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There were big numbers of trains, echelons at the station! (E. Nosov);

Pasha has big numbers of such constant guests (A. Kuprin);

– a lot of (прорва):

There are a lot of papers (B. Vasilyev);

There are a lot of yachts (M. Veller);

There are a lot of judges and subversives (B. Okudzhava);

– lots of (уйма):

There is lots of work ("Life of nationalities", 2003.06.18);

There is lots of money! (A. Slapovsky).

There are lexical items meaning "a few":

– a few (горсть / горстка):

There were a few policemen (A. Bogdanov);

There were a few students (Vestie (1904.11.05));

There were a few bourgeoisies (V. Veresayev);

– only a few (единицы):

There were only a few artists like he (I. Kyo);

There were only a few very expensive foreign cars in rent offices ("Avtopilot", 2002.05.15).

In these contexts there are a lot of prepositional and case constructions .

The constructions meaning «too many»:

– too many (без счета / без счету):

There were too many parliaments and constituent assemblies in Germany (M. Bakunin); There were too many options (A. Troitsky);

There were too many banks (S. Sherstennikov);

There were too many expensive stones (M. Zoshchenko);

There were too many fruit canned food (V. Korsakov) [11, p. 12-21];

– plenty of (без числа):

I had plenty of wounds and contusions (A. Kuprin);

There are plenty of losses (I. Efremov);

There is plenty of self-interest here (P. Bazhov);

There are plenty of devices, handles (L. Brontman);

– so many:

There are so many talents in Russia (I. Grachyov);

They have so many cares (L. Zorin);

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There are so much talk (V. Sanko);

– lots of (по горло):

There were lots of affairs (A. Tolstaya's);

There was lots of cares (V. Zapashny);

– a lot of (под завязку):

I had a a lot of matters (V. Bogomolov);

There were a lot of passengers! (V. Slipenchuk);

– too many (с лихвой):

There were too many occasions (Yu. Davydov);

There were too many places (O. Pavlov);

– too much (через край):

She had too much energy (I. Grekova);

There is too much hay now (B. Ekimov);

The constructions meaning «very little»:

– little (в обрез):

There is little time (V. Makanin);

I have little time! (V. Gromov);

There are few cartridges (A. Melnik);

There was little bread (E. Nosov);

– not enough (на донышке):

There was is not enough of life (I. Bunin);

There was not enough of water was (A. Gaidar);

– few (на копейку / на полкопейки / на три копейки):

There are few advantages (G. Polonsky);

He has few mind (G. Prashkevich).

4. There are verbal constructions with хватать / не хватать on the periphery of numerical sentences:

– not enough (не хватать):

There aren't enough counters, they trade even on the earth ("Evening Moscow", 2002.03.14);

There isn't enough of the love (V. Rasputin); Doctors aren't enough of drugs (L. Petrushevskaya);

– enough (хватать):

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Scientific Newsletter of Voronezh State University of Architecture and Civil Engineering

There are enough mansions and cottages (H. Ganiyev);

There was enough of gossip (I. Kyo);

There was enough of such cases (D. Granin).

Besides, there are sentences with quantitative semantics using the verb in an imperative mood. A large number is expressed by lexical items:

– a lot of (завались):

There is a lot of time (A. Ivanov);

There are a lot of rooms (V. Skvortsov);

There is a lot of fish! (N. Sadur);

There is a lot of money (V. Nekrasov);

– a huge amount of (не оберешься):

There is a huge amount of squeal (S. Dovlatov);

There is a huge amount of efforts (A. Slapovsky);

There is a huge amount of shame and sneers (L. Gurchenko);

– a large quantity (хоть завались):

There was a large quantity of lemonade (A. Drabkina); There was a large quantity of meat (M. Sholokhov);

There was a large quantity of cartridges in an artillery! (N. Ostrovsky);

– so much (хоть залейся):

There was so much drink in jugs silver (G. Sadulayev);

There is so much milk in the village (E. Parnov);

– big numbers of (хоть отбавляй):

There are big numbers of hunters (S. Sedov); There are big numbers of examples (I. Arkhipova);

There are big numbers of talk among workers of the subway (M. Sergeyev);

– great numbers of (хоть косой коси):

There were great numbers of mushrooms (E. Parnov);

– lots of (хоть лопатой греби):

There were lots of brides the Simbirsk province (E. Stogov).

The small quantity is presented by lexical items:

– little (не напасешься):

There was little money! (M. Gigolashvili);

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There was little ozone (G. Sadulayev).

Also on the periphery there are locative-possessive sentences with pronominal and infinitive constructions meaning of a large number [12, p. 140-150]):

– huge amounts of (не занимать):

He had huge amounts of humour (T. Solomatin);

Vasya's wife had huge amounts of humour sense (T. Solomatin);

– too much (девать некуда):

He had too much money (A. Troitsky);

I have too many ideas (D. Granin);

I have too many relatives (D. Mamin-Sibiryak).

5. Besides, phraseological units can be found in this position: set phrases, comparative constructions, sometimes even whole phrases or statements.

A large number expressed by set phrases:

– a lot of (непочатый край):

There is a lot of work ("News", 2002.10.02);

There is a lot of time (L. Chukovskaya);

There are a lot of benefits! (V. Konetsky).

– huge amounts of (непочатый угол):

There are huge amounts of riches in Siberia (V. Shishkov);

There are huge amounts of gratuitous energy round us (S. Serkov).

– so many (не меряно):

There are so many circles (S. Osipov);

Locals have so many social problems (D. Krasik).

– too many (более чем достаточно):

There are too many notebooks (I. Grekova);

Farmers have too many problems (B. Rudenko);

There were too many negative emotions (V. Spektr).

– great numbers of (будь здоров):

There are great numbers of bridges (M. Gigolashvili);

There are great numbers of poets (M. Mishin).

– a huge numbers (вагон и маленькая тележка):

There are a huge numbers of grandsons (A. Zhitkov); There are a huge numbers of problems (O. Divov);

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There are a huge numbers of these Germans (V. Voynovich).

– a large quantity (воз и маленькая тележка):

I have a large quantity of patience (Yu. Dombrovsky);

The kind girlfriend have a family, and children, and she have a large quantity of cares …

(Yu. Brusilovskaya);

– too much (выше крыши):

There is too much works (E. Zverev);

The commander-in-chief has too many problems (O. Zhunusov);

I have too much pleasure (M. Polyakov);

There are too many debts (V. Myasnikov).

– many (два чемодана):

I know that you have many questions (T. Solomatina);

– plenty of (до чёрта):

We have plenty of questions (Yu. Dombrovsky);

There are plenty of flies on the island (M. Panin);

My grandfather hasplenty of ridiculous strangenesses (F. Iskander);

There are plenty of nests of daws (V. Panova).

– a great deal (куры не клюют):

My husband have a great deal of money… (D. Dontsova);

– big numbers (пруд пруди):

There are big numbers Hungarian and Germans at the front (A. Gelasimov);

…there were big numbers of boyfriends near Marusya (N. Galkina);

There are big numbers of persons at the bus stop (V. Silin).

– great numbers (яблоку негде упасть):

there are great numbers of steamships (G. Vladimov).

Constructions meaning «a few»:

– few (считанное число):

There are few Such opening in the history of development of human spirit (L. Ponomarev); There were few thermometers in Odessa (K. Paustovsky);

– a few (всего-ничего):

There were a little work (M. Bakonina);

There were a few things at my country house (L. Uvarova);

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There are a few people (M. Petrosyan);

– so few (считанные единицы):

There were so few such gerls (V. Aksenov);

There were so few the Russian ovens (V. Belov);

– little ((ни) на грош):

There is little advantage (N. Khrushchev);

There is little literature in the abstract presented to the reader (Yu. Davydov);

There is little pride and will … (A. Dmitriyev);

– not enough (кот наплакал):

There was not enough new equipment (N. Bulat);

There was not enough opportunities for rescue (V. Bykov);

There was not enough people in platoons of management of divisions (V. Astafyev); There is not enough money (M. Bakonina);

– not a lot of (не бог знает сколько / не бог весть сколько):

You have not a lot of many (A. Levitov);

There are not a lot of self-interes (V. Sleptsov);

And to an expense for them not god knows how many (M. Saltykov-Shchedrin); …there was not a lot of gunpowder (E. Tarle);

There are not a lot of grooms now not (A. Chekhov);

– few (ни на йоту / ни йоты):

Pasternak has little historical intuition (A. Turkov);

There is few improvement in shops and dining rooms (A. Boldyrev);

She has little poetic nature (I. Bunin);

– so few (по пальцам (можно) перечесть / пересчитать):

We have so few such people: Mikhail Kozakov, Sergey Yursky, Vasily Lanovoy … (M. Magomayev);

There are so few ingenious (A. Klein); There are so few people (A. Troitsky);

– not enough (раз-два / один-два / один-другой и обчелся):

There are not enough such experts (T. Tarasova); There were not enough boys (B. Minayev);

He has not enough commas (A. Genis);

There are not enough passersby (M. Ancharov);

There are not enough employees of journal (V. Avenarius);

In general, there are not enough misters with an ancestral lands (P. Boborykin).

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Scientific Newsletter of Voronezh State University of Architecture and Civil Engineering

Expressing a large number:

– lots of (как сельдей в бочке):

There are lots of us in it! (G. Zhzhenov);

There are lots of solders (N. Garin-Mikhaylovsky);

– too many (как собак нерезаных):

These deputies have too many assistants (N. Leonov, A. Makeev); There are too many these humanities universities now (V. Belousova); There are too many fairs in Moscow ("Capital", 1997.08.12);

– so many (что песку в море):

I have so many friends (A. Amfiteatrov).

Expressing a small quantity:

– little (с воробьиный нос):

We have little good earth! (M. Sholokhov);

There was little pensions (Yu. Bondarev);

– little (с гулькин нос):

There are little ashes (V. Bogomolov);

There are little household information (V. Kozhevnikov);

There is little time ("News", 2001.06.24);

There are little money (M. Zoshchenko).

We can use not only a genitive, but also dative case in the numerical sentences:

– big numbers of (числа нет):

There are big numbers of stars (M. Lomonosov);

There are big numbers of the wounded and the killed at the front (L. Chukovskaya); There are big numbers of such people (M. Prishvin);

There are big numbers of children … (P. Melnikov-Pechersky);

– great numbers (счета нет):

There are great numbers of your enemies (M. Tsvetaev);

There are great numbers of enemies (V. Veresayev);

There are great numbers of sins! (M. Gorky);

There are great numbers of books! (M. Gorky);

There are great numbers of gold dishes! (A. Veltman);

– good deal (конца-краю нет):

There is good deal of ruin … (N. Garin-Mikhaylovsky);

There is good deal of woman's gossip … (V. Belov).

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Summarizing the result of our research, we should point that there are many more examples with meaning of large indefinite quantity than those with meaning of small indefinite quantity. Using a wide range of a numeral «substitutes» amplifies and expands the ways of expressing an indefinite quantity. In many situations a speaker considers using a numerical sentence with exact denotation of quantity to be excessive, limits himself to expressing a quantity within the "many – a few" range of coordinates. «Substitutes» make the statement emotional and expressive due to their figurativeness.

The variety of ways to express an indefinite quantity and abundance of examples showing the functioning of this construction with various semantic shades demands the continuation of our research which has a direct exit in practice of teaching Russian as a foreign language.

Bibliographic list

1.Telegina E.V. Razvitie kategorii kolichestva v yazyke // Filologicheskie nauki. Voprosy teorii i praktiki. – Tambov: Gramota. – 2013.– №12 (30): v 2-h ch. CH. I.– C. 197-200.

2.Fomina Z.E. Osobennosti konceptualizacii fenomena «chislo» v nemeckomjazykovom soznanii (na materiale nemeckih chislovyh frazeologizmov) / Z.E. Fomina // Nauchnyj vestnik Voronezh. gos. arh.-stroit. un-ta. Sovremennye lingvisticheskie i me-todiko- didakticheskie issledovanija. – 2013. – Vyp. 1 (19). – S. 40-56.

3.Koprov V.YU. Semantiko-funkcional'nyj sintaksis russkogo yazyka v sopostavlenii s anglijskim i vengerskim / V.YU. Koprov. – Voronezh: Izdatel' O.YU. Alejnikov, 2010. – 328 s.

4.Semantiko-funkcional'nyj sopostavitel'nyj sintaksis: Sub"ektno-ob"ektnye otnosheniya

/V.YU. Koprov, T.N. Kozyura, A.L. Lebedeva, O.M. Dedova, I.M. Sushkova; pod red. V.YU. Koprova. – Voronezh: Izd-vo «NAUKA-YUNIPRESS», 2011. – 263 s.

5.Shapovalova O.I. Tipologiya numerativnyh predlozhenij v semantiko-funkcional'nom sintaksise russkogo yazyka / O.I. SHapovalova // Rusistika v sisteme sovremennogo nauchnogo znaniya. XXXII Raspopovskie chteniya. Materialy Mezhdunarodnoj konferencii (Voronezh, 6 marta 2014 g.) – Voronezh: NAUKA-YUNIPRESS, 2014. – S. 207-212.

6.Chesnokova L.D. Imya chislitel'noe v sovremennom russkom yazyke. Semantika. Grammatika. Funkcii. / L.D CHesnokova. – Rostov-na-Donu: Gefest, 1997. – 292 s.

7.S.Hustov A.N. Neskol'ko – ehto skol'ko?// Russkij yazyk v shkole .– 1991.– №4.– S.

61–64.

8.Kolesnikova S.M. Funkcional'noe i semanticheskoe opisanie tipov graduirovaniya / S.M. Kolesnikova // Grammatika raznostrukturnyh yazykov: sbornik nauchnyh statej k yubileyu professora Viktora Yur'evicha Koprova. – Voronezh: Izd-vo «NAUKA-YUNIPRESS», 2011, S. 178-186

9.Li Su Hyon, E. V. Rahilina. Kolichestvennye kvantifikatory v russkom i korejskom: morya i kapli / Li Su Hyon, E. V. Rahilina // Logicheskij analiz yazyka. Kvantifikativnyj aspekt yazyka / Otv. red. N.D. Arutyunova. — M.: Indrik, 2005. S. 425-439

10.Raspopov I.P. Ocherki po teorii sintaksisa / I.P. Raspopov. – Voronezh: VGU, 1973. –

220 s.

11.Koprov V. YU. Variantnye formy v russkom yazyke: Uchebnoe posobie dlya zanyatij s inostrannymi uchashchihsya prodvinutogo ehtapa obucheniya. – 2-e izd., ispr. / V. YU. Koprov. – Voronezh: Voronezhskij gosudarstvennyj universitet, 2006. – 136 s.

12.Kolbeshkina V.B. Russkie sinaksicheskie konstrukcii tipa nam est' chto chitat' v svete poaspektnogo podhoda k analizu ustrojstva predlozheniya / V.B. Kolbeshkina // Nauchnyj vestnik

Voronezh. gos. arh.-stroit. un-ta. Sovremennye lingvisticheskie i metodiko-didakticheskie issledovaniya.– 2011.– Vyp. 2 (16). – S.140-150.

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Scientific Newsletter of Voronezh State University of Architecture and Civil Engineering

METHODS AND DIDACTICS

UDC 372.881.111.1

Russian State Hydrometeorological University

(Saint Petersburg), PhD in Pedagogy,

Senior Lecturer of the Department

of Public Relations

Nataliia Yurjevna Fedorova

e-mail: natajfedorova@rambler.ru

N.Yu. Fedorova

AN ALGORITHM OF FOREIGN LANGUAGE

FOR SPECIFIC PURPOSES TEXTBOOKS DEVELOPMENT

The article summarises the results of the research that aims at improving the efficiency of foreign languages for specific purposes textbooks for university students. The character of relations between the competences that students acquire in the process of learning and the sufficient features of the foreign language teaching-learning process are analyzed. As a result of this analysis the author introduces characteristics of a textbook for university students that comply with the competence-based approach in higher education. The algorithm of a textbook development that is described in the article has four stages: defining the input data; planning the concept of the book; realization, evaluation.

When defining the input data the structure of professional practice and communication is described as a range of professional tasks, workplace communication situa tions and topics. Classroom tasks development involves simulate ing professional

tasks and their development begins with formulating key questions that are intrinsic for all the target workplace contexts. In the course of teaching materials development their author defines the parameters of the professional communication situations and the topics that the learners will discuss.

Key words: Foreign languages for specific purposes, the competence-based approach, a textbook, methodological characteristics of a textbook, algorithm of a textbook development.

The changes in the theoretical framework for higher education aims formation that underlie the current educational standards, make it necessary to research the problem of competenceoriented teaching material design. There is a need for a new methodological approach that would enable teachers to produce materials targeted at development of students’ social, communicative and professional competences. Foreign language for specific purposes textbooks have to incorporate opportunities for students to acquire professional skills and develop personal characteristics that enable them to act creatively and flexibly in various workplace contexts, solve practical tasks that are beyond standard classroom learning situations. Teaching materials should be responsive to specific features of communication in future graduates’ professional sphere and equip them with competences that are essential for workplace communication tasks. Significant aspect is students’ ability and motivation to master their language skills after their university foreign language course finishes.

Development of effective competences-oriented foreign language teaching materials that are targeted at the specific needs of a particular group of learners is a really challenging and

_____________________

© Fedorova N.Yu., 2015

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complicated task. Therefore research that aims to improve the efficiency of both foreign language for specific purposes textbooks themselves and the process of their development is timely and beneficial.

The aim of the article is to present an algorithm of textbook development that will enable language for specific purposes teachers to create effective textbooks that realize aims and methods of teaching in compliance with the competence-based approach. Creation of a thorough model of textbook design process is a complicated task and comprises a lot of aspects. However in this article we will concentrate our attention on the practical ways to realize the core pedagogical project development principles that are noted in the latest publications as the most essential: the principle of interconnection between language teaching theory and practice of teaching materials production, principles of sequentiality of actions in the project development process, standartisation, predictability, feedback, effectiveness [1, 2, 3]. The recommendations that are presented in the article were applied to the algorithm that is considered in the article, and realized in textbooks for public relations students at Russian State Hydrometeorological University in Saint Petersburg.

The first principle the article discusses is the principle of interconnection between language teaching theory and practice. G. K. Selevko introduced a model of a pedagogical technology that consists of three components: theoretical framework, descriptional component and procedural component [3]. The theoretical framework is the system of knowledge about teaching and learning process, its mechanisms and principles, and also results of monitoring the educational process. It guides the functioning of the other two components. The descriptional component is a model that considers educational aims, methods, and forms of educational process organization. The procedural component describes all activities in the process of a project development including stating the aims, choosing teaching techniques and evaluation of the results. So, the principle of interconnection between language teaching theory and practice of teaching materials production means that in any educational project the formulated theoretical basis is supplied with practical recommendations. Yet, all the recommendations must have sound theoretical basis.

In a number of publications on curriculum and teaching materials development and pedagogical project management authors acknowledge the significance of principles of sequentiality of actions in the project development process, and standartisation. These principles mean that the project design process progresses gradually step by step from defining aims, needs and motives analysis, formulating input data to the implementation of the project and results assessment. Also there is a need for an explicit, comprehensive and precise description of project development and realization procedures [4]. In other words there is a need for accessible guidelines or an algorithm. There is an assumption that concerns the use of the notion ‘algorithm’ for describing processes that are not related to computer science or mathematics. The latter two regard an algorithm as a strictly linear description of a procedure for solving a problem in a finite number of steps that lead to only one correct solution. In the area of pedagogical technologies while creating a syllabus, a lesson plan or teaching materials a teacher can work on different fragments which are on different levels of development simultaneously and return to certain steps to alter the project, to revise the initial plan. To be precise, an algorithm in its initial sense implies a finite number of input data and only one correct solution, which cannot be applied to any processes in the sphere of pedagogy. Nevertheless this term is often used in social and psychological studies and we can use it when we consider the process of teaching materials creation.

Serious consideration should paid to the principles of predictability and feedback. The author of a textbook should have a clear vision of what the textbook is going to be like, how it will work in the classroom and what results the students can achieve. There should be some mechanisms that enable the author to control and correct the results of his work at every stage of materials development. This will reduce the risk of vital inconsistency between the educational aims and the actual results, which can be identified only at the end of the course when it is too late to

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