Лингвистический анализ и проблемы перевода терминов высшего образования на немецком и узбекском языках

Аннотация

Ключевые слова: В статье раскрываются лингвистический анализ и лингвистический анализ, проблемы перевода терминов высшего образования на немецкий и узбекский немецком и узбекском языках. Подчёркивается, что языки, перевод осуществляется с учетом традиций и обычаи термины, проблемы перевода, культуры речи народов, которые разговаривают на языке современное обучение, перевода. навыки, семантика слова. In modern conditions, leaders of organizations willingly hire those employees who are able to adapt, are able to take initiative and are capable of further learning and self- learning. Therefore, it is very important today, when teaching students to translate, to focus their attention on the fact that the professional competence of a translator of terms from one language to another in the specialty will include theoretical, procedural and integrative knowledge and professional skills that form the cognitive basis of his activity. Integrative knowledge is understood as generalized knowledge obtained from a set of academic disciplines, forming an integral system and having an interdisciplinary structure. Translation abilities are formed on the basis of language and speech skills that students master as a result of educational and speech activities under the guidance of a teacher and in the process of their independent activity. Learning activities for mastering a foreign language include solving a number of learning tasks using a combination of cognitive strategies that include many approaches to their definition and classification. At present, term-forming prefixes in both German and Uzbek have been analyzed selectively. After examining the affixes and determining their functions, at the end of some developments and scientific research, the prefixes are characterized by the degree of productivity: productive, unproductive, unproductive. It should be especially noted that both in the Uzbek and German languages, the general and distinctive features of affixal word-formation means, as well as means of expressing specific semantic categories and groups of terms in the field of education, are analyzed and identified. In this direction, it should be especially noted that the main indicator and attribute of word- forming components and means is a direct manifestation of the relationship of synonymous functions between word-forming suffixes. As already noted, in the modern Uzbek literary language, synonymous relations between word-formation structures are relatively less developed. However, in German, this type of construction within semantic varieties shows extended synonymy B. Polylexemic terms in Uzbek and German As is known, complex terms are the most productive way of term formation in German and Uzbek. In this article, a classification of terms of a complex structure was carried out with the aim of identifying similar typological features of the Uzbek and German languages. In this aspect, we adhere to the theory regarding such features of the word as 1) morphological composition; 2) features of the relationship of constituent components; 3) features of the syntactic relationship of the constituent components. 290 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 05 (2022) / ISSN 2181-1415 I. According to the composition of morphological components, the terms of the field of education in the Uzbek and German languages are divided into: a) two-lexemic terms; b) polylexemic terms. The main part of the terms of the education sector of the Uzbek and German languages are compound words of the two-lexe type. Compound words of the two-lexical type are the addition of two stems belonging to different parts of speech. Derived compound words of the German language in the Uzbek language have their analogies in most cases in the form of phrases, such as die Doktorarbeit – doktorlik dissertatsiyas (doctoral dissertation), das Fernstudium – masofaviy ta’lim (correspondence education), das Studie nbuch – zachyot daftarchasi (grade book), der Studentenwohnheim – talabalar turar joyi (student dormitory), die Fremdsprache – xorijiy til (foreign language), die Hausaufgabe – uy vazifasi (homework), der Aufsatz – yozma ish (written work), das Klassenbuch – sinf jurnali (class magazine), der Notizblock – yozma daftarchasi (notebook), der Campus- universitet shaharchasi (university campus). II. In both languages, there are also multi-lexical terms formed by adding two and sometimes more than two lexemes: (In Uzbek) taʼna qilish, nomlash (reproaching, naming), insho yozish (writing an essay), tayyorgarlik (preparation), talabalar (students), muvaffaqiyat (success), nazorat, tekshirish (control, inspection), estetik (aesthetics); (In German) Mittelmig – o‘rta, o‘rta daraja (middle, intermediate level), die Diplomarbeit – diplom ishi (thesis), das Fernstudium – zaochno (correspondence), das Reifezeugnis – attestat (certificate), die Aufnahmeprfung – kirish imtihoni (entrance examination). And also there