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Word-Formation System And Its Influence On The Translation Of New Vocabulary In Russian And Arabic: Словообразовательная Система И Ее Влияние На Перевод Новой Лексики В Русском И Арабском Языках
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Derivational word formation process is one of the most substantial linguistic procedures that solves many problems in the translation of the language new vocabulary and helps to comprehend the smallest language component that not simply semantically and structurally explain the elements  of both Russian and Arabic but also enables translators to comprehend the derivational method procedures of both languages. It also reveals the structural aspects of translation equivalences, cognitive and semantic foundations of translation. The rapid development of languages and the appearance of a new vocabulary like ṭabaʿa "print → ṭābiʿat "printer", kataba "to write" → kātib → kātibat, rafaʿa "to raise" → rāfiʿat "a crane" dictate its own terms, binding both linguists as well as translators to discover a new methods of the resolving complications of translation equivalences.

 The interaction happening between the derivational word process and translation provides an exceptional prospect to grasp the language words structure that regulates the smallest word components of both languages. Structure and semantics are involved in the construction of minimal significant elements, which makes it possible to understand the new vocabulary patterns to achieve translation equivalence.

Аннотация

 Словообразовательная система является одной из важных систем лингвистики, изучение которой решает много переводческих проблем новой лексики. Рассмотрение особенностей словообразования как важной языковой подсистемы дает нам понять мельчайшие значимые языковые элементы. Эти элементы не только поясняют структуру и семантику  производных слов русского и арабского языка, но и дают переводчикам возможность понять, как действуют словообразовательные процессы обоих языков. На основе словообразования, раскрываются структурные стороны переводческой эквивалентности, когнитивные и семантические основы перевода. Бурное развитие языка и появление новой лексики типа ṭabaʿa "напечатать → ṭābiʿat "принтер", kataba "писать" → kātib → kātibat, rafaʿa "поднимать" → rāfiʿat "подъемщик" диктуют свои условия, обязывающие не только лингвистов, но и переводчиков найти новые основы для решения проблемы переводческой эквивалентности.

Взаимодействие словообразования и перевода дают уникальную возможность понять структуру слов языка, что выясняет минимальный значимый состав слов обоих языков. Структура и семантика участвуют в строении минимальных значимых элементов, что дает возможность понять состав новой лексики и как достичь переводческой эквивалентности.    

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The curriculum is amodern science which reflects the social philosophy and
what it needs . It searches for amothod that limits the knowledge that the
indiridual gets in the society and the sorts of the culture that suits the enrironment
in which they live. It also clears for them their history and their great in heritance.
It has a great in flunce in their mental growth ,and it teacher the students new
roles in the thin king ,and training then on what they have learned . According to
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