The notion of norm and anomaly in language

The term “norm” has various definitions which is caused by different approaches to the problem of normativity: it can be studied either from the point of view of the general theory of language or from the point of view of the theory of the culture of language or just from the pragmatic standpoint of the language culture. So, the notion of “norm” is still cannot be treated unambiguously.

There can be found a great number of definitions and characteristics of the notion of “norm” in the linguistic literature which reflects different approaches to the given phenomenon. In the studios of the pragmatic direction the linguists use the termolexeme “norm” as widely known or the one which does not require a special explanation. The analysis of the works of the theoretical character testifies to the fact that there is no concrete generally accepted definition of the linguistic norm. B. Holovin points out that in the course of profound comprehending of the term “linguistic norm” in contemporary linguistic texts the indistinctness of its semantic borders and even ambiguity of its understanding becomes clear.

It is common knowledge that existence and functioning of the norm can be perceived in the first place when it is being violated. In science the discovery often begins with the understanding and perception of the anomaly and the ascertainment of the fact that nature has violated in some ways the expectations provoked by the certain paradigm that directs the development of a normal science. Then it results in a more or less detailed study in the sphere of anomaly.

Linguistic anomalies are language integral components; they function at all its levels implying different pragmatic aims.

Having analyzed various approaches to the studies of the problem of the linguistic anomalies, we can state that they do not explain the nature, types, structure and peculiarities of grammatical anomalies, in particular, to the full extent. That is why this very aspect requires further development and observation.

Kachur A.

(Vinnytsia)

THE MAIN PRINCIPLES OF THE USAGE OF PROJECT-BASED LEARNING IN TEACHING DISCOURSE IN SECONDARY SCHOOL

• Project-based learning is a modern teaching technique, which conduces to the effective forming of pupils’ necessary skills and abilities in discourse and language competence at the level, determined by the curriculum, with the help of active speaking practice.

• Among the main principles of the usage of Project-based learning in teaching discourse in secondary school there are principles of communicative approach, situational dependence, solving problems, simultaneousness in learning the foreign language and culture, self-sufficiency.

• The principle of communicative approach consists in teaching pupils to express their thoughts and feelings, to share their experience in the foreign language, while solving the challenging tasks that develop thinking.

• The principle of situational dependence consists in pupils’ involvement into activities, which imitate real situations. The common project work is organised on the basis of topics, which are meaningful to every pupil, for example “Our House of Tomorrow”, “We are against Violence”, “My Dream Family” etc.

• The principle of solving problems implies that projects are educational tasks of different difficulty levels.

• On the basis of any project there is a problem, which requires the knowledge of the foreign language to solve it and to speak on it and has theoretical and practical educational importance.

• The principle of simultaneousness in learning the foreign language and culture suggests creating the dialogue between the native culture and the culture of the country, the language of which is being studied, while doing the project. As a language is a cultural element, pupils must be acquainted with the peculiarities of the culture and the function of the language within this culture.

• The principle of self-sufficiency eliminates the pupil’s dependence on the teacher with the help of self-organisation and self-education, while making a particular product or solving a separate problem, which refers to real life.

Kozak V.

(Vinnytsia)

THE FORMATION OF STEREOTYPES AS COGNITIVE PROCESS

Cognitive linguistics emphasizes the cognitive processes` nature of formation of the stereotype and examines it as an exaggerated conviction associated with the category. Its function is to explain the correlation of behaviour of an individual with the appropriate category (J.Olport).

Stereotype is a special form of conservation of knowledge and human evaluations, that is the concept of the behaviour, that directs us towards something in the surrounding world (U.Maturana); “form of rational perception of the world, which simplifies and speeds up the procession of information obtained” (A.Belova). The cognitive component of the stereotype facilitates and intensifies cognitive processes at individual`s socialization.

Cognitive approaches deduce stereotyping from the rules of the process of cognition: the main focus is put on perception and categorization (S.T.Fiske, T.Treyler, D.Maki, D.Gamilton). Man is not able to consider each group as unique, so he has to rely on stereotypes, which already contain all the necessary information.

Like other cognitive-cultural formations, stereotype has its own field structure, where we separate the core – the guiding principle or concept, and periphery – ascriptions or judgments, which accompany nuclear concept-image. Thus, the stereotype is understood as the cognitive structure with the fixed estimation of represented knowledge. It has the function of the mechanism, which stabilizes socially important activities.

Needless to emphasize, that the transfer of stereotyped behaviour and stereotyped expectations to another culture may portend “culture shock”. The same way conflicts within the linguoculture can be generated by the variation in the periphery of the meaning of concepts that express the existential values. And it certainly affects the mind.

Kudinova O.

(Vinnytsia)