Учебное пособие 1703

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[5*] The Concise Oxford Dictionary of Current English, edited by H.W. Fowler and F.G. Fowler sevens impression. - Oxford at the Clarendon press 1919, - 1065 p.

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[9*] Tolkovyj slovar' zhivogo velikorusskogo yazyka v 4 tomah (pod red. V.I. Dalya). Gosudarstvennoe izdatel'stvo inostrannyh i nacional'nyh slovarej. M. – 1956.

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obrashcheniya – 18.01.2020).

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(vremya obrashcheniya – 18.01.2020).

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[24**] Skomoroshiny, URL: androprono.edusite.ru (vremya obrashcheniya – 18.01.2020).

[25**] Garin-Mihajlovskij N. G. Volshebnica Asham, URL: az.lib.ru › garinmihajlowskij_n › text_1906 (vremya obrashcheniya – 16.04.2019).

[26**] A. Konan Dojl. Marakotova bezdna. – Tavriya, 1989.

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[29**] Miheenkov S. Zagradotryad. – Veche, 2016. – 352 s.

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[31**] YUshkevich S. Krasnyj monah, URL: http://az.lib.ru/j/jushkewich_ (vremya obrashcheniya – 18.06.2019).

[32**] Rouen N. Opasnyj flirt. – AST, 2014. - 170 s.

[33**] Bushkov A. Na to i volki, URL: http://book-online.com.ua/series. (vremya obrashcheniya – 18.01.2020).

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(vremya obrashcheniya – 17.09.2019).

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[38**] Doncova D. Angel na metle. – AST, 2007. - 255 s.

[39**] Merezhkovskij D. Aleksandr Pervyj. Komsomol'skaya pravda, 2015. - 608 s. [40**] Kataev V. Vremya, vpered, URL: https://www.litmir.me/br/?b=48832&p=6

(vremya obrashcheniya – 18.01.2020).

[41**] Medvedev K. Bol'shaya kniga kremlevskih tajn, URL: https://mybook.ru/author (vremya obrashcheniya – 12.09.2019).

[42**] Richmond T. The Favored. - Xlibris Corporation, 2011. – 210 p.

[43**] Ridley R. The eagle and the spade. - Cambridge University Press, 2009, 360 p. [44**] Michael Gear W. People of the weeping eye, URL:

https://www.goodreads.com/book/ (vremya obrashcheniya – 12.01.2019).

[45**] Wax S. Kafka comes to America, URL: https://www.newyorker.com/magaz (vremya obrashcheniya – 18.01.2020).

[46**] Cobbett J. A ride of eight hundred miles in France, URL: https://books.google.ru/books (vremya obrashcheniya – 17.01.2020).

[47**] Hammerschmidt K. Dude looks like a pilgrim, URL: https://books.google.ru/books?id (vremya obrashcheniya – 18.01.2020).

[48**] Gunn E. Stable strategies URL: https://blackwells.co.uk/bo (vremya obrashcheniya – 18.01.2020).

[49**] Galvin T. There’s an egg in my soup URL: https://www.goodreads.com/book/show (vremya obrashcheniya – 18.06.2019).

[50**] Harrison G. B. England in Shakespear’s day. - Psychology Press, 2005. - 239 p. [51**] Melmed S. Textbook of endocrinology. – Elsevier, 2015. – 1936 p.

[52**] Asch F. Journey to Terezor. - Random House Books, 1991. – 159 p.

[53**] Good J. Pantologia, URL: https://books.google (vremya obrashcheniya – 18.01.2020).

[54**] Woodley M. The folly of prayer, URL: https://www.christianbook.com/follyprayer- (vremya obrashcheniya – 18.04.2019).

[55**] Sbornik vsekh zagadok, URL: https://zagadki.kakras.ru/ (vremya obrashcheniya – 18.01.2020).

[56**] Hammod C. How to use homeopathy, URL: Homeopathic Educ, 1988. – 124 p. (vremya obrashcheniya – 18.01.2020).

56

METHODS AND DIDACTICS

DOI 10.36622/MLMDR.2020.30.3.005

UDC 802.0:378.147

ABOUT THE METHOD OF THE OPTIMISATION

OF STUDENTS’ LEARNING ENGLISH TERMINOLOGY

L.N. Kriatchko

____________________________________________________________________________

Voronezh State Technical University

Senior Teacher of the Chair of Foreign Languages and Technology of Translation Liliya Nicolayevna Kriatchko

e-mail: liliyankriatchko@mail.ru

____________________________________________________________________________

Statement of the problem. The study of the “Foreign Language” subject at a technical university involves students’ learning the terminology in accordance with the chosen specialty. The teaching practice shows that students experience the difficulties associated with memorising terminological units and using them in the speech. Applying the method of teaching the terminology based on the internal form of these lexical units at foreign language classes makes it possible to optimise the process of learning special terms by students.

Results. The research that has been carried out gives reason to argue that the analysis of the internal form of the

English “Automobile roads” specialty terms created in the semantic way makes it possible to reveal the derivational and associative relations of the terminological units with the national language words which served as the basis for the secondary nomination. In most cases, these lexical units are the words that are well known by the students and indicate the parts of man’s body and the objects that are present in man’s immediate environment: clothing, dishes, tools, phenomena of the nature, representatives of the animal world, etc.

Conclusion. Introducing the internal form of the studied English terms to the road construction specialty students, identifying the associative relations of the terminological units with the well known to the students and widely used words of the national language, fulfilling the specially developed training exercises in the classroom help the students to overcome the difficulties of learning the terminology and to facilitate its memorization.

Key words: method, special terminology, terminological units, methods of term formation, optimisation, lexical units learning process, mnestic activity, memorisation, internal form, derivational and associative relation.

For citation: Kriatchko L.N. About the method of the optimisation of students’ learning English terminology / L.N. Kriatchko // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2020. - № 3 (30). – P. 57-64.

Introduction.

In the process of teaching a foreign language, the most important role is given to the formation of the abilities and the improvement of the skills of using the special foreign language lexis by students in their speech since it is the vocabulary of the sufficient volume that creates the necessary conditions for the realisation of a foreign language speech activity and fills it with the specific content. The formation of fundamental skills in such types of speech activity as reading, speaking, listening and writing is inseparably linked with the constant replenishment of a student’s individual vocabulary.

In the process of learning both national and special terminological lexis the important role is played by the fundamental principles on which this learning is based. They include: the didactic principles (the conscious attitude to the process of learning, the use of various methodological aids and technical means, the understanding of the studied lexical units), the linguistic principles (the selection of the language material minimum, the insurance of its multiple repetition), the psychological principles (the consistent development of lexical skills

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© Kriatchko L.N., 2020

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and abilities), and the methodological principles (the reliance on the native language, the use of various methods of working with the lexical units, depending on the teaching objectives) [1, p. 1].

The practice of teaching a foreign language is marked by an active search for the ways to optimise the foreign language learning by students. Relying on the generally accepted methods of the foreign language training teachers have always sought to develop their own techniques of working with the lexis, contributing to a more effective memorisation of new words and phrases by students.

The purpose of this article is to consider the content and the special features of the practical application of one of the methodological techniques that facilitates the memorisation of the foreign language terminological lexis by the students of a technical university, as well as to determine the degree of the effectiveness of its employment. The studied technique is based on the analysis of the internal form of the English terminological units.

The article also presents the examples of exercises aimed at the students’ analytical work with the studied lexis.

Methodology of the research.

In this article the object of the research is the Englishterminology of the "Automobile roads" speciality. The subject of the research is the mechanism of optimising the students’ learning of the English terminological units of the "Automobile roads" speciality by identifying the associations of the studied terms with the lexical units of the nationwide language which are familiar to the students.

The main theoretical source for the study was the work of A.A. Zaliznyak “Polysemy in the language and the methods of its presentation”, since it analyses in detail the internal form of lexical units as a reflection of word-formation processes that took place at the stage of their emergence [2].

The sources of the examples used in the article are the following dictionaries: EnglishRussian dictionary of the road builder (compiled by Ya.B. Khaikin) [1 *], 2. Russian-English dictionary of the road engineer edited by Professor V.P. Podolsky [2 *]; Multitran electronic dictionary [4 *].

In the process of the research, such methods as the content-analysis, the semantic analysis of lexical units, the methods of the logical analysis and synthesis, the method of the comparison, the method of the generalization, and the method the classification were used.

The results of the research.

At present, the methodology of the foreign language teaching includes studying the lexical units which are understood as not only individual words, but also set expressions, including phraseological ones. Teaching lexis is realised in accordance with two main strategic principles: traditional (non-functional) (I.L. Bim, N.D. Galskova, N.I. Gez, and others.) and functional (E.I. Passov, V.S. Korostelev and others).

In accordance with the traditional strategy first the student learns the form and meaning of the lexical unit with the following its memorization (the stage of semantisation), and then they uses this unit in various lexical combinations and semantic contexts in the communication process (the stage of automation) [3, p. 1].

The core of the functional strategy consists in combining these two stages of learning a lexical unit by means of a certain preliminary preparation of the student for its perception [3, p. 1].

The Russian methodology of teaching foreign languages, including the lexis teaching, is based on the achievements of the Russian and foreign science, in particular, the achievements in the field of the memory and human mnestic activity research.

It should be noted that the history reflects the constant desire of man to improve their mnestic abilities. Their first attempts to control their memory were the use of some external

58

stimulus to remember the information. The classic example of such a stimulus was a "memory" knot or notches on a tree [4, p. 58-59].

The prominent Russian psychologists L.V. Vygotsky, A.N. Leontiev, A.R. Luria paid great attention to the functioning of human memory.

L. V. Vygotsky noted that the history of the memory development is the invention of new techniques aimed at subduing and controlling the mnestic activity, giving it a strong-willed character [5, p. 219-221].

A. N. Leontiev considered the memorisation mediated by the internal stimuli, that is, based on the logical connections, as the highest form of the evolutionary processes associated with the memory [4, p. 249-250].

A.R. Luria noted the expansion of the possibilities of the memorisation due to the logical organization of the information. The logical coding of the material to be memorised eliminates the need for its multiple revision [6, p. 25].

Solovova Ye.N. emphasized the necessity for the students to develop the ability of forming the paradigmatic, vertical word relationships for the more lasting memorisation of the lexical units and the instant extraction of the words from the long-term memory, and also the importance of expanding associative links of lexical units: “The more extensive the associative links of a word, the higher is the percentage of the memorisation and the more diverse is the context of the word use” [7, p. 88, 89].

At a technical university foreign language classes the significant amount of the lexis presented for the study consist of terminological units. For the students of the speciality "Automobile roads" these terms belong to the sublanguage of road construction. The teaching experience shows that the students have difficulties in the process of learning the special terminology, while the knowledge of the key terms of the speciality is necessary for the students to adequately perceive the professionally-oriented oral and written foreign language discourse and to correctly convey its meaning in the language of translation.

One of the ways to optimise the process of learning the terminological units by the students is turning to their internal form.

The concept of the internal form was introduced by A.A. Potebnya in his work “Thought and Language” in the middle of the 19th century [8, p. 161].

By the internal form he understood the way of expressing the meaning of a word. “In a word we distinguish between the external form, that is, an articulate sound, the content objectified by the sound, and the internal form, or the closest etymological meaning of a word, the way the content is expressed. With some attention, there is no way to mix the content with the internal form. For example, the different contents of the words salary, annuum, pensio, gage represent much in common and can be summed up under one concept - fees; but there is no similarity in the way this content is depicted under the mentioned conditions: annuum is what is given for a year, pensio is what is weighed, gage is ... a deposit, guarantee, reward, etc., in general, the result of mutual obligations, while salary is an act of love, ... a gift, but is not a legal reward in any way, the “lеgitimum vadium”, the consequence of a contract of two individuals

The present research is based on the definition of the concept of the internal form given in the aforementioned work of A.A. Zaliznyak “Polysemy in the language and the ways of its presentation” in which she writes: “…it seems that (while remaining within the framework of A.A. Potebnya’s classical definition "the way the content is expressed") the concept of the internal form of a word, belonging to the“ traditional ”linguistic paradigm, can be adapted to the needs of the modern semantics, characterized by the clearly recognized necessity for the semantic representation of a word, which would be oriented to taking into account all the relevant paradigmatic connections of a word with the other words and which would in one way or another reflect the intuitively perceived relationships between its different meanings" [2, p. 46].

According to A.A. Zalizniak’s definition the internal form of the word is “the understood by the speakers motivation of the word meaning of a given language by the meaning of the

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (30), 2020 ISSN 2587-8093

morphemes that constitute it or by the initial meaning of the same word, that is, the image or the idea that forms the basis of the nomination and defines a certain way of constructing the concept enclosed in this word ...” [2, p. 46].

The author considers the internal form as the reflection of the mental process that took place at the instance of the creation of the word. “... in the word window “the thought movement” consists of either the metaphorical transference (“the windows of a house are like man’s eyes”) or the metonymic one (a window is like an extension of our eye, cf. an eyehole is “a small window through which one looks putting one’s eye to it ”) [2, p. 48].

A.A. Zaliznyak distinguishes three types of the internal form: 1) the word-formation type (when the relationship is established with another word); 2) the epidigmatic type (when the second component of the relationship is the second meaning of the same word), in addition, the internal form can be of a mixed, word-building and epidigmatic type [2, p. 49].

The words with the internal form of the epidigmatic type have a “direct” and “figurative” meaning, and the initial meaning of these words is also relevant, for example, wind (of changes), etc. [2, p. 49].

Based on the fact that the term is also a word naming “a certain concept of some special area of science, technology” [3 **, p. 735], the words with the internal form of the epidigmatic type can include the terms formed by means of the semantic method of the term formation.

The terminological units of the specialty "Automobile roads" are used to denominate building structures and the parts of these structures, road-building machines and the parts of these machines, technical devices and the elements of these devices, road surface defects, etc.

The semantic reconsideration that took place at the instance of the creation of these terms is based on a metaphorical transference, less commonly on a metonymic transference.

As T.A. Podkolzina writes: “Since the time of Aristotle, a metaphor has been considered an ornament of speech as opposed to clear logical thinking. To a certain extent, this led to a definite underestimation of the role of a metaphor in science. However, it is precisely in the field of science that a metaphor plays a special role: when a scientist wants to determine a fact, discovers a new phenomenon, they have to name it. Coming up with new words, the scientist risks being misunderstood. Therefore, they often turn to general literary lexis and select the word the meaning of which is able to “point” at a new concept” [9, p. 91].

According to José Ortega y Gasset: “The term acquires a new meaning with the help of the old one that it continuous to retain. This is a metaphor” [10, p. 69].

When considering the internal form of the studied terms, it becomes clear that the associations between the special and the well-known concepts that inspired the process of the term formation are based on both the external and the internal similarity, and in some cases, in our opinion, this similarity can be of the mixed character. For example:

- external similarity: l i p – t h e c u t t i n g e d g e o f t h e e x c a v a t o r b u c k e t (original meaning l i p ) [4*]. The metaphorical transference based on the external similarity

(“the same as the lip is the edge of the mouth, the cutting edge is the edge of the excavator bucket”). The internal form of the term is: The element (the edge) of the bucket of a road-

of functions (“A pavement or a coating layer protects the road, like a coat protects man from environmental influences”). The internal form of the term: an element of the pavement that protects the road from external influences, just as a coat protects man from cold.

- a mixed type: a r m – t o w e r c r a n e a r m ; (original meaning. a h u m a n a r m f r o m h a n d t o s h o u l d e r ) [4 *]. Metaphorical transference based on both form and function (“The arm of the crane is like man’s arm”). The internal form of the term: The working body of a road-building machine, which resembles a human arm in appearance and function.

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Indeed, the two main types of associations that generate the terms are not only closely interrelated with each other but one type of the associative relations becomes the basis for the emergence of another one (serves the logical addition of another one).

According to T. A. Podkolzina: “The analysis of the terminological systems ontogenesis makes it possible to trace a certain consistency in the use of metaphors to replenish the terminology: at first, such a semantic transference is based on the external similarity but later it is realized that the external analogy often conceals the similarity of the internal qualities of everyday items and realities as well as of the objects of the scientific knowledge” [9, p. 91].

In order the students to be able to independently determine the internal form of the term created as a result of the semantic shift, that is, to trace the logic underlying its creation, it is necessary, first of all, in the simplest form to familiarize them with the three main methods of term formation: morphological, syntactic and semantic.

Understanding the process of the creation of terminological units helps the students to comprehend to the full extent the nature and the essence of this language phenomenon, to perceive the general picture of the language functioning in the field of terminology, which, undoubtedly, contributes to a more effective learning of the educational material.

The acquaintance of the students with the semantic method of the term formation allows them to see that in many cases these terminological units come from the well-known words, which mean the objects surrounding man or the parts of man’s body.

The following table makes it possible to demonstrate clearly the logical relations between the English terms of the sub-language of road construction and the words of the national language, which they derived from.

Table English road-building terms and lexical units in the original nationwide meaning, con-

nected by the derivational and associative relations of the semantic type

As it can be seen from the table, the English road-building terms are derived from the lexical units of the nationwide language related to such anthropocentric spheres as: parts of the human body, items of clothing, dishes, tools, furniture, the nature that surrounds man, the world of animals. The students will be interested to know that the deeply anthropocentric nature of this lexis is confirmed by the fact that for the secondary nomination man uses the words denoting the objects that are in his immediate environment.

There is also an opinion that man is inclined to consider, for example, tools or household appliances, as the extension of themselves or their body parts, as the extension of his arms, legs, eyes. Douglas Browning, philosopher, professor of the University of Texas, considers the hammer and the car in such a perspective: “if the hammer increases the capabilities of our hands, then the car expands the capabilities of our hands, feet, fingers, eyes, ears, etc.” [11, p. 172].

Using the internal form of the road building terms in order to facilitate their memorisation by the students is justified by some provisions of the modern methodology of teaching a foreign language:

-for the more efficient memorisation of the new, unknown material, it is necessary to rely on the material already familiar to the students and on the students’ existing knowledge.

-in the process of learning the new lexis an important role is played by its proper organization, for example, in the form of tables, diagrams, etc.;

-in order to optimise the learning of the new lexical units at foreign language classes various mnemonic techniques are used, including the technique of association, and besides, the more complicated is the association between the new and the familiar material, the more successful is the memorisation;

-the deeper is the understanding of the memorised material, the better it is retained in memory [12, p. 172].

The latter is confirmed by the results of the R.A. Luria’s study of man’s mnestic activity. According to the scientist: “the intellectual work on the material results in its retaining more fully and for a much more lasting period that it is retained during the mechanical memorisation

...” [6, p. 224].

After the stage of the theoretical acquaintance of the students with the English roadbuilding terms created as a result of the semantic term formation process, the stage of the practical work with the lexis follows. Here are some special exercises aimed at putting the new terminology into practice:

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Exercise 1. Identify the English words from which the following terms were created. Is there a connection in meaning between them?

1)teeth (the part of an excavator bucket);

2)crust (the hard surface of the road);

3)bottleneck (a traffic jam);

4)trunk (a straight and heavy trafficked road);

5)island (security space on a motorway).

Exercise 2. Match the following terms with the concept spheres from which they derived. Fill in the table.

1)pocket (the defect of the road surface);

2)shovel (a single-bucket excavator);

3)teeth (the part of an excavator bucket);

4)nest (a set of uniform sieves);

5)dish (the defect of the road surface)

Exercise 3. Match the English words from column A to the definitions of the defects of the pavement in column B that have the same names.

It should be noted that the suggested types of exercises can be used in a complex of the traditional pre-text and post-text lexical and grammatical exercises that accompany educational texts on the speciality.

Conclusion.

Thus, as the study showed, the internal form of the terminological units of the specialty “Automobile roads”, which are the result of a metaphorical or metonymic transference, contains the information about the logical process that caused their appearance.

The possibility to trace the derivational and associative relation between the terms in question and the widely used lexis of the national language formed the basis for the methodological method of teaching a technical university students a foreign terminological lexis, stimulating a faster and more durable memorisation of terminological units by learners. This method consists in analyzing the internal form of the terms studied.

It should be noted that this method is based on the modern methodological principles of teaching lexis and the results of the study of the human mnestic activity by the Russian psychologists.

The analysis of the internal form of terminological units provides a deeper understanding of their meaning by students. The association of these terms with the lexemes of the national language well-known to students facilitates the process of learning, makes it more effective.

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