5.9. Adverbial clauses of result / шдрядш речении наелвдку.

Adverbial clauses of result are joined in English to the main sentence with the help of the composite conjunction so that or thl conjunction that, which has as its correlative the demonstrative adverb so, compare:

She sat behind me so that I couldn't see her face. - lu>n,i сидгла позаду мене, так що я не мгг бачити иобличчя.

The weather was so bad that the plane could not start Погода була тока погана, що л1так не мгг ewiemimu.

Ukrainian adverbial clauses of result have the same type ol conjunction так що (и): Шдхопили eci, eci враз i з ycix сил, mm що кош шарахнулися набж (Ю. Смолич).

In both languages adverbial clauses of result usually occupy the position after the main clause [5; 155-156].

Discussion questions and exercise tasks: I. Consider your answers to the following:

1. Dwell upon the nature of complex sentences in English and Ukrainian.

2. Describe the subject subordinate clause in both contrasted

languages.

3. Are there any difficulties in singling out predicative subordinate clauses in English and Ukrainian?

4. Compare the means of joining object clauses to the matrix clause in contrasted languages.

5. Is there any difference between English and Ukrainian descriptive attributive clauses and descriptive attributive clauses?

6. Describe the peculiarities of adverbial clauses in both contrasted languages. Provide examples of the main types of adverbial clauses in English and Ukrainian.

II. Identify complex sentences in the passages below. Dwell upon the types of clauses in these sentences; describe the means of connection of subordinate clauses to the matrix clause.

1. Temple is guilty of outright cowardice, as was National I'ublic Radio when, in 19994, it decided not to air a series of Abu-.lamal commentaries on prison life. Some folks have speculated that both Temple and NPR knuckled under to pressure from the Fraternal Older of Police (FOP). That the FOP wouldn't want a convicted cop killers views on the air is understandable. But I feel some voices need l о be heard, (newspaper writing)

2. There are many players who might win the Masters, many who could. But the feeling about Faldo is that if he is at the top of his game, he could win it. That he is ranked only No 4 in the world at the moment is due to the eccentricity of the system. His first Masters win has now slipped from his ranking points, (newspaper writing)

3. Republican presidential nominee Bob Dole has said, "If World War III were declared, the media would still ask me about

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abortion." That the media are fixated upon the differences within thfl GOP regarding abortion no longer is in doubt. That they don't just us enthusiastically dissect the differences within the Democratic Party regarding abortion and same-sex marriages is a troubling example of poor journalism, (newspaper writing)

*The material is taken from "Longman Student Grammar of Spoken and Written English Workbook" by Susan Conrad, Douglas Biber, Geoffrey Leech, Pearson Education Limited, 2003. - P. 75.

HI. Identify the type of adverbial clauses in the sentences below. Identify the type of subordinator in each case.

1. Whenever I phone them up they all pretend to have emigrated to Australia (conversation).

2. Because schizophrenia is a brain disorder, it's nobody's fault, she says (newspaper writing).

3. For hours he sat there as if deliberately waiting me oul (fiction writing).

1. It's not my fault if you don't pass your exams (conversal ion)

4. She was dark skinned and in her late fifties, although .she looked much younger (fiction writing).

6.1 haven' been there since I was a kid (conversation).

7. Since the purpose of the list is heuristic, there is no harm in "mixing categories" this way (academic prose).

8. "Trouble just seemed to follow me wherever I went - exccpl here," he said (newspaper writing).

9. As far as farmers are concerned tree planting has not been integrated into their work patterns or land management (newspapi l writing).

10. If I were you I wouldn't have told her (conversation).

*The material is taken from "Longman Student Grammar of Spoki и and Written English Workbook" by Susan Conrad, Douglas Biber, Geollh Leech, Pearson Education Limited, 2003. - P. 86.

IV. Identify the type of clauses in the sentences below; describe the means of connection of subordinate clauses to (li< matrix clause.

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1. День кшчався, уступаючи дорогу вечоров1, що вже ховався у довгих тчнях дубЬз, серед кушдв лщини, наче еоромлячись сонця (В. Гжицький).

2. Немае в евгп 6ypi, щоб огонь могла задути в1чний та иравдивий (I. Кочерга).

3. Вщдайте мет" мову, якою мш народ мене благословив

(Л. Костенко).

4. I стежечка, де ти ходила, колючим терном поросла

(Т. Шевченко).

5. Благословенна та ясна година, коли дитя читае "Кобзаря"

(Д. Павличко).

6. Стали спускатися в яр, звщки пов!яло холодом i

мроваллям (Г. Тютюнник).

7. Залазити в чужу душу - це таке ж злодшетво, як залазили в чужу комору (М. Стельмах).

8. Хто хоче бути вольовою людиною, той не може не поборота в co6i невпевненють (М. Хвильовий).

9. Я весь був як теня, як акорд суму, що злився з тснею моря, сонця i скель (М. Коцюбинський).

10. Як передать журбу без краю, що закувала серце в лщ?

(В. Сосюра).

*The material is taken from the text-book: Терлак З. УкраТнська мова: Зб1рник вправ i3 синтаксису та пунктуаци. - ЛьвЬ?: Свгг, 1999. -Р. 135-136.

V. Identify the type of connection between simple sentences within the composite sentence:

1. the coordinate connection unites one simple and one or several complex sentences;

2. the coordinate connection unites two or several complex sentences;

3. the coordinate connection unites two or more simple sentences, which have a common subordinate clause.

Name the types of compound and complex sentences. Think of your own examples of similar sentences in English.

1. BiH заграв - i з перших звушв yci збагнули, що вш був майстром свое'1 справи (Марко Вовчок).

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2. Степан вперше за цей веч!р, од1рвавшись поглядом тд земл1, шдв1в oni до неба, i чудне тремтшня пройняло його, коли побачив yropi р1жок мюяця серед знайомих з1'рок, того мюяця, що cbjthb йому й на сел1 (В. Щцмогильний).

3. Сонце i повпря лоскочуть щоки, а зелень ялинових гиюк виглядае з-тд CHiry так свгжо, що, здаеться, надвор1 стоУть весне одягнена у бш шати (М. Коцюбинський).

4. Дерева стоять похнюпившись, i чути, як падають "fxiii сльози на землю (В. Шдмогильний).

5. Хто не був високо, той зроду не збагне, як страшно впасти, i хто не звик до чистоти кришталю, не тямить, як ГО тяжко - забруднитись (Леся УкраУнка).

6. Григорш Косинка шби напився з потоку Стефаник| сувороУ, пркоУ i терпко'У правди життя, i вщкрилося йому, як трсби цшити слово (3 газ.).

7. Сонце тшьки-тшьки виглядало з-за якогось л1ска, що темшв по краевиду тоненькою смужкою, i роса ще не встигл! роз1Йтися туманом по зеленому полю (В. Винниченко).

8. Хвюп свггла лились з неба, i чорш тша десь пощсчли, неначе сонячне сяйво загнало Ух у землю (М. Коцюбинський).

9. Ми шдем, де трави похшн, де 3opi в яснш далиж, i кари oni, i рученьки 6ini ночами насняться меш (А. Малишко).

*The material is taken from the text-book: Терлак 3. УкраТж М I мова: Збгрннк вправ 13 синтаксису та пунктуацй'. - Льв1в: Сви, I9')⁽), Р. 173-174.

CONCLUSION

Contrastive linguistics attracts attention of linguists around the world, since its value is not purely theoretical, but serves as a basis for l he practical application of the linguistic science.

The birth of contrastive language studies was caused by the need to study foreign languages, which is of topical character nowadays. One of the factors creating obstacles for the successful acquisition of a foreign language is the negative influence of the native tongue (also called native language interference). This influence can be removed by contrastive analysis of the native tongue (Ilie source language) and the foreign language being acquired (the larget language).

The results of contrastive linguistics (in particular contrastive grammar) can be applied for the development of the methodology of foreign language teaching. Nationally targeted methodology, which is based on the results of the contrastive language study, creates a lot о I" advantages for the learning process, namely: provides increasing of effectiveness and intensifying of the learning process, gives the possibility to widen the learning material, its quicker and deeper comprehension, lessens the factor of native language interference, increases the level of language culture awareness. The contrastive aspect provides as well the possibility to determine the study direction of the language material presentation: from the form to the content (in case of analogies in presenting phenomena, easy for acquisition), or from the content to the form (in case of analogies absence and presence of differences, creating difficulties for a certain national group of language learners).

Contrastive linguistics is of practical value for translation studies. Results of contrastive analysis of the lexical, grammatical and stylistic systems of two languages facilitate the work of a translator, giving the possibility to observe all the inadequacies on different language levels and the possible ways of their rendering.

Contrastive linguistics contributes greatly to the theory of language typology. Due to the observation of similarities and differences in languages we can speak about the initiation of their

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typological classification, its aim nowadays being the establishing of language types on the basis of their structure specific features that is taking into account characteristics reflecting the most important features of a language structure.

As a result of languages contrasting scholars came to reveal language universals (features or phenomena available in all or the majority of languages of the world). Therefore, nowadays the contrastive analysis continues, on one hand, to supply the facts for the universology, being, on the other hand, the instrument, which enables the discovery of new universals without the necessity to study all languages of the world for this purpose.

Contrastive linguistics yields valuable results for the lexicography. The contrastive analysis of language systems is substantial for the translation dictionary compiling. The lexicographic work upon the bilingual types of dictionaries is, in fact, language contrasting.

The present period of language studies witnesses the intensification in the research of national language pictures of the world. This research has become possible due to the contrastive language studies, since the peculiarities of the language conceptualization by means of each separate language can be revealed, first of all, through language contrasting.

Therefore, the results of contrastive analysis have the practical application in all the mentioned cases, when a researcher or a learner deals with the cross-language information receding.

The practical value of contrastive linguistics is constantly^ increasing. It is widening the sphere of its application, which is connected with the growing role of the cross-language and cross-cultural communication in all its forms (internationalization of European education standards, the increase in effectiveness of foreign language teaching, as well as in demands to translation quality in different spheres of activity). Contrastive linguistics is changing with the shift of linguistics interests towards the sphere of language usage; with the appearance of corpus linguistics and development of applied/computer linguistics, which present researchers with the possibilities of language data analysis.