The pamphlet published by the Rabat Institute for the Study and Research of Arabization and Translation Issues begins with the question: Is the Arabic literary language ready to meet the year 2000 fully prepared? [Lamha 'amma' an ma'ahad ad-dirasat..., 1983]. The emergence of such a question is quite natural, given the language situation that has developed in the Arab countries by the beginning of the XXI century, and the language policy pursued by Arab countries in connection with the processes of globalization. I believe that in order to answer this important and topical question, we should at least briefly talk about Arabization itself, about the problems of Arabization of scientific disciplines, about the state of translation in the Arab world and about teaching translation.

Given that the special role of religion and the Arabic language in the life of Arab society is a fundamentally important feature that distinguishes this society from others, the need to study the problems of Arabization increases. The acuteness of the problem and its importance are particularly evident against the background of the tasks being solved by the former Soviet republics, which now determine their cultural specificity, the role and place of the Russian language, as well as its interaction with other languages operating in the new Asian states. All this requires understanding both the process of Arabization and the experience that can be used in the interests of the development of these states, the development of their interaction with both European and Asian countries through a dialogue of cultures, establishing contacts, and striving to understand each other. The development of these abilities is inseparable from mastering a foreign culture, from serious translation activities that allow you to master the achievements of other peoples. Translation is an important mechanism for cross-cultural communication.

Thus, the relevance of the topic of Arabization and translation activities is due, firstly, to the need to understand the problem itself, which has both scientific and practical significance; secondly, to the demand for training specialists who can develop intercultural contacts.

The sociolinguistic approach to analyzing the course of Arabization involves, on the one hand, studying the state of the language and the qualitative changes in it that occur as a result of the implementation of the Arabization policy, and, on the other, studying the social factors that affect the process of Arabization itself, accelerate or slow it down, promote or hinder its manifestations.

The most significant impact on Arabization is exerted by psychological, social, ideological and cultural factors: they are understood as the conditions for Arabization, but their influence on Arabization and on the language itself is very different. The analysis of the current state of the Arabic language reveals a number of difficulties in its development caused by the general spiritual and social crisis that Arab society is currently experiencing. Arabic culture is closely linked to the Arabic language, and the strengthening of this link is largely due to the fact that the Arabic language is a very important language.

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The Muslim religion, which recognizes Arabic - the language of the Qur'an - as the only means of communicating with Allah, has contributed and continues to do so.

The Plan for the Development of Arabic Culture, which was published by the Inter - Arab Organization for Education, Culture and Science (ALECSO) back in 1986, provides an answer to the question of the goals and state of translation in the Arab countries. Although almost 20 years have passed since its publication, it has not lost its significance today. This document states that translation, as a specific type of intellectual activity, is intended to:

"(a) To confirm the unity of the Arabic language throughout its territory of distribution and to show its potential to express the needs of modern life in Arabic;

b) to confirm in practice that the Arabs can not only translate and assimilate all that is created in other countries, but also create and create values themselves, which are urgently needed by the peoples of many countries of the world;

c) enrich the Arabic language, promote its development in every possible way, and at the same time ensure its full functioning as an independent language;

d) ensure the Arabization of education at all its stages, achieve the inclusion of the Arabic language in the group of world languages, turning it into a full-fledged language of science and thought;

e) to help overcome the still existing cultural and scientific backwardness, to enter the modern world in such a way that the Arabic language meets, like Arabic thought, the requirements of the twenty-first century and its problems;

f) provide an opportunity for the younger generations to get acquainted with modern civilization, so that they can keep up with modernity and the achievements of world science and culture;

g) put an end to the main factors that determine the dependence of the Arab states on the West, continue their own path in the development of thinking, creative and creative activities;

h) to acquaint the world with the achievements of Arab thought, modern Arab literature, and the achievements of science and art in Arab countries "[see Al-Munazzama al - ' ara-biya..., 1989, p. 81].

Translation plays an invaluable role in solving these problems. Given the current situation in the field of culture and science, it is advisable to develop a comprehensive translation program, which, first of all, should address the following issues:: what should be translated and what is the order of priority in the translation work being carried out. It is not only that the Arab States have fallen far behind the developed world, but also that this gap is constantly growing and deepening. Apparently, over a long period of time, the Arab countries will be forced to organize and conduct targeted work on intensive translation from different languages, primarily from English, French and Russian, of a wide variety of materials that introduce the development of world science, technology and culture in order to be able to join the process of globalization as an active participant.

At the same time, if we talk about the ultimate goal of all organizational translation activities, it can also be defined to some extent as the desire to end dependence on Europe and America in the spheres of culture, science, technology, and thinking, so that the Arabs can fully rely on their own strength in all areas of life. The Arabs believe that they must do everything possible to contribute to world progress, as, for example, they did in the Middle Ages or as other countries that were previously considered backward or bore the burden of huge military expenditures (China, Japan, South-West Asian countries) are doing, which, of course,is unacceptable. got in the way

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they should pay appropriate attention to the development of many areas of life. We should hardly agree with those who claim that translation is the only and most important means to achieve this goal. At the same time, it is obvious that without translation from foreign languages, it is impossible to successfully solve the many and diverse problems that Arab countries face in the twenty-first century.

Translation activities should make a significant contribution to the Arabization of not only higher education, but also many branches of technology and science that still use mainly English or other European languages. Thus, the problem of Arabization of higher education is an integral part of the general problem of Arabization, which primarily concerns the Maghreb countries (Algeria, Tunisia and Morocco).

What is the current translation situation in Arab countries? There are two types of institutions that are responsible for translation and carry out translation activities: private-various kinds of publishing houses that, in addition to their usual publishing activities, pay special attention to translation, using it as a means to generate a certain financial income; government or state institutions, which can include ministries of culture, information, education, universities, institutes etc.

In addition to Arabic organizations, translation activities are also carried out by foreign or international centers. Some of them cooperate with Arab public or private institutions (for example, the Lebanese Council for the Translation of Unique Works). If we compare the number of translations from a foreign language into Arabic made in Arab countries over the past 20 years with the number of similar translations made in Europe or America, it turns out that in this area, Arab countries lag far behind other countries. Among the books translated in Arab countries, the overwhelming majority are works of fiction, rather than books on various problems of science or technology [Al-Khuri, 1989, p. 9, 18-19].

The main reason that did not allow us to raise the translation business to the proper level, as it seems to us, was the lack of a pan-Arab translation plan that would coordinate the translation process in different countries, when each of them would perform its assigned function. Without the development and implementation of such a plan, it is difficult to expect any positive results in the current situation.

The report, which was presented to the ALECSO management back in 1983, stated in part::

"Translation activities in the Arab world are characterized by the following three features ::

1. There is no coordination, no specific action plan that addresses genuine needs, and moreover, there is no translation program at the level of each Arab country or the entire Arab region. All this often leads to the fact that books are translated, the benefits of which are minimal, while books that are valuable in many respects are ignored. History books or works of fiction are mostly translated, while translations of works related to the development of natural sciences are clearly insufficient;

2. Translation activities are not based on a detailed study of the current situation in the Arab countries, do not take into account the level of economic, social and cultural development, as well as the development prospects of each country. The process of Arabization of education at all levels was also ignored by the relevant organizations;

3. The translation process does not adhere to any specific strict criteria in terms of language practice and the use of terms, quite often from-

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there is a low level of individual translations, and there are no uniform criteria for translating terms from a foreign language. The Permanent Office for the Coordination of Translation Activities, located in Rabat, Morocco, was unable to unify the terms in the higher education system. It is difficult for translators to acquire all the dictionaries that have been published by the Permanent Bureau, which is a structural organization in the ALECSO system. No research has been conducted on the terms that have been used in translations that have already been published, in order to know not only the disadvantages of translation activities, but also their positive aspects. Educational institutions pay little attention to the training of qualified translation personnel who, in terms of their qualifications, would fully meet the requirements of the time" [Al-Khuri, 1990, pp. 4-5].

Based on its own needs and capabilities, trying to change the existing situation, ALECSO created a Translation agency in its structure. In addition, this inter-Arab organization has repeatedly submitted projects related to all Arab countries and translation issues to congresses and conferences on cultural issues. For example, such a project was proposed at the 4th session of the Conference of Arab Ministers of Culture (the conference is a permanent inter-Arab body), which was held in Algeria from 9 to 11 May 1983. Although the session did not solve the urgent problems of translation, it was nevertheless an important step in organizing translation activities both throughout the Arab world and in a number of Arab countries. This project (its essence is described in the Master Plan for the Development of Arab Culture, published in the materials of ALECSO) is based on the following principles, which are still a priority for many Arab countries today, almost 30 years later:

"1. Selection of the most important fundamental books for translation and development of a special priority scale;

2. Selection of qualified translators. Translation quality control and creation of a translation editing system;

3. Selection of languages from which texts will be translated;

4. Striving to keep up with the world-class scientific and technological progress in the field of machine translation;

5. Use the advantages that the peculiarities of the Arabic language give when translating and adapting texts to the models characteristic of the Arabic language;

6. Providing the translation process with all necessary means:

a) highly qualified, carefully designed dictionaries,

b) using mainly Arabic terminology,

c) training of qualified translators,

d) full encouragement of their activities;

7. Selection of books for translation, first of all, in basic sciences and applied sciences, then in social - social and humanitarian areas. The third place goes to popular science literature;

As for ways to implement this plan, the following measures are proposed::

a) active interaction and cooperation between cultural institutions and organizations specially established for translation activities in Arab countries (the Arab Center for Arabization, Translation and Publication in Damascus, the Office for the Coordination of the Arabization Process in Rabat, the Translation and Arabization Office at each university, etc.);

b) development of a pan-Arab translation plan with a view to its implementation, respectively, within each country and the entire Arab region" [Al-Munazzama al - ' ara-biya..., 1989, p. 82].

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Considering that such a plan could only turn into a document containing only recommendations that not all countries would strictly adhere to, ALECSO hastened to create an Inter-Arab Translation Organization, which was not only responsible for developing the translation plan, but also responsible for all the work on its implementation. In the book "Arabization and Its Coordination in the Arab World", the Arab researcher Muhammad Minji al-Sayyadi writes: "Activities aimed at carrying out Arabization are primarily serving the Arab nation in order to combine scientific and ideological programs of action, the desire to realize one's belonging to a single civilization, the integral existence of which can not be hindered by any language difficulties: neither dialects nor foreign languages" [Al-Sayyadi, 1980, p. 10].

The problem of Arabization has its roots in the era of colonial conquest, when the British, French and Italians occupied Arab lands. Arabization, based on various Arabic sources, is usually understood primarily as the terminological name in Arabic of scientific concepts that have emerged and developed in other languages, in other cultures, for example, computer, TV, radio, AIDS, etc. Scientific institutions and Arabic language academies operating in a number of Arab countries use several methods to arabize these concepts: a) search for scientific correspondences in Arabic: computer-hasib and hasub, etc.; b) using a foreign word and adapting it to models of the Arabic language, for example, TV - talfaza, tilfaz; or preserving the foreign word in its original form: AIDS - idz. In addition, Arabization refers to the use of Arabic as a language of instruction or scientific research.

Arab researcher Abdel Karim Khalifa writes: "The term "Arabization" in its modern sense indicates that Arabic has become the language of instruction in the Arab world at all levels of education in natural sciences, technical and other sciences, has become the language of scientific research and modern technology. This term means an opportunity to express in Arabic all ideas not only about different types of knowledge, but also about the history of the formation of these sciences; to tell about the knowledge contained in Arab scientific thought, about the Arab environment, about Arab society. This understanding of the term "Arabization" comes from the term t'arib, which means "translation into Arabic" "[Khalifa, 1995, p. 15]. At the same time, Arabization also means the creative participation of Arab scientific organizations and institutions in the construction of modern Arab civilization, a way out of the snare of subordination, cultural and spiritual dependence on the countries of the West.

The use of the term "Arabization" also indicates the connection of the concept that is conveyed by this term with Arabic language institutions and organizations. It is interesting to interpret the term "Arabization", which is held by a number of large Arab scientific centers, whose activities are somehow connected with the process of Arabization. "Arabization from the sociolinguistic point of view sets itself the task of restoring the Arabic language to the place it lost during the colonial period, so that it can once again act as a national language, providing entirely the functions of communication at all levels and in all spheres of social life" [see: Lamha 'amma' an ma'had ad-dirasat ..., 1983].

As for the term "Arabization of sciences" in the Arab world, its meaning is quite clearly shown when considering the following problems. First, to continue scientific and technical development. At present, this development can be realized only by those scientists who are fluent in a foreign language, primarily English, which today acts as the modern language of science and technology. Secondly, we should strive to increase the efforts of Arab scientists in the development of the world economy in every possible way.

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science, since at present their achievements are clearly insignificant. The solution to this problem depends primarily on creating a powerful scientific environment where promising research is conducted and scientific materials are used primarily in Arabic. It should be borne in mind that to this day there is no unified scientific terminology, despite numerous efforts in this direction. This is especially true for such modern and promising areas of science as space research, computer science, the latest medical disciplines and technical achievements.

The implementation of the tasks set for society requires accelerating the process of Arabization of university education in the vast majority of higher educational institutions, where the teaching of such sciences as medicine, biology, physics is carried out in English or French. It is also necessary to train and train more national cadres in various fields of science in the Arab countries in order to gradually abandon the reliance on Arab scientists, researchers and teachers who have been educated abroad in a foreign language. At the same time, scientific research should be based primarily on the scientific achievements of Arab scientists, and not on research conducted in other countries of the world. Nevertheless, the brain drain to the West continues due to various unsatisfactory conditions for the creative work and life of scientists (political, social, professional, material). There are no special measures aimed at encouraging scientists and other workers engaged in the field of science.

The limited use of Arabic in science still continues. And this fact should be assessed as a disregard for the interests of the nation, as a denial of its unity, disregard for the national language and national cultural heritage.

In order to correctly understand the nature and features of these arguments, I will give a number of arguments that made it possible to come to the above conclusions:

* Arabization is a national problem that affects literally all Arabs. Disregard and inattention to this problem is a manifestation of disrespect for one's own people, a rejection of the most important generally accepted sign of the nation. Replacing your native language with another is a clear blow to national identity;

* Arabization encourages progress and serves science, forms the consciousness of new generations who will be able to understand what is happening around them;

* Arabization will promote the spread of science among the population. Those times when science was the lot of the elite, the privilege of a narrow circle of people, will become a thing of the past [see Al-Matuvwa Yusuf Ahmad, 1985, p. 10].

As for the difficulties encountered in the Arabization of science in the Arab world at the beginning of the twenty-first century, we can mention first of all the lack of firm determination, sincere intention and a generally approved decision regarding the need for Arabization. There are doubts that the Arabs are able to accept modern science and technology and contribute to its development. If the Arabs are really interested and ready to start the Arabization of science, then they should first make the appropriate decision in order to abandon all kinds of improvisations and ill-considered decisions. If there is no required solution , there will be no means to find a rational way to change the language situation. There is also no single inter-Arab strategic mechanism that has the right to conduct Arabization or coordinate the Arabization process itself. It is known that Arab academies in different countries, Bureaus of Linguistic Coordination, universities, other educational centers and relevant institutions make a lot of efforts to carry out Arabization, but their activities are not coordinated and

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It is not directed by a single plan created on a scientific basis and taking into account different options for the course of Arabization. All activities related to the Arabization of science are not financially encouraged and are not supported in any way.

Constant references and reliance mainly on foreign sources prevail, as well as the refusal to use national sources due to their small number and lagging behind the current level of scientific development. To date, there has not even been a list of sources that would include books that have already been translated, or an assessment of the benefits that the Arab world has received from translating them into Arabic. There is also no list of books that need to be translated into Arabic, which naturally causes serious damage to the practice of selecting books for translation. The level of transfers themselves is not high. Meanwhile, translation requires not only the language specialization of translators, their professionalism, but also deep scientific knowledge. There are not enough necessary dictionaries for various areas of knowledge that could serve as a serious help in translating from a foreign language into Arabic.

In the Arab world, the terms are still not unified, and all this leads to the fact that translations made in different Arab countries often turn out to be incomprehensible for readers from other countries. The dubious point of view that Arabs and the Arabic language are not able to contribute to the development of civilization and science is relatively widespread, and that it is impossible (or very difficult) to use the Arabic language even as the main means of teaching in universities.

To date, translations of various books from foreign languages have been published in Arab countries. This is clearly not enough, because first of all it is necessary to translate the textbooks provided for in the training programs, books that were created in the world during a broad campaign that began in the 60s of the XX century to update the entire course of training in modern sciences. It is obvious that currently translating a textbook can bring more significant benefits than translating the works of any author, although these books may be of interest to a student of an Arabic university. Authors of university textbooks need to familiarize themselves with the manuals, textbooks and books used for teaching in various developed countries.

The Permanent Bureau for the Coordination of Arabization within the Arab World, established under the League of Arab Countries, has not been able to unify terms at the higher school level - one can even say that this work is still at the very beginning of the road. The Arab language academies did not do all that they should have done in the field of Arabization. Translators in many countries, not only in Arabic, cannot rely in their translation work on terminology dictionaries created under the auspices of the Bureau specifically for higher education. The fact is that they were not distributed in appropriate quantities in different Arab countries, which needed such dictionaries.

It is important to emphasize that no research is conducted on the use of terms that are used in translations. To this day, there are no forms of monitoring and accounting for the work carried out [see: Al-Khuri, 1989, p. 658]. The education system does not provide the special assistance needed to establish a translation service in Arab countries. Moreover, translators do not receive adequate language training when learning the art of translation in both Arabic and a foreign language.

It is not surprising that in various translations, especially in trade specifications or even in advertising, you can find a lot of sentences with both spelling and syntax errors, which often leads to loss of meaning. A large number of grammatical, spelling, and other errors cause criticism of the language.-

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It is necessary to evaluate and review the system and program of teaching Arabic and foreign languages in higher education institutions, and seriously think about improving the teaching methodology at different levels of education [see Al-Khuri, 1989, pp. 658-659].

At the same time, there are many objective factors that could contribute to the full implementation of the process of Arabization of science. Among them, first of all, it should be mentioned that Arabic, like other world languages, has all the data to be a means that is able to express and present all the material related to the development of science, to become the language of instruction for literally all academic disciplines. This conclusion follows from an analysis of the positive experience gained by a number of Arab universities in various countries where the teaching of scientific subjects has been translated into Arabic or, as is sometimes said, teaching has been Arabized. At the same time, it is possible to speak with good reason about the success achieved in teaching all science subjects and mathematics in secondary schools in Arabic in all Arab countries. As a model for many Arab countries, in particular, the experience of higher education in the "third world" countries, which managed to organize education in a number of universities in their native language, completely abandoning the use of English.

It is known that in the distant past, i.e. in the Middle Ages, Arabic was widely used as a language of science in a number of European countries. And why now, at the present time, it can not act in the same function?

Despite the serious shortcomings mentioned above, translation activities in many Arab countries have received a serious boost for their development and enjoy special attention. It is enough to refer at least to the experience of Kuwait, where the Kuwaiti Association for Scientific Progress and the National Council for Culture, Literature and Science publishes a whole series of journals, in particular "Science", "World Culture", etc. One can't help but conclude that it is necessary to study in detail the experience of a number of Arab countries. Moreover, this will clearly refute the opinion of some foreign scientists that the current level of development of the Arabic language does not correspond to the level of development of modern civilization and scientific progress.

In the Arab countries, the experience of other peoples and countries in organizing and developing translation activities is almost not studied, so that it is possible to get acquainted with the methods and methods of using national languages in the world for studying and teaching various natural science disciplines in universities. There is an urgent need to create a pan-Arab plan for organizing translation and Arabization. An action plan developed in various Arab countries can be used as an aid.

Many of the main points of Arabization were discussed at various seminars, symposia and conferences. Thus, one of the seminars stated: "Arabization is not limited to translating modern foreign sciences into Arabic, teaching them in Arabic, or compiling textbooks in a correct and clear literary language in order to prepare the ground for thinking, research, and creativity in this language. The goal is to make scientific thinking and the explanation of knowledge in Arabic become inseparable directions in Arabic science, encourage creativity and invention, while allowing the Arabs themselves to constantly get acquainted with the latest latest achievements of foreign science in foreign languages " [Al-Yaffi, 1984, p. 8].

Some time ago, there was a joke in Arab countries: "Translation in the Arab world is a profession for those who have no profession at all." In Arab countries, it is hardly possible to find an official study that contains data and specific figures that inform about the situation of an interpreter in Arabic.

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about the world and what is typical for translation activities in general. The conversation itself about translation as a professional activity and the position of a translator is quite difficult, since there is no necessary information and the required specific data with links to relevant sources that would allow us to discuss this important topic, taking into account its enormous significance.

As in many other countries of the world, translation in Arab countries is divided into two types: written and oral; each of them has its own status, its own rules. Translators also have the corresponding status. In turn, the translation system distinguishes between: a) day-to-day, ordinary translation, which is carried out by special private bureaus that exist on a commercial basis; b) administrative translation, which is carried out by translation agencies operating within the framework of ministries. They translate documents and other materials in accordance with the needs of the institutions where they exist; c) informational translation, which is widely used in the press, radio, and telegraph agencies.

In addition, there is a distinction between technical and scientific translation, which includes the translation of materials of a very different nature. Cultural translation primarily refers to the translation of works of art, as well as works on the problems of philosophy, spiritual life, and culture. Each type of translation has its own requirements, but the working conditions of translators and their status are different.

Similar to the differences in the field of translation, we can also talk about the peculiarities in the work of interpreters: there are full-time and freelance translators. Full-time employees are those who work in translation bureaus attached to ministries and various government departments and receive a stable fixed salary; freelancers are engaged in any translations and in various organizations. This situation has developed primarily because the material conditions of Arabic translators do not allow them to be specialists in some narrow fields of science and adhere to one profession. An Arabic translator is ready to translate everything that is offered to him for translation, or everything that he can, or it seems to him that he can translate, since the payment for work, and the work itself, do not belong to the category of prestigious. Here, of course, we are not talking about those translators who work in various international organizations and are employed full-time.

Anyone who knows a foreign language well believes that they can be a translator, that there is no difference between a professional and a non-professional translator - it is important to know the language and be able to speak it.

Among the main problems hindering the development of translation in Arab countries, we should mention the problem of payment for labor. A translator working for international organizations receives more than $ 200 a day for a six-hour working day. Institutions do not have an official payment schedule for the transfer page. Sometimes books are published without even mentioning the translator's name. Perhaps this is due to the fact that in Arab countries there is no association of translators, there is no special magazine dedicated to the art of translation. If there were such an association, then perhaps there would be no such violations, there would be a real body providing legal protection to the translator, payment for his work would be determined, a list of translators, their specialization, and a list of translations performed would be published. The first attempts to publish such information were made in a number of Arab countries, in particular in Tunisia and Egypt, where a list of books translated from 1961 to 1975 was published for the first time. This work is currently ongoing.

Among the difficulties that a translator has to overcome when working on the translation of a text, the first thing to note is the ambiguity of the term. Some English terms, for example in linguistics, have seven or more Arabic terms, which, of course, is a significant difficulty in learning English.-

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boron of the corresponding term. Working with terms requires some professional training.

In recent years, an important role has been played by electronic translation, i.e. the compilation of computer programs, electronic dictionaries, etc., which quickly brings scientific and literary texts in various languages, including Arabic, to consumers via the Internet. Due to the enormous influx of new information into the Arabic language in a wide variety of fields of knowledge, Arab translators were able to cope with the adequate translation of this information only through the use of an electronic translation system, despite a number of difficulties that could have been expected, given that Arab countries are clearly lagging behind in development and research related to using an electronic transfer. For a fruitful study of this latest translation technology, it is necessary to develop an inter-Arab project with the participation of a wide variety of specialists (philologists, translators, computer scientists, etc.).

According to the Arab specialists involved in the problems of electronic translation themselves, the needs of modern life pose serious challenges to the language, which should have the ability to express the needs of society; existing programs are only an aid in translating into Arabic, they need to be revised so that computer translation becomes more advanced [see: At-tarjama ..., 2000, pp. 174-193]. So, the program "al-Wafi" for translation from English to Arabic consists of three variants and includes an English-Arabic dictionary of 500 thousand words. It is considered as one of the first Arabic experiments on creating the fundamental foundations of computer translation. One of the variants of this program contains nine specialized scientific dictionaries: medicine, veterinary medicine, biology, physics, mathematics, statistics, chemistry, technical sciences, etc. These dictionaries include over a million lexical units. Among the most important problems hindering the development of electronic translation into Arabic is the problem of the level of semantic analysis. The fact is that the same word can have several meanings, and this creates certain difficulties, since the machine sometimes cannot choose the desired meaning of a particular word itself. Naturally, when translating scientific and technical texts, there are no such serious problems that we have to face when translating works of fiction and journalism.

Currently, a lot of efforts are being made to improve the quality of electronic translation. First of all, this applies to semantic analysis, because of the lack of which the text is sometimes difficult to understand. To solve this problem, it is necessary to create a functional grammar of the Arabic language based on a semantic and morphological basis. This grammar will allow you to identify the correspondence between the elements of an Arabic sentence and their counterparts in other languages. The development of a functional grammar is only a small part of the work that needs to be done to make it easier to overcome the existing language barriers between different regions of the world, in order to truly correspond to the spirit of the times and the ideas proclaimed in the framework of globalization: "Freedom of communication between people, direct contact between different nations and cultures" [At-tarjama..., 2000, p. 242].

Naturally, the question arises: how can translation make a real contribution to the development of the Arab world, to its desire to become an equal participant in world progress? First of all, it is necessary to note the validity of the thesis that the Arabic language is able to accept and include all the concepts of modern science in the scope of its functioning. Nothing can prevent it from becoming the language of modern science. This is obvious from the point of view of the policy pursued by the Arab countries-

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both politics and language practice. At the same time, it is desirable to study the experience of other countries of the world that have overcome various difficulties, raised their language to the level of developed, able to meet the needs of the XX and XXI centuries. It is also advisable to pay attention to the experience of Syria, which has done a lot of work aimed at the Arabization of science.

Recently, Arabization has been considered as a problem that belongs to the category of objects of state planning, where special attention is paid to the development of both languages and relations between them, while taking into account the difficulties that arise in this regard, and issuing specific government acts concerning the problems of the language situation and language policy. Unfortunately, no practical studies have yet been conducted on the progress of Arabization throughout the region. Many Arab countries have tried to arabize the teaching of science in their universities. Perhaps the most important and quite successful step in this direction was taken by Syria, while other countries mostly limited themselves to Arabizing education in the first year and partially in the second. Syria has made a great contribution to the Arabization of medicine, in particular. Many valuable medical works have been translated into Arabic. So, until 1985, 250 books on various medical specialties were published.

Paying tribute to the positive experience of Syria in the field of Arabization of teaching in its higher educational institutions, it should be noted that at the same time, the publication of translations of university textbooks and research results has significantly decreased in the country. At the same time, it is obvious that the translation work requires considerable financial costs, and this is currently beyond the capacity of a country like Syria, and requires joint efforts and funding from the Arab community, since the Arabization process is continuous, long-term, designed for many years, and, of course, affects the interests of all Arab countries without exception. The implementation of Arabization requires coordination and application of the efforts of all Arab countries. It is also necessary to establish a special body that will be responsible for the development of the Arabization process throughout the Arab world.

Arabization should not be seen as a path that leads to the self-isolation of the Arab world. Without a doubt, Arabization should be accompanied by the study of foreign languages. For Arab countries, it is advisable, by analogy with Russia or the United States, given their vast experience, to create a special mechanism, a structure responsible for translation activities, for abstract work, which would include scientific articles in different foreign languages in various fields of knowledge.

The attitude towards Arabization is a kind of symbol, which also provides an answer to the question of the attitude towards the Arabic language and towards Arabs in general, especially after they gained independence and created more than a dozen independent states. The successful implementation of Arabization will help Arabs engage in creative activities and at the same time show that the Arabic language itself has all the necessary tools to communicate the needs and needs of both the XX and XXI centuries. The main difficulty in carrying out Arabization, in our opinion, is primarily determined by the lack of a clear strategy in carrying out this process itself. Everything that is being done in the field of Arabization can be assessed as individual steps, which often hinder the successful implementation of Arabization rather than contribute to its development.

A special decision was made in Iraq to implement the Arabization of the teaching of basic and applied sciences starting from the 1977/78 academic year. A similar decision was made in the Maghreb countries. Various schools and institutions were established to implement the Arabization program. The League of Arab States established a Permanent Coordination Office for Arabization in Rabat in 1961.

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the task was to compile dictionaries of higher education. In 1963, this bureau became part of the ALECSO, which was assigned tasks related to the development of Arabic culture. The Bureau strives to unify terms, supports all practical steps for the arabization of teaching in higher education, and regularly organizes conferences. By the end of the 20th century, the Bureau had issued 13 dictionaries of Arabic-language terms in English, Arabic and French. Among them are Combined Dictionaries of 1) language terms, 2) nuclear physics, 3) mathematics and astronomy, 4) music terms, 5) chemistry, 6) anatomy, 7) archeology and history, 8) biology, 9) trade and accounting terms, 10) innovation terms, 11 12) in the humanities. The Coordination Office for Arabization is the only body responsible for coordinating the efforts of all Arab countries in the field of Arabization. In addition to the Coordination Office, Arabic language Academies in Cairo, Jordan, Damascus, the Iraqi Academy of Sciences, the Egyptian Association for the Arabization of Sciences, and a number of other institutions working in the field of translation and Arabization deal with Arabization issues.

In particular, a special school in Tunis and a higher school for translation in Morocco, a language school in Cairo, a Higher National School for Translation in Algeria, a Translation center in Kuwait, special courses in Iraq, etc. were created to teach translation. However, despite efforts both at the pan-Arab level and in each country separately, the results achieved so far do not correspond to the resolutions adopted at the pan-Arab level.

In an age of rapid development of globalization, Arab society must respond to its challenge by believing in the possibility of successful cooperation between civilizations, individual nations and cultures. At the same time, the activity should be supported by a belief in one's own strength, in the inexhaustible fruitfulness of the centuries-old cultural heritage of the Arabs, and a belief that the Arabic language can enrich the modern world as one of the most important world languages with its ability and readiness to express the latest ideas.

list of literature

Lamha 'amma' anma'had ad-dirasat wa-l - ' abhasli-t-ta'rib (Basic information about the Arabization Research Institute). Rabat, 1983.

Al-Matuvwa Yusuf Ahmad. Al-Lahn fi-l-luga al - ' arabiya (Melodica in Arabic). Al-Kuwait, 1980.

Al-Munazzama al - 'Arabiya li-t-tarbiya wa-s-saqafa wa-l -' uloom (Arab Educational, Cultural and Scientific Organization. 1970 - 1987). Tunis, 1989.

Al-Sayyadi Muhammad al-Minji. At-ta'rib wa tansikuhu (Arabization and its coordination in the Arab world). Beirut, 1980.

At-tarjama fi-l-watan al - ' arabiy. Nahwa 'insha' muassasa ' arabiya li-t-tarjama (Translated in the Arab world. On the establishment of an Arabic translation organization). Beirut, 2000.

Khalifa Abdel Karim. Al-luga al - ' Arabiya wa ta'rib fi'asrina (Arabic language and Arabization in the modern era). Cairo, 1995.

Al-Khuri Shahada. Al-Kitab al-mutarjam (A book translated from one language to another). Beirut, 1989.

Al-Khuri Shahada. Al-hutta al-qawmiyyah li-t-tarjama (National Translation Plan). Beirut, 1990.

Al-Yaffi Abd al-Karim. Daur at-Ta'rib fi ta'asyl al-saqafa al-zatiyah al ' arabiyyah (The role of Arabization in strengthening the roots of one's own Arab culture). Tunis, 1984.

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