Psycholinguistic paradigm of transformational model of English-Ukrainian translation

Verbal and logical thinking of students of experimental and control groups (in %)

It is difficult for students to start a conversation with the partner of communication, they are not expressive and diplomatic enough, they do not know how to broadcast information, to initiate communication, to be flexibly navigated in different conditions of communication, etc. This confirms the low result in terms of the factor weight of the dynamic and substantive characteristics of the communication process of students of both experimental and control groups.

To teach students to translate the text from English into Ukrainian we proposed them proverbs and sayings as authentic material. We tell them, that proverbs and sayings are the part of Phraseology. The term “Phraseology” itself comes from Greek “phrasis” - the expression and “logos” means “The Science of Phrases”. So, phraseology is a branch of linguistics that studies phraseological units. The term “phraseology” is used in two ways: 1) the quantity of phraseological units in the language; 2) the branch (the subject) studying these units (Oxford Learners Dictionaries, 2023: 137).

However, in English dictionaries the term “Phraseology” is used in more different meaning. To denote such entities, the word “idiom” is mainly used, because the term “idiom” is even more polysemantic one. Native speakers use it to denote a mode of expression to any language, without differentiating between the grammatical and lexical levels. It may also mean a group of words the meanings of which are difficult or impossible to understand from the knowledge of the words considered separately. Moreover, “idiom” may be synonymous to the words “a language” or “a dialect”, denoting a form of expressions, which are peculiar to people, to some country, a district or to one individual”.

The Oxford Dictionary provides a very generalized meaning of Phraseology. It is the particular way in which words and phrases are arranged when saying or writing something (Oxford Learners dictionaries, 2023: 137). In the Merriam-Webster dictionary this term is explained as a manner of organizing words and phrases into some longer elements (Merriam-Webster dictionary, 2023).

So, as we can see, in the English-language Editions phraseology is not always considered as a science, a branch of Linguistics (unlike Lexicology). O. Kunin also points out that a small number of researches deals with Phraseology in the Anglo-American Linguistic Literature. So, in this research we use mostly Ukrainian studies, which deal with Phraseology.

In Ukrainian dictionaries Phraseology is interpreted as a branch of Linguistics that studies the established reversals of any Language and Phraseology (Тлумачний словник української мови, 2023: 650). Most Ukrainian linguists adhere to the broad definition of the term “Phraseology”: phraseology is a collection of phraseologisms of a particular language, a section of Linguistics that studies the phraseological composition of the language (Mykhalchuk & Bihunova, 2019).

The first definition of the notion of a phraseological unit was given by scientists (Mykhalchuk & Ivashkevych, 2019). They tell about it as some combinations that are firmly included in the language. They are called phraseological units. Such a definition, however, does not fully reveal the essence of the notion of a phraseological unit, without pointing to its additional characteristics.

So, the main characteristics of phraseologisms are these ones: 1) the presence of at least two words; 2) untranslatability in other languages; 3) reproducibility; 4) metaphoricity; 5) semantic integrity (Blagovechtchenski, Gnedykh, Kurmakaeva, Mkrtychian, Kostromina & Shtyrov, 2019).

Therefore, analyzing the approaches of different linguists (Alexandrov, Boricheva, Pulvermuller & Shtyrov, 2019) to the concept of “Phraseology”, we can see its interpretation in the narrow and broad senses. According to a narrow understanding of Phraseology they usually refer to phraseological units with some instance metaphorical meaning, and supporters of a broad understanding of it deal with the combination of words that are reproduced in a “ready-made form” and denote some concepts. A narrow understanding of phraseology, therefore, implies imagery as a categorical quality of Phraseological units. From our point of view, this position impoverishes the field of Phraseology, so we join the broadest view of phraseological units, which is based on the tradition of foreign scientists (Bates, Maechler, Bolker & Walker, 2014). A broad understanding of Phraseology allows us to enumerate in its paradigm different linguistic units (from Ancient Literature and Mythology, the Bible, fiction, etc.) and constant formations held in memory, from idioms, semantically equivalent words, to adverbs and catch phrases.

Therefore, it seems the most expedient for us to interpret each phraseological unit as the lexical and grammatical unity of two or more distinctly worded components, grammatically organized by a word or sentence model, which is integral and reproduces automatically, by tradition. In our opinion, the basic characteristics of phraseologisms include stability of their composition and structure, integrity of their meaning, reproducibility and, as a rule, impermeability of their structure.

For the first time the systematization and classification of phraseological units was made by scientists (Aleksandrov, Me- metova & Stankevich, 2020). Contrasting the field of Phraseology with free combinations of words, scientists (Mykhalchuk & Onufriieva, 2020) established it in two types of verbal complexes - phraseological groups and phraseological units (with six subgroups within one and another subgroup).

According to scientists (Aleksandrov, Memetova & Stanke- vich, 2020), Phraseology is divided into three groups:

1) Phraseological mergers are semantically indivisible phraseological units, the meaning of which does not follow from the meaning of their components. Phraseological mergers are also called “idioms”, which are understood as phraseologisms with complete loss of inner forms (to rain cats and dogs; to be all thumbs). The explanation how the meaning of idioms was formed, it is a complex etymological problem. Also, we have to emphasize that idioms cannot be translated literally into another language.

2) Phraseological units are semantically indivisible phraseo- logisms, the integral meaning of which is motivated by the meaning of their components (to spill the beans; to burn bridges; to throw dust into smb.'s eyes). The meaning of phraseological unit is arisen from generalized figurative meaning of free combinations of words. It is the result of a metaphorical rethinking of any phrase. Phraseological unit is characterized by two-sidedness. Isolated from the context, such phrases cannot be uniquely determined by their semantics. Also such phrases can be used as free ones in the literal sense and as phraseological units in the figurative meaning. In this sense they are homonymous.

3) Phraseological conjunctions are phraseologisms in which the distinct meaning of each word is clear, but one of the components has a related meaning (Sisyphean labor).

As we can see, this classification more accurately reflects the types of phraseologisms from the structure of this classification. However, it also does not have a single constructive principle. These three groups having been highlighted by scientists show that there is a great difference between phraseological merges and units, on the one hand, and phraseological conjunctions, on the other one, due to the different nature of their stability. Phraseological units of the first two groups are characterized by a degree of motivation. The third group characterizes phraseological units by their structural characteristics. This classification for a long time occupied a dominant position in the paradigm of Phraseology, and it was used most often without any changes to the research of stable compounds.

Classifying the word phrases from the standpoint of their semantics we distinguish two groups: idioms and phraseological units. Idioms are peculiar expressions from certain languages, which are holistic in their use and content. They usually cannot be accurately transmitted in other languages and require a matching stylistic color when translating. The second group contains phraseological units, which are ordinary phrases, having been decomposed in their content, but established in the language as material of widely quoted + Nouns (proverbs, expressions that have become catch phrases).

The basis of teaching Phraseology are Linguodidactic Approaches, patterns, principles that determine the appropriate choice of methods, techniques and teaching aids, provide the appropriate level of mastering the content of the school course of Phraseology and the formation of relevant skills and abilities of students.

In such a way we formulated the laws of learning:

- constant attention to the matter of language, its sound system;

- understanding the semantics of language units;

- the ability to learn the norms of literary language;

- the assessment of the expressive possibilities of the native language;

- the development of language sense, gift of speech;

- advanced development of oral speech;

- the dependence of speech skills on Grammar and Vocabulary.

These general patterns should be designed to study Phraseology, focusing on the following aspects:

- understanding the semantics of Language Units;

- the assessment of the expressive capabilities of the native language;

- the development of language sense, gift of speech.

These laws allow us to consider Phraseology as a holistic unit

that has its own meaning. It is stylistically colored and cannot be used in all Styles of Speech.

In our opinion it is important to pay attention to the principles of teaching Phraseology, among which we single out:

• systematic and consistent learning (introduction of elements of Phraseology, that involves a systematic order of learning, in which each stage of joint activities of teachers and students is based on previous stages and opens the way to further progress);

• accessibility (the information is available to students in terms of their age, physical, mental, intellectual and individual abilities during the use of students their experience of intellectual, moral, physical overload);

• the connection of learning through the whole life (teaching Phraseology stimulates students to use acquired knowledge in practice, to analyze and to transform the surrounding reality, to develop their own views, plans and wishes);

• consciousness in learning (Phraseology develops a positive, serious and responsible attitude of students to learning, the influence of their understanding the vital importance of Phraseology in the foreign language);

• actualizing students' learning activities (Phraseology stimulates students' inner activity in a way of understanding them the essence of a particular problem, when they look for different solutions);

• clarity (teaching Phraseology involves the possibility of purposeful involvement of different senses in the perception and processing of educational material), etc.

We believe that in this context, in the process of teaching Phraseology the principle of openness is the most important, according to which the process of formation of phraseological knowledge, skills and abilities, in particular pedagogical conditions of formation of studied phenomenon, is characterized as an open system. Based principles are the basis of teaching Phraseology, which are implemented into the educational process, they are interconnected and interdependent.

We emphasize that the most important thing is to take into account specific principles, for example:

- the attention to the phraseological richness of the language;

- the selection of high-quality phraseological material;

- the formation of a sense of style, the gift of speech;

- the development of aesthetic feelings, creative abilities;

- the connection of language learning with speech activity;

- the relationships in the study of all sections of the school curriculum;

- the connection of language learning with the development of coherent speech.

We have to note that it is advisable to use principles that are based on comparing the words and the reality denoted by the words, actualizing lexical and grammatical meanings of the word, units of lexical paradigm comparing the words with each other, lexical units and Phraseology in their fields, word history or Phraseology with Lexicology.

It is important to choose the most effective methods and techniques of teaching, among which we mainly use methods of forming phraseological skills in the English language and our speech (grouping them by thematic and semantic features, analyzing of functional characteristics of Phraseology in fiction, providing stylistic experiment, proposing the reproduction of text with Phraseology, the theory of construction the sentences).

One of the most effective is the method of comparison, which is widely used at schools and permeates many types of the activities. It is used for semantic analysis of Phraseology, which is performed by comparing the meaning of Phraseology with the lexical meaning of words of the same free phrase.

The effectiveness of semantization of phraseological units unknown to students (as well as known). It is also achieved through the method of comparison. For Phraseology a common identifier of the word is chosen, which allows us to compare Phraseology (to contrast some features, characteristics, basic features) and reveal their specifics and features of use into practice.

Since contemporary Humanities Education the ability to see a linguistic fact in a broader context was involved. The most tasks of different researches should be based on textual materials that ensure effective learning of language units and clearly demonstrate their functioning in the language, which are necessary for speech development.

The use of the method of observation and the analysis of language phenomena contributes to the activation of cognitive activity of each student according to the perception and understanding of new theoretical material. In the process of observation, students are also instilled with the ability to find the main characteristics independently, which are as a result of the search formulating concepts, rules, conclusion and justifying practical actions. This method should be used to study systemic relationships between phraseological units in the analysis of their role, functions and paradigm.

Training exercises are an effective method of forming phraseological skills. We distinguish two groups of exercises, which we propose to students to form their abilities:

1) proper exercises, actualizing phraseological units (they actualize the meaning of phraseological units, their characteristics, structure; phenomena of polysemy, synonymy, antonymy, etc.);

2) combined exercises - phraseological-stylistic, phraseological-grammatical and phraseological-lexical exercises) (phraseological phenomena are recognized on the basis of attitude to the topic of lexical, grammatical or other nature).

Thus, the teacher has to convince students that knowledge of Phraseology is important, because correct and accurate use of phraseological expressions allows us to actualize our mind, abilities to speak with humor and accuracy, to avoid cliches and to choose the most appropriate unit from a series of phraseological units.

Psycholinguistic data on the interaction of primary linguistic consciousness (formed under the influence of the native language) and secondary linguistic consciousness (using the language having been studied) are of great importance for our research. As a result of our scientific psycholinguistic research it was established:

1) a translator who constantly translates from language A to language B often loses the ability to speak competently by use of language A (units of language A create closer associative links with units of language B than with each other in the paradigm of one language);

2) a person who translates from A to B and from B to A has considerable difficulties in formulating a certain statement in both language systems;

3) long-term translation skills lead to the formation of direct associative links between units of language A and units of language B, and this situation negatively affects the stylistic characteristics of the translated version.

We think that the data of psycholinguistic observations are the means of modifying existing models of implementation of translation activities. We propose a universal Transformational Model of English-Ukrainian Translation as the most possible translation model. We believe that this model includes three stages: 1) the analysis, during which the surface structure in language A is reduced to a set of grammatical transformations (the analysis taking into account grammatical relations and meanings of linguistic units); 2) transferring the analyzed material from language A to language B; 3) the reconstruction or final adaptation of the final message taking into account the norms of the language having been used to translate the text.

Conclusions