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Файл:Language. Английский язык для филологов. Учебное пособие
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4. "She cannot have heard of her father's death," said Braybrooke. "But
she had! For I expressed my sympathy and she thanked me." (Hichens)
5. It was not many hours ere he, Esmond, was in London, of that you
may be sure, and received with open arms by the old Dowager of Chesley...
(Thackeray)
6. Darling, I'm sorry I was so drunk yesterday... I may have seemed
churlish, but don't think I'm not deeply grateful for your concern. I may yet
need your help... (Murdoch)
7. Julia: Why is she coming home? Maude: I don't know... I suppose she
got fed up with Paris after five years. She couldn't have had much fun. (Taylor)
8. Howard: Lieutenant, may I ask a question? (Gow and D’Usseau)
9. "Can I possibly have made a mistake?" she thought. (Forster)
10. Oh. this house, this house! I come back to it after twenty-three years
and it is just the same... really. Hesione might at least have been here: some
preparation might have been made for me. (Shaw)
11. "He may not even know I'm here." (Forster)
12. They can't understand the English language, anyway. (Hemingway)
4. Переведите на английский язык, используя глаголы can,
may, must.
Сомс остановился перед картиной одного из начинающих
xyдожников, с интересом ее рассматривая. «Что бы это могло изображать?» – думал он. «Они могли бы, по крайней мере, сделать надпись.
Ах вот, судя по каталогу, это, наверное (должно быть), и есть картина,
изображающая „Город будущего". А что значат эти вертикальные черные полосы? Может быть, это самолеты? Джун опять устраивает выставки произведений молодых художников. Она, должно быть, все еще
полна иллюзий и думает, что со временем они могут стать знаменитостями. Но где же Флер? Что могло ее задержать? Не могла же она забыть о своем обещании? Да нет, она, наверное, опять пошла к Имоджин Кардиган. Эти женщины! На них никогда нельзя положиться!»
Вдруг он заметил даму и юношу. Что-то в ней показалось ему знакомым. Неужели Ирэн? После стольких лет! И она его увидела. В глазах
его, должно быть, отразилась саркастическая улыбка Джорджа Форсайта,
так как лицо ее приняло жесткое выражение, и она прошла мимо.
From To Let by J. Galsworthy
112
UNIT 10
LANGUAGE AND CONCEPTUALIZATION
ЯЗЫК И КОНЦЕПТУАЛИЗАЦИЯ
I. Warm-Up Activities (Предтекстовые упражнения)
1. Обсудите следующие вопросы со своим партнёром:
– What is a message in language?
– What makes the infinity of messages possible?
2. Key Words. Запомните слова, которые вам понадобятся при рабо-
те с материалом данного урока:
1. refinement [rɪ'faɪnmənt] 1) очищение, очистка (от примесей), рафинирование (спирта, металла), рафинация (масла, сахара); 2) улучшение, усовершенствование; 3) тонкость, деталь; 4) утончённость, изящество; изощрённость, изысканность;
2. to conceptualize [kən'sepʧuəlaɪz] 1) образовывать понятие 2) объяснять с помощью понятий осмыслять; концептуализировать, составлять
концепцию;
3. exploit I ['eksplɔɪt] деяние, подвиг; II [ɪk'splɔɪt], [ek-] 1) а) пользоваться, использовать, эксплуатировать; б) играть (на чьих-либо чувствах, слабости), пользоваться (чем-л. в своих интересах); 2) разрабатывать (шахты, копи, месторождения);
4. to link [lɪŋk]связывать; связь; ссылка; звено; линия; соединение;
соединять; сцеплять; шарнир; серьга;
5. rationality [ˌræʃ(ə)'nælətɪ] / 1) разумность, рациональность 2) (умственная) нормальность, здравый рассудок;
6. anthropology [ˌæn(t)θrə'pɔləʤɪ] антропология;
7. anthropological linguist – n лингвист-антрополог;
113
8. conscious ['kɔn(t)ʃəs] 1) сознательный, осознанный; 2) сознающий;
3) здравый; мыслящий; 4) находящийся в сознании, сознательный;
9. unconsciously – бессознательно, неосознанно;
10. spatial ['speɪʃ(ə)l] 1) пространственный; занимающий какое-л.
пространство; существующий в пространстве; 2) ощущающий, воспри-
11. continuum [kən'tɪnjuəm] континуум, совокупность тесно связанных между собой явлений;
12. trait [treɪt], [treɪ] 1) характерная черта, особенность; 2) черта,
штрих;
13. exhibit [ɪg'zɪbɪt], [eg-], [ɪk'siː-], [ek-] 1. 1) экспонат (на выставке);
2) показ, выставка; 2. 1) а) показывать; выказывать, выражать, проявлять; б) выставлять; экспонировать на выставке;
14. to accompany [ə'kʌmpənɪ] 1) сопровождать, следовать вместе;
2) аккомпанировать;
15. preference ['pref(ə)r(ə)n(t)s] предпочтение; преференция; преимущество; льгота; преферанс; привилегия;
16. by no means 1) никоим образом не; ни в коем случае не; 2) нисколько не, отнюдь не;
17. factual ['fækʧuəl] фактический, действительный; основанный на
фактах;
18. to convey [kən'veɪ] 1) перевозить, переправлять; 2) передавать
(звуки, запахи); 3) сообщать, передавать (ощущения);
19. the subject matter – предмет;
20. exploit I ['eksplɔɪt] деяние, подвиг; II [ɪk'splɔɪt], [ek-] 1) а) пользоваться, использовать, эксплуатировать; б) играть (на чьих-либо чувствах, слабости), пользоваться (чем-л. в своих интересах); 2) разрабатывать (шахты, копи, месторождения);
21. advertiser ['ædvətaɪzə] рекламодатель;
22. barrister ['bærɪstə] барристер (адвокат, имеющий право выступать в высших судах);
23. deception [dɪ'sepʃ(ə)n] обман, жульничество; ложь; измышления,
неправда, хитрость;
24. preacher ['priːʧə] проповедник;
25. refinement [rɪ'faɪnmənt] 1) очищение, очистка (от примесей),
рафинирование (спирта, металла), рафинация (масла, сахара); 2) улучшение, усовершенствование; 3) тонкость, деталь; 4) утончённость,
изящество; изощрённость, изысканность;
26. sophistication [səˌfɪstɪ'keɪʃ(ə)n] изощрённость, изысканность,
утончённость;
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27. code-switching – кодовая коммутация;
28. precisely [prɪ'saɪslɪ] точно, строго, определённо;
29. challenge ['ʧælɪnʤ] вызов; вызывать; оспаривать; отвод; запрос;
оклик; оспаривание; возражение; стимул;
30. deliberately [dɪ'lɪb(ə)rɪtlɪ] сознательно; умышленно; преднамеренно; обдуманно; не торопясь; осмотрительно;
31. mention ['menʃ(ə)n] 1. упоминание; ссылка (на что-л. / кого-л.);
2. упоминать, ссылаться (на кого-л. / что-л.);
32. particular [pə'tɪkjələ, -kju-] частность; конкретный; особый; особенный; частный; подробность; специфический; деталь; требовательный;
33. neutral ['njuːtr(ə)l] / нейтральный; нейтраль; нейтральное государство; безразличный; безучастный; промежуточный; нейтрал; индифферентный; средний;
34. mature [mə'ʧuə] / 1. 1) а) зрелый, спелый (о плоде); 2) взрослый,
возмужавший (о человеке);
35. flourish ['flʌrɪʃ] процветать; расцветать; цвести; росчерк; завитушка; преуспевать;
36. outgrowth ['autgrəuθ] 1) рост; перерастание; разрастание; 2) а) от-
росток; побег; 3) естественный ход, развитие (событий); результат,
следствие.
II. Reading (Чтение). Прочитайте и переведите текст.
The ability to communicate and the ability to conceptualize are very
closely linked, and the typical child learns both these skills together at the
same time. As 18th-century thinkers saw, human rationality developed and
still goes hand in hand with the use of language, and a good deal of the
flexibility of languages has been exploited in humans’ progressive understanding and conceptualizing of the world they live in and of their relations
with others. Different cultures and different periods have seen this process
differently developed. The anthropological linguist Edward Sapir put it well:
“The ‘real world’ is to a large extent unconsciously built up on the lan-
guage habits of the group.”
An examination of the lexical structure of languages throws some light
on the relations between various aspects of human conceptualization. Spatial
relations and their expression seem to lie very deep in the content of vocabulary. Words referring to time are drawn metaphorically from spatial
words with great frequency: a long/short time, the near future, far
ahead/separated in time. Although time is a continuum, people readily divide it up into bits and record it rather as they do materials extended in
space: five years, three months, six seconds. This last use of vocabulary may
115
be a particular trait of European languages and some others. Certain differences in cultural attitudes and world outlook are said to accompany this kind
of linguistic difference.
Spatial terms are also freely used in the expression of other, more abstract relationships: higher temperature, higher quality, lower expectations,
summit of a career, far removed from any sensible course of action, a distant relationship, close friends, over and above what had been said. It has
been theorized that the linguistic forms most closely associated semantically
with the expression of relations – case inflections in languages exhibiting
this category – are originally and basically spatial in meaning. This “localist” theory, as it has been called, has been debated since the beginning of the
19th century and probably cannot be accepted as it stands, but the fact that it
can be proposed and argued shows the dominant position that spatial relations hold in the conceptualization and verbalization of relations in other
realms of thought.
It has been maintained that the human brain has a preference for binary
oppositions, or polarities. If this is so, it will help explain the numerous pairs
of related antonyms that are found: good, bad; hot, cold; high, low; right,
wrong; dark, light; and so on. For finer discriminations, these terms can be
put into more narrowly specified fields containing more than two terms
taken together, but their most general use is in binary contrasts. It is possible
to ask how small, how light, or how bad something is, but such questions
presuppose that the thing in mind has already been graded on the small side,
on the light side, or on the bad side.
Style. The capacity for conceptualization possessed and developed by
languages is by no means the only purpose language serves. A person’s
speech, supplemented by facial expression and gesture when speaker and
hearer are mutually in sight, indicates and is intended to indicate a great deal
more than factual information, inquiries, and requests. Similarly, sign languages incorporate facial expressions and body language to add meaning
and nuance.
Within the range of the structural and lexical possibilities of a language,
speakers (or senders) are able to convey their emotional attitudes and feelings toward the person or persons they are addressing (receivers) and toward
the subject matter of what they are saying (sending). They are also able to
conceal such feelings as one form of linguistic deception, though this is
usually a harder task. These same resources are also exploited to arouse appropriate feelings and responses in others, again independently of any factual content. This is the chosen field of the propagandist, the preacher, the
orator, the barrister (lawyer), and the advertiser.
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To describe exactly which phonetic features are brought into play is
quite another matter, involving advanced competence in phonetic discrimination and analysis. Grammar and vocabulary are equally involved, though
differently in each language. English speakers know the difference between
Come and give me a hand! and Could you possibly come and help me?;
He’s got the gift of gab and He is undoubtedly a fluent and persuasive
speaker are each appropriate for different occasions. The refinements of
rudeness, like the refinements of politeness, insofar as the use of language is
involved, require a very good knowledge of a language. Equal levels of sophistication are behind the process known as code-switching, wherein individuals move between different linguistic codes depending on the social
contexts in which they find themselves.
Written language is no less adapted to conveying more than just factual
information, asking factual questions, and giving instructions. Grammatical
and lexical choices are available to the writer, and anyone who has written
anything to someone else knows the challenges of making words achieve
precisely the purpose for which they are intended.
These variations within a language or within any dialect of a language,
may be referred to as styles. Each time people communicate, they do so in
one or another style, deliberately chosen with the sort of considerations in
mind that have just been mentioned, even though in speech the choice may
often be routine. Sometimes style, especially in literature, is contrasted with
plain everyday language. In using such plain unmarked types of language,
however, one is no less choosing a particular style, even though it is the
most commonly used one and the most neutral in that it conveys and arouses
the least emotional involvement or personal feelings.
Stylistic differences are available to all mature native speakers or users
and in literate communities to all writers, as well as to foreigners who know
a second language very well. But there is undoubtedly a considerable range
of skills in exploiting all the resources of a language, and communities have
always recognized and usually respected certain individuals as preeminently
skilled in particular styles, as orators, storytellers, preachers, poets, scribes,
belletrists, and so forth. This is the material of literature and, in societies
without writing, oral literature.
All languages have a literature, but different types of literature flourish
in different languages and in different cultures. A warrior caste or a general
respect for martial prowess fosters heroic verse or prose tales; urban yearnings
for the supposed joys of country life encourage the development of pastoral
poetry, itself an outgrowth of the songs of shepherds and rural workers; and
the same sense of the jadedness of city life is the best ground for the cultiva-
117
tion of satirical verse and prose, a form of literature probably confined
1. exploit
a. a distinguishing quality or characteristic, typically one
belonging to a person
2. link
b. the process of removing impurities or unwanted elements
from a substance
3. trait
c. make full use of and derive benefit from (a resource)
4. exploit
d. a relationship between two things or situations, especially where one affects the other
5. refinement
e. famous or well known, typically for some bad quality or
deed
6. notorious
f. make use of (a situation) in a way considered unfair or
underhand
largely to urban civilizations. Every language has the resources to meet
these and other cultural requirements in its literature as the occasions arise,
but some literary forms are more deeply involved in the structure of the language itself. This is made clear by the relative difficulty of translating certain types of literature and literary styles from one language to another. Poetry, in particular, is closely bound to the structure of the language in which
it is composed, and poetry is notoriously difficult to translate from one language into another.
III. Practice (Активизация лексики). Выполните следующие упражнения.
1. а) Объясните значения выделенных слов из текста урока.
б) Найдите в тексте урока словосочетания, соответствующие
русским эквивалентам:
быть очень тесно связанным; многое из ...; эксплуатироваться; бессознательно создаваться; различные аспекты; человеческая концептуализация; быть нарисованным метафорически; пространственные слова;
разумный образ действий; падежные флексии в языках; это можно
предлагать и аргументировать; концептуализация и вербализация;
бинарные контрасты; предполагать; быть оцененным; скрывать такие
чувства; быть соответствующим каждому; утонченность грубости;
в той мере; в какой; быть более глубоко вовлеченным; по мере возникновения обстоятельств.
2. Приведите в соответствие термины из левой колонки с их
толкованием из правой колонки:
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3. Закончите предложения, употребляя слова из упражнения 2:
1. join
a. minister
2. factual
b. deed
3. barrister
c. sophistication
4. exploit
d. link
5. preacher
e. solicitor
6. refinement
f. actual
1. accompany
a. honesty
2. conceal
b. rudeness
3. deception
c. leave
4. decline
d. unusual
5. politeness
e. flourish
6. routine
f. reveal
1. literary
a. developed
2. different
b. difference
3. spatial
c. periods
4. dominant
d. languages
5. cultural
e. styles
6. differently
f. relations
7. linguistic
g. attitudes
8. European
h. position
1. Sometimes it is necessary to __________ your opponent's weakness.
2. Older cars inevitably lack the latest safety__________.
3. Los Angeles is ___________ for its smog.
4. Sometimes it is necessary to __________ your opponent's weakness.
5. Sign language interpreters represent a vital _________ between the
deaf and hearing communities.
6. Creativity is a human_______.
4. Сопоставьте каждое слово из левой колонки с его синонимом
из правой колонки:
5. Сопоставьте каждое слово из левой колонки с его антонимом
из правой колонки:
7. Составьте словосочетания с данными словами. Переведите их
на русский язык:
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IV. Checklist (Упражнения на понимание содержания текста)
1. Просмотрите текст о концептуализации и стиле в языке еще
раз и ответьте на вопросы:
1. Is the ‘real world’ built up on the language habits of the group differ-
ently in different cultures?
2. What accompanies this kind of linguistic difference?
3. What position do special relations hold in the conceptualization and
verbalization of relations in other realms of thought? Give examples.
4. How does a preference of the human brain for binary oppositions help
to categorize things in mind?
5. What purposes does language serve?
6. Are grammar and vocabulary equally involved in each language?
7. What is known as code-switching?
8. What may be referred to as language styles?
9. What is called a neutral style?
10. Whom are stylistic differences available to?
11. Why do different types of literature flourish in different languages
and in different cultures?
12. Why is poetry difficult to translate?
2. Какие предложения верны (T), а где допущены ошибки (F)?
Исправьте неверные утверждения.
1. People learn the ability to communicate and the ability to conceptual-
ize during their lives. ____
2. Certain differences in cultural attitudes and world outlook accompany
the content of vocabulary._________
3. The linguistic forms most closely associated semantically with the
expression of relations are originally and basically spatial in meaning. ________
4. The numerous pairs of related antonyms shows the preference of the
human brain for binary oppositions. __________
5. Style, especially in literature, is not contrasted with plain everyday
language. ________
6. Stylistic differences are available to all mature native speakers or users and in literate communities to all writers, but not as well as to foreigners
even if they know a second language very well. _________
3. Прокомментируйте противопоставление стилистически маркированных и стилистически нейтральных слов. Разделите следующие слова на стилистически выделенные и стилистически нейтральные.
Accommodation, beautiful, chap, deem, domestic, eve, evening, fair, fa-
ther, forenoon, get, girl, home, fellow, horse, kill, labial, lip, maiden, main,
120
mental, mind, morning, naught, nothing, obtain, parent, room, sea, slay, so-
to be called to one's account,
to go to Abraham's bosom,
to be gathered to one's fathers,
to go to glory,
to breathe (to gasp) one's last,
to go to heaven,
to cross the river,
to go to one's last home,
to cross the Stygian ferry (the Styx),
to go to one's long rest,
to cut the cable,
to hop the stick (the twig),
to depart out of this world,
to join the great majority,
to depart to God,
to kick the bucket,
to drop a cue,
to kick up one's heels,
to drop off the hooks,
to pay the debt of nature.
If-Clause
Main-Clause
Type
Use
S – подлежащее
Zero
Conditional
Общие
истины
If + S + Present
Simple
S + Present Simple
First
Conditional
Возможные
или
If + S + Present
Simple
S + will/can/may + V
lar, steed, sunny, think.
4. Проанализируйте следующий синонимический ряд и классифицируйте его члены в соответствии с их стилистическим характером. Приведите их русские эквиваленты.
V. Additional Reading and Tasks (Дополнительные тексты и за-
дания).
Подготовить презентацию «Стилистическая дифференциация
английской лексики / Stylistic Differentiation of the English Vocabulary».
VI. Grammar in Use (Практическая Грамматика)
УСЛОВНЫЕ ПРЕДЛОЖЕНИЯ. СОСЛАГАТЕЛЬНОЕ НАКЛОНЕНИЕ
ГЛАГОЛА (Conditional Sentences / Subjunctive Mood)
Условные предложения. Сослагательное наклонение глагола
(Conditional Sentences / Subjunctive Mood)
Таблица 11
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