- •2. Stylistic Lexicology: classification and distinctive features of the main layers of the English vocabulary
- •3. Stylistic Morphology: Transposition of the notional parts of speech.
- •4. Stylistic Phonetics
- •5. Stylistic Semasiology: Stylistic devices based on the interaction of different types of lexical meaning
- •7.Principles of the Literary Text Structure Cohesion
- •1) Situational (registerial) coherence
- •2) Generic (жанрова)
- •III. Intentionality and IV. Acceptibility
- •9. Literary Text Setting: types and functions
- •8.Literary Text Character Types and Methods of Characterization
- •10. Aspects of Translator Reliability
- •11. Transformations in Translation
- •12.Define the notion of Science and Scientific Schools
- •Ferdinand de Saussure (1857-1913)
- •The structuralists
- •The London School
- •Noam Chomsky and Generative Grammar
- •The Contemporary Scene
- •Publication
- •General scientific summaries
- •Instructions
- •14 Define the main principles of language classification
- •16 Dwell on the development of the English graphemics
- •18. Old English Verb Paradigm
- •15.Speak on the Germanic invasion of Britain and its role in the formation of the nation and the language
- •20Methodology and related sciences.
- •21. Ian Comenius and his Method
- •23.Traditional Approaches to Language Teaching
- •22.Methodology of tefl: basic categories and aims.
- •24. Grammatical categories and grammatical forms
- •27. Verbals in English
- •28. The category of Voice (c of V)
- •29. Classification of sentences
- •30. Classification of Phrases
- •31. The definition and dimensions of communication
- •32. Components of the communication process
- •33. Modern Communication Theories
- •2. Language Expectancy Theory
- •3. Psycho-linguistic theory
- •4. Framing theory
- •5. Network theory
- •6. Social cognitive theory
- •34. Barriers of Communication
- •35. Verbal and Non-Verbal Communication
- •36. Models of the Communication Process
- •37. Word meaning
- •38. Polysemy and homonymy in the English language
- •39. Word Formation: basic problem, definition, types
- •40. Borrowings in the English Language
- •1. According to the aspect which is borrowed,
- •2. According to the degree of assimilation,
- •3. According to the language from which the word was borrowed.
- •Italian Borrowings
- •41. Phraseological Units: definition & classifications
- •42. Semantic classification of words
- •43. Generative - Transformational Grammar: general characteristics.
- •44. The Scope of the Study of Pragmatics
- •45. General Methods of Obtaining and Processing Linguistic Data
- •Methods
- •1. Informants – an empirical, active method
- •2. Recording – an empirical, active, instrumental method
- •3. Elicitation (встановлення правди)
- •4. Experiments
- •5. The comparative method. The reconstruction technique.
- •7. Computer Techniques
- •46. Basics concepts of lcs: background knowledge, communicative competence.
- •47. Realia as linguo-cultural elements of Linguo-Country studies. Classification of realia.
- •48. Prehistoric Britain. Celtic words in Modern English
- •49 ) English language chronology and highlights or the british history
- •50. English as Lingua Franca for the Modern World. Standard English & Received Pronunciation
46. Basics concepts of lcs: background knowledge, communicative competence.
The notion of C.C is basic for LCS. CC in terms of linguistics refers to a language user’s knowledge of grammar, morphology as well as social knowledge of how and when to use language appropriately. The term was pointed by Dell Hymes (1966). He wrote that ‘CC includes both: the linguistic competence, that is implicit or explicit knowledge of the rules of grammar and contextual or sociolinguistic knowledge of the rules of language use in context.
Michael Canale, Maril Swain defined CC in the context of second-language learning. But according to their theory 4 different components or categories make up CC.
1. Grammatical 2. Discourse (they both reflect the language use itself)
3. Sociolinguistic 4 Strategic (define the most functional aspect of communication.
Discourse competence involves the ability to connect sentences in discourse.
Discourse competence is concerned with intersentential relations.
Sociolinguistic competence requires an understanding of the social context in which language is used. The role of the participant of the communication; the information they share; their function of interaction.
Strategic – the way we manipulate the language in order to meet our communication goals.
Communicative competence has 2 separate pragmatic categories: 1) functional aspect; 2) sociolinguistic aspect of language
Communicative competence presupposes te students’ background knowledge in such a way that they become the bearer of world culture.
Verishchahin + Kostomarov considered the background knowledge as the main object of LCS. (personal experience, media, internet, local experience)
Background knowledge: realia, notions, terminology relevant to each country and essential to achieve adequate and profound language proficiency.
Tomahin: background knowledge is practically all the knowledge available to the speaker at the moment of communication. Knowledge which members of certain linguistic and local community have at their disposal. We acquire background knowledge through the interaction of 2 factors:
1) our ability to process and store information
2) the number and frequency of our academically oriented experience.
Researchers indicate that what students already know about the country of language is the strongest indicator of how well they will acquire new information.
As background knowledge is strongly connected with lexical units the problem of enlarging vocabulary is extremely important in foreign language learning.
47. Realia as linguo-cultural elements of Linguo-Country studies. Classification of realia.
M. L. Weisburg defines realia as real facts relating to everyday life, culture, history, heroes, traditions and customs or the country of the target language. In philological disciplines there is a twofold understanding of realia.
As opposed to other words in a language, the distinctive feature of realia is close connection of their subject content with a specific nation on the one hand and with a definite historic period of time on the other hand. The closeness of language and culture is the most clearly seen in realia, because the main semantic component of any realia-word is ethno-cultural, and realia are usually, culturally and nationally-colourea words. Realia-words present a challenge to a language learner, because the concepts they frame have unique national character and belong to the category of non-equivalent lexis or culture-specific vocabulary. Realia-words may be of two types: denotative and connotative. Translators use different techniques to render realia into native languages. G. D. Tomachin classified realia into names (proper and common), and phraseological units (set phrases, idioms, collocations).