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Файл:Language. Английский язык для филологов. Учебное пособие
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поверхностно; подражательные крики; млекопитающие; виды жи-
1. vocalize
a. a condition or circumstance that puts one in a favourable or superior position
2. locomotion
b. the area near or surrounding a particular place
3. advantage
c. movement or the ability to move from one place to
another
4. rudimentary
d. utter (a sound or word)
5. vicinity
e. an asset or object bought or obtained
6. acquisition
f. involving or limited to basic principles
1. locomotion
a. express
2. adjusted
b. beginning
3. rudimentary
c. neighbourhood
4. vicinity
d. movement
5. vocalize
e. timeliness
6. relevance
f. established, fixed
вотных; выражать чувства; движение голосовых связок; преимущество;
взаимная видимость; справляться; очерченное расстояние; относиться;
быть вовлеченным; овладение языком; видоспецифичные для людей;
умственные способности; отсутствие; анатомические структуры; в
смысле; абстракции; случайный выбор; высказывания; общая близость;
воспринимать; быть примерно равными; познавательные (когнитивные) системы.
2. Приведите в соответствие термины из левой колонки с их
толкованием из правой колонки:
3. Закончите предложения, употребляя слова из упражнения 2:
1. He received a _________ education.
2. The number of people living in the immediate _________ was small.
3. He preferred walking to other forms of __________.
4. She had an __________ over her mother's generation.
5. Nina pulled my latest __________ from the bottom shelf and gazed at
the cover.
6. The child _________ a number of distinct sounds.
4. Сопоставьте каждое слово из левой колонки с его синонимом
из правой колонки:
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5. Сопоставьте каждое слово из левой колонки с его антонимом
1. advantage
a. illiterate
2. mental
b. origin
3. literate
c. arbitrary
4. consequence
d. disadvantage
5. predetermined
e. like
6. unlike
f. physical
1. animal
a. energy
2. vocal
b. life
3. anatomical
c. species
4. physical
d. noises
5. human
e. acquisition
6. language
f. apparatus
из правой колонки:
6. Составьте словосочетания с данными прилагательными и су-
ществительными. Переведите их на русский язык:
IV. Checklist (Упражнения на понимание содержания текста)
1. Просмотрите текст об овладении языком еще раз и
ответьте на вопросы:
1. Do representatives of animal kingdom have anatomical apparatus
necessary for speech?
2. What is the development of speech linked to?
3. What advantages do speaking and hearing (as a primary means of
communication) have?
4. What fact argues that language is species-specific to human beings?
5. Can the great apes have the mental capacity to acquire at least a rudi-
mentary form of language?
6. What do you know about the number of languages a young child is
capable of acquiring?
7. Humans bring into the world an innate faculty for language acquisi-
tion, language use, and grammar construction, don’t they?
8. What was a behaviourist interpretation of human learning processes?
9. What linguistic research system dominates areas of investigation in
the late 20th century?
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2. Какие предложения верны (T), а где допущены ошибки (F)?
Исправьте неверные утверждения.
1. All languages are roughly equal in complexity and in difficulty of
mastery. _______
2. There seems to be theoretical limit to the number of languages
a young child is capable of acquiring. ________
3. Monolingualism is actually a more common human condition than bi-
lingualism. ________
4. Children who acquire two languages do so at the same rate as chil-
dren who acquire one language. ________
5. The parrot in human society is not limited to mere repetition of utter-
ances. ________
6. Noam Chomsky placed emphasis on the inherent grammar-building
disposition and competence of the human brain. _________
3. Составьте план текста урока. Выпишите к каждому пункту
плана ключевое предложение из текста.
4. Передайте устно содержание текста, придерживаясь своего
плана.
5. Напишите биографическую статью об американском лин-
гвисте Науме Хомски (Noam Chomsky).
Придерживайтесь следующего плана при написании статьи:
TITLE:……………….
PARAGRAPH 1
Who is this person and what is he best known for?
PARAGRAPH 2
Biographical information: when and where born / family life / important
points in life.
PARAGRAPH 3
What was his message? What were his influential thoughts?
PARAGRAPH 4
Why do you think this person is important?
Write 100–150 words
V. Additional Reading and Tasks (Дополнительные тексты и
задания)
1. Прочитайте текст об овладении языком и ответьте, какую
новую информацию вы узнали. Дайте ответы на следующие за
текстом вопросы.
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In regard to the production of speech sounds, all typical humans are
Adjective
Comparative
Formation
short
shorter
one syllable: add -er
big
bigger
one vowel + one consonant: double final consonant
busy
busier
consonant + y: y-> ier
relaxed
more relaxed
two + more syllables: more + adjective
Adjective
Comparative
good
better
bad
worse
far
farther (further)
physiologically alike. It has been shown repeatedly that children learn the
language of those who bring them up from infancy. These are often the biological parents, but one’s first language is acquired from environment and
learning, not from physiological inheritance. Adopted infants, whatever their
physical characteristics and whatever the language of their biological parents, acquire the language of the adoptive parents.
Different shapes of lips, throat, and other parts of the vocal tract have an
effect on voice quality; this is part of the individuality of each person’s voice
referred to above. Physiological differences, including size of throat and larynx, both overall and in relation to the rest of the vocal tract, are largely responsible for the different pitch ranges characteristic of any individual’s
speech. These differences do not affect one’s ability or aptitude to speak any
particular language.
– Who or what influences on children’s acquisition of their first language?
– Do physiological differences affect one’s ability or aptitude to speak
any particular language? What do they affect?
VI. Grammar in Use (Практическая Грамматика)
СТЕПЕНИ СРАВНЕНИЯ ПРИЛАГАТЕЛЬНЫХ
(Degrees of Comparison of Adjectives)
Comparatives
Comparative Adjective: regular
Таблица 6
Comparative Adjective: irregular
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После прилагательных в сравнительной степени часто используется
Adjective
Comparative
Superlative
cold
colder
the coldest
hot
hotter
the hottest
pretty
prettier
the prettiest
beautiful
more beautiful
the most beautiful
good
better
the best
bad
worse
the worst
far
farther (further)
the farthest (furthest)
than или as…as за которым следует местоимение в объектном падеже или
в именительном падеже, за которым следует вспомогательный глагол.
Например:
My brother is taller than me. My brother is taller than I am.
Superlatives
1. Используйте определённый артикль the вместе с прилагательным в превосходной степени, чтобы сказать, что в какой-то группе или
в каком-то месте самое большое и т.д.
2. Часто определённый артикль the вместе с прилагательным в превосходной степени используется во времени present perfect вместе с ever.
Упражнения
1) Поставьте прилагательные в скобках в сравнительную или
превосходную степень.
1.The translation of poetry, especially into poetry, presents very special
difficulties, and the (good) the original poem, the (hard) the translator’s task.
2.At the other end of the translator’s spectrum, technical prose dealing
with internationally agreed scientific subjects may be the (easy) type of material to translate, because cultural unification (in this respect), lexical correspondences, and stylistic similarity already exist in this type of usage in the
languages most commonly involved, to a higher degree than in other fields
of discourse.
3.This branch of research arose in Biblical studies and has a (long) tradition, dating back to the Reformation.
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4.Children affected with Down’s syndrome (Mongoloids), who are incapable of many intellectual achievements, nevertheless appear to develop
language in something like the normal manner, through at a much (slow)
pace and within certain limits.
5. Blind children suffer (serious) deprivation of experience, but their
language faculty develops in a normal way.
6. An Englishman does not like to use (many) words or (many) syllables
than are strictly necessary, so he does not like to say (much) than he can
stand to.
7. Codes and ciphers are of much (long) standing in the concealment of
written messages, though their techniques are being constantly developed.
8. Twentieth-century developments in telegraphy and telephony, and the
emergence and growth of the Internet, made protection against unauthorized
reception (urgent), whether of texts transmitted as speech or those sent as series of letters of the alphabet.
2) Составьте словосочетания со следующими прилагательными
в сравнительной или превосходной форме.
Popular, useful, clear, satisfactory, correct, boring, fascinating, serious,
close, difficult, authoritative, new, strong, rich, high, complex
3) Вставьте прилагательные в сравнительной или превосходной степени.
1. They had dined well and were now drinking hard... their faces getting
__ and __ (red, red) (Priestley)
2. Was there anything in the world __ than indecision? (bad) (Galswor-
thy)
3. He was only five years __ than I was, which made him forty-five.
(young) (Snow)
4. He loved his brother and he had done his brother what people seemed
to consider __ of wrongs. (bitter) (Greene)
5. __ sin towards our fellow creatures is not to hate them, but to be indifferent to them. (bad) (Shaw)
6. He had been a great fencer, before the war, __ fencer in Italy. (great)
(Hemingway)
7. She is stopping at one of __ hotels in town. (good) (Saroyan)
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8. Difficult to believe it was so long ago, he felt young still! Of all his
thoughts this was __, __ With his white head and his loneliness he had remained young and green at heart. (poignant, bitter) (Galsworthy)
9. She received congratulations as if she were __ of women. (happy)
(Hansford Johnson)
10. Kate remembered the little general; he was a good deal __ than herself. (small) (Lawrence)
11. I think we'll resume the conversation when you're a little __, Caroline. (calm) (Maugham)
12. They had never made __ pretence of believing him. (little) (Greene)
13. Things went from bad to __ (bad) (Saroyan)
14. He took his trinkets, carried them to the __ pawnshop he could find,
and being offered forty-five dollars for the lot, took it. (presentable)
(Dreiser)
15. He felt her breathing grow — and __ (slow, easy) (Cusdck)
16. To be ashamed of his own father is perhaps __ experience a young
man can go through. (bitter) (Galsworthy)
17. It's __ in here than it is on the street. (hot) (Salinger)
18. I think you're about __ girl in school, (pretty) (/. Shaw)
19. All his life he had taken pains to be __, __ than his fellows. (strong,
brave) (Saroyan)
20. From that moment may be dated the downfall of __ and __ of the
Indian nations, that existed within the limits of the present United States.
(great, civilized) (Cooper)
21. Mr. Micawber, under pretence of showing me a __ way than that by
which I had come, accompanied me to the corner of the street. (near) (Dick-
ens)
22. He would walk here and there and be no __ than an ant in an ant
hill. (conspicuous) (Greene)
23. We slept in a double-bedded room, which was __ that the little
country inn could do for us. (good) (Conan Doyle)
24. This is Sam Penty one of our __ artists. (good) (Priestley)
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I. Warm-Up Activities (Предтекстовые упражнения)
UNIT 7
STRUCTURAL OR GRAMMATICAL MEANING IN LANGUAGE
СТРУКТУРНОЕ ИЛИ ГРАММАТИЧЕСКОЕ
ЗНАЧЕНИЕ В ЯЗЫКЕ
1. Обсудите следующие вопросы со своим партнёром:
– Do you think that structural or grammatical meaning in language is as
important as its semantic meaning?
– Why do the possibilities of expressing structural meanings of a second
language cause more difficulty?
2. Key Words. Запомните слова, которые вам понадобятся при работе с материалом данного урока:
1. object ['ɔbʤɪkt], [-ʤekt] 1) предмет; вещь; 2) объект, предмет;
3) цель;
2. purpose ['pɜːpəs] 1) цель, намерение; замысел, стремление;
2) польза, выгода; 3) основная тема, предмет, суть (обсуждения); 4) воля,
целенаправленность, целеустремлённость;
3. multifarious [ˌmʌltɪ'feərɪəs] различный, разнообразный, разный;
4. baffling ['bæflɪŋ] а) трудный, тяжёлый; б) неблагоприятный;
5. serviceable ['sɜːvɪsəbl] 1) прочный, ноский; 2) а) полезный,
пригодный; б) работоспособный;
6. comprise [kəm'praɪz] 1) включать; заключать в себе, содержать;
2) составлять;
7. conventionally – условно;
8. distinguish [dɪ'stɪŋgwɪʃ] отличать; различать; выделять; отмечать;
рассмотреть; распознавать;
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9. distinction [dɪ'stɪŋkʃ(ə)n] различие; отличие; разница; разграничение; различение; особенность; отличительный признак, особенность;
10. enjoin [ɪn'ʤɔɪn] 1) предписывать; приказывать; заповедовать;
2) запрещать;
11. reinforce [ˌriːɪn'fɔːs] укреплять, усиливать;
12. particle ['pɑːtɪkl] 1) частица; крупица; 2) а) неизменяемая частица
(во фразовом глаголе); б) служебное слово;
13. a subject particle – служебное слово (частица) при подлежащем;
14. an object particle – служебное слово (частица) при дополнении;
15. linear ['lɪnɪə] 1) линейный, относящийся к линии; 2) состоящий
из линий; 3) линейный, вытянутый в линию; 4) подобный линии, узкий
и длинный; 5) ступенчатый (о методах обучения);
16. permanence ['pɜːm(ə)nən(t)s] неизменность, постоянство, прочность, стабильность, устойчивость;
17. permanent ['pɜːm(ə)nənt] постоянный; длящийся; перманентный;
остаточный; неизменный; долговременный; прочный; непрерывный;
18. legal ['liːg(ə)l] 1) правовой, юридический; судебный; 2) законный; узаконенный; легальный;
19. legislative ['leʤɪslətɪv] законодательный;
20. virtually ['vɜːʧuəlɪ] , [-tju-] 1) фактически, практически, в сущности; поистине; 2) виртуально;
21. unintelligible [ˌʌnɪn'telɪʤəbl] непонятный, неясный, нечёткий;
неразборчивый;
22. agent ['eɪʤ(ə)nt] агент; вещество; средство; представитель; посредник; агентский; поверенный; реактив; реагент; фактор;
23. word order [wɜːd ˈɔːdə] порядок слов;
24. pursue [pə'sjuː] преследовать; гнаться.
25. object noun – дополнение, выраженное существительным;
26. in order – для того, чтобы;
27. to meet the needs of … – для удовлетворения потребностей
кого-либо…;
28. flexible ['fleksəbl] гибкий; эластичный; упругий; податливый;
нежесткий;
29. contrastively prominent – контрастно выделяющийся;
30. highlight ['haɪlaɪt] выделять; высвечивать; подсветка; блик;
31. by different shapes – по разным формам.
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II. Reading (Чтение). Прочитайте и переведите текст.
The whole object and purpose of language is to be meaningful. Languages have developed and are constituted in their present forms in order
to meet the needs of communication in all its aspects.
It is because the needs of human communication are so various and so
multifarious that the study of meaning is probably the most difficult and baffling part of the serious study of language. Traditionally, language has been
defined as the expression of thought, but this involves far too narrow an in-
terpretation of language or far too wide a view of thought to be serviceable.
The expression of thought is just one among the many functions performed
by language in certain contexts.
First, one must recognize that the meaning of any sentence comprises
two parts: the meanings of the words it contains and the structural or grammatical meaning carried by the sentence itself. In English the dog chased the
cat and the boy chased the cat differ in meaning because dog and boy are
different words with different word meanings; the same applies to equiva-
lent sentences in other languages. The two sentences the dog chased the cat
and the cat chased the dog, though containing exactly the same words, are
different in meaning because the different word orders distinguish what are
conventionally called subject and object. In Latin the two corresponding
sentences would be distinguished not by word order, which is grammatically
indifferent and largely a matter of style, but by different shapes in the lexical
equivalents of dog and cat. In Japanese the grammatical distinction of subject and object, normally marked by the word order subject–object–verb
(SOV), can be reinforced by a subject particle after the first word and an object particle after the second.
The formal resources of any language for making distinctions in the
structural meanings of sentences are limited by two things: the linear (time)
dimension of speaking and the limited memory span of the human brain.
Writing copies the time stream of speech with the linear flow of scripts.
Diagrams and pictures employ two dimensions, and models employ three;
but writing is partially relieved of memory-span restrictions by the permanence of visual marks. Because written texts are almost entirely divorced
from oral pronunciation, sentence length and sentence complexity can be
carried to extremes, as may be observed in some legal and legislative documents that are virtually unintelligible if read aloud.
Within these linear restrictions, distinctions corresponding to the main
uses of language can be made. All languages can employ different sentence
structures to state facts (declarative), to ask questions (interrogative), and to
enjoin or forbid some course of action (imperative). More delicate means exist to soften or modify these basic distinctions—e.g., It’s cold today, isn’t
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