- •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
12.Define the notion of Science and Scientific Schools
Science - is
1. the systematic observation of natural events and conditions in order to discover facts about them and to formulate laws and principles based on these facts.
2. the organized body of knowledge that is derived from such observations and that can be verified or tested by further investigation.
3. any specific branch of this general body of knowledge, such as biology, physics, geology, or astronomy. (Academic Press Dictionary of Science & Technology)
Science is an intellectual activity carried on by humans that is designed to discover information about the natural world in which humans live and to discover the ways in which this information can be organized into meaningful patterns. A primary aim of science is to collect facts (data). An ultimate purpose of science is to discern the order that exists between and amongst the various facts. (Dr. Sheldon Gottlieb in a lecture series at the University of South Alabama)
Science involves more than the gaining of knowledge. It is the systematic and organized inquiry into the natural world and its phenomena. Science is about gaining a deeper and often useful understanding of the world. Acquiring scientific knowledge about how the world works does not necessarily lead to an understanding of how science itself works, and neither does knowledge of the philosophy and sociology of science alone lead to a scientific understanding of the world. The challenge for educators is to weave these different aspects of science together so that they reinforce one another.
Some key words in science: facts, hypotheses and theories.
Scientific Schools of Linguistics
Linguistics is the study of language, sometimes called the science of language. {1} The subject has become a very technical, splitting into separate fields: sound (phonetics and phonology), sentence structure (syntax, structuralism, deep grammar), meaning (semantics), practical psychology (psycholinguistics) and contexts of language choice (pragmatics). {2} But originally, as practised in the nineteenth century, linguistics was philology: the history of words. {3} Philologists tried to understand how words had changed and by what principle. Why had the proto-European consonants changed in the Germanic branch: Grimm's Law? Voiceless stops went to voiceless fricatives, voiced stops to voiceless stops, and voiced aspirates to voiced stops. What social phenomenon was responsible? None could be found. Worse, such changes were not general. Lines of descent could be constructed, but words did not evolve in any Darwinian sense of simple to elaborate. One could group languages as isolating (words had a single, unchanging root), agglutinizing (root adds affixes but remains clear) and inflecting (word cannot be split into recurring units), but attempts to show how one group developed into another broke down in hopeless disagreement.
Ferdinand de Saussure (1857-1913)
So linguistics might have ended: documenting random changes in random directions. But that was hardly a science, only a taxonomy. When therefore Ferdinand de Saussure tentatively suggested that language be seen as a game of chess, where the history of past moves is irrelevant to the players, a way though the impasse was quickly recognized. Saussure sketched some possibilities. If the word high-handed falls out of use, then synonyms like arrogant and presumptuous will extend their uses. If we drop the final f or v the results in English are not momentous (we might still recognize belie as belief from the context), but not if the final s is dropped (we should then have to find some new way of indicating plurals).
Saussure's suggestion was very notional: his ideas were put together by students from lecture notes and published posthumously in 1915. But they did prove immensely fruitful, even in such concepts as langue (the whole language which no one speaker entirely masters) and parole (an individual's use of language). Words are signs, and in linguistics we are studying the science of signs: semiology. And signs took on a value depending on words adjacent in use or meaning. English has sheep and mutton but French has only mouton for both uses. Above all (extending the picture of a chess game) we should understand that language was a totality of linguistic possibilities, where the "move" of each word depended on the possible moves of others.