Teaching auditory-pronunciation skills at a secondary school.

Analysis of methodological and psychological literature on the problem of teaching phonetics, in which phonetic competence of secondary school pupils and their physiological features are described, gives possibility to define the key concept of study more exactly. The term "auditory-pronunciation skills" is defined as an automatic skill of listening to phonetic units, distinguishing between them on the semantic level and making correct sound and intonation design of your own speech without phonological and with a minimal amount of non-phonological mistakes [2, 24].

Among the factors favorable for the formation of phonetic skills of secondary school children, we can define the development of memory, thinking and imagination. These phenomena contribute to transition from reproductive to productive forms of work, increasing of the complexity of tasks, diversification of methods of forming articulation skills and phonemic hearing, involving a wider range of teaching methods.

Secondary stage of studying pronunciation, in general, can be characterized as a dialectical process of further development of phonetic skills acquired at junior school. The specifics of this process is the transition from imitation to analytical-imitation methods of working with phonetic material [1, 13].

Articulation exercises, drills, tongue twisters do not lose their relevance at the secondary stage of training, but their use is followed by the introduction of new, more sophisticated methods which include more complex elements of communication, play, parallel training of lexical and grammatical material.

At this stage of studying the use of authentic audio and video materials, which give the possibility to observe phonetic phenomena in their natural environment, is also possible as they encourage the development of listening skills and articulation.

The optimization of formation of auditory-pronunciation skills of pupils of secondary school age is possible in case of integration of the principle of consciousness in this process; increase of the amount of authentic auditory material in the process of phonetics studying; predominance of training over, instead of demonstration and explanation; usage of visual aids [2, 56].

Auditory-pronunciation skills are an important part of linguistic competence and the culture of speech, so their development should be one of the main areas of language teaching.

Bibliography

1. Мorska L. Theory and Practice of English Teaching Methodology. – Тернопіль: Астон, 2003 р. – 248 с.

2. Kelly G. How to teach pronunciation / G. Kelly – Longman, 2004. – p.13

Dovbysh O.

(Vinnytsia)

The survey of metaphor interpretation

The study of metaphor as the phenomenon of secondary nomination lasts two millenniums.

I. Richards was the first who said that within a metaphorical structure in the result of connection and interrelation of two separate notions about objects of extralingual reality a new notion appears. According to W. Blake in the process of metaphorisation two conceptual systems interact. As the result a new meaning is formed, different from the mere sum of two meanings. D. Devidson studies the pragmatical approach in metaphor research. J. Searl thinks that metaphor contains similarity and dissimilarity between the meaning, which author bears in mind and the direct meaning of the phrase he used. According to McCormack the reason of metaphor appearing is a special cognitive process. In "Metaphors We Live By" George Lakoff, a linguist, and Mark Johnson, a philosopher, suggest that metaphors not only make our thoughts more vivid and interesting but that they actually structure our perceptions and understanding.

All the scientists agree that metaphor (from Greek meta "change" and phero "bear") is a relation between the dictionary and contextual logical meaning based on the affinity or similarity of certain properties or features of the two corresponding concepts.

Metaphor can be embodied in all the meaningful parts of speech, in nouns, adjectives, verbs, adverbs and sometimes even in the auxiliary parts of speech, as in prepositions. Having become standardized through overuse, metaphors may also exist as idioms. Metaphors, like all stylistic devices can be classified according to their degree of unexpectedness: genuine metaphors and trite metaphors.

So, metaphor is a transfer of name based on the association of similarity being actually a hidden comparison; a common lingual means of occasional denomination that provides us with a means of explaining the unknown in terms of the known.

Gavriliuk Olena

(Vinnitsia)

ENGLISH IDIOMS AS THE REFLECTION OF ETHNIC PECULIARITIES

The inner content of English idioms expresses human relationships, clever and foolish behaviour, successes and fails, all spheres of human life , feelings, impressions such as approval, disaproval, friendliness and hostility, quarrels and conciliation, rivalry and insidiousness, blame and punishment.

A greater group of idioms expresses features of the British national character such as decisiviness, a desire to fight to the end. Among them: to set one`s teeth, with one's back to the wall, to go through fire and water, to stick to one's guns, to die hard. These British characteristics can also be expressed by phraseological verbs: to hold out, to keep on, to pull through, to go through with.

There is variety of English idioms, connected with success and money. Metaphorical idioms express satisfaction, given by wealth. For example: to play the first fiddle, cock of the walk, to feather one`s nest, to live like a fighting cock.

Many idioms are dedicated to friendship: to cotton to, to get on like a house on fire, to take to.

But there are some idioms that render good intentions and feelings, as well as theese that depict malevolence, rivalry, blame. For example: tо catch tripping, to take in, to leave in the lurch, to twist round one's finger.

Two traits in a person, are often criticized – helplessness and vainglory. They are characterized by such idioms as: good for nothing, rotten to the core, a bad egg, neither fish, nor fowl, to show off.

The feeling of annoyance is frequently expressed in idioms: to be put out, to rub somebody the wrong way, to touch somebody on the raw.

Many idioms express wonder, amazement, fright. Among them are to strike one all of a heap, to have one's breath taken away, to have one's heart in one's mouth. There are a few idioms that express low spirits, astonishment: to be at a loss, to be at sea.

Idioms are necessary in emotional speech as they influence our mind and our feelings.

Gladka A.

(Vinnytsya)