Lacunarity of lexemes conveying negative emotions in the Russian and Spanish languages (based on the translation of M. A. Bulgakov's novel "The Master and Margarita")

The subject of the research became the lacuna-concepts of negative emotional states based on the study of three translations of M.A. Bulgakov's novel "The Master and Margarita" into Spanish. The choice of the novel as the material for analysis is determined by its high literary significance, representativeness in terms of expressing emotions of negative emotional states, as well as the presence of several translations of this work. Within the research, three translations, carried out at different times by translators representing different regional varieties of the Spanish language, were considered. The analysis of negative emotives, carried out using the method of semio-contrastive analysis based on a representative sample, led to the conclusion that interlingual relative motivated lacunae, which represent concepts such as grief, melancholy, anger, and distress, cannot be unambiguously transmitted into Spanish; moreover, they pose a problem for translators and teachers of Russian as a foreign language regarding the optimal explanation of the meaning and connotation of lacunae. The analysis of negative emotives was conducted using the method of semio-contrastive analysis based on a representative sample. This method includes the comparison of the original text and translations at the level of semantic components, and allowed the study to identify lacunar lexical units in the transmission of negative emotional states. The novelty of the conducted research lies in the identification of lacunae when transmitting negative emotional states into Spanish, as recorded in the Russian language by the lexemes grief, melancholy, anger, and distress. The research confirmed that these lexical units, which are part of the conceptual sphere of the Russian language, cannot be unambiguously transmitted into Spanish when considering semantic increments and create a problem for translators and teachers of Russian as a foreign language regarding the explanation of the meaning and connotation of lacunae. The analysis of the provided examples, taking into account the specifics of concepts and interlingual lacunarity, allows us to conclude that emotives serving as concepts and possessing features of lacunae require from translators, as well as teachers of Russian as a foreign language, expanded professional competencies. Identifying and describing lacunae in the semantic field of emotional states remains an important task for intercultural interaction, translation studies, and the teaching of foreign languages.