Precedent Phenomena of Culture: Translation and Linguo-Didactic

Barriers and Ways of Overcoming Them

Olga Kanevska

and Kateryna Hostra

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Keywords:

Precedent Phenomena of Culture as Linguo-Didactic Units, Precedent Phenomena of Culture as Translation

Units, Translation of Precedent Phenomena of Culture.

Abstract:

The paper deﬁnes and characterizes the translation and linguo-didactic barriers of learning and understanding

of foreign language precedent phenomena of culture and ways to overcome them. It is determined that

precedent phenomena of culture are important learning tool of teaching foreign language communication and

subject of study for inophones. It has been established that working with precedent phenomena of culture is

the important part of foreign language education and that the algorithmization of the translation process of

precedent cultural phenomena will contribute to overcoming the diﬃculties of the translation.

1 INTRODUCTION

The anthropocentricity of modern science contributes

to changing the vectors of research as a language (from

the study of the language system to the analysis of

human inﬂuence on language), linguo-didactics (the

development of multilingual education in Ukraine as

the basis for the formation of a modern person who

can live and act in intercultural communication, in-

ternational relations (social, political, economic, ed-

ucational, etc.), activated by globalization world pro-

cesses). The ideal of modern man and man of the

future is an educated, culturally developed, multilin-

gual personality, competent, tolerant, capable of learn-

ing throughout life, striving for self-improvement and

constant development.

One of the issues of foreign-language linguo-

didactics is the introduction of t he socio-cultural com-

ponent in the process of learning a foreign language.

After all, any language is a system inextricably linked

with a person as a representative of a certain linguistic

and cultural community, a carrier of socio-historical

and national-cultural experience.

The study of a foreign language involves the ac-

quisition of competencies important for successful

foreign-language speech activity (communicative, lin-

guistic, speech, activity, socio-cultural, etc.). A suf-

ﬁcient level of the formed secondary linguistic per-

https://orcid.org/0000-0003-1703-7929

https://orcid.org/0000-0002-2266-492X

sonality of the student of a foreign language indicates

that t his person has cross-cultural (intercultural) com-

petence, that is, he can realize himself within the dia-

logue of cultures.

Obstacles in the process of intercultural commu-

nication can be not only language and speech, but

also cultural barriers: lack of mutual background

knowledge or gaps in them, insuﬃcient knowledge

of the r ules of speech etiquette, peculiarities of speech

behavior, standards of culture, lexico-phraseological

units with a national-cultural component of seman-

tics, lack of the skills of their adequate use in situ-

ations of intercultural communication, etc. Lexico-

phraseological units that signiﬁcantly impede inter-

cultural communication, there are precedent phenom-

ena of culture, which reﬂect the speciﬁc features of a

certain linguistic and cultural community, its national-

cultural worldview is generalized.

Therefore, consideration of the precedent phenom-

ena of culture from the point of view of the methodol-

ogy of teaching a foreign language and translation will

help to ﬁnd eﬀective ways to provide cross-cultural and

translation competencies of those who study a foreign

language.

In modern education, further development of the

methodology of teaching a foreign language in gen-

eral and translation training in particular (Alves and

da Silva, 2021; Colina, 2003; Gerding-Salas, 2000;

Korobeinikova et al., 2020; Malmkjaer, 2008; Mi-

randa et al., 2021; Shupta, 2010; Vasylenko, 2015;

Vitchenko, 2014) is becoming increasingly impor-

Kanevska, O. and Hostra, K.

Precedent Phenomena of Culture: Translation and Linguo-Didactic Barriers and Ways of Overcoming Them.

DOI: 10.5220/0012646100003737

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on History, Theory and Methodology of Learning (ICHTML 2023), pages 41-49

ISBN: 978-989-758-579-1; ISSN: 2976-0836

tant. Thus, problems regarding the principles, con-

tent, structure of foreign language education, methods,

techniques, technologies for forming the necessary

competencies, ways to overcome intercultural barri-

ers, etc. are actively investigated. The question of the

speciﬁcs of the formation of the textual competence

in translation from Ukrainian into English is solved

by K avytska and Kvasova (2017); for mation of the

English-language lexical competence of future philol-

ogists in the written translation of journalistic texts is

engaged by Vasylenko (2015); translation competence

– Malmkjaer (2008), Muratova (2017); development

of translation skills of philology students – Vitchenko

(2014).

Researchers and problems related to the mech-

anisms of studying foreign-language precedent phe-

nomena of culture and methods of teaching them in

foreign language classes did not remain without atten-

tion. The studies characterize the socio-cultural se-

mantic load of precedent phenomena of culture, their

didactic potential as units of teaching a foreign lan-

guage, determine the speciﬁcs of working with them

in native and foreign language lessons (Doroz, 2010;

Fiedler, 2017; Lazarenko, 2014; Liontas, 2002; Miller,

2020; Rebrii and Tashchenko, 2015; Sprenger et al.,

2006). Identiﬁcation of the role of precedent phenom-

ena in the formation of secondary linguistic personal-

ity during the study of a foreign language are devoted

the works of Lazarenko (2014), Liontas (2002). V.

Doroz considers precedent phenomena as the basic

core of stereotypical knowledge of students of na-

tional communities (Doroz, 2010). In cultural and

pragmatic aspects, phraseology and paremia are stud-

ied in the works of Miller (2020), Fiedler (2017). Re-

brii and Tashchenko (2015) analyze precedent names

in the translation aspect. Our studies (Hostra, 2021;

Kanevska and Hostra, 2021) is devoted to highlight-

ing the problems of precedent phenomena of culture

as linguo-didactic units.

But the question of ﬁnding eﬀective, eﬃcient

mechanisms for studying foreign-language precedent

phenomena of culture that would help overcome inter-

cultural barriers and simplify intercultural communi-

cation in any communication situation remains unre-

solved.

The goal of our research work is to deﬁne and

characterize the translation and linguo-didactic barri-

ers of learning and understanding of foreign language

precedent phenomena of culture and ways to overcome

them.

2 RESULTS AND DISCUSSION

From a linguo-didactic position, in our opinion, the

precedent phenomena of culture are cognitive struc-

tures formed in the cognitive base of native speakers

based on their socio-cultural and national cultural and

historical experience.

Precedent phenomena of culture include: phrase-

ology; paremia; names of culturally and historically

signiﬁcant events, objects; own names, references

to well-known artistic and non-artistic texts (names,

characters, themes, narratives, plots, artistic image,

artistic image; popular, well-known persons, events,

objects of reality, etc.); lexical units (realities) that are

meaningful in the context of linguistic and cultural

studies etc. All these varieties are combined into the

category of “precedent phenomena of culture” on the

basis of their linguistic and communicative essence,

the presence of their national-cultural, socio-cultural

or historical-cultural connotation.

Considering the pragmatic aspect of precedence as

a category of text as a whole, let us pay attention to the

connection of precedent phenomena of culture with a

communicative act, the structural elements of which,

as you know, are the speaker (subject of speech, ad-

dressee), the listener (object of speech, addressee), the

transmitted information. The interaction of precedent

phenomena of culture with the subject of speech is

manifested in the following directions:

1) pragmatic meaning – instruction of the speaker

(indirect meanings of statements, hints, non-

statements, etc.);

2) depending on the intentions of the speaker, the as-

signment of linguistic units to the objects of reality,

that is, the reference of the speaker;

3) the speaker’s assessment of the general fund of

knowledge (background knowledge), awareness,

interests of the listener, that is, pragmatic presup-

positions;

4) assessment of the content of the statement

(truth/falsity, irony, expressiveness, ambiguity,

etc.).

From the position of t he object of speech, it is

important to take into account such aspects as:

1) interpretation of speech, the ability of the lis-

tener to identify indirect or hidden meanings in

the statement, to take into account the situation

of communication, presupposition, the purpose of

the speaker;

2) the impact of the statement on the addressee (ex-

panding his awareness, changing his emotional

state, assessment, impact on his actions, aesthetic

eﬀect, etc.).

ICHTML 2023 - International Conference on History, Theory and Methodology of Learning

Information contains a precedent phenomenon of

culture, which can characterize all or part of a state-

ment (communicative situation). If the addressee does

not know the precedent unit used by the speaker, then

communicative failure is inevitable.

Consequently, those phenomena of culture become

precedent t hat native speakers use in communicative

situations and that are understandable to most mem-

bers of the linguistic and cultural society and deci-

phered by them.

Precedent phenomena of culture are inherent in

linguo-didactic functions, which must be considered

in the process of learning a foreign language and trans-

lation:

• nominative (naming and highlighting fragments of

reality);

• persuasive (persuasion communicative partner);

• game (ﬁnding the way of expressing an opinion

necessary for a certain communicative situation);

• password (determining the aﬃliation of a commu-

nicative partner to a particular social, cultural or

national group);

• attraction (attracting the attention of the interlocu-

tor – the recipient of the speech);

• image (the ability to get an impression of a person,

the level of his culture, awareness, etc.);

• communicative (the precedent phenomenon of

culture acts as a means of communication),

• allusive/or intertextual (a hint of a known fact,

event, person, etc.);

• modeling (use of authentic precedent phenomena

of culture without changes or adaptation, which

makes it possible to present the communicative

situation as a ready-made model that can be used

for educational purposes);

• linguo-practical (methodological) (actualization

of background knowledge directly in intercultural

communication);

• socio-cultural (ability to update the necessary

socio-cultural, historical-cultural or national-

cultural infor mation necessary for successful in-

tercultural communication);

• diagnostic (determination of language proﬁciency;

assigning the speaker to a certain level of language

proﬁciency).

A generalized description of the precedent phe-

nomena of culture as linguo-didactic units is shown in

ﬁgure 1.

Thus, an important linguo-didactic feature of the

precedent phenomena of culture is their dual essence:

they are the object of study (they contain important

national-cultural information) and a means of educa-

tion (they are used as didactic material).

Translation of precedent phenomena of culture is

an urgent issue of theory and practice of translation,

the search for ways to create an adequate translation of

these units is constantly ongoing, because their nature

and features cause certain diﬃculties.

The scientiﬁc literature notes that “the task of the

translator is to identify and analyze linguistic and

extra-linguistic factors that help to achieve equiva-

lence of translation. The ultimate goal of translation –

the equivalent inﬂuence of texts on their recipients –

becomes possible given the combination of factors

of the communicative-speech situation, cultural as-

pects and, most importantly, the preservation of the

communicative-pragmatic intention of the speaker of

the original” (Kotliarova, 2011). Therefore, in our

opinion, an important aspect of learning translation

activity is the arming of future specialists with such

a translation technique that would help them ﬁnd the

best ways to implement an adequate translation of the

original text.

In the theory of translation studies, translation is

understood as modeling and consistent transmission

of the complex-structural content of t he text. That is

why, from our point of view, the process of learning

translation can be carried out in four stages:

1) creating space for translation: searching for con-

ceptual meaning based on t he unity of old and new

knowledge about the text;

2) compression of special knowledge, one of the

forms of which is modeling;

3) interpretation of special meaning, that is, consis-

tent interpretation of language units;

4) the deﬁnition of the theme and the rhyme of the

text based on the actual division of the sentence.

Interpretation of language units in the translation

aspect involves determining not only their lexical-

semantic, grammatical, stylistic meaning, but also the

national-cultural connotation known to native speak-

ers of the original text and associated with the cul-

tural codes of the national-cultural community, but

unknown or insuﬃciently understood by native speak-

ers of the translation language.

A generalized description of the precedent phe-

nomena of culture as translation units is shown in

ﬁgure 2.

Thus, the precedent phenomena of culture are “ev-

ident” texts, units of speech, formed in the cognitive

base of native speakers and understandable to them,

having a national-cultural, historical component, their

Precedent Phenomena of Culture: Translation and Linguo-Didactic Barriers and Ways of Overcoming Them

Figure 1: Precedent phenomena of culture as linguo-didactic units.

Figure 2: Precedent phenomena of culture as translation units.

use in speech depends on the situation of communica-

tion, the goal set by the subject of speech.

The use of precedent phenomena of culture in

broadcasting, on the one hand, saves the commu-

nicative eﬀorts of the speaker and the listener, marks

speech, and on the other hand, can signiﬁcantly com-

plicate communication, primarily intercultural, and

translation.

In the process of converting the text of the original

into the text of the translation, it is necessary to be

able to recognize, identify and select the equivalents

of the precedent phenomena of culture, because they

consist of valuable knowledge in cognitive and emo-

tional plans for native speakers. For the professional

activity of the translator, this is extremely important,

because, in addition to the fact that the translator iden-

tiﬁes and understands the language and cultural cod es

of one language, he must also translate these codes

ICHTML 2023 - International Conference on History, Theory and Methodology of Learning

into the plane of another language and culture.

The complexity of translating the precedent phe-

nomena of culture is due to the fact that the translator

must have two buildings of the precedent phenomena

of culture at once: the original language and the target

language. Provided that one of these buildings is not

suﬃciently for med, communicative failure may arise

(“lack of youth or incomplete possession of commu-

nicative skills inherent in a certain national linguistic

and cultural community” (Batsevych, 2007)) or even

communicative or cultural shock as a result of a con-

ﬂict between two cultures at the level of individual

consciousness: inadequate interpretation, rejection,

rejection a communicative phenomenon, a compo-

nent of the culture of another linguistic and cultural

community. Therefore, in intercultural communica-

tion, including translation, communicative failures are

caused by the lack of age/insuﬃcient level of posses-

sion of one of the communicants (or translator) by a

system of meanings, national stereotypes, clich

es of

the culture in whose language communication takes

place or from whose language translation is carried

out.

Thus, not knowing the meaning of the English id-

iom bring down the house (“викликати грiм овацiй,

бурю оплескiв”) can lead to a misunderstanding of

such phrases as: The comedian brought down the

house with his jokes about the lost dog; The clown

sang a duet with the talking horse, which brought the

house down every night, as well as to their inade-

quate, even comic, translation: Гуморист розвалив

будинок своїми жартами про загублену собаку;

Клоун заспiвав дуетом з балакучим конем, який

щовечора руйнував будинок.

In addition, there are cases when, as Zahorac

(2021) notes, a precedent phenomenon can refer to

another precedent unit or indicate their relationship.

For example, a reference to a case text can be real-

ized through other case phenomena – a case statement

or a case name that is related to the text; case situa-

tions can be updated in the form of case statements

or case names, etc. In such cases, the translation of

the precedent phenomenon of culture is signiﬁcantly

complicated and requires a high level of cross-cultural

competence from the translator.

For example, in F. S. Fitzgerald’s novel “The Great

Gatsby” we ﬁnd the sentence: I graduated from New

Haven in 1915 (Fitzgerald, 2014, p. 5); literal trans-

lation in Ukrainian: Я закiнчив Нью-Хейвен (Нью-

Гейвен) у 1915 роцi. Here we are talking about New

Haven – one of the ancient cities of New England

in the state of Connecticut (USA), which became fa-

mous t hanks to Yale University, founded in 1701 and

named after the British merchant, philanthropist Eli

Yale, sponsor of the Encyclopedic school of the state

of Connecticut, which was the predecessor of the Col-

legiate School (in 1718 – Yale College). The name

of this city in t he minds of Americans is a metonymic

name of a famous educational institution. But in the

translation of this novel by O. Kalashnikova we ﬁnd:

Я закiнчив Йельськiй унiверситет в 1915 роцi (I

graduated from Yale University in 1915). The trans-

lator, based on her own knowledge about the connec-

tions of the university and its location, refused the

metonymic transfer as a concise description of the

object built on the relationship “part – whole”. How-

ever, in our opinion, such a translation did not take

into account the knowledge or ignorance of this fact

by the receptor readers, so the communicative corre-

spondence of the translated text to the original text

was not fully ensured.

Diﬃculties of translation of precedent phenomena

of culture are connected with the fact that precedent

units should cause certain national-speciﬁc associa-

tions common to most members of a certain linguistic

and cultural community among native speakers, so the

translator needs to somehow transfer (reproduce) the

image of associations into the text of the translation,

preserve, not lose the author’s intentions, cause similar

reactions in t he recipients of the text of the translation.

For example: The big news yesterday was Presi-

dent Obama’s announcement of his steps to try and

curb gun violence. I didn’t see it. I don’t want

to bring the room down. My mind has been else-

where. Literal translation in my Ukrainian: Головна

новина вчора: президент Обама оголосив про свої

кроки, щоб спробувати приборкати насильство з

використанням зброї. Я цього не бачив. Я не хочу

розбивати (руйнувати, знищувати) кiмнату. Мiй

розум був деiнде. But the idiom “Bring the room

down” (“destroy the room”) in this context means

“придушити всiх присутнiх” or “знеохотити всiх

у кiмнатi” (“make everybody here depressed” or

“discourage everyone in the room”), so it is more

appropriate to translate as: Я не вводжу всiх тут

у депресiю (that is, replace the idiom with a phrase

that is close in terms of semantic load). The sentence

My mind has been elsewhere (literally: Мiй розум

був деiнде / в якомусь iншому мiсцi) is a correct and

useful phrase from the point of view of English writ-

ing. This phrase, which is usually used to describe a

person who is not paying attention to the current situ -

ation or conversation, however, in this context is better

translated as follows: Мої думки були (блукали) десь

в iншому мiсцi / деiнде.

Thus, the translator must have solid background

and cultural knowledge, be able to use them in the pro-

cess of intercultural communication. When translat-

Precedent Phenomena of Culture: Translation and Linguo-Didactic Barriers and Ways of Overcoming Them

ing the precedent phenomena of culture, the translator

uses not only knowledge of two languages (language

competence), but also needs linguistic socio-cultural,

intercultural competence, because knowledge of the

stylistics, culture of speech, cultural and historical

context of the original text and translation is neces-

sary. The translation techniques used by the translator

determine what the text of the translation will be, be-

cause the precedent phenomena of culture can make

this text more or less emotional, expressive, accurate,

may or may not cause the associations laid down by

the author of the text, become a marker of the text.

The translator faces a number of diﬃculties that

must be overcome in order to create an adequate

translation, including: national-speciﬁc associations

that are diﬃcult to reproduce; discrepancies in the

emotional-ﬁgurative component of the precedent phe-

nomenon of the culture of the original language and

the language of translation; contextual ambiguity.

So, in book Harry Potter and the Cursed Child

we ﬁnd the expression “It’s almost laughable” (Rowl-

ing et al., 2016, p. 157), which was translated into

Ukrainian using the phraseology “Та це просто

курям на смiх” (курям на смiх – it’s about some-

thing silly, something not worth paying attention to),

that is, the translator used the technique of domestica-

tion.

Most often, translators tr y to ﬁnd an equivalent

of a precedent cultural phenomenon in the language

of translation that is appropriate in terms of seman-

tic, evaluative, and stylistic meaning. For example:

“Ginny: You talk a lot of rubbish.” / “Ginny: What

nonsense are you talking about?”. “To talk rub-

bish” – “to talk nonsense”. The translator introduces

the Ukrainian phraseology “плести нiсенiтницi”,

only replaces “нiсенiтницi” with “дурницi”. Let’s

give another example: “He wasn’t a black cloud” /

“I чорною хмарою. А вiн не був.” The English id-

iom “black cloud” means a person that ruins another

persons’ hopes and dreams, ideas or good moods by

being pessimistic and having negative attitude”); in

the Ukrainian language, the phraseology “як чорна

хмара” is used to denote a depressed, gloomy per-

son. That is why such an equivalent replacement is

completely acceptable.

“And Ron and Hermione have gone completely

skew whiﬀ – and I still haven’t ﬁgured out why.” / “А

з Роном i Гермiоною взагалi чортзна-що дiється

. . . i я нiяк не можу збагнути, чому.” The English

idiom “skew whiﬀ ” has the meaning “sloping instead

of straight, or wrongly positioned” (характеризує

все, що йде шкереберть). In this case, the translator

into Ukrainian used the expression “чортзна-що”,

which is actually an equivalent.

In D. Carnegie’s book How to Win Friends and

Inﬂuence People there is such a phrase: “It’s a byword

in our profession that no one enjoys wielding the ax”

(Carnegie, 1981, p. 165) (Досл.: У нашiй професiї

прийнято говорити, що нiкому не подобається

орудувати сокирою). So, in English, the idiom

“wielding the ax” means “wielding an ax”, “a person

who decides someone’s fate”. In the Ukrainian trans-

lation: “Нiкому не подобається роль «ката»”. It

is relative monoequivalent with diﬀerences in gram-

matical characteristics and other lexical composition,

but the negative assessment of the precedent cultural

phenomenon was preserved.

Thus, the diﬃculty of translating the precedent

phenomena of culture is caused by their peculiari-

ties – imagery, national-cultural connotation, ethnic

speciﬁcity.

Overcoming the diﬃculties of translating the

precedent phenomena of culture will be facilitated by

the algorithmic actions of the translator:

• the ﬁrst stage is the separation of the precedent

phenomenon of culture from the general stream o f

speech;

• the second stage – linguo-cultural and translation

analyses of the precedent phenomenon of culture;

• the third stage is the analysis of the speech function

of the precedent phenomenon of culture in the

original language;

• the fourth stage – directly the selection of the

equivalent;

• the ﬁfth stage is the translation analysis to identify

er rors and avoid them in the future.

Brieﬂy characterize how the proposed algorithm

works in translation practice.

The ancient Chinese were a wise lot – wise in the

ways of the world; and they had a proverb that you and

I ought to cut out and paste inside our hats. It goes like

this: “A man without a smiling face must not open a

shop.” (Carnegie, 1981, p. 70).

In this context, there are such precedent cultural

phenomena as: the English idiom “the ways of the

world” and the Chinese proverb “A man without a

smiling face must not open a shop”, translated into

English.

The author used the idiom “the ways of the world”,

which literally means “прийнятi типи та способи

поведiнки”, in the Ukrainian text the translator ren-

dered this expression “це всiм вiдомо”, he used a

contextual translation and replaced this idiom.

In the Ukrainian translation, a smiling face was

conveyed using the subjunctive part of the sentence:

“Людина, яка не вмiє посмiхатися”, that is, a rela-

ICHTML 2023 - International Conference on History, Theory and Methodology of Learning

tive monoequivalent with partially distinct grammati-

cal diﬀerences was selected.

Therefore, the following translation of a pas-

sage from D. Carnegie’s book was proposed:

“Стародавнi китайцi були дуже мудрi, це всiм

вiдомо. Одне з їхнiх прислiв’їв варто записати

i пришити до пiдкладки капелюха. Китайцi

говорили: «Людина, яка не вмiє посмiхатися, не

повинна вiдкривати власний магазин»”.

Let’s give another example from D. Carnegie’s

book: Remember the old proverb: “By ﬁght-

ing you never get enough, but by yielding

you get more than you expected.” (Carnegie,

1981, p. 115) – in Ukrainian: Remember the

old proverb: “Пам’ятайте старе прислiв’я:

«Борючись, ви нiколи не отримуєте достатньо,

але, поступаючись, ви отримуєте бiльше, нiж

очiкували»”. In the Ukrainian translation of the book

we ﬁnd: Згадайте старе прислiв’я: “Силою багато

не вiзьмеш, а поступившись, отримаєш бiльше,

нiж сподiвався”. The translator has chosen such

an equivalent, in which only the structure has been

changed compared to the English text, and also re-

moved the word never, this is dictated by the structure

of the proverb in the translated language, as it func-

tions precisely in this composition.

In sentences: My friend has a bee in her bon-

net about immigrating to Canada (Native English,

2023); Bee in your bonnet, Harr y Potter? (Rowl-

ing, 2000, p. 517) – we ﬁnd the idiom “Bee in

your bonnet”, which literally translates as “Бджола

в твоєму капелюсi”, it means “нав’язлива iдея”;

“To have a bee in one’s bonnet” (“мати бджолу в

капелюсi”) – “носитися з iдеєю, бути схибленим

на чому-небудь.” Translators most often use free

translation – replacing an idiomatic expression with

an expression without images, which leads to a loss of

imagery, evaluation, expressiveness ( “зациклитися

на чомусь”): У моєї подруги є сумнiви щодо

iммiграцiї до Канади; Щось тебе мучить, Гаррi

Поттере? (compare: Бджола в твоєму капелюсi,

Гаррi Поттере?).

In our opinion, step-by-step work will help over-

come diﬃculties that may cause communicative fail-

ure or poor translation.

In the process of learning a foreign language and

translation, from our point of view, it is necessary to

form the ability of applicants for education to translate

the precedent phenomena of culture in any situation

of intercultural communication.

3 CONCLUSION

Precedent phenomena of culture are certain repro-

ducible units of speech, which are formed in the

process of interaction of a native speaker with rep-

resentatives of his linguistic and cultural commu-

nity, therefore they have a national-cultural, socio-

historical component, their inclusion in the communi-

cation process depends on the goal set by the subject

of speech.

Using of precedent cultural phenomena in the

speech of native speakers makes them an important

means of teaching foreign language communication

and a subject of study for inophones: it is impossible

to form a secondary linguistic personality, which is

the main goal of foreign language education, without

taking into account the role of precedent phenom-

ena of culture in speech (creation of subtext, hint,

the presence of intertextual connections, assessment

of utterances, assessment of the situation, the way of

expressing the intents of the speaker, etc.).

Precedent phenomena of culture are used to facil-

itate communication, labeling of text/discourse, sav-

ing communicative eﬀorts, but can greatly complicate

communication, make situations of unsuccessful inter-

language and intercultural communication possible.

In practical activities, it is necessary to take into

account certain aspects of the translation of foreign

cultural precedent phenomena t hat signiﬁcantly aﬀect

the choice of translation transformations used by the

translator to reproduce t hem in the translation text,

such as:

1) take into account the style and type of the text,

its genre aﬃliation, the communicative intentions

of the author. It is not always appropriate to

use such a translation transformation as replace-

ment, because precedent cultural phenomena re-

ﬂect national, historical and cultural information,

and their replacement can provoke the loss of the

national and cultural character of the text, at the

same time, the use of tracing and transcriptions

can lead to obscuring the content of the text and

lead to its misunderstanding by the addressees of

intercultural communication;

2) determine the place and function of the precedent

phenomenon of culture in t he text. There are cases

when it is appropriate to remove a precedent cul-

tural phenomenon, if it does not aﬀect the general

understanding of the message;

3) take into account the nature of the precedent phe-

nomenon of culture in accordance with the degree

of its familiarity / obscurity, usage, cultural, liter-

ary and linguistic tradition of its use in speech;

Precedent Phenomena of Culture: Translation and Linguo-Didactic Barriers and Ways of Overcoming Them

4) take into account the grammatical and word-

forming features of the foreign-language precedent

cultural phenomenon in the translation language,

taking into account the culture of speech, the tra-

dition of use, the socio-cultural context, etc. In

this aspect, it is necessary to pay attention to the

precedent phenomena of culture, which are known

to a large number of representatives of the mod-

ern population of all countries, that is, universal

precedent phenomena, which almost always have

their own version in diﬀerent cultures, but for their

cor rect inclusion in the text, the translator must use

grammatical and lexical transformation

It has been determined that, ﬁrstly, in the process

of learning a foreign language and translation, it is

necessary to work purposefully on the assimilation by

applicants for education of the precedent phenomena

of the culture of the learned language, namely: to

determine the semantic signiﬁcance of the precedent

units, to explain their national-cultural and cultural-

historical signiﬁcance, to evaluate their expressive

possibilities. The purpose of such work is forming

the ability of applicants for education to decode the

information received in the form of a precedent phe-

nomenon of culture, the ability to skillfully and appro-

priately introduce the precedent phenomena of culture

into their own speech. Secondly, the algorithmization

of the process of translation precedent cultural phe-

nomena will contribute to solving diﬃculties during

their translation.

It is possible to overcome intercultural barriers in

the process of translation of precedent cultural phe-

nomena, if, even at the stage of learning a foreign

language, one takes into account their speciﬁcity and

frequency of use in the speech of native speakers of

the studied language, that is, purposefully form so-

ciocultural, cross-cultural, translation competence in

students, expand their background knowledge.

Further research requires the methodology of

forming the translation competence of the students

through the translation of various types of precedent

cultural phenomena, which are part of the conceptual

apparatus of the language (native and foreign), litera-

ture, art and history.

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Precedent Phenomena of Culture: Translation and Linguo-Didactic Barriers and Ways of Overcoming Them