Молодой учёный Международный научный журнал



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moluch 158.2

42
«Молодой учёный»
.
№ 24.2 (158.2)
 .
Июнь 2017 г.
Спецвыпуск
3. Deakin Crick, R. Pedagogy for citizenship. Getting involved: Global citizenship development and sources of moral 
values (31–55). Rotterdam: Sense Publishers. 2008
4. Hagger, H. & McIntyre, D. Learning teaching from teachers. Realizing the potential of school-based teacher 
education. Maidenhead: Open University Press. 2006
5. Anderson, L. W. Increasing Teacher Effectiveness. (2nd edition) Paris: UNESCO, IIEP. 2004
6. Feiman-Nemser, S. Teacher Learning. How do Teachers learn to teach? New York/Abingdon: Francis. 2008.
7. Mishra, P. & Koehler, M. J. Technological Pedagogical Content Knowledge: A new Framework for teacher knowledge. 
Teachers College Record, 108 (6), 1017–1054, 2006
Translation of stylistic devices in literary works
Otajanova L. O.
Urgench State University
I
t is not secret that after the Independence the relations with 
foreign countries have been widely established. A number 
of young specialists have been sent to learn the advanced 
experience of developed countries. In this case foreign 
languages play an important role. First of all our President 
realized it very well. For example, his speech in the 9 session 
of OliyMajlis of the Republic of Uzbekistan where he said: 
«Nowadays our government is paying great attention to 
learning and teaching foreign languages. Of course, it is not 
in vain. It is important to appreciate the value of knowing 
languages thoroughly for our people who are building 
their great future in collaboration and in solidarity with 
foreign partners; for the country which is trying to occupy 
its deserving position in the world co-operation»(Karimov 
1, 15).
Translating literary works is, perhaps, always more 
difficult than translating other types of text because literary 
works have specific values called the aesthetic and expressive 
values.
In the process of translation translator pays attention not 
only to express meaning, but also he tries to express the im-
ages emotionally.
As we know, similes have formal elements in their struc-
ture: connective words such as 

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