ЛИНГВОКУЛЬТУРНЫЕ РЕАЛИИ В ЗЕРКАЛЕ ПЕРЕВОДА (НА ПРИМЕРЕ НЕМЕЦКОГО ПЕРЕВОДА РОМАНА Г. ЯХИНОЙ «ЗУЛЕЙХА ОТКРЫВАЕТ ГЛАЗА»)

The subject of the study was the ways of transferring cultural and everyday realities from Russian into English when translating works of art. The relevance of the study is determined by the insufficient number of studies within the framework of this language pair as applied to the translation of a literary text and the need to study the dynamics in the approach to solving the translation task. In the course of the study, from two Russian-language works saturated with Russian cultural and everyday realities, examples were selected using the method of continuous sampling, further distributed by thematic groups within the framework of existing classifications. At the stage of comparing the selected units and their translation at the beginning of the 20th and 21st centuries, the ways of their translation into English were determined. A comparative analysis of the ways of translating realities showed that translators of Russian literary texts convey Russian cultural and everyday realities using the methods recommended for translating non-equivalent vocabulary. However, over the past century there has been a change in their hierarchy - the frequency of one or another method for translating realities both in general and within individual thematic groups. Thus, the leading positions are currently occupied by descriptive translation, a combined method of translation, approximate translation, generalization and tracing. Transcription and omission became less common. The smallest dynamics is observed when choosing the method of transferring the realities denoting food and drinks, measures and monetary units, and household items, while when translating the realities of other thematic groups in the 21st century, there was a change in the approach to transferring these units.

This article considers theoretical and practical issues arising in the processof transferring linguo-stylistical features of translation in fairytale texts. Theurgency of this issue is determined by the growing interest in the problems ofintercultural communication and the ability of a translator to adequately convey themeaning of culturally bounded words (culturonyms) into a foreign language. Thepurpose of this article is to identify difficulties that arise when translatingculturonyms. The authors considered the most appropriate ways of translatingculturonyms on the example of fairytales translations from the collection ofAlexander Nikolayevich Afanasiev: Degree of transfer and preservation of thecultural potential of the source text in the translated text.For other cultures and languages there will be many problems with the perception ofinformation and, moreover, with the translation of a given lexical unit or concept.Many methods and techniques are used to transfer specific vocabulary in translationpractice, which are the result of centuries of linguistic contacts, and which led to theaccumulation of knowledge about lexical and grammatical correspondences. Ingeneral, it can be concluded that when transformation non-onomastic culturalnames, the most frequent technique is tracing. Descriptive translation,transliteration and transcription are quite common, due to the specifics of thisvocabulary.

The novel «Abay’s way» has deep cultural significance and research value, as it is one of the worksthat comprehensively reflects the traditional culture of the Kazakh people through records of the life ofthe Abai family. The purpose of this article is to review the methods and ways of translating the realitiesof Kazakh national culture into Chinese based on the materials of the novel «Abay’s way» by MukhtarAuezov. The analysis of the main methods of translating the realities of Kazakh culture into Chinese is ofpractical importance for further study in the framework of translation theory, as well as sciences such asphilology, cultural studies, and literary studies. To study this topic, methods of systematic and comparative analysis, as well as the method of gen-eralization and abstraction were used. As a result of the analysis, it was revealed that when translating these realities into Chinese, the translator used such translation methods as descriptive translation, trans-literation, word substitution, and the method of word omission. The research materials can be used as additional literature on disciplines related to the teaching oftranslation studies, languages, and literature.Key words: descriptive translation, transliteration, native language, Kazakh culture, Kazakh soul.

The article examines the issue of improving the foreign-language communicative competence of university students through the study of modern colloquial speech of the French youth. Due to its dynamic development and active replenishment, the youth sociolect is an important and promising cultural and sociolinguistic resource for teaching a foreign language. The author analyzes the communication style and the main features of youth communication, which are characteristic of the youth speech, phonetic, grammatical and lexical expressive means. The main ways of replenishing the vocabulary of the youth language and examples of use are also provided. It is emphasized that the youth sociolect is saturated with emotionally colored vocabulary of a reduced level and includes argotisms, verlanized words, alphanumeric coding, borrowings. The specificity of the youth vocabulary determines the complexity of perception and understanding of foreign speech, complicates speech behavior and communication. The researcher concludes that it is necessary to turn to a comprehensive consideration of the youth sociolect in the process of studying a foreign language in order not only to view youth speech as a form of language existence, but also to analyze the linguistic trends occurring in the sphere of the national French language and determining its further development and functioning. It is noted that the inclusion of tasks using youth vocabulary in the educational process contributes to the development of students’ socio-cultural competence. The material has to be carefully prepared, linguistic and cultural realities have to be studied along with the analysis and discussion of complex units of speech and expressions, appreciation of the communicative situation and social status of the participants in communication, and comparison of the national-cultural and social specifics of their country and the country of the language studied.

Introduction. The article deals with the lexical aspect as a linguistic prerequisite for the formation of intercultural foreign language communicative competence of pre-service German teachers. The attention is focused on the lexical and semantic diversity that constitutes the spiritual and material experience of German-speaking countries. Methods.The professional literature on the topic is analyzed in order to obtain an answer about the national and cultural labeling of lexical units. The regulatory concepts of German-speaking peoples are clarified. Purpose.The article emphasizes the grammatically correct use of lexical units in the discourse process. The article defines the identity of the people, primarily reflected in language at the level of lexis and phraseology. The author emphasizes the intercultural nature of the use of words, which appears where there are differences in its reproduction of the real-world picture by representatives of two foreign language cultures. The author emphasizes the importance of verbal and semantic means, enabling pre-service German teachers to develop their intercultural communication skills. The article introduces the verbal and semantic tools of German-speaking countries, whose national variants are the basis for the formation of intercultural communication. Results. Lexical and phraseological units are the first means of acquiring cultural knowledge about countries and forming linguistic and sociocultural competence. A number of examples of lexical units are given in accordance with the national variants of Austrian, Swiss and German. The author focuses on the use of normative literary German, which constitutes the educational and methodological basis for the formation of intercultural foreign language communicative competence, but recognizes the significance and spiritual heritage in the form of words. The article emphasizes the use of commonly used vocabulary, as it constitutes the lion’s share of the linguistic heritage of each nation. Examples of untranslated vocabulary and realia-words, realia-phrases that characterize the everyday life of German-speaking peoples are given. Conclusion. Thus, Teutonisms, Austricisms and Helvetisms as nationally labeled lexical units are described. The paremiological units of the German language, characterized by reproductivity and defining the traditions and customs of the everyday culture of the peoples of the language being taught, are singled out.

The article shows that if the Azerbaijani literary language in the 16th century was the peak period of the medieval literary language, Fuzuli is the highest creative sample that has demonstrated all the potential of this language in his works. Fuzuli was able to successfully reveal the semantics of Turkish-Azerbaijani origin lexical units in his work, at the same time, he equally succeeded in discovering the semantics of Arabic origin lexical units of his language and their penetration into the Azerbaijani literary language. As a result of Fuzuli's art, Fuzuli's style, the Azerbaijani literary language obtained more communicative features in the 16th century, and played an essential role in the convergence of Western Turkic language with Eastern Turkic language. Thus, if a stylistically archaic word, in connection with a certain style, really ends its life once and for all, if the semantic meaning of that word is as long as the life of a certain style, on the contrary, an archaic word with its original meaning prolongs its life by acquiring new semantic shades. In this respect, it is interesting that in the history of our language there are poets like Fuzuli, whose original semantic meaning in a foreign language is more preserved in his language. And this, surely, depends on how familiar the poet is with the language he uses. In this sense, Fuzuli is one of such poets. Thus, we come across such Arabic lexical units in Fuzuli's language that they more retain their original semantic shades in Arabic. In this sense, there is no other poet in the history of our literary language who can be compared with Fuzuli.

This article points out the use of celestial bodies in the teaching process of foreign language acquisition. Analysis includes lexicon and cultural information. The research is conducted on the textbook corpus, teaching materials, and exam and other papers of course participants at the Center for Serbian as a Foreign Language at the Faculty of Philology and Arts in Kragujevac. In order to gain insight into the degree of adoption and functional-stylistic aspects of the use of this lexicon, the corpus was completed with excerpts from the internal (informal) communication of teachers and course participants. The research conducted has shown, although the lexicon related to celestial bodies is not separated into a special thematic group and is usually not the focus of the lesson, textbooks for Serbian as a foreign language provide adequate guidelines for the teacher to explain the lexical and linguistic characteristics of the examined lexical units. By adapting teaching materials to a given group of students, the teacher expands the scope of content about celestial bodies, and the students acquire knowledge about traditional and contemporary Serbian culture (through phraseology, elements of popular and prestigious culture, etc.). By looking at the different types of production, it was determined that the participants had a good command of using these lexical units in daily communication, creative and creatively challenging forms of expression in the Serbian language. In the last part of this paper several task models are proposed which can be used in the teaching of Serbian as a foreign language to deal with this part of lexical units.

This article studies the thematic group ‘Food’ in the dialects of the area located at the upper reaches of the Nepryadva river. Food, as well as the arrangement of the dwelling, household items, folk costumes, is part of the everyday culture of the people. The material for the study was an array of unique lexemes collected in filed research in five settlements of the Volovsky district of the Tula region. Since ancient times, population of this area has been engaged in various activities, crafts, trades. In the course of the study, we identified lexical units that denote the names of foods, meals, and drinks. The entire array of tokens was grouped into 6 thematic subgroups. The lexical units were described from the point of view of semantics; the motivational features of their denomination were determined. The collected material was compared with data from a number of lexicographic sources such as dialect dictionaries and dictionaries of the modern Russian language. It should be emphasized that, despite the persistent tendency to leveling, dialectal lexical facts related to the thematic group ‘Food’ continue to exist in modern dialects. The analysis of the lexemes made it possible to single out among them: unique lexemes that are not presented in dialect dictionaries or in dictionaries of the modern Russian language; semantic dialectisms; lexemes whose meaning is close to the literary one; lexemes found in dialect dictionaries in similar meanings; lexemes that are noted not only in the dialects of the territory under study but also in Ryazan dialects, in the identical or similar meaning. The studied content of this thematic group and the lexical units included in it require further scholarly reflection.

Purpose: This study aims to examine the role of lexical units in advancing lexicography and understanding how languages evolve across different cultural contexts. The research highlights how lexical fields, dictionary theories, and cultural perceptions influence the categorization and interpretation of reality. Methodology: A qualitative literature review was conducted, drawing from studies in lexicography, sociolinguistics, and comparative linguistics. The analysis focused on three main areas: theoretical frameworks used in dictionaries, the organization of lexical fields, and cross-cultural perspectives on language categorization. Results: Findings indicate that lexical units are central to lexicography not only for dictionary compilation but also for documenting linguistic innovation. Researchers emphasize the importance of lexical fields such as household items, kinship terms, and technological vocabulary, which reveal both semantic shifts and cultural adaptation. Cross-cultural studies further demonstrate that the way nations classify and describe reality reflects deeper worldviews and societal values. Conclusion: Lexical studies strengthen the scientific basis of lexicography by connecting linguistic theory with cultural practices, ensuring that dictionaries remain relevant to contemporary users. Limitations: The study is limited to secondary sources, without primary data collection from fieldwork. Future research could incorporate corpus-based analysis or ethnographic approaches for richer insights. Contribution: This research contributes to lexicographic scholarship by underlining the necessity of analyzing lexical units as dynamic cultural markers. It provides a framework for linguists, lexicographers, and language learners to engage with vocabulary as both a linguistic and cultural phenomenon.

Teaching Russian as a foreign language (RFL) without immersion into a natural language environment presents a particular challenge and requires modern methods to deve-lop basic communicative and linguistic competencies of the students. While teaching listening at the first stage of learning a foreign language, an active use of authentic materials plays an important role as one of the major requirements of the communicative approach. The relevance of the present topic consists in the need of developing listening skills at the early stage of studying RFL and optimizing the work of students as independent learners. The aim of the study was to develop a set of video exercises for A0 level, aimed at improving the communicative competence of students, their knowledge of cultural norms and speech etiquette. To achieve this aim,a set of methodological methods has been used: a task modeling method, a comparative method and observation. The complete set of exercises was tested in groups of students aged 20-45, learning Russian as a foreign language at beginner’s level at two language centers, in Spain and in the Netherlands. Exercises with video fragments were divided into six units and were designed to practice the use of some grammar forms and lexical units (verbs belonging to the first and second conjugation type, prepositions в/на (in, on), accusative and prepositional cases).For independent work, students were asked to complete the preparatory and main stages of each unit. The final stage, as a control stage, was carried out in the classroom with a teacher to activate the structures heard in listening, analyze and discuss the video material. The results ofthe study show that the use of authentic materials improves listening, brings the educational process as close as possible to the situation of real live communication, motivates students and helps them to master the new grammatical and lexical units. There were no significant differences observed in the results of the final task on listening in Spanish and Dutch groups. The errors have to do with an increased speed of utterance, voice overlapping, children's speech, that will be taken into account for the further development of listening exercises for A0 level students and publishing a full set of exercises for RFL learners and teachers.

The article is devoted to the practical aspect of implementing a differentiated approach in the educational process when studying a foreign language (English). It is determined that student groups are multi-level in the English knowledge at the time of entering a higher educational institution. The last is meant to be the main reason for the need to implement differentiated learning. It is emphasized that it is the differentiated approach that contributes to the implementation of the pedagogical principle of the feasibility of learning and is a driving force in increasing student motivation. In the specified context, differentiated learning means modifying the educational space to the educational characteristics and needs of students, without changing the goals of learning. The study determined the role and place of individualization of learning, namely as one of the main characteristics of the differentiated learning within a student group. The study found that the features of human perception and processing of information can become the main methodological basis for the implementation of differentiated approach in a foreign language studying. According to the results of our study, it is advisable to present foreign language thematic material in different styles in student groups: firstly, in the form of reading the topical text, secondly, noting new lexical units, then listening to audio of a native speaker or watching the video material on the topic and finally schematic reproduction of the main information elements. Such differentiated presentation of the the thematic material becomes the theoretical part of a foreign language class, which is followed by the practical part. During the study, it was emphasized that the most optimal at the practical stage is work in small groups, where students are divided into 3-4 people according to the level of proficiency in the foreign language. Performing tasks of varying complexity in small groups corresponds to the principle of feasibility and allows students to work at their own pace, according to their capabilities. In the specified context, we consider differentiated assessment to be no less important. Differentiated assessment is defined as an integral part of differentiated learning, which allows assessing each student's own individual progress, as well as the amount of work done by him. It is noted that differentiated approach is important for students, but not easy to implement, as it requires more time for the preparation on the teacher’s side. The problem is deepened by the lack of an appropriate methodological base: ready-made textbooks with audio and video support, differentiated tasks of varying complexity for different-level student groups, which in turn determines a niche for further methodological developments, scientific explorations and conclusions.

The active development of international tourism contributes to a steady increase in demand for high-quality translation of tourist texts explaining the importance of research on the common problems of their translation into foreign languages. The research subject is the specific features of translating tourist texts from Russian into English. The research objective is to identify the key features of tourist text translation. The article examines the stylistic features of tourism discourse texts which are the most difficult for translation from Russian into English. A definition of the international tourism discourse is given, popular types of tourist texts are listed, and common ways of translating these texts into English are pointed out: creative translation, descriptive translation and translation by searching for functional analogues. The author used the methods of generalization, content analysis, systematization of data from recent studies on this topic and comparative analysis of Russian and English tourist texts. The research novelty lies in the systematization of the works of Russian linguists devoted to the problems of translating tourist texts and in the proposed ways to eliminate possible mistakes. The key problems of translating tourist texts include underestimation of translation in tourism and translation by non-specialists often using machine translation, mistakes in translating terminology, ignoring the genre of the source text and insufficient adaptation of the translation text to the target audience of another culture. It is proposed to create new Russian-English and English-Russian dictionaries of tourist terms, train translators in special courses for translating tourist texts, providing them with knowledge of key concepts in tourism at least in their native language and experience in translating these concepts into a foreign language, and teach students majoring in linguistics to translate tourist texts. It is noted that translation methods and strategies depend on the text genre.

This article discusses the impact of the use of information and communication technologies on the educational process of learning foreign vocabulary. The educational and experimental work carried out with a group of students is presented, in the process of which online services and applications were introduced. During the study, the online service Quizlet was chosen. In conclusion, the results of the study are presented and analyzed, according to which the conducted educational experimental work demonstrates successful results in the development of certain lexical units and grammatical rules in a short time. On average, students increased their results by 16% compared to the initial test - the percentage of positive answers of students in the initial test varies from a minimum value of 40% to a maximum of 70%. According to the results of the first lesson, it can be noted that 67% of students have successfully mastered new lexical units. About 73% of students completed the final test with between 60% and 80% correct answers. These results indicate that the use of interactive services in the learning process is an effective method for learning foreign languages, since such programs use algorithms that affect all types of memory, which leads to more successful consolidation of lexical units, and the use of the Quizlet application in the educational process helps to increase the motivation of students, and thanks to the variety of exercises that this service offers, the process of learning a foreign language becomes simpler and more effective. It can be said with confidence that the use of information and communication technologies in the study of foreign languages significantly improves the formation and development of students' speech skills.

The city as a peculiar form of social organization is interesting for the representatives of many trends of scientific research: economists, sociologists, culturologists, historians, linguists. The subject of our interest is the functioning of the Ukrainian language in the cities of Bukovyna and Galicia at the end of the 19th century — the first half of the 20th century, in the urban environment of the Ukrainian diaspora settlement. Historical and socio-political conditions of the formation of the Ukrainian city koinй as one of the preconditions for the development of Ukrainian literature (particularly in the territory of Western Ukraine) — are still one of largely unexplored problems of Ukrainian linguistics — in both theoretical and practical aspects, which predetermines the relevance of the topic of our study. The aim of this article is the analysis of Ukrainian advertising texts at the end of the 19th century — the first half of the 20th century and identification of such lexical and syntagmatic units that can be classified as elements of the city koine. To perform linguistic analysis we have involved over 80 language units (words, nominative word combinations, word variants) used for the nomination of over 30 items of commodity circulation belonging to the following lexical-semantic groups: names of clothing, footwear and other details of the wardrobe; names of household items of urban dwellers (personal use items). For every word of the aforementioned lexical-semantic groups we have provided illustrating contexts, commentaries concerning the meaning, use, origin, their record in different kinds of dictionaries, sometimes giving information from Polish lexicography, Polish and German electronic corpora. We have analyzed the names of urban life items, documented in the Ukrainian advertisement at the end of the 19thcentury — the first half of the 20th century, that certify that the majority of such names are borrowings adapted on the Ukrainian language background: from German, Polish, French, Italian, Spanish, etc. Mainly Polish and German played an intermediary role in the assimilation of these words. We believe that lexical units and nominative word combinations recorded in the advertising texts of the 19th century — the first half of the 20thcentury, may serve as a basis for the register of lexicographic works of a specialized type, for instance, the Dictionary of Ukrainian Advertisement; the Dictionary of Western Ukrainian Variants of Literary Language of the 19th century — the first half of the 20th century, etc.

This article defines the term “reality” as the functionality of words in this particular category as components necessary to convey the national identity of texts in different languages. Summarizing the experience of foreign linguists, the authors come to the conclusion that realities are lexical units that name unique objects and phenomena characteristic of life, everyday life, culture, social and historical development of one people and alien to another people, that is, they are the verbal expression of specific features of national cultures. Realities do not have clear correspondence in another language and require a special approach in translation. The authors of the article conclude that there is currently no single approach to classifying facts, as in the definition of the concept. The basic principle of all existing classifications of facts is the method of grouping realities according to a thematic principle. KEYWORDS: reality, linguistic, non-equivalent vocabulary, Acquaintances (vocabulary), object, concept, phenomenon.