occupations) homes. The study began when the children were 3 years old, with follow-up at +5 1 високоефективних? 2 and 1 липня? 2 years. At age 3, the disadvantaged children and the advantaged children showed significant differences in the ways they used language. Specifically, the disadvantaged children did not use language to recall and give details of prior experiences, anticipate upcoming events and possible outcomes, reason about current and remembered events, problem solve using language for planning and considering alternatives, reach solutions, create and sustain dramatic play events, and understand others experiences and feelings. When these children were studied again at 5 січня? 2 and 1 Липня? 2 years, the disadvantaged children produced shorter, less complex responses. This research contributed to our understanding that children from different cultural environments may be learning to use language differently and may experience difficulty in participating in the language environment in classrooms.awareness of the role of cultural environments in the acquisition of language was influenced in the 1980s by ethnographic research techniques that were used by language researchers. Ethnographic studies have contributed significantly to our understanding of linguistic diversity. Ethnography uses participant observation in real-life settings and focuses on individuals within their social and cultural contexts. In her ethnographic study, Heath (1983) explored children s acquisition of language at home and school in two communities in the southeastern United States. She found differences in communication in working-class black and white families as well as among middle-class townspeople of both ethnic groups [15; p. 52] .and culture may thus be seen as being closely related and both aspects must be considered for translation. When considering the translation of cultural words and notions, Newmark proposes two opposing methods: transference and componential analysis (Newmark, 1988: 96). As Newmark mentions, transference gives local colour, keeping cultural names and concepts. Although placing the emphasis on culture, meaningful to initiated readers, he claims this method may cause problems for the general readership and limit the comprehension of certain aspects. The importance of the translation process in communication leads Newmark to propose componential analysis which he describes as being the most accurate translation procedure, which excludes the culture and highlights the message (Newmark, 1988: 96). This may be compared to the scale proposed by Hervey et al, visualised as follows: 's definitions of formal and dynamic equivalence (see Nida, 1964: 129) may also be seen to apply when considering cultural implications for translation. According to Nida, a gloss translation mostly typifies formal equivalence where form and content are reproduced as faithfully as possible and the TL reader is able to understand as much as he can of the customs, manner of thought, and means of expression of the SL context (Nida, 1964: 129). Contrasting with this idea, dynamic equivalence tries to relate the receptor to modes of behaviour relevant within the context of his own culture without insisting that he understand the cultural patterns of the source-language context (idem) .is generally agreed that language and culture are closely related. Language can be viewed as a verbal expression of culture. It is used to maintain and convey culture and cultural ties. Language provides us with many of the categories we use for expression of our thoughts, so it is therefore natural to assume that our thinking is influenced by the language which we use. The values ??and customs in the country we grow up in shape the way in which we think to a certain extent.hiding in languages, examines the link between Japanese language and culture. An Insight into Korean Culture through the Korean Language discusses how Korean culture influences the language.spoken in Ireland, focuses on the status of the Irish language nowadays and how it has changed over time. In our big world every minute is a lesson looks at intercultural communication and examines how it can affect interactions between people from countries and backgrounds [14; p. 33].
1.3 General cultural implications for translation
point of view, however, asserts the opposite. Ironically this also goes back to Humboldt's idea bout inner and outer forms of language. Later it is developed into the concepts of deep structure and surface structure by Chomsky. Inner form and deep structure is what generally known as idea. Following this concepts, all ideas are universal. What is different is only the surface structure, the outer from. If it is so, translation is only a change of surface structure to represent the universal deep structure. Accordingly, translation is theoretically...
