Conference Technology transfer: innovative solutions in social sciences and humanities
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INTENDING TEACHERS’ SELF-REGULATION SKILLS FORMATION
Get PDFThe main element of the pedagogue`s internal technique is the regulation of his emotional sphere. Self-regulation is the process of controlling of the psycho-emotional condition, feelings, imagination and attention. It is shown in the ability to look self-confident, energetic, active, and is achieved in the way of influence of the person on herself. Practically, self-regulation of pedagogues depends on the circumstances what influences badly on the educational process.
77 students of the fourth year of study took part in this research. With the help of the questionnaire, the effectiveness of the influence of different types of self-regulation was determined. On the base of the findings, the motivational, the cognitive and the active self-regulation criteria were defined. On their base the students were divided into three groups according to the level of the development of self-regulation: high, medium and low.
Most of the students belong to the group of the medium level of self-regulation according to the three criteria. Speaking about the motivational and the active criteria, on the low level there are more intending teachers rather than on the high level. Though, according to the cognitive criterion, the high level was shown in more cases than the low one.
Most students understand that it is possible to influence on one`s emotional state but they don`t know how to do it quickly. The intending teachers have low developed skills of self-regulation as they don`t have the experience of using them and haven`t chosen the most appropriate method for them yet. They suffer from emotional instability, feel high tension in unpredictable or conflict situations, can`t control their emotions. Besides, the students are eager to control their emotional state, know theoretically how to do it, but don`t have enough practice to strengthen the knowledg
SEMIOTICS OF SIMILES IN ENGLISH POETIC TEXTS OF CANADIAN POETRY
Get PDFThe article reveals linguistic, cognitive and semiotic characteristics of simile in English poetic texts of Canadian poetry. Cognitive peculiarities of simile are defined via cognitive and semiotic operation of comparison and reconstruction of concepts and conceptual metaphors which underlie it. The cognitive operation of comparison is aimed at obtaining new knowledge as a result of matching homogeneous or heterogeneous comparable entities. Linguocognitive operations of analogical and narrative mapping are derived from the basic cognitive operation of comparison. Linguocognitive operations of attributive, relational, systems mapping are aimed at clarifying the basis of comparison, which establishes the similarity between subject and object of the simile. Semiotic peculiarities are clarified via identification of cultural codes and word-symbols which are represented in subjective and objective parts of similes. Thus, I view simile as a multifunctional linguistic and semiotic construal representing verbal patterns of form and semantic function. Linguistic and semiotic analysis of similes enables their classification into iconic, indexical and symbolic ones. The semiotic classification of similes is premised on the type of semiotic relation that exists between a “sign vehicle” and its meaning. Iconic similes are based on similarity between a sign and its referent, while indexical similes show relations of contiguity. Symbolic similes are differentiated on the basis of conventional pairing of a signified and a signifier within a simil