Azərbaycan Respublikası “ÇAĞ” Öyrətim İşlətmələri

«TƏRCÜMƏŞÜNASLIQ VƏ ONUN MÜASİR DÖVRDƏ ROLU» III Respublika tələbə elmi-praktik konfransı 
 
 
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translator might produce a reasonably acceptable version of the same text, which, 
however, may very well reflect a completely different background, culture, sensitivity, 
and temperament. Such differences cannot, in Chabban's view (1984), detract from 
the merit of either translator. This is simply because translation is decidedly a more 
difficult job than creation. 
TRANSLATION PROBLEMS 
Translation problems can be divided into linguistic problems and cultural prob-
lems: the linguistic problems include grammatical differences, lexical ambiguity 
and meaning ambiguity; the cultural problems refer to different situational features. 
This classification coincides with that of El Zeini when she identified six main 
problems in translating from Arabic to English and vice versa; these are lexicon, 
morphology, syntax, textual differences, rhetorical differences, and pragmatic factors. 
Another level of difficulty in translation work is what As-sayyd (1995) found 
when she conducted a study to compare and assess some problems in translating 
the fair names of Allah in the Qu'ran. She pointed out that some of the major problems 
of translation are over-translation, under-translation, and untranslatability. 
Culture constitutes another major problem that faces translators. A bad model 
of translated pieces of literature may give misconceptions about the original. That 
is why Fionty (2001) thought that poorly translated texts distort the original in its 
tone and cultural references, while Zidan (1994) wondered about the possible role 
of the target culture content as a motivating variable in enhancing or hindering the 
attainment of linguistic, communicative and, more importantly, cultural objectives 
of EFL (English as a Foreign Language) education. Hassan (1997) emphasized this 
notion when he pointed out the importance of paying attention to the translation of 
irony in the source language context. He clarified that this will not only transfer the 
features of the language translated but also its cultural characteristics.
 
COMPOSING SKILLS 
At this point, the mental construction resulting from interpretation seeks an outer 
expression. 
Osimo (2002) suggests that, in this expression stage, there are two substages. 
One is aimed at expression, the other at cohesion. The translator, having finished 
his/her interpretative work, has two needs: first, to externalize the set of impressions 
caused by the text and translate into speech elements the impressions the mind 
produced by contact with the prototext; and second, to make this product coherent 
within itself, i.e., transform the set of speech elements into a text (the metatext). 
He describes the passage from mental content to written text in these terms: 
• 
pinpointing elements useful for discrimination of the content to be expressed 
from similar contents; 
• 
pinpointing redundant elements; 
• 
choice of words (lexicalization) and attention to their cohesion (inner links); 

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• 
choice of grammatical structure(s); 
• 
linear order of words; 
• 
parts of speech; 
• 
sentence complexity; 
• 
prepositions and other function words, and 
• 
final form. As a novice translator, or a student translator, you are invited 
to make use of the following basic strategies:
 
• 
Use correct word order as used in the target language. 
• 
Use correct sentence structures as used in the target language. 
• 
transmit the ideas of the text in clear sentences in the target language. 
• 
Rephrase certain sentences to convey the overall meaning translated; 
• 
Make changes to the text as a whole to give it a sense of the original 
without distorting the original ideas. 
• 
Try one or more of the following strategies when facing problems of 
untranslateability. 
a.  Syntactic strategies: 
o 
Shift word order. 
o 
Change clause/sentence structure. 
o 
Add or change cohesion. 
b.  Semantic strategies: 
o 
Use superordinates. 
o 
Alter the level of abstraction. 
o 
Redistribute the information over more or fewer elements.  
c.  Pragmatic strategies: 
o 
Naturalize or exoticize. 
o 
Alter the level of explicitness. 
o 
Add or omit information. 
CONCLUSION 
This study described the basic skills and strategies that novice translators as 
well as student translators need to master in their daily experiences with translation 
tasks. The main skills proposed are: reading comprehension, researching, analytical, 
and composing skills. The study suggested other sub-skills and strategies for plant-
ing one's feet firmly in the land of translation. The skills and strategies presented in 
this study represent just the basic level for beginners and students. However, advanced 
and professional translators may find them relevant as well.  
REFERENCES 
1.  As-sayyad, S.,M., (1995). "The problem of English Translation Equivalence of the fair names of 
Allah in the Glorious Qu'ran": A Contextual Study." MA thesis, Faculty of Education, Ain 
Shams University. 

«TƏRCÜMƏŞÜNASLIQ VƏ ONUN MÜASİR DÖVRDƏ ROLU» III Respublika tələbə elmi-praktik konfransı 
 
 
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2.  Attia, I.,M.,(1975). "A classification of some common Erodes involved in the process of Written 
Translation from Arabic into English and some Suggestions for Remedial Measures.", MA 
thesis, Faculty of Education, Al Azhar University. 
 
 
CULTURAL ASPECTS OF TRANSLATION 
Turkan HASANOVA 
Qafqaz University Translation and Interpretation Department  
III Course student 
 
The term 'culture' addresses three salient categories of human activity: the 'per-
sonal,' whereby we as individuals think and function as such; the 'collective,' whereby 
we function in a social context; and the 'expressive,' whereby society expresses itself. 
Language is the only social institution without which no other social institution 
can function; it therefore underpins the three pillars upon which culture is built. 
Translation, involving the transposition of thoughts expressed in one language 
by one social group into the appropriate expression of another group, entails a process 
of cultural de-coding, re-coding and en-coding. As cultures are increasingly brought 
into greater contact with one another, multicultural considerations are brought to 
bear to an ever-increasing degree. Now, how do all these changes influence us when 
we are trying to comprehend a text before finally translating it? We are not just 
dealing with words written in a certain time, space and socio-political situation; most 
importantly it is the "cultural" aspect of the text that we should take into account. The 
process of transfer, i.e., re-coding across cultures, should consequently allocate 
corresponding attributes vis-a-vis the target culture to ensure credibility in the eyes of 
the target reader. 
Multiculturalism, which is a present-day phenomenon, plays a role here, because 
it has had an impact on almost all peoples worldwide as well as on the international 
relations emerging from the current new world order. Moreover, as technology 
develops and grows at a hectic pace, nations and their cultures have, as a result, 
started a merging process whose end (-point?) is difficult to predict. We are at the 
threshold of a new international paradigm. Boundaries are disappearing and dis-
tinctions are being lost. The sharp outlines that were once distinctive now fade and 
become blurred. 
As translators we are faced with an alien culture that requires that its message 
be conveyed in anything but an alien way. That culture expresses its idiosyncrasies 
in a way that is 'culture-bound': cultural words, poems, some colors, proverbs and of 
course idiomatic expressions, whose origin and use are intrinsically and uniquely 
bound to the culture concerned. So we are called upon to do a cross-cultural translation 
whose success will depend on our understanding of the culture we are working with. 

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Let us take business correspondence as an example: here we follow the com-
mercial correspondence protocol commonly observed in the target language. So 
"Estimado" will become "Dear" in English and "Monsieur" in French, “hormetli” in 
Azeri and a "saludo a Ud. atentamente" will become "Sincerely yours" in English 
and "Veuillez agreer Monsieur, mes sentiments les plus distingues" in French and 
“Hormetle” in Azeri. 
Finally, attention is drawn to the fact that among the variety of translation app-
roaches, the 'Integrated Approach' seems to be the most appropriate. This approach 
follows the global paradigm in which having a global vision of the text at hand has 
a primary importance. Such an approach focuses from the macro to the micro level in 
accordance with the Gestalt-principle, which states that an analysis of parts cannot 
provide an understanding of the whole; thus translation studies are essentially con-
cerned with a web of relationships, the importance of individual items being decided 
by their relevance within the larger context: text, situation and culture. 
In conclusion, it can be pointed out that the transcoding (de-coding, re-coding and 
en-coding?-the term 'transcoding' appears here for the first time) process should be 
focused not merely on language transfer but also-and most importantly-on cultural 
transposition. As an inevitable consequence (corollary?) of the previous statement, 
translators must be both bilingual and bicultural, if not indeed multicultural. 
Is it our task to focus primarily on the source culture or the target culture? The 
answer is not clear-cut. Nevertheless, the dominant criterion is the communicative 
function of the target text. 
Let us take business correspondence as an example: here what we do is to follow 
the language commercial correspondence protocol commonly observed in the target 
language. So "Estimado" will become "Dear" in English and "Monsieur" in French, 
and a "saludo a Ud. atentamente" will become "Sincerely yours" in English and 
"Veuillez agreer Monsieur, mes sentiments les plus distingues" in French. 
Finally, attention is drawn to the fact that among the variety of translation app-
roaches, the? Integrated Approach? Seems to be the most appropriate. This 
approach follows the global paradigm in which having a global vision of the text at 
hand has a primary importance. Such an approach focuses from the macro to the micro 
level in accordance with the Gestalt-principle which lays down that an analysis of 
parts cannot provide an understanding of the whole and thus translation studies are 
essentially concerned with a web of relationships, the importance of individual items, 
being decided by their relevance in the larger context: text, situation and culture. 
In conclusion, it can be pointed out that the transcoding process should be 
focused not merely on language transfer but also-and most importantly-on cultural 
transposition. As an inevitable consequence of the previous statement, translators 
must be both bilingual and bicultural if not multicultural. 

«TƏRCÜMƏŞÜNASLIQ VƏ ONUN MÜASİR DÖVRDƏ ROLU» III Respublika tələbə elmi-praktik konfransı 
 
 
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EYE IDIOMS AND THEIR MEANINGS 
Durnise SAFAROVA 
Qafqaz University Translation and Interpretation  
Department IV Course student 
 
WHAT ARE IDIOMS? 
An idioms is a phrase where the words together have a meaning that is differ-
rent from the dictionary definitions of the individual words, which can make idioms 
hard for students and learners to understand. 
Idioms are words, phrases or expressions that are unusual either grammatically, 
as in, “long time, no see!” or there is a meaning that can not be derived from the 
conjoined meanings of its elements, as in “It’s raining cats and dogs!” Every lan-
guage has idioms, and they are challenging for foreign students to learn. 
Compare 
Literal meaning: Before the bartender made the drink he broke the ice with a 
spoon and dropped in  into the glass. 
Idiomatic meaning: Before the conference, the speaker broke the ice with a joke. 
To break the ice = 
1. to make a beginning  
2. to get through the first difficulties in starting a conversation or discussion  
WHAT IS THE IDIOM CONNECTION? 
The idiom connection is a collection of idioms phrasal verbs and proverbs. These 
expressions are common expressions that one would generally expect to find in the 
average home family workplace or community in most English speaking countries. 
They can be found either in spoken English or in written English. 
Idioms are words, phrases or expressions that are unusual either grammatically, 
as in, “long time, no see!” or there is a meaning that can not be derived from the 
conjoined meanings of its elements, as in “It’s raining cats and dogs! ” Every lan-
guage has idioms, and they are challenging for foreign students to learn. 
Now I want to speak about eye idioms and their meanings... 
in the public eye  
 - known and talked about by many people. 
  Example: The former senator remained in the public eye even after retirement. 
We need to keep education in the public eye if we want support for improvements 
in our schools. 
- Hemise diqqet merkezinde olmaq, taninmaq ve insanlarin dilinde olmaq 

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see eye to eye 
 -  if two people see eye to eye, they agree with each other.  
 Example: He's asked for a transfer because he doesn't see eye to eye with the 
new manager. (often negative; often + with) We see eye to eye on most important 
issues. (often + on)  
- Insanlarin bir biri ile razilasmasi, ortaq mexrece gelmek 
pull the wool over someone's eyes  
 - to deceive someone.  
Example: These people who claim to have paranormal or supernatural powers 
are just pulling the wool over people's eyes. 
- Kimise aldatmaq 
have eyes in the back of your head (informal) 
  - to know everything that is happening around you. 
 Example: Parents of young children have to have eyes in the back of their heads.  
  - Etrafinda bas veren hersey haqqinda melumati olmaq 
do something with your eyes closed  
- to do something very easily. 
 Example: I've filled in this form so many times, I can do it with my eyes closed. 
- Herseyi asanliqla (gozuyumulu )etmek 
turn a blind eye 
 to choose to ignore behaviour that you know is wrong.  
- I knew Kenny was taking the money but I turned a blind eye because he was 
my sister's child. Example: Management often turn a blind eye to bullying in the 
workplace. (often + to)  
- Sehv oldugunu bildiyin  herekete goz yummaq 
turn a blind eye (to something)  
 - to ignore something.  
 Example: Sometimes a store might sell stolen goods because the owner has 
turned a blind eye to where they come from. 
 - Neyise gormemezlikden gelmek 
not bat an eye/eyelash/eyelid  
 - to not show any shock or surprise. 
  Example: 'So what did she say when you told her you were leaving?' 'She 
didn't bat an eyelid.'  
- Teeccubunu buruze vermemek 
catch someone's eye  
 - to attract someone's attention. 

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 Example: Out of all the beautiful things in the garden, the fountain was what 
really caught my eye. It's a good car, but it doesn't catch the customers' eye. 
-Kiminse diqqetini celb etmek 
raised eyebrows  
 - raise (a few) eyebrows - to shock or surprise people.  
Example: There were raised eyebrows and coughs of disapproval when the 
speaker turned up drunk for the lecture.  
- Gozu kellesine cixmaq, insanlari teeccublendirmek 
keep your eyes peeled (for something) 
 - to watch carefully for someone or something.  
Example: Keep your eyes peeled for a taxi. 
- Gozunu zillemek, neyese diqqetle baxmaq 
have an eye for something  
 - to be good at noticing a particular type of thing.  
Example: She has an eye for detail. He had an eye for the unusual and the 
exotic which made him a very good shopping companion.  
- Goz atmaq, nezerden kecirmek 
 
 
AMERICAN WRITER:SAMUEL                                  
CLEMENS-MARK TWAIN 
Könül BAĞIROVA 
ADPU-nun pedaqoji fakultəsinin I kurs tələbəsi 
Elmi rəhbər:Y.Əmirova 
 
Samuel Langhorne Clemens well-known by his pen name Mark Twain,was an 
American author and humorist.He was born in Florida,Missouri on November 
30,1835.Twain was the sixth of seven children.Only three of his siblings survived 
childhood.When Twain was four,his family moved to Hannibal,Missouri,a port 
town on the Mississippi River.At that time,Missouri was a slave state,and young 
Twain became familiar with the institution of slavery,a theme he would later 
explore in his writing.He left Hannibal and worked as a printer in New York.He 
joined the union and educated himself in public libraries in the evenings,finding 
wider sources of information.At 22,Twain returned to Missiouri. In 1874-1891, 
during his seventeen years in Hartford, he wrote many of his best-known works: 
’’The Adventures of Tom Sawyer’’, ’’The Prince and the Pauper’’, ’’Life on the 
Mississippi’’, ’’Adventures of Huckleberry Finn’’, and ’’ A Connecticut Yankee in 
King Arthur’s Court’’. Twain began his career writing light, humorous verse but 

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evolved into a chronicler of the vanities and murderous acts of mankind. With 
‘’Adventures of Huchkleberry Finn ‘’he combined rich humor and social criticism. 
Twains’s major publication was ‘’The Adventures of Tom Sawyer’’which drew on 
his youth in Hannibal. The character of Tom Sawyer was modeled on Twain as a 
child, with traces of two schoolmates, John Briggs and Will Bowen. He appeared as 
himself in ‘’The Prince and the Pauper’’. ’’The Prince and  the Pauper’’, despite a 
storyline that is omnipresent in film and literature today, was not as well received. 
Telling the story of two boys born on the same day who are physically identical, the 
book acts as the social commentary as the prince and pauper switch places. Pauper 
was Twain’s first attepmt at fiction. 
In between the writing of Pauper, Twain had started ‘’Adventures of Huck-
leberry Finn’’ which he consistently had problems completed and started and 
completed another travel book, ’’A Tramp Abroad’’, which follows Twain as he 
travelled through central and southern Europe. ’’Adventures of Huckleberry Finn’’, 
solidified him as a noteworthy American writer. Some have called it the first Great 
American Novel, and the book has become required reading in many schools. Near 
the completion of Huckleberry Finn, Twain wrote ‘’Life on the Mississippi’’, 
which is said to have heavily influenced the former book. The work recounts Twain’s 
memories and new experiences after a 22-year absence from the Mississippi. Twain 
used different pen names before deciding on Mark Twain. He used the pen name 
Thomas Jefferson Snodgrass for a series of humorous letters. 
He died on the 21st of April in 1910.But he is still in memories of people as being 
one of the best  representatives of American literature he is considered as the 
founder of realism in his native art.He is accepted as one of the most popular 
masters of humor and satire of the world literature. 
 
 
MORPHOLOGICAL TYPOLOGY 
Günay MƏMMƏDOVA 
Filologiya fakültəsi, II kurs, 206-cı qrup 
Elmi rəhbər: Ü.D.Hacıyeva İngilis dili və onun tədrisi   metodikası 
kafedrasının baş müəllimi 
 
Morphological typology is a way of classifying the languages of the world that 
groups languages according to their common morphological structures. First deve-
loped by brothers Friedrich von Schlegel and August von Schlegel, the field organizes 
languages on the basis of how those languages form words by combining morphemes. 
Two primary categories exist to distinguish all languages: analytic languages and 
synthetic languages, where each term refers to the opposite end of a continuous scale 
including all the world's languages. 

«TƏRCÜMƏŞÜNASLIQ VƏ ONUN MÜASİR DÖVRDƏ ROLU» III Respublika tələbə elmi-praktik konfransı 
 
 
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ANALYTIC LANGUAGES 
Analytic languages show a low ratio of morphemes to words in fact, the corres-
pondence is nearly one-to-one. Sentences in analytic languages are composed of 
independent root morphemes. Grammatical relations between words are expressed 
by separate words where they might otherwise be expressed by affixes, which are 
present to a minimal degree in such languages. There is little to no morphological 
change in words: they tend to be uninflected. Grammatical categories are indicated 
by word order (for example, inversion of verb and subject for interrogative sentences) 
or by bringing in additional words (for example, a word for "some" or "many" instead 
of a plural inflection like English -s). Individual words carry a general meaning 
(root concept); nuances are expressed by other words.Finally, in analytic languages 
context and syntax are more important than morphology. 
Analytic languages include some of the major East Asian languages, such as 
Chinese, and Vietnamese. Additionally, English is moderately analytic (probably 
one of the most analytic of Indo-European languages). However, it is traditionally 
analyzed as a synthetic language.   In morphological typology (in linguistics), an