Добавил:
ivanov666
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз:
Предмет:
Файл:Language. Английский язык для филологов. Учебное пособие
.pdf
51
4. Перефразируйте предложения:
Present
Past
Future
1. I (you/we/they)
have operated.
He (she/it) has operated.
1. He (I/you/we/they/
she/it) had operated.
2. He had not operated.
1. I (we) shall have operated.
He (she/it/you/they) will
have operated.
1. A high-quality translation of an English text takes into account the
linguistic and grammatical norms of the source text, pronunciation characteristics and other factors.
2. Problems in translation from English to Russian and vice versa arise
for various reasons.
3. This is a misunderstanding of the meaning of the word, and errors in
the syntactic structure of the sentence.
4. Therefore, the primary task of a competent translation, close in style
and meaning to the original source, is continuous work on common mistakes.
V. Additional Reading and Tasks (Дополнительные тексты и за-
дания)
1. Передайте содержание текста на английском языке:
В повседневном, непрофессиональном понимании дать определение переводу достаточно просто. Любой случай, когда текст, созданный на одном языке передаётся средствами другого языка мы называем
переводом.
Поскольку язык – это своего рода код или знаковая система, т.е.
произвольное обозначение предметов и явлений действительности с
помощью условных знаков, то перевод можно назвать перекодированием, поскольку каждый из условных знаков заменяется при переводе
знаком другой знаковой системы.
VI. Grammar in Use (Практическая Грамматика)
ВРЕМЕНА ГРУППЫ PERFECT (ACTIVE)
Совершенное время действительного залога обозначает действие,
совершенное к определенному моменту времени (настоящему, прошедшему или будущему).
Образуется по схеме: to have V3 (V-ed)
I have already learnt the rule. – Я уже выучил это правило.
Таблица 4
Спряжение глаголов во временах группы Perfect Active
52
2. I have not operated.
He has not operated.
3. Have you operated?
Has she operated?
3. Had they operated?
2. I shall not have operated.
He will not have operated.
3. Shall I have operated?
Will she have operated?
already уже
ever когда-либо
never никогда
just только что
not yet еще (не)
today сегодня
recently, lately недавно, в последнее время
this year (month) в этом году (месяце)
since с, с тех пор, как;
by (5 o’clock) к (пяти часам)
so far до сих пор
Показатели времени
Упражнения
1) Раскройте скобки. Поставьте глаголы во времена Present,
Past или Future Perfect.
1. Language (to be) an object of fascination and a subject of serious en-
quiry for over 2,000 years.
2. Native English speakers (to learn) that the past tense of most verbs is
formed by adding -ed, but that there are irregular verbs, like "go" and "run",
which have unusual past tenses
3. The Celtic gift for story - telling (to leave) the West Country with a
rich legacy of legends.
4. The stories (to survive) because of their vividness.
5. Language is central and probably unique to human experience, and
interest in its study (to exist) through history.
6. Questions about language and the nature of its structure (to engage)
scholars from a wide range of disciplines long before many other branches
of science were developed.
7. The Hindu priests where aware that the language (to diverge) from
that of there oldest sacred texts, the Vedas.
8. Each book (to take) the author months to write and he may (to have)
it in his mind for years.
9. There are examples of children who (to create) a system much like
normal language without any experience with language at all – deaf children
who had not been exposed to the use of visual symbols but who developed
their own species of sign language.
53
10. Native English speakers (to learn) that the past tense of most verbs
is formed by adding -ed, but that there are irregular verbs, like “go” and
“run”, which have unusual past tenses.
2) Переведите предложения с английского языка на русский.
Прокомментируйте использование времени Present Perfect.
Сделайте предложения отрицательными и вопросительными.
1. The origin of language has never failed to provide a subject for
speculation, and its inaccessibility adds to its fascination.
2. But people have tried to go farther, to discover or to reconstruct
something like the actual forms and structure of the first language.
3. Some people have tried to claim that that the cries of animals and
birds, or non-lexical expressions of excitement or anger, evolved into human
speech as if onomatopoeia were the essence of language.
4. When people have begun to reflect on language, its relation to thinking becomes a central concern.
5. Several cultures have independently viewed the main function of language as the expression of thought.
6. Since the 1980s, the notion of “Standard” has been prominent in public discussion about the English language.
7. At international level, the focus has been on the question of which national standard to use in teaching English as a foreign language.
3) Раскройте скобки. Поставьте глаголы во времена Present или
Past Perfect Tense.
А.
1. I __ him since he came back from the East, (to see — negative)
(Greene)
2. "Ever since I was a young girl," said Miss Ley, "I __ not to take
things seriously..." (to try) (Maugham)
3. I will be your friend: I __ always __ you. (to like) (Ch. Bronte)
4. Your wife flies into a temper and stabs a man you __ with for over
a year. (to work) (Hilton)
5. I __ for a long time to make you a little present, Bertha. (to want)
(Maugham)
6. Lord Caversham __ some time in the library for Sir Robert. (to wait)
(Wilde)
7. I __ to England for sixteen years, (to be — negative) (Maugham)
8. I suppose you know, Peggy dear, I __ awfully fond of you for quite
a long time. (to be) (W. Locke)
54
9. It is highly probable you __ with him for the last three weeks... (to
correspond) (James)
10. They __ the news in the streets since two o'clock. (to yell) (Conrad)
11. "How about playing a little something for me?" he said. "Oh,
Lonnie! I __ for ages. And I'll wake the children." (to play — negative)
(Benson)
12. The house __ in my charge for more than a year. (to be) (Du
Maurier)
13. "I can't remember my aunt's address. We __ from her for years. (to
hear — negative) (Christie)
14. The Gadfly __ a moment, glancing furtively at Gemma; then he __
(to pause, to go on). (Voynich)
В.
1. They __ the door of their inn, and __ a little way down the village,
before they __ the precise spot in which it stood. (to pass, to walk, to recollect) (Dickens)
2. Hardly __. she __ when a very stout gentleman __ into the chair opposite hers, (to sit down, to flop) (Mansfield) 8. Now the madman on the
stairs spoke again and his mood __ suddenly __ ; he seemed quietly merry.
(to change) (Priestley)
3. When Martini __ the room, the Gadfly turned his head round quickly.
(to enter) (Voynich)
4. No sooner __ he __ a drink himself, than Mrs. Fettle __ in. (to take,
to look) (Lessing)
5. Gemma __ her hand and __ into the house. When the door __ behind
her he __ and __ the spray of cypress which __ from her breast. (to pull
away, to run, to close, to stoop, to pick up, to fall). (Voynich)
6. The fire __ dead, the moon __ down, and the window —grey before I
went to sleep, (to be, to go, to be). (Cain)
7. I told him everything. He __ and __, like a figure cut in stone, till I __
(to stand, to listen, to finish) (Voynich)
8. He __ hardly __ another cigarette when the general __ into the courtyard, (to light, to come). (Maugham)
9. Presently the sounds of voices and footsteps approaching along the
terrace roused her from the dreamy state into which she __ (to fall)
(Voynich)
10. They crouched down behind the group of statuary and __ till the
watchman __ (to wait, to pass) (Voynich)
55
11. Moreover, to him [the doctor] the affair was commonplace; it was
UNIT 5
LANGUAGE TYPOLOGY
ТИПОЛОГИЯ ЯЗЫКА
just a hysterical woman who __ with her lover and __ poison. (to quarrel, to
take) (Maugham)
12. The moon __ yet __ I sat in the sultry dark, making patterns with the
end of my cigarette and listening, listening, (to rise — negative) (Hansford
Johnson)
13. One night there Hew over the city a little Swallow. His friends __
away to Egypt six weeks before, but he __ behind. (to go, to stay) (Wilde)
14. By this time Collard's offer __ a thing of nightmare. (to become)
(Hansford Johnson)
15. When Alison __ the first strains of the orchestra came stealing out to
me from inside the hall. (to disappear) (Cronin)
I. Warm-Up Activities (Предтекстовые упражнения)
Обсудите следующие вопросы со своим партнёром:
– How many languages are there in the world?
– Which language family does your mother tongue belong to?
– What is language typology?
56
2. Key Words. Запомните слова, которые вам понадобятся при
работе с материалом данного урока:
1. conceive [kən'siːv] представлять; задумывать; понимать;
постигать; считать; забеременеть; замышлять;
2. confuse [kən'fjuːz]/ путать; смущать; запутывать; смешивать;
спутывать; перемешивать; конфузить;
3. separate 1. ['sep(ə)rət] 1) а) отдельный; обособленный;
разрозненный, разъединённый; б) обособившийся, отделившийся; в)
раздельный; г) сепаратный; v. разделяться; разделять; отделяться;
отделять; выделять; разлучаться; разлучать;
4. certain ['sɜːt(ə)n] 1) точный, определённый; 2) а) некий,
некоторый, определённого рода (вида, количества, степени);
5. isolating (о языке) имеющий тенденцию состоять из отдельных
элементов, как независимых, неизменяемых слов;
6. inflection [ɪn'flekʃ(ə)n] 1) а) изменение формы слова (склонение
или спряжение) б) окончание, флексия (изменяемая часть слова) 2)
интонация, модуляция (звука, голоса);
7. requirement [rɪ'kwaɪəmənt]/ требование; потребность;
необходимость; нужда; необходимое условие;
8. in accordance with – в соответствии с;
9. embedding – вложение; внедрение; встраивание; погружение;
включение; вставка;
10. namely ['neɪmlɪ] а именно, то есть;
11. comparison [kəm'pærɪs(ə)n] сопоставление, сравнение;
12. characteristics – свойства;
13. to have sth in common – иметь что-то общее;
14. trace [treɪs] 1) след, отпечаток; 2) признак, след;
15. purpose ['pɜːpəs] цель; назначение; намерение; иметь целью;
намереваться; целевая установка;
16. in this respect – в этом отношении;
17. representative [ˌreprɪ'zentətɪv] представитель;
представительный; репрезентативный; представляющий; типичный;
характерный; представительский; показательный;
18. arbitrarily [ˌɑːbɪ'tre(ə)r(ə)lɪ] 1) без достаточных оснований,
произвольно; своевольно; 2) деспотично, тиранически;
19. agglutinate 1. [ə'gluːtɪneɪt] а) образовыватья сложением,
присоединением, агглютинацией; проявлять агглютинацию (о языке) б)
агглютировать, участвовать в словообразовании методом
агглютинации (о словах и частях слов);
20. inflectional – инфлективный; инфлекционный; флективный;
57
21. allot [ə'lɔt] 1) предоставлять, выделять; ;2) распределять;
раздавать; 3) вводить в состав; придавать;
22. fuse [fjuːz] сливать; оплавляться; оплавлять;
23. civilization [ˌsɪv(ə)laɪ'zeɪʃ(ə)n] = civilisation / цивилизация
(ступень развития общества);
24. transmission [trænz'mɪʃ(ə)n, træns-, trɑːn-] передача;
пропускание; коробка передач; трансмиссия; прохождение;
трансляция; привод;
25. transference [træn(t)s'fɜːr(ə)n(t)s], [trɑːn-] передача,
перемещение, перенесение;
26. descend [dɪ'send] спускаться; происходить; снижаться;
передаваться по наследству;
27. progenitor [prə'ʤenɪtə] 1) а) прародитель; основатель рода;
предок; б) предок (наследственная форма) 2) предтеча,
предшественник; создатель; основатель;
28. predominantly [prɪ'dɔmɪnəntlɪ] особенно, преимущественно;
29. on the basis of – в зависимости от; исходя из;
30. in a way – в некоторой степени; в некотором смысле;
31. parent language – праязык;
32. humankind’s distinctive humanity – отличительный гуманизм
человечества.
II. Reading (Чтение). Прочитайте и переведите текст.
Language families, as conceived in the historical study of languages,
should not be confused with the quite separate classifications of languages by
reference to their sharing certain predominant features of grammatical struc-
ture. Such classifications give rise to what are called typological classes.
In fulfilling the requirements of open-ended creativity imposed on language by human beings, grammatical structure has things in common in all
known languages, particularly at the deeper levels of grammar. All known
languages have words or wordlike elements combined in accordance with
rules into sentences; all known languages distinguish in some way nounlike
and verblike sentence components; and all known languages have the means
of embedding or subordinating one sentence within another as an included
clause. Descriptive analyses of all the languages of the world have not yet
been prepared, and, of course, there is information about only a minute
number of those that are no longer used–namely, those few that were written.
Within these very general guidelines, however, languages exhibit various types of structure. This can most readily be seen by comparing the relations between the forms of words and their syntactic functions in different
58
languages. Such a comparison is the basis of three broad types of language
that have been distinguished since the beginning of the 19th century. They
are, in fact, more like characteristics than types, in that most languages contain traces of all three, in different proportions.
Classical Chinese made little or no use of word-form variation, such as
is found, for example, in Latin, for grammatical purposes. Sentence structure was expressed by word order, word grouping, and the use of specific
grammatical words, or particles. Such languages have been called isolating
or analytic. Vietnamese is the most fully representative of this type today.
Some languages string together, or agglutinate, successive bits, each with
a specific grammatical function, into the body of single words. Turkish is
a typical agglutinative language. Latin is in this respect an inflectional, or
fusional, language.
English, like many other languages, includes features of all three types.
In its use of word order alone to distinguish grammatical differences (the
dog chased the cat; the cat chased the dog), it resembles Classical Chinese
rather than Latin. In a word form such as manliness, in which each bit can be
assigned a grammatical function (man the basic noun, -li- the adjective formative, and -ness the abstract noun formative), it makes use of agglutina-
tion, whereas plurals such as men and geese and past tenses such as came
and ran fuse distinct grammatical categories into a word form in which only
arbitrarily can one allot some sound segments, or letters, to one and some to
the other.
Assigning languages to different types in this way involves a delicate
procedure of balancing one part of the grammar against another and deciding which type of structure predominates and how well the other types are
represented. Languages predominantly of each of the types are found in
communities at all levels of civilization and with all types of culture.
In the course of transmission, grammatical structures change, just as do
pronunciation and meanings, and in time the cumulative effect may be the
transference of a language from one overall type to another, although it remains descended from the earlier language and therefore is just as much part
of the same historical family. Latin is very different typologically from
French in its grammatical structure, but French is nevertheless the form that
Latin took in France in the course of time. In the matter of the grammatical
relevance of word order, the absence of case inflections in nouns, and the
use of verbal auxiliaries instead of single word tense forms, French is more
like English, a distant cousin within the Indo-European family, than it is like
Latin, its immediate progenitor. The two sorts of language classification,
historical and typological, serve different purposes and are differently based.
Language families group languages together on the basis of descent—i.e.,
59
unbroken transmission from an earlier common parent language. The evi-
1. confuse
a. divide into constituent or distinct elements
2. separate
b. cause (a person or place) to be or remain alone or
apart from others
3. inflection
c. a general rule, principle, or piece of advice
4. isolate
d. identify wrongly; mistake
5. guideline
e. typical of a class, group, or body of opinion
6. representative
f. a change in the form of a word (typically the ending)
to express a grammatical function or attribute such as
tense, mood, person, number, case, and gender;
dence is, in the main, systematic correspondences among the shapes of
words of similar meanings (e.g., Greek patēr, Latin pater, French père,
German Vater, English father). Languages are put into typological classes,
with the reservation already mentioned, on the basis of certain overall similarities of structure irrespective of historical relations.
In a way, these two systems of classification involve the two most important aspects in which languages must be seen for them to be properly understood: as products of a continuous historical process and also as self-
sufficient systems of communication in any one period. Both as a component of cultural history and as a central part of culture itself, language is able
to reveal, more than any other human activity and achievement, what is involved in humankind’s distinctive humanity.
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:
по ссылке; языковые семьи; грамматическая структура; типологические классы; иметь что-то общее; словоподобные элементы; описательный анализ; небольшое количество; в рамках очень общих рекомендаций; синтаксические функции; следует различать; последовательные биты; агглютинативный язык; флективный или слитный язык;
тем не менее; в вопросе; грамматическая уместность; порядок слов; падежные флексии; непрерывная передача; уметь раскрывать; человек;
человечество; человечность.
2. Приведите в соответствие термины из левой колонки с их
толкованием из правой колонки:
60
think one of them is the other one.
1. confuse
a. ancestor
2. allote
b. show
3. separate
c. bewilder
4. progenitor
d. detach
5. immediate
e. direct
6. reveal
f. divide
1. separate
a. clarify
2. irrespective
b. similar
3. distant
c. later
4. confuse
d. respective
5. different
e. close
6. earlier
f. combine
1. predominant
a. classes
2. typological
b. guidelines
3. descriptive
c. relevance
4. general
d. analyses
5. syntactic
e. features
6. grammatical
f. functions
gious education...
teaching profession.
из правой колонки:
3. Закончите предложения, употребляя слова из упражнения 2:
1. The garage is _______ from the house by a path and a flower garden.
2. She spoke slowly and without _________.
3. If you _________ two things, you get them mixed up, so that you
4. Churchill was not properly ________ of influential opinion in Britain.
5. The government should issue clear _________ on the content of reli-
6. They are finding themselves increasingly __________ within the
4. Сопоставьте каждое слово из левой колонки с его синонимом
5. Сопоставьте каждое слово из левой колонки с его антонимом
из правой колонки:
6. Составьте словосочетания с данными прилагательными и
существительными. Переведите их на русский язык.
Соседние файлы в предмете [НЕСОРТИРОВАННОЕ]