Gegensätzliche Bedeutungen in studentischen Übersetzungen aus dem Deutschen ins Ukrainische

Abstract

This article examines the emergence of opposite meanings in student translations from German into Ukrainian. Drawing on a corpus of student translations of popular texts, the study investigates instances in which the meaning of a passage was semantically reversed in early drafts. The analysis reveals that such errors follow recognizable patterns linked to linguistic features such as negation, passive constructions, subject–object inversion, modality, emotional tone, grammatical gender, and temporal or spatial relations. By comparing original texts, initial translations, and published versions, the study identifies typical causes of semantic inversion and offers recommendations for translation pedagogy. The findings are relevant to both translation training and professional practice, supporting the development of strategies to prevent meaning reversal and enhance overall translation quality.