- •Vinnytsia state pedagogical university
- •Institute of foreign languages
- •Vinnytsia – 2010
- •Cross-cultural aspects in efl/esp learning
- •Irony Leads to Elitism?
- •Culture and Language as integrative notions
- •In the University Literature Course
- •Paralanguage as one of the types of non-verbal communication
- •Sociocultural competence through the means of multimedia
- •National connotations of phraseological expressions as a problem for translation
- •The main purpose of training future foreign language teachers is forming the creative thinking
- •General characteristics of American magazines
- •What is Phonosemantics
- •Podzygun o. Using Wikipedia as a research tool
- •Comprehension of Some Fundamental Variables and Cross-cultural Communication
- •Internet and Distance Teaching Foreign Languages
- •Applying Categorization Procedures in the efl/esl Context
- •Distance Teacher Education
- •Sms language for improving the knowledge of English in American students
- •Teaching American Literature; Cultural differences and the Advantages of Close Reading
- •Innovative trends in modern linguistics
- •On the Notion of the Neologism in American Scholars Research
- •Conflict management strategies
- •Ivakhnenko Natalia(Vinnytsia) Advantages og Using Suggestopedia bold in tefl
- •Helping Children with special needs communicate
- •Community of youth culture
- •Different Types of American Political Adverts
- •To the Problem of Interpretation of the Intertextual Elements
- •Clause Subordination and Means of its Marking
- •Units of colour in textual world
- •Maori Influence on New Zealand English
- •Time and Space in Natural Language
- •The importance of ethnolinguistics in modern science
- •E. Hemingway’s Style
- •Are You a Good Essay Writer?
- •Iryna Skoriak (Vinnytsia) Gender Research in Interactional Sociolinguistics
- •The Concept 'Self' in the novel "Nice Work" by d. Lodge
- •The Image of the Gentleman in the 19-th century Literature of Britain
- •Aestheticism
- •My Experience with Russian
- •Receiving Cross-Cultural Experiences through Teaching Abroad Programs in semo
- •Analyzing and Building Literary Characters
- •The Strategies of Teaching Writing
- •Using games in the foreign language classroom
- •Ivasenko Kateryna The importance of audiovisual aids in the foreign language teaching
- •Project Work as Interactive fl teaching
- •Forming social and cultural competence of pupils by means of virtual communication
- •Code-mixing and code-switching in ukraine
- •Advantages and disadvantages of distance education
- •Melnyk Oksana Wide Popularity of Virtual Schools
- •Benefits oF interactive technologies for the development of communication skills
- •The Correlation of the National Language and Identity in Modern Society
- •Discussion as one of the interactive methods at English lessons
- •Language for and because of communication
- •Contents Cross-cultural aspects in efl/esp learning
- •Podzygun o. Using Wikipedia as a research tool ………………………...………...16
- •Innovative trends in modern linguistics
Maori Influence on New Zealand English
New Zealand English is most obviously marked from other varieties of English by its lexical borrowings from te reo Maori. Many of these words have become so much a part of the New Zealand English lexicon that their Maori origin is not consciously registered by their users. Most of the Maori words coming into NZE were for plants and animals-trees like kauri, t?tora, and rimu; birds like the extinct giant moa, the eponymous kiwi, the white heron or k?tuku, and the songbird tui; and fish and shellfish like hoki, toheroa, and cockabully (from kоkopu-a small freshwater fish). But cultural words were also borrowed, like whare nui, "meeting house"-literally "big house"; marae, "ceremonial ground"; mana, "authority"; and tapu, "sacred, taboo". Since the Maori language is closely related to Hawaiian, Tahitian, Samoan, and the other Polynesian languages many of these words can be found all over the eastern Pacific.
The everyday use of Maori words is usually colloquial, and is far more common among youth, young adults and Maori populations themselves. Examples include words like "Kia Ora" ("Hello"), or "Kai" ("Food") which almost all New Zealanders know. "Kia ora" (literally "be healthy") is a Māori term of greeting, meaning "hello" or "welcome". It can also mean "thank you", or signify agreement with a speaker at a meeting. The Māori greetings "tēnā koe" (to one person), "tēnā kōrua" (to two people) or "tēnā koutou" (to three or more people) are also widely used, as are farewells such as "haere rā". The Māori phrase "kia kaha", "be strong", is frequently encountered as an indication of moral support for someone starting a stressful undertaking or otherwise in a difficult situation.
Some hybrid words, part English and part Māori, have developed, the most common of which is probably half-pai — often written half-pie — meaning incomplete or substandard quality, paibeing the Māori word for "good". (The portmanteau form half-pied is also used, derived from half-baked.) Similarly, the Māori word ending -tanga, which has a similar meaning to the English ending -ness, is occasionally used in hybrid terms such as kiwitanga (that is, the state of being a New Zealander).
Māori is also ever-present and has a significant conceptual influence in the legislature, government, and community agencies (e.g. health and education), where legislation requires that proceedings and documents are translated into Māori (under certain circumstances, and when requested). Political discussion and analysis of issues of sovereignty, environmental management, health, and social well-being thus rely on Māori at least in part. Māori as a spoken language is particularly important wherever community consultation occurs.
The dominant influence of Māori on New Zealand English is lexical. A 1999 estimate based on the Wellington corpora of written and spoken New Zealand English put the proportion of words of Māori origin at approximately 0.6%, mostly place and personal names.
Nedybaliuk S.
