9. PROBLEMS OF TRANSLATING RUSSIAN CLASSICS INTO ENGLISH V.B. Shamina & T.G. Prokhorova
Shamina Vera Borisovna, PhD, Prof.
in the Dep. of World Literature, Kazan Federal University
(Abstract) The problem of translation is one of the most difficult problems of literary criticism. The greatest
difficulties arise when translating national realities, which often simply do not exist in the
recipient language or exist in a completely different form, which can lead to a significant
distortion of the meaning in translation. Even more difficult is the transfer of humor, since it is
well known that the sense of humor has pronounced national characteristics. A characteristic
difficulty in translation is also the transfer of specific turns of speech, cliches, proverbs and
sayings. Sometimes the translation of a particular phrase may depend on the translator's
subjective perception. All these aspects will be considered on the basis of a comparative analysis
of two translations of Chekhov's play "The Proposal" into English, performed by English and
American translators. In conclusion, we come to the conclusion that English and American
translations differ from each other, in addition to the aforementioned difficulties, also due to
some peculiarities of national perception, the way of expressing thought and cultural tradition.
10. The Acquisition of Reading Skills Kadirova Firuza Rustamovna
Department of English
Samarkand StateUniversity
Samarkand, Uzbekistan
(Abstract) Reading is a necessary and arduous skill that requires much effort and time to acquire. In order
to improve reading skills of 1
st
year undergraduate students, I have created a special manual for
the purposes of providing reading and for testing comprehension as part of testing the acquisition
of reading skills. For the study, two groups of twenty students each were identified, where the
first functioned as the control group and the second as the experimental group. The results
obtained after one semester will be discussed in the paper. The results have shown a significant
acquisition of reading skills by the experimental group in contrast to the control group.
