Lacunas in Chinese and Uzbek Languages and Methods of their Detection
N.R. Ismatullayeva
Ismatullayeva Nargiza Rasuljanovna, PhD Student, the Department of Translation Studies, Tashkent State Institute of Oriental Studies, Tashkent, Uzbekistan.
Manuscript received on September 16, 2019. | Revised Manuscript received on 24 September, 2019. | Manuscript published on October 10, 2019. | PP: 2095-2097 | Volume-8 Issue-12, October 2019. | Retrieval Number: L32871081219/2019©BEIESP | DOI: 10.35940/ijitee.L3287.1081219
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: There are conducted theoretical and practical researching works, analysis on notions such as “lacuna”, “lacunar phenomenon” in this article. There are several types of the lacunas: language lacunas: lexic, grammatic, stylistyc lacunas; cultural lacunas: ethnografic, psychologistic, behavioral, kinesthetic lacunas etc. And language lacunas, specifially lexic lacunas were analyzed in this article. The step of choosing appropriate, equialente units for every lacunar unit, depends on linguistic knowledge and translation skills of foreign language learner. In case of equivalency is equal to zero, there will be revealed lacunar phenomenon. Most language teachers can face to such problematic cases, which are associated with lacunar phenomenon during classes. In such case it is difficult to explain to students lexical and grammatical aspects of some words. The word “soat” in Uzbek has 3 forms in Chinese: 1) 点钟diǎnzhōng; 2) 小时xiǎoshí、钟头zhōngtóu; 3) 钟zhōng，表biǎo（闹钟 alarm-clock, 手表 shǒubiǎo watch）. If teachers do not explain such words exactly inside the certain sentences, the students cannot make their difference out and as a result they will begin use them incorrect. Even in English, lacuna often occurs while learning it. For instance, “soat” can be translated into Uzbek language as the following words: (1) o’clock, 2) hour, 3) watch). So learning lacunas is always important and crucial. Supporting with such examples on lacunar phenomenon, we formulated questionnaires, devised for the purposes of a statistical study of the correct usage by Chinese language learner students. There are given analysis and results of these researching activities.
Keywords: Phenomenon of Lacunarity, Lacuna, Lexical Gap, Lacunar Unit, Language Background of Lacuna.
Scope of the Article: Natural Language Processing