc.) are different.

A convenient format for describing system elements is glossary table , consisting of at least three columns: the name of the element, its definition in the terminology of the system, and its role in this system. Optionally, the system analyst can add columns that he has formulated to refine the description of the elements.

Task 1.2. Implement the system-element aspect of your system research by the method of linguistic analysis of the texts describing it. Compile a glossary.
Task 2.1. Suggest options for implementing the system-structural aspect

2. System-structural aspect of the system approach

The purpose of system analysis in this aspect is to find out how the elements of the system are connected, how they interact, in what relationships they are, how they influence each other.

First, elements can be in relationships is-a and part-of . The first relation type means that one element is such another element, but with some clarifications - connection generalization (generalization) . For example, the "secretary" and "employee" of the enterprise are in such a relationship. The second type of relationship means that one element is part of another. Two cases are possible here. Or an element can exist without its part - aggregation , for example, the elements "department" and "teaching" are in this relation (there are departments that do not have their own teaching). Either the element cannot exist without its part - composition , for example, the elements "department" and "head" are in this relation. Elucidation of the existence of relations (connections) between elements of this kind forms the basis of the future structure of the system.

Secondly, of course, in addition to these connections, there are a large number of other types of connections defined for a particular system, connections interactions . One element can control the activity of another, transfer information to another, prevent another from developing, destroy or create another, come into contact with it in space, be performed after or before another, etc. These types of connections determine the behavior of the system, the interaction of elements in order to achieve a systemic effect. Links of the second type often (but not always) have a more pronounced effect on the system effect, but at the same time they (again, not always, but often) are easier to change for optimization purposes.

The elements have already been identified during the implementation of the previous aspect, and the identification of connections can occur, again, using expert methods And linguistic analysis . In the case of semi-automatic linguistic analysis, to identify connections, one should, of course, look for verbs and verbal groups. For example, if "at the end of each month the secretary submits a report compiled by him to the dean's office", then between the secretary of the department and the dean's office there is a relationship "reports", transformed from the group "submits a report", and between the secretary and the report - the relationship "makes up".
In addition, a method that came from the IT sphere is recommended. CRC-cards (class-relation-class). This method assumes that a special card will be created for each element of the system (in electronic form or not - it does not matter). This card will have the name of the element, a brief description of its nature and responsibility, and a list of elements with which it can hypothetically interact. This list of elements can be revealed by a very simple linguistic analysis of the text describing the system: if the elements are mentioned in the same sentence, there may be a connection between them. These cards are then moved around the model space by the analyst, who seeks to arrange them so that, as far as possible, the elements are next to those with which they have a hypothetical relationship. The resulting arrangement of cards will most likely be the basis of the structure under study, it remains only to arrange the arrows.

A convenient model for describing the structural aspect is class diagram (class diagram) language UML (unified modeling language), but if desired and by mutual agreement of all participants, you can use any convenient notation based on labeled graph . Let me remind you that the graph has in some way (in the classical theory - just a circle, but in the same class diagram, for example, a rectangle) designated objects connected by links (arrows - one-sided, lines - two-sided).

Task 2.2. Implement a system-structural approach to the study of your system (use linguistic analysis). Build the structure of the system using a UML class diagram.

In the next series, I will show an example of using linguistic analysis to identify elements and relationships between them, that is, to implement the first two aspects. And then I will consider other aspects. To be continued...

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• Introduction
• 1.1 Basic provisions of linguistic pragmatics
• 1.2 Features of the translation of fiction
• 2.1 Representatives
• 2.2 Directives
• 2.3 Commissions
• 2.4 Expressives
• Conclusion

Introduction

This work is devoted to the peculiarities of the transmission in the translation of the pragmatic aspects of the English literary text.

The relevance of this work is explained by the fact that in modern conditions of globalization, with the erasure of boundaries and the formation of a single global information space, mutual understanding of people of different cultures becomes more important than ever. Translation, in particular, being a form of intercultural communication, in its various forms serves to achieve mutual understanding of people speaking different languages. The above applies equally to literary translation, since it is literary texts that fully acquaint readers with the culture of another people. Among literary texts, the detective genre occupies a special place due to its popularity and mass character, therefore, the study of the features of the translation of detective literature makes it possible to establish the patterns of practical translation activity, and, therefore, further contribute to the improvement of such activity.

Among the works of detective literature a special place is occupied by the books of Agatha Christie. She turned out to be one of the most published writers in the history of mankind, her books were published with a total circulation of over 2 billion copies. Agatha Christie's books have been translated into more than 100 languages ​​of the world, and perhaps it is she who is the most international writer of our time. The writer gained popularity with her imagination and the ability to ask readers complex logical riddles, the solution of which is the essence of the works of the classic detective genre. But, in addition to the criminal plot, Agatha Christie's books also create multifaceted images of people, book characters, and it is through her books that millions and even billions of readers around the world learn about the life and life of people in England in the 20th century, about their relationships, about English traditions and customs and much more. Therefore, translations of Agatha Christie's books play a particularly important role in the development of intercultural communication, in educating readers' interest in foreign countries, in developing tolerance and tolerance for foreign customs.

The purpose of this work is to study the problems associated with the reproduction of the pragmatic aspects of the text of Agatha Christie in translations from English into Russian.

The purpose of the work identified specific tasks:

explore theoretical approaches to the definition of pragmatic functions of language within the framework of the theory of speech acts;

to study the basic principles of translation of fiction;

to analyze the text of the work of Agatha Christie in terms of identifying the main pragmatic means used by the author;

to identify ways and means of transferring the features of pragmatics in translation based on the stories of Agatha Christie.

The object of the research is the translation of fiction from English into Russian as an element of intercultural communication.

The subject of the study is the pragmatic features of Agatha Christie's texts and the specifics of their transmission in Russian translations.

Taking into account the tasks set, the structure of the work was determined. The work consists of two chapters, introduction, conclusion and bibliography.

The first part briefly outlines theoretical ideas about linguistic pragmatics, about the features of a literary text and literary translation. The second chapter presents an analysis of two translations of one story by Agatha Christie. In conclusion, general conclusions are given for all the work done.

1. Pragmatic aspects of translation

translation artistic English pragmatics

1.1 Main provisions linguistic pragmatists

When considering translation from the point of view of linguistic pragmatics, or, more specifically, from the point of view of the theory of speech acts, it should first of all be said that pragmatics as such primarily takes into consideration those aspects of language that take into account the human factor, attention is drawn to on the functional aspect of linguistic means, on their contextual conditionality, on linguistic communication in terms of the mutual influence of communicants in the process of communication, that is, on what is usually called the pragmatic meaning of the statement (Arutyunova 1981: 356). At the same time, there is no strict distinction between semantics and pragmatics, since only the aspect of studying the same linguistic phenomena differs: if only expressions and their designates are analyzed, then this study belongs to the field of semantics, but if the study takes into account the influence of a person using a language, then it belongs to the realm of pragmatics.

That is, the distinction between semantics and pragmatics runs along the line of delimiting the meaning and use of words in speech communication, since natural language speakers master not only fixed lexical meanings, but also fixed rules for using words. V.Z. Demyankov pointed out the difference between informational and "accompanying" aspects of the utterance, which correlates with the distinction between semantic and encyclopedic information (Demyankov 1981:373-374). In addition, it is also important that, in addition to its own meaning, each statement can express something more: warn, order, ask, etc.

N.P. Susov believes that, in general, semantics, syntax and pragmatics are in a hierarchical relationship: syntax is determined by semantics, semantics by pragmatics, and all three aspects are subject to context, that is, the primacy of pragmatics is assumed (Susov 1984: 12).

In general, pragmatics as a unified theory has not yet been formed, and at present it is an interdisciplinary field, which includes many linguistic, as well as philosophical and psychological areas.

The subject of a speech act - the speaker - produces an utterance, as a rule, calculated on the perception of it by the addressee - the listener. The utterance acts both as a product of a speech act and as a tool for achieving a specific goal. Depending on the circumstances or conditions in which a speech act takes place, it can either achieve its goal and thus be successful, or not achieve it. To be successful, a speech act must at least be appropriate. Otherwise, the speaker will face a communicative failure, or a communicative failure.

The speech act is a rather complex phenomenon. The theory of speech acts distinguishes three levels, or aspects of the analysis of a speech act.

First, a speech act can be viewed as actually saying something. Considered in this aspect, the speech act acts as a locutionary act (from the Latin locutio "speaking").

The locutionary act, in turn, is a complex structure, since it includes both the pronunciation of sounds (the act of phonation), and the use of words, and their linking according to the rules of grammar, and the designation of certain objects with their help (the act of reference), and attributing certain properties and relations to these objects (the act of predication).

However, a person, as a rule, in the process of speaking also performs some action that has some extralinguistic purpose: he asks or answers, informs, assures, etc. A speech act, considered from the point of view of its extralinguistic purpose, acts as an illocutionary act. The integral, i.e., generalized and integral characteristic of an utterance as a means of carrying out an illocutionary act is called the illocutionary function, or illocutionary power of the utterance. There are two main components in the content of an utterance: the illocutionary function and the proposition.

Further, through speaking, a person achieves some result, although the result of the speech act may not correspond to the goal of the speech act. The speech act, considered in the aspect of its real consequences, acts as a perlocutionary act.

The theory of speech acts was created by J. Austin in the middle of the last century, he considered typical examples of illocutionary acts - question, answer, informing, assurance, warning, appointment, criticism, etc., noting that each language has its own nomenclature of such actions ( Austin 1986).

Illocutionary acts differ in a number of ways. The most famous classification of illocutionary acts was proposed by J. Searle (Searl 1986). The most significant of these features are:

purpose (moreover, only that purpose is meant, which, in accordance with the intention of the addresser, should be recognized by the addressee, and it may not coincide with the true purpose of the speaker);

direction of correspondence between utterance and reality;

the internal state of the speaker;

features of the propositional content of the speech act;

the connection of the speech act with extralinguistic institutions or institutions (Searle 1986:55).

Given these parameters, the whole set of illocutionary acts is divided into five main classes.

1. Representatives, oriented from reality to statement, aim to reflect the state of affairs in the world, suggest that the speaker has an appropriate opinion, and their propositional content is not limited in any way.

2. Directives, with an orientation from statement to reality, aim to induce the addressee to do / not to do something, suggest that the speaker has a corresponding desire, and their propositional content always consists in the fact that the addressee will / will not perform some action in the future.

3. Commissives, oriented, like directives, from the statement to reality, are used by the speaker in order to bind himself with an obligation to do / not do something, suggest that he has a corresponding intention, and their proposition always has the speaker as its subject.

4. Expressives aim to express a certain psychological state of the speaker (feelings of gratitude, regret, joy, etc.) as a reaction to the state of affairs defined within the framework of the proposition.

5. Declarations - differs from the other four in terms of connection with extralinguistic institutions and the specificity of the correspondence between the statement and reality arising from this fact: declaring (declaring) a certain state of affairs as existing, the speech act of the declaration thereby makes it exist in the real world (Searle 1986 ).

This classification is not entirely correct, since it does not divide the set into non-overlapping groups, and there are speech acts that have features characteristic of different illocutionary classes, but in most cases it is suitable for practical purposes.

Within the five main illocutionary classes, speech acts differ in a number of additional parameters:

Correlation of the speech act with the previous text;

Correlation of social statuses of communicants;

A way of connecting a speech act with the interests of the speaker and the listener;

The degree of intensity of the presentation of the illocutionary goal.

In the communicative context, speech acts are considered taking into account the role of the addressee as a participant in the communication process, that is, in an interactive aspect, which involves taking into account the exchange of actions (verbal and non-verbal), in which at least two persons participate.

Linguists distinguish a number of units of speech activity. The smallest unit, as a rule, is considered a speech act (act), followed by a speech course, speech interaction, or exchange, or dialogic unity, or microdialogue, speech event, or macro-dialogue (Susov 1984:56).

The speech course is the speech action of the communicant from the moment of entering into communication to the change of the speaker and, thus, in the dialogical text it is represented by a replica.

A hierarchically higher position than a move is occupied by speech interaction, which is an act of at least a single exchange of remarks between communicants.

A speech event consists of a series of interactions and forms rather independent, relatively closed dialogues under certain communicative conditions.

The term macroact is also used, meaning that one or more propositions and one or more illocutions are highlighted in the text, which determine its macrostructure. This is a macro act, the activity-target dominant of the text. The pragmatic association of speech acts occurs at all levels - at the level of a separate communicative course, at the level of interaction, at the level of transaction and the entire macro-dialogue (Bogdanov 1990:69).

As can be seen from the foregoing, the classification of J. Searle is quite enlarged, other classifications of speech acts are known, more detailed. The reason for this is that each researcher carries out a classification according to his own characteristics, based on the specific task assigned to him, depending on the theoretical positions of the researcher and the degree of detail of the classification features, and the number of varieties of pragmatic speech acts can reach up to several dozen. O. Jespersen, for example, refers to such a classification, which, however, he does not consider useful: jussive, compulsive, obligative, advisive, precative, hortative, permissive, promissive, optative, desiderative, intentionalis, apodictive, noncessitative, assertive, presumptive, dubitative , potentialis, conditionalis, hypotheticalis, concessionalis.

But, on the other hand, as already mentioned, for practical purposes, Searle's classification usually turns out to be sufficient, and in this paper we will use it.

1.2 Peculiarities translation artistic prose

Among the numerous complex problems that modern linguistics studies, an important place is occupied by the study of the linguistic aspects of interlingual speech activity, which is called "translation" or "translation activity".

A.D. Schweitzer, for example, pointed out that “one should not forget that translation is a purposeful activity that meets certain requirements and standards and is focused on achieving a certain result. These standards reflect the translator’s holistic orientation, without taking into account which it is impossible to satisfactorily explain the logic of translation decisions" (Schweitzer 1988:23).

Exploring translation as a special kind of verbal communication, translation theory is not limited to the analysis of its linguistic mechanism. After all, translation is not only the interaction of languages, but also the interaction of cultures. Translation reflects both the situation of generating the source text and the situation of translation. It is hardly possible to adequately describe the process of translation without taking into account the fact that it is carried out not by an idealized construct, but by a person whose value and psychological orientation inevitably affects the final result.

We are interested in this work, first of all, in the consideration of the translation process in terms of pragmatic, that is, interlingual transformation or transformation of a text in one language into a text in another language. The original text is not "transformed", on the basis of it another text is created that differs from the original text in terms of expression, that is, in form, but is equivalent to it in terms of content, that is, coinciding with it in meaning. Based on this, we can say that "translation is the process of transforming a speech work in one language into a speech work in another language while maintaining an unchanged content plan, that is, meaning" (Barkhudarov 1975:67).

It is necessary to note one more question that arises in connection with the above definition of translation equivalence as based on the preservation of an unchanged content plan, that is, meaning. At the same time, it is taken into account that language units are characterized by two-dimensionality, the presence of both form and meaning. At the same time, the decisive role for translation is played by the fact that different languages ​​contain units that differ in terms of expression, that is, in form, but coincide in terms of content, that is, in meaning. If we replace the English brother with the Russian brother, then the translation process takes place here, since these words, which differ in terms of expression, that is, in form, are the same or equivalent in terms of content, that is, in meaning. Most often, the minimum text (speech product) is a sentence, so the translation process is usually carried out within a single sentence, and in the sentence, as a rule, the discrepancy between units of different languages ​​in terms of content is eliminated. So, when translating, the English word brother is not simply replaced by the Russian brother or the English lives by Russian lives, but the entire English sentence My brother lives in London is replaced by the Russian sentence My brother lives in London, which differs from the original English sentence in terms of expression, that is, form, but equivalent to it in terms of content, that is, coinciding with it in meaning.

The main problem that the translator faces when transferring referential meanings expressed in the source text is the discrepancy between the range of meanings inherent in the units of the two languages, because there are no two different languages ​​in which the semantic units - morphemes, words, set phrases - would coincide completely in the full scope of its referential meanings.

L. S. Barkhudarov reduces the types of semantic correspondences between the lexical units of the two languages ​​to three main ones: 1) full correspondence; 2) partial compliance; 3) lack of correspondence (Barkhudarov 1975:94). Considering these three cases separately, L. S. Barkhudarov emphasizes that for the theory and practice of translation, the last two cases (partial correspondence and complete lack of correspondence) are of particular interest and difficulty.

Of course, the translation of vocabulary that does not have correspondences in the target language is a certain difficulty, but this difficulty is quite surmountable. Any language can in principle express any concept; the absence in the vocabulary of the language of a special designation for a concept in the form of a word or a stable phrase does not mean that it is impossible to express this concept by means of this language. At the same time, the main goal of translation is always to achieve adequacy. An adequate or equivalent translation is a translation that is carried out at a level necessary and sufficient to convey an unchanged content plan while observing the corresponding expression plan, i.e. standards of the target language.

By definition, A.V. Fedorov, adequacy is "an exhaustive transfer of the semantic content of the original and a complete functional and stylistic correspondence to it" (Fedorov 1983:78).

The main task of the translator in achieving adequacy is to skillfully perform various translation transformations so that the translated text conveys all the information contained in the original text as accurately as possible, while observing the relevant norms of the target language.

Lexical transformations are used when translating if a non-standard linguistic unit at the word level occurs in the source text, for example, some proper name inherent in the source language culture and absent in the target language; a term in a particular professional field; words denoting objects, phenomena and concepts that are characteristic of the original culture or for the traditional naming of elements of a third culture, but which are absent or have a different structural and functional order in the translating culture.

The peculiarity of literary translation considered in this work lies in the fact that literary translation belongs to the category of complex concepts associated with the creative solution of the problems of intercultural and interliterary mediation. In the case of literary translation, the translator is required not only to understand the original meaning, but also to be able to reproduce it in another language, that is, in essence, to create foreign language conditions in which a similar artistic function of a linguistic sign is manifested.

The first objective condition for the translation of a literary text is that the translator reproduces not only and not so much the linguistic signs that make up this text, but their individual and cumulative artistic functions. This requires an understanding of the meaning, that is, the system of images of a literary text in its unity with the means of expression, which is the second necessary condition for literary translation.

Since, due to linguistic and cultural differences, it is impossible to accurately convey all the artistic features of the original, some part of the artistic information is lost. However, the figurative movement of the main idea of ​​the poetic work and the main way of its reproduction should remain unchanged.

Reproduction of the complex semantics of a word, its figurative basis, taking into account all the semantic, figurative and sound connections, is not always a feasible task. The difference in the semantic structure of the word becomes an obstacle: different degrees of breadth of semantics, differences in the stylistic characteristics of the word, in the possibility of compatibility with other words, sharp differences in the morphological structure of the word. In relation to the translation of an English work of art into Russian and, in particular, to the transfer of pragmatic aspects, a large polysemantic nature of English words plays a significant role.

2. Practical study of pragmatic aspects of translation

As a research material in this paper, we used Agatha Christie's story "At Bertam's Hotel" ("The Girl on the Train") in comparison with two translations of the same text into Russian. Russian texts were considered according to the translations of O. Batanova and P. Rubtsov.

The story "The Girl on the Train" was written in 1934, which was at the peak of Agatha Christie's work. The story "The Girl on the Train" is not large in volume, but it is very dynamic, it describes many actions of the characters, often unexpected and unpredictable actions.

Three considerations can be given to justify the choice of research material.

Firstly, the specifics of a detective story is that in the course of the plot, both the main characters (detectives, professionals or amateurs) and a large number of minor characters carry on continuous conversations; for detectives, conversations, interrogations and polls are an important part of their work, for the writer's dialogues of the characters provide an opportunity to tell the reader a lot of valuable information. In a classic detective story, the writer tells the reader all the information that becomes known to the investigator, and thus the reader is included in a kind of intellectual game, he can solve the riddle before the literary detective does. As a result, most of the pragmatic information that is important for the content of the work is stated in the words of the characters, and therefore the main part of their verbal material is precisely dialogic speech acts of various kinds, communicated to other characters.

Secondly, Agatha Christie is a famous English writer and a recognized master of the word. Her texts are distinguished by diversity, liveliness, emotional and informative richness. Therefore, the texts of Agatha Christie can be considered in a certain respect a model of the English language, and the literary, artistic and linguistic means used by her can be considered as a high-quality representation of literary English.

Therefore, the ways of conveying pragmatic aspects found in the text of the story are indicative of the English language as a whole and deserve to be studied as examples of the practical use of language means in situations of linguistic communication.

As mentioned above, the whole set of illocutionary acts is divided into five main classes. 1. Representatives.

2. Directives. 3. Commissions.

4. Expressives.

All of them are characterized by a number of features - purpose; direction of correspondence between utterance and reality; the internal state of the speaker; features of the propositional content of the speech act; the connection of a speech act with extralinguistic institutions or institutions. According to the named scheme, a practical analysis of the text of the story is further carried out.

2. 1 Representatives

Representatives are oriented from reality to statement, aim to reflect the state of affairs in the world, assume that the speaker has an appropriate opinion, and their propositional content is not limited by anything.

The representatives in the text of the story are presented quite widely, and primarily because the writer is required, both in his text from the author and with the help of characters' replicas, to give the reader a broad picture of events and facts, to give characteristics of the characters, their relationships, etc. Consider the following example.

This statement is representative because it reflects the presence in England of a town called Rowland Castle.

Agatha Christie's stories are predominantly upper- or middle-class characters and use traditional English language etiquette, with an accompanying set of language clichés. This style can be conditionally called the style of secular conversations, or, more precisely, in the terminology of I. V. Arnold, the register of secular conversations. The use of such a register, among other things, serves as an indication of the social status of the actors, that is, it also performs the function of a representative, determining the mutual position of the actors on the social ladder.

The register of secular conversations specifies the use of neutral and strictly literary vocabulary, any jargon and vulgarisms are excluded. The syntax is emphatically correct, the norms of language etiquette are strictly observed.

Here we can note a very important pragmatic aspect related to the difference in the social status of the speakers, that is, the aspect that in theory is called "the connection of a speech act with extralinguistic institutions or institutions." The speaker, addressing a person of higher social status and being a master for him, is necessarily polite and uses the word sir, and he, in turn, will never turn to a servant with this word.

We have a situation of formal communication, which is characteristic of the communication of people belonging to different social strata, or, as in this case, the communication of a servant and a master. At the same time, both interlocutors equally use a strictly formal style.

In the framework of this work, we will consider the subjective situation of a particular communication as criteria for language acts to the corresponding categories, and use the assessments of the characters in the stories. So, in this dialogue, the servant expects to tell George some information that he considers positive, therefore, this information, firstly, was previously unknown to George, that is, it is new for him, and secondly, this message is a pure example of a representative.

There are many similar situations of communication between masters and servants in the text of the story. At the same time, one can also notice such a feature as the initiative of a person with a higher social status in any particular conversation. In rare cases, servants become the initiators of the dialogue. Servant-initiated conversations occur only when they report on some events that are worthy of the attention of their masters, that is, they use representatives in the full sense of the word.

So, for example, in the following quote, the unexpected birth of a cat, which until then everyone thought was a cat, is new information for George, and this news is told to him by a servant.

Naturally, in this case, as in many other examples, the message addressed by the servant to George is more complex in its semantics. In itself, the fact of the appearance of kittens for the interlocutors is not of particular interest, it is important for them that the cat cannot be used for the purposes intended by George, and the inability of the cat to fulfill the role intended for him makes it difficult to implement George's plans. Moreover, by raising objections, the servant indirectly makes it clear to George that his plans are unrealistic, that he should not leave, and so on.

A literary text is generally distinguished by the richness and complexity of its semantic and pragmatic meaning, and this fragment is no exception.

Quite obvious syntactic means of expressing and forming a special style of Agatha Christie are all sorts of descriptions and enumerations.

This technique should be recognized as typical for detective literature, since it attaches great importance to the most detailed description of the picture of the action, the description of people, the description of places and events.

Quite often, in such enumerations, facts and evidence important for exposing criminals can be hidden, which an attentive reader can discover even before their significance is estimated by the detective. The disguise of such facts among a large amount of related and possibly useless information, given in rather monotonous enumerations, is a trick of the author's game with the reader. The author thus gives the reader the information necessary to solve the crime, but in order to find this information, the reader must be very careful.

Of course, all such descriptions are representative.

2. 2 directives

Directives represent a fairly broad class of illocutionary acts. They are intended to induce the addressee to do or not to do something, suggest that the speaker has a corresponding desire, and their propositional content is always that the addressee will or will not perform some action in the future. Naturally, first of all, directives (in the form of explicit orders) are addressed in a hierarchy from superior to inferior, in the following example - from a passenger to a railway guard.

Subordinates basically give their superiors detailed and structured answers in full accordance with etiquette.

The following directive example is grammatically formatted as a question.

Here it is necessary to clarify that in some systems of pragmatic classification of speech acts, questions are separately distinguished, that is, interrogatives or questives. But, on the other hand, the main purpose of interrogative statements is to request information, in other words, to encourage the addressee to perform a certain verbal action. Based on the fact that the interrogative contains the motivation of the addressee, then in the framework of this work, the interrogative can be attributed to directives.

In addition, it should be noted that in English, standard etiquette questions do not always require an answer, they serve as directives.

Here the expression I beg your pardon?, which is formally representative ("I'm sorry") and designed as a quest, actually has the meaning of a directive - a request to repeat what was said.

2. 3 commissions

Commissives are oriented, like directives, from the statement to reality, and are used by the speaker to bind himself to do (or not to do) something, suggest that he has a corresponding intention, and their proposition always has the speaker as its subject.

So in the following quote, George binds himself to a certain obligation.

It should be noted that in the dialogue commissives are used in close connection and in interweaving with other types of illocutionary acts.

So, George uses the representative here (a fricassee of veal is in preparation), and the indirect directive (telling the servant how he can be called - A wire to me there, or a discreet advertisement in the morning papers, he actually addresses the servant with a message that a servant or uncle will have to call him in. That is, the commissive here is at the same time directives).

2. 4 Expressives

Expressives, as you know, aim to express a certain psychological state of the speaker as a reaction to the state of affairs defined within the framework of the proposition.

In the text under consideration, the message of various kinds of news (representatives), especially unexpected or bad news, is most often accompanied by an expression of an emotional attitude to this news. At the same time, when bad news is reported, emotions are expressed, naturally, unfavorable.

To express an emotional attitude to the statement in the above example, an exclamation mark and an emotional colloquial expression rotten things are used.

Expressives often include representatives.

In this example, George, bursting into expressions of expressive courtesy, is actually telling the stranger that he really cares about her. George fell in love at first sight.

Naturally, in expressives, in most cases, the attitude of the speaker to the content of the message is conveyed using standard expressions, often with the help of interjections.

"The Girl on the Train"	Translation by O. Batanova	Translation by P. V. Rubtsov
George had hardly had time to take in the girl's appearance, so sudden had been her arrival, and so brief the space of time before she crawled into hiding, but it was certainly a trim and well-dressed young woman who had disappeared under the seat Now her little red hat was crushed and dented, and her face was disfigured with long streaks of dirt. "Oh!" said the girl.	George did not have time to properly examine the girl, her appearance was so sudden and she took refuge in her hiding place so quickly, but he had time to notice that she was young, beautiful and well dressed. Now her red hat was wrinkled, and her face was smeared with dust. ABOUT! - only the girl said.	This passage has been omitted from the translation.

A word or message has an emotional component of meaning if it expresses some emotion or feeling. Pure signs of emotions are interjections. These words make up a very special layer of vocabulary, since they do not have a subject-logical meaning. The expression of an emotion or feeling is usually associated not only and not so much with the desire to communicate about them, but with the desire to convey them to others. Among the most frequent evaluative interjections is the interjection oh. Especially characteristic is the widespread use of interjections for the expressive speech of girls.

Conclusion

This paper discusses pragmatic aspects in the translation of fiction from English into Russian. Pragmatics, first of all, takes into consideration those aspects of the language that take into account the human factor, draws attention to the functional aspect of language means, their contextual conditionality, and linguistic communication in terms of the mutual influence of communicants in the process of communication. At the same time, there is no strict distinction between semantics and pragmatics, since only the aspect of studying the same linguistic phenomena differs: if only expressions and their designates are analyzed, then this study belongs to the field of semantics, but if the study takes into account the influence of a person using a language, then it belongs to the realm of pragmatics.

In particular, within the framework of pragmatics, the theory of speech acts stands out. At the same time, a speech act is understood as a certain minimum unit of speech activity.

The subject of a speech act - the speaker - produces an utterance, as a rule, calculated on the perception of it by the addressee - the listener. The utterance acts both as a product of a speech act and as a tool for achieving a specific goal. Depending on the circumstances or conditions in which a speech act takes place, it can either achieve its goal and thus be successful, or not achieve it.

Illocutionary acts differ in a number of ways. The most significant of these features are: purpose; direction of correspondence between utterance and reality; the internal state of the speaker; features of the propositional content of the speech act; the connection of a speech act with extralinguistic institutions or institutions.

Given these parameters, the whole set of illocutionary acts is divided into five main classes - representative, directive, commissive, expressive and declaration.

This classification does not divide the set into non-overlapping groups, and there are speech acts that have features characteristic of different illocutionary classes, but in most cases it is suitable for practical purposes.

In this paper, the features of pragmatics in the translation aspect are considered. The story "The Girl on the Train" in the original and in translations by O. Batanova and P. Rubtsov was used as material for the analysis.

We are primarily interested in the consideration of translation, and its consideration in terms of pragmatics. In this case, interlingual transformation or transformation of text in one language into text in another language takes place. The original text is not "transformed", on the basis of it another text is created that differs from the original text in terms of expression, that is, in form, but is equivalent to it in terms of content, that is, coinciding with it in meaning.

At the same time, it is a literary translation that is a literary work reproduced in another language. Since, due to linguistic and cultural differences, it is impossible to accurately convey all the artistic features of the original, some part of the artistic information is lost. However, the figurative movement of the main idea of ​​the poetic work and the main way of its reproduction should remain unchanged.

As mentioned above, the whole set of illocutionary acts is divided into five main classes.

1. Representatives.

2. Directives.

3. Commissions.

4. Expressives.

All of them are characterized by a number of features - purpose; direction of correspondence between utterance and reality; the internal state of the speaker; features of the propositional content of the speech act; the connection of a speech act with extralinguistic institutions or institutions.

First of all, we can note the absence of declarations in the text of this story, but the rest of the illocutionary classes are widely used.

We can note a very important pragmatic aspect related to the difference in the social status of the speakers, that is, the aspect that in theory is called "the connection of a speech act with extralinguistic institutions or institutions", and is displayed when choosing language means. The speaker, addressing a person who is lower in social status and dependent on him, does not expect either a special reaction or an assessment of the plausibility of the statement. There are many similar situations of communication between masters and servants in the text of the stories. At the same time, such a feature as the initiative of a person with a higher social status in a conversation is noted.

Directives represent a fairly broad class of illocutionary acts. They aim to induce the addressee to do / not to do something, suggest that the speaker has a corresponding desire, and their propositional content always consists in the fact that the addressee will / will not perform some action in the future.

Naturally, first of all directives are sent from masters to servants. Servants generally give their masters answers that are detailed and built in full accordance with etiquette.

In some cases, directives are structured and grammatically formatted as questions. Based on the fact that the main purpose of interrogative statements is to request information, in other words, the interrogative contains the addressee's motivation, then in the framework of this work, the interrogative can be attributed to directives.

Commissives are oriented, like directives, from the statement to reality, and are used by the speaker to bind himself to do (or not to do) something, suggest that he has a corresponding intention, and their proposition always has the speaker as its subject. It should be noted that in the dialogue commissives are used in close connection and in interweaving with other types of illocutionary acts.

Expressives aim to express a certain psychological state of the speaker as a reaction to the state of affairs defined within the framework of the proposition. In the text under consideration, the message of various kinds of news (representatives), especially bad news, is most often accompanied by an expression of an emotional attitude to this news.

Declarations, as noted above, were not found in the text of the story under consideration.

The detective genre in general is a special task for the translator, because, in addition to the author's intention and artistic features, the translator must convey exactly the features of the detective genre, mystery, perhaps - mystery, perhaps - the translator even has to scare the reader (if the author intended it).

Of course, the translation always introduces some changes into the text, which is due to objective reasons - simply because the translation is written in a language different from the original. But a good translator should be able to convey the content of the original as fully as possible by means of the target language.

In any case, the translation must convey the pragmatic meanings of the original, the same is required of the semantic and stylistic content of the translation, and of its emotional and expressive component, since all these aspects contain important information for the author. Translation distortions, which are inadmissible in a literary translation in general, are doubly inadmissible in a detective story, in a classic detective story, where the author gives the reader all the necessary traces of a criminal, and the reader himself has the opportunity, before a professional policeman or amateur detective does it in the text, to find a solution puzzles.

List of used literature

1. Arnold I.V. Stylistics. Modern English. - M.: Flinta: Science, 2002.

2. Arutyunova N.D. Addressee factor // Izv. Academy of Sciences of the USSR. SLA. T.4. No. 4, 1981.

3. Barkhudarov L.S. Language and translation. - M., 1975.

4. Barkhudarov L.S., Shteling D.A. English grammar. - M., 1973.

5. Barkhudarov L. S. The structure of a simple sentence in modern English. - M.: Higher School, 1966.

6. Bogdanov V.V. Text and text communication. - St. Petersburg. 1993

7. Vezhbitskaya A. Speech acts // New in foreign linguistics. Issue. 16. Linguistic pragmatics, 1985.

8. Gasparov M.L. Broken styling style. // UFO. 2004, no. 70.

9. Demyankov V.Z. Pragmatic foundations of utterance interpretation // Izv. Academy of Sciences of the USSR SLYA 1981, No. 4.

10. Jespersen O. Philosophy of Grammar. - M.: Publishing house of foreign literature, 1958.

11. Ivanova I.P., Burlakova V.V., Pocheptsov G.G. Theoretical grammar of modern English. - M.: Higher School, 1981.

12. Minyar-Beloruchev R.K. Theory and methods of translation - M., 1996.

13. Austin J. Word as action // New in foreign linguistics. Issue. 17. Theory of speech acts. - M., 1986.

14. Retsker Ya.I. Translation theory and translation practice. - M., 1974.

15. Searl J. R. Indirect speech acts // New in foreign linguistics. Issue. 17. Theory of speech acts. - M., 1986.

16. Susov I.P. Communicative-pragmatic linguistics and its units // Pragmatics and semantics of syntactic units: collection of scientific. works. - Kalinin: KSU Publishing House, 1984.

17. Toper P. Translation and literature: the creative personality of the translator. // Questions of Literature. 1998, No. 6.

18. Fedorov A.V. Fundamentals of the general theory of translation (linguistic problems). - M.. 1983.

19. Hornby A.V. Structures and expressions of the English language. - M.: Booklet, 1992. - 336 p.

20. Schweitzer A.D. Translation Theory: Status, Problems, Aspects - M., 1988.

Research materials

1. Christie A. The Girl In The Train // The Golden Ball and Other Stories. - N.Y.: Dodd, Mead and Company, 1971.

2. "The Girl on the Train", trans. O. Batanova // Agatha Christie. Stories. - M.: Price list, 1991.

3. "The Girl on the Train", trans. P. Rubtsova // Classic detective story. - M.: Eksmo, 1994.

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Types of translation and text as an object of translation. Stylistic affiliation and features of texts in the field of construction. The significance of lexical equivalence in the translation of construction texts. Features of the translation of vocabulary in the field of construction.

In recent years, semantic syntax has been intensively developed. Research /Weinreich, Fillmore/ led to the discovery of another aspect - the isomorphism of words and sentences. Like a word, a sentence can perform a denominative or nominative function. In other words, the sentence has a denotative meaning, i.e. correlates with a denotation - a certain situation of reality.

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The propositive nomination is derived from the totality of individual lexical meanings that make up the sentence. It is strictly specific and makes each sentence in a speech act unique and different from others, for example, in the following sentences:

The hunter shot the bear

The nurse knitted a sweater

The plumber fixed the heater

There is one and the same model and one and the same structural meaning, which constitute the invariant features of these sentences. The difference here is in the area of ​​propositive nomination, which is separate in relation.

Consider now the relationship of synonymy. It is believed that two surface structures are derived from the same deep structure. Since semantic Structures, transformations that change the form of a sentence when it is output, sentences do not add. In other words, the meaning of a sentence does not depend on the result of the transformations that map it into the Surface Structure. Let's take synonymous sentences (1) and (2):

• (1) Dick admitted Spiro had contacted the boys at ITT.
• (2) The boys at ITT were admitted by Dick to have been contacted by. There are a number of other proposals that represent theorems
• (3) That Spiro had contacted the boys at ITT was admitted by Dick.
• (4) Dick admitted to someone that Spiro had contacted the boys at ITT.

In general, we can identify the main cases of inconsistency between the formal and semantic aspects of the sentence. At the same time, the material for studying the asymmetry of these aspects is 347 cases. Examples to illustrate this kind of relationship were selected by continuous sampling from works of art or given by the author on the basis of the presence in the sentence of grammatical phenomena that indicate the asymmetry of the formal and semantic aspects, and subject to the possibility of transformation while maintaining the semantics of the syntactic unit, i.e. deep structure.

The first group we distinguish is the use of passive structures. Since passive constructions are quite frequent in English, this group is represented by the largest number of syntactic units and amounts to 138 cases.

Recall that the same type of deep syntactic connection can be represented in different surface structures. Thus, English sentences have a different surface structure, but the deep syntactic relations expressed in them are the same: "action - doer - object of action - addressee of action."

Similar relationships can be seen in the following examples:

• 18. John gave Mary a book. A book was given Mary by John. Mary was given a book by John.
• 19. The result was, that, after a few struggles, Oliver breathed, sneezed, and proceeded to advertise to the inmates of the workhouse the fact of a new burdenhaving been imposed upon the parish, by setting up as loud a cry as could reasonably have been expected from a male infant who had not been possessed of that very useful appendage, a voice, for a much longer space of time than three minutes and a quarter (Dickens).
• 20. Now, if, during this brief period, Oliver had been surrounded by careful grandmothers, anxious aunts, experienced nurses, and doctors of profound wisdom, he would most inevitably and indubitably have been killed in no time (Dickens).
• 21. For a week after the commission of the impious and profane offence of asking for more, Oliver remained a close prisoner in the dark and solitary room to which he had been consigned by the wisdom and mercy of the board (Dickens).
• 22. Though I haven't ever been on the screen I was brought up in pictures (Fitzgerald).

In the above sentences, transformations of passive constructions that have similar semantic content are also possible. The second group of cases of asymmetry of the formal and semantic aspects of the sentence is represented by the spatial construction thereis / are, which can be transformed into a sentence with direct word order while maintaining the semantics of the sentence. This group is represented in our study by 85 cases of using this structure. Let's consider some cases:

• 23. The parish authorities inquired with dignity of the workhouse authorities, whether there was no female then domiciled in "the house" who was in a situation to impart to Oliver Twist, the consolation and nourishment of which he stood in need. The workhouse authorities replied with humility, that there was not (Dickens).
• 24. They can examine for themselves whether there has been anything in the public career of that country during these past eight years, or whether there isanything in its present position, at home or abroad, which suggests that those influences and tendencies really do exist ( Dickens).
• 25. He had, as the cliche‚ has it, faced death many times; but always death of a very familiar and tangible nature, consequently, there is no inconsistency in the fact that the idolized lion of the Twentieth Fleet felt chilled in the suddenly musty atmosphere of an ancient room (Asimov).
• 26. There is some strange connection between it and those groups among your countrymen who dream and drivel of ancient days and what they call liberty and autonomy. Eventually the matter might become a danger to the State (Asimov).

The third group in terms of frequency of use is cases of using a semantically empty subject, i.e. impersonal structure. The group is represented in the study by 60 syntactic units. Let's look at some examples:

• 27. It is a sin to want to die (O "Henry).
• 28. It is useless for you or the most skilful detectives to attempt to find him (O "Henry).
• 29. I "m sorry we lose the ransom; but it was either that or Bill Driscoll to the madhouse (O" Henry).

Sentence 27 is transformed into the structure to want to die is a sin, sentence 28 into your or the most skilful detectives" attempts to find him are useful or you or the most skilful detectives can hardly find him, sentence 29 into the choice was that either that or Bill Driscoll to the madhouse.

The fourth group distinguished by us includes 51 syntactic units and represents cases of inverse constructions. Let's consider some of them:

• 30. Up went the stranger, up ran their follower (Twain).
• 31. So went the hum (Meredith)

In these examples, when the inversion is eliminated, the semantic content will also not change, since the inversion is used to demonstrate either a sharp change in the situation (example 30) or the continuation of some action (example 31).

The fifth group consists of only 26 syntactic units, which are cases of intensification. Let's analyze the examples:

• 32. Although I am not disposed to maintain that the being born in a workhouse, is in itself the most fortunate and enviable circumstance that can possibly befall a human being, I do mean to say that in this particular instance, it was the best thing for Oliver Twist that could by possibility have occurred (Dickens).
• 33. Unfortunately for, the experimental philosophy of the female to whose protecting care Oliver Twist was delivered over , a similar result usually attended the operation of her system; for at the very moment when the child had contrived to exist upon the smallest possible portion of the weakest possible food, it didperversely happen in eight and a half cases out of ten, either that it sickened from want and cold, or fell into the fire from neglect, or got half-smothered by accident; in any one of which cases, the miserable little being was usually summoned into another world, and there gathered to the fathers it had never known in this (Dickens).

In both cases (examples 32, 33), the intensification element (do, did) can be omitted, since it does not carry any semantic information, but serves as a means of expressing emotions.

The sixth group is cases of emphatic constructions, their frequency is low, and cases of using an emphatic construction amounted to only 18 units:

• 34. It was me who did it! I wear! (O Henry)
• 35. It "s you I wanted to listen to (Asimov).

Sentence 34 can be transformed into the structure in fact I didit, and sentence 35 into Iwantedtolistenonlytoyou. These examples initially express emotions, just like the examples we give in the fifth group.

The seventh group is represented by 19 syntactic units containing nominalization cases (have a snack, have a talk, have a conversation), which can be transformed into the corresponding verb constructions.

Separately, as examples of the asymmetry of the semantic and formal, sentences can be considered, in the structure of which there are modal constructions that indicate the degree of confidence, however, these cases are considered in the category of modality, which is one of the most complex and multifaceted phenomena studied in linguistics, therefore in this work, such examples are not considered, these units should be devoted to a separate study.

CHAPTER 2 PRACTICAL RESEARCH AND RESULTS

CONCLUSION

LIST OF ABBREVIATIONS(Annex 7)

LIST OF USED SOURCES(literature);

APPENDIX(i) (if any).

Introduction

Introduction is the introductory part of the WRC.

The introduction states:

- the relevance and significance of the topic, the degree of its development in the literature, including the existing approaches in science and practice to the problem formulated in the WRC topic;

- the purpose and objectives of the work are formulated, corresponding to the number of chapters of the work;

- the structure of the work is characterized;

The volume of the introduction should be small - 2-3 pages. The introduction to the WRC must contain the following elements:

Definition of the topic of work. It is necessary to cite several (2-3) phrases from the educational literature that characterize the basic concepts of the topic.

The relevance of the work. It is necessary to indicate the current situation, why the problem raised in the topic is relevant. The rationale may begin with the phrase: "The relevance of this topic is due to the fact that ...".

Objective. The goal shows the direction of the disclosure of the topic of the work. For example: “The purpose of the final qualification work is ...” or “The purpose of this work is to study (describe, define, establish, research, develop, disclose, illuminate, identify, analyze, generalize) ...

The purpose of the study may be (according to Yu.K. Babansky):

– substantiation of new diagnostic methods;

- substantiation of symptomatic patterns;

- identification of a complex of necessary studies to solve medical problems;

- substantiation of new forms, methods and means of treatment;

WRC tasks

Objectives are ways to achieve a goal. In accordance with the main goal, 3-4 target tasks should be identified that need to be solved in order to achieve the main goal of the study. Each of the tasks is formulated in accordance with the chapters of the work.

An example of formulating tasks: “To achieve the goal set in the final qualification work, the following tasks were defined:

Object and subject of WRC

An object is a process or phenomenon chosen for study. The object of research cannot be a person; it is a healing process, a phenomenon, a fact. For example, the nursing process, the activities of a nurse, etc.

The subject is narrower and more specific. It is located within the boundaries of the object and reflects some side (aspect, properties, features, relationships) of the object to be studied.

The object is always "inside" the object and is its sign. The subject of the study is formulated in detail and specifically, therefore there are always more words in its formulation than in the formulation of the object.

“The subject of research is those specific features, properties, processes within the object, which, in fact, the researcher is considering” (V.V. Guzeev). The subject of the study can be the content, forms and methods of medical influence, the stages of the nursing process, the relationship between the patient and the nurse, etc.

Information base for writing WRC (sources of information). The sources that were used to write the work are listed. For example: “When writing the final qualifying work, literature on ...”, “Materials were used to perform the analysis in the practical part ...”.

Research methods. A method is a way to achieve a goal. To solve any scientific problem, not one, but several methods are used. The results of the study are more reliable, the richer the arsenal of methods used. Their choice depends on the field of science, on the topic, problem, hypothesis, goals and objectives of the study.

When performing educational and research work, observation methods and methods related to the survey (questionnaires, interviews, conversations) are often used.

Research hypothesis. An assumption is made about the existence of a connection between phenomena, the cause of phenomena, necessary and sufficient conditions, structural elements, criteria, functions, boundaries, features of functioning, etc. It is important that this conclusion cannot be considered fully proven.

A hypothesis always contains a contradiction. A hypothesis is a possible answer to a question in a problem. The hypothesis must be proven!

The hypothesis is formulated as follows:

SOMETHING contributes to the development of SOMETHING, IF.

SOMETHING will ensure the development of SOMETHING, PROVIDED that ...

SOMETHING is a means of SOMETHING WHEN...

In experimental-practical and theoretical work, there may be no hypothesis.

The practical significance of the study. Must be defined and described. It is necessary to indicate who will benefit from the results obtained, the developed materials. How and when it is advisable to use them in the educational process in educational institutions.

Work structure. In this element, it is indicated how many chapters the work consists of, a summary of the chapters is given and given.

Main part

The main part of the work consists, as a rule, of two logically connected chapters. Chapters may be subdivided into paragraphs. Headings should clearly and concisely reflect the content of chapters and paragraphs.

Chapter 1 - the theoretical part - contains a review of the literature and an analysis of the work of previous researchers on this topic.

If the subject of the WRC allows, then a description of the regulatory documents regulating the issue under study is given.

Based on the analysis of the literature, it is necessary to reflect one's own point of view regarding this problem. It is possible to describe development trends and

improving the theory over a period of time. The content of the theoretical chapter must strictly correspond to the theme of the WRC.

Chapter 2 - the practical part - presents the results of their own research: characteristics of the objects and methods of research, the results obtained and their analysis, statistical processing of the research results, illustrative material.

Conclusion

In conclusion, it is necessary to briefly summarize the material presented in the main part.

In the first part of the conclusion, it is necessary to reflect the main conclusions that the student came to when studying the theoretical aspects of this topic (based on educational and scientific literature). These conclusions should reflect the relevance of this topic and its practical significance.

In the second part of the conclusion, it is necessary to give a brief formulation of the results that the student came to when completing the practical part (conclusions for each task set in the introduction).

In addition, the conclusion must include:

- conclusions on certain controversial issues, scientific discussions;

- assessment of the prospects for the development of the phenomenon under study;

- an indication of the practical value of the work (if any);