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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 Group work in EFL classroom(ТОВ "Планета-Прінт", 2021) Romanov, Yu. O.Документ The Aktionsarten as a lacuna for RFL learners(ВД "Гельветика", 2021) Nagaitseva, N. I.; Romanov, Yu. O.The article is devoted to a detailed analysis of the Aktionsarten; despite diversity and large volume, they are not covered by existing RFL (Russian as a foreign language) programs. Semantic and structural types of verbs that demonstrate a change in the meaning of a motivating prefixless verb in terms of expressing temporal, quantitative, and terminative characteristics of an action after adding appropriate affixes to it are considered to be Aktionsarten. Most Aktionsarten are formed from imperfective verbs by adding certain prefixes (and in the case at hand, the postfix -ся) resulting in Aktionsarten related to the perfective aspect. An insignificant number of Aktionsarten formed with the help of imperfect suffixes -ва-, -ив(а)-, -ыв(а)- refer to the imperfective aspect. The concept of Aktionsart was introduced by the Swedish linguist S. Agrell to designate the semantic functions of prefixed verbs which clarify the nature of the action; he was the first to distinguish the category of the aspect of a verb from the category of Aktionsart. Further study of the nature of the course of action and aspects expanded the understanding of the term: Aktionsarten are correlated not only with prefix verb formations but also with all verb derivatives formed with the help of other word-formation means (prefixes, suffixes, postfixes, and their combination). This article considers the meaning of semantic and derivational groups of verbs distinguished on the basis of temporal, quantitative, and terminative characteristics. With this approach, the concept of Aktionsart is not applicable to the entire verb vocabulary; this is the case of verbs that are verbal derivatives (their derivational formants are considered to be modification formants). The article attempts to minimize (for the purposes of RFL teaching) the number of Aktionsarten and provide lists of the most commonly used and semantically transparent verbs with rich word-formation potential; examples of their use in a poetic context are meant to interest students in literary works; the effective learning of Aktionsarten undoubtedly opens new opportunities for international students in RFL acquisition.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.