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Документ Occasional words as a linguistic phenomenon and expression of authors’ selves(ВД "Гельветика", 2021) Nagaitseva, N. I.; Romanov, Yu. O.This article is devoted to occasionalisms – speech units unknown to common vocabulary and used only in a certain context as an individual author’s stylistic means. The features of occasional words are: belonging to speech, nonce use, non-repeatability, expressiveness, nominative optionality, word-formation productivity, non-normativity, and so on. Occasionalisms can be formed not only according to existing word-formation models but also with violations of the rules of word-formation inherent in a language; and also using occasional means: inter-word overlap, contamination, graphical derivation, etc. Occasionalisms should be distinguished from neologisms because of their different functions: neologisms are meant to enrich a language lexicon while occasionalisms or nonce words merely have a stylistic function. The article attempts to provide a selection of occasionalisms (nouns, adjectives, verbs, participles and adverbial participles, adverbs) occurred in the poetic works of Russian symbolists, acmeists, futurists and consider such means of their formation as: suffixation, interfixation, use of singularia tantum in plural and vice versa, pluralia tantum in singular – for nouns; suffixation, interfixation, incorrect forms of comparatives – for adjectives; affixation – for verbs; use of archaic suffixes, occasional combinatory power, incorrect forms – for participles and adverbial participles; derivation not only from adjectives but also from nouns and verbs, stem-composition – for adverbs. From the analysis of occasionalisms in the poetic discourse of the brightest literary trends of the last century, it follows that even this insignificant quantitatively, but qualitatively unique segment of poetic speech makes it possible to understand the essential individuality of authors, to fully feel the expression of the authors’ selves.Документ Language of mathematics in L2 teaching(Видавничий дім "Гельветика", 2020) Romanov, Yu. O.; Lapuzina, O. M.This article is devoted to the problem of studying language of Mathematics which aims to teach a second language (in particular, scientific style) to international students learning Mathematics in Russian. Thematic justification of the study is determined by constantly increasing needs of students in mastering the skills of scientific style of speech which are a key priority for achieving a number of important educational goals (reading scientific and technical literature, writing scientific articles, participating in international conferences, etc.). There are two lines of research concerning languages in their relation to Mathematics teaching. One group of researchers consider a language to be a tool for interpretation of mathematical problems, while others do not speak about language as such, but rather about discourse taking place in Mathematics classroom. In case when L2 is a language of instruction, it is Content and Language Integrated Learning (CLIL) that provides (in addition to unconditional knowledge of the subject) not only linguistic but also communicative competence. The article gives a general characteristic of mathematical language (abstraction, consistency, accuracy, objectivity, saturation with factual information), its phonetic, lexical, morphological, syntactic peculiarities (the way of Russian pronunciation of Latin and Greek letters and mathematical expressions, reading of cardinal and ordinals numbers, mathematical symbols, fractional numbers, etc.; use of terms; use of singular instead of plural, tendency to grammaticalization of verbs, use of passive voice; frequent use of word combinations "adjective + noun" and "noun + noun in Genitive Case"; presence of different types of complex sentences, in particular with the use of subordinating conjunctions); many examples are given. Teaching mathematical language as part of scientific style of speech involves a clear coordination of educational activities of teacher of Mathematics and L2 teacher: the former introduces supportive notes in their discipline for adequate perception of lecture material by students, and the second develops the necessary lexical and grammatical supplement to these notes. The article gives an example of lexical and grammatical supplement on the topic "Arithmetic Operations. Mathematical Signs" used in pre-lecture preparation of international students. This approach improves listening comprehension and communication skills of students, ensures making fewer grammar mistakes, encourages scientific research, and helps in professional communication in general.