Differentiation of the Subject and the Complement in French Sentences: Difficulties of Translation
https://doi.org/10.21869/2223-151X-2023-13-4-89-97
Abstract
This article deals with the problem of the non-prepositional members of the French narrative sentence. The main goal is to clarify the basic principles of the positioning of the subject and the complement, their interchangeability, the principles of localization in written speech. Within the framework of the work, descriptive, comparativehistorical, comparative and semantic-stylistic methods of language research were used. The results of the analysis of grammatical reference books and fiction of the XVIII-XX centuries made it possible to prove the connection of the position of the subject and the complement with their syntactic function. The semantic component in the expression of syntactic relations is analyzed. Advanced hypothesis were verified with the examples of four translations of the classic Russian novel of the XIX century. The research will expand the comprehension of subject and complement in the French narrative sentence and, perhaps, encourage linguists to further study this phenomenon not only in analytical, but also in inflectional languages.
About the Authors
V. V. Zviagintseva
Southwest State University
Russian Federation
Russian Federation
Victoria V. Zviagintseva, Candidate of Sciences (Phylological), Associate Professor, Associate Professor of the Department of Foreign Languages
50 Let Oktyabrya Str., 94, Kursk 305040
Researcher ID: 738851
T. V. Kruzhilina
Southwest State University
Russian Federation
Russian Federation
Tatiana V. Kruzhilina, Candidate of Sciences (Phylological), Associate Professor, Associate Professor of the Department of Foreign Languages
50 Let Oktyabrya Str., 94, Kursk 305040
Researcher ID: 738898
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Review
For citations:
Zviagintseva V.V., Kruzhilina T.V. Differentiation of the Subject and the Complement in French Sentences: Difficulties of Translation. Proceedings of the Southwest State University. Series: Linguistics and Pedagogy. 2023;13(4):89-97. (In Russ.) https://doi.org/10.21869/2223-151X-2023-13-4-89-97
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