Volodymyr Vynnychenko Central Ukrainian State University Scientific Journals
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ОСОБЛИВОСТІ ОПРАЦЮВАННЯ ЕКЗИСТЕНЦІАЛЬНОЇ ПОЕЗІЇ В. СТУСА В КОНТЕКСТІ ОНОВЛЕНОЇ МЕТОДИКИ НАВЧАННЯ ЛІТЕРАТУРИ
Get PDFThe article covers the methodological and ideological peculiarities of analysing Vasyl Stus’ works in school. In the European historical and literary context, Vasyl Stus is a prominent representative of existentialist poets of the latter half of the 20th century. The poet reinterpreted the philosophy of Stoic tragedy based on existentialism, in his own unique way. The poet resorted to existentialism primarily due to his desire to create own philosophical concept to help him survive under totalitarianism, which would make the search for answers to eternal questions about the meaning of human existence, nature of moral decision, attitude towards death etc. The artist’s poetry should be studied by high school students through a lens of existential poetics. This will work well if the Ukrainian literature teacher can improve students’ understanding of existentialism, thus making them able to understand the peculiarities of existential poetry as an aesthetic phenomenon. Even in times of trials and tribulations, Vasyl Stus was always a poet who appealed to eternal human ideals – this is the conclusion students should come to when studying the life and works of this gifted poet. When developing the concept of studying the artist’s work, the key general didactic requirements were met: the age and personalities of students were taken into account, an appropriate emotional atmosphere was created in the classroom, active learning methods were used, students’ prior experience and knowledge were employed, educational activities with maximum independence for high school students were chosen. While driving learning, it is especially important to stir students’ interest, which, being a prerequisite for learning, facilitates this process significantly. New material should be presented as a problem. Poems are much more difficult to analyse than prose. And this difficulty is primarily due to the perception subjectivity: each student perceives a work filled with emotions in their own way, developing their own feelings, emotions, thoughts. Analysis of fiction in high school requires a comprehensive approach, since it is important to determine both background and dominants of the work that will help formulate its theme and idea, describe the narrator, determine feature of the poet’s unique style. The main emphasis is on the holistic perception of Vasyl Stus by students in his two images – a charismatic personality with a paradoxical worldview and an original poet.У статті представлено методичні та ідеологічні особливості опрацювання творчості Василя Стуса в школі. Вивчення поезії митця в старших класах повинно бути реалізовано в координатах екзистенційної поетики. При розробці концепції вивчення творчості митця було дотримано основних загальнодидактичних вимог: урахування вікових та індивідуальних особливостей учнів, створення емоційно-актуальної атмосфери на уроці, використання активних методів навчання, апелювання до учнівського досвіду, знань, набутих раніше, вибір форм організації навчальної діяльності, що забезпечують максимальну самостійність старшокласників
ПСИХОГЕНЕЗИС МОВНОГО МИСЛЕННЯ І ЕВОЛЮЦІЯ ЛІНГВАЛЬНОГО СТАТУСУ КВАЛІФІКАТИВНИХ СЛІВ
Get PDFThe article attempts to investigate the evolution of the linguistic status of qualifying words in relation to the genesis of language-determined thinking and the development of the grammatical structure of the German language. This process is based on the evolution of human thinking from the concept of predicativity to the idea of predication, and, correspondingly, from the concept of substance to the distinguishing of its property characteristics, hence, it is a generator of parts of speech – the grammatical markers of the word that determine its role in verbalized logical operations and undergo historical changes as regards a broadening of both its intensional and extensional. The adjective, which came from the depths of the ancient substantive (Nomen) due to the processes of pronominalization of the nominal paradigm, preserved some archaic elements of this paradigm that gave rise to the development of qualifying elementary signs (short forms); these as historically one of the morphological manifestations of the lexeme have become its original form at the level of the lexicon and expanded their syntactic positions in the predicate group by "absorbing" sameroot short forms of a qualitative adverb. Unlike traditional adjectives and adverbs, which were identified at the morphological level (qualifying word + noun = adjective, verb + qualifying word = adverb), a qualifying elementary sign whose syntagmatic meaning is implicitly incorporated in the lexical meaning as grammatical information about its syntax is bestowed with a communicative-logical two-functions relatedness to the subject-predicate structure of actual and potential sentences (K + S… V + K). This process is directly related to the creation of syntagmatic proportions between the noun group and the verb group as well as to the tendency of the German sentence at nominalization of the predicate loaded with the purpose of enhancing the analyticity contours of communication. The relationship of the qualifying word with the components of the subject-predicate structure of the sentence has engendered a new form of grammatical thinking in the structure of the German language, which expresses an attributive relatedness as opposed to the situationalcategorical meaning of the adverb. Ancient bahuvrihi compound → emancipated adjective → derivational qualitative adverb → qualifying elementary sign – a new part of speech the "qualifier" (ARTWORT) reproduce an evolutionary path of the development of a new grammatical form of thinking in the grammatical structure of the German language.У статті зроблено спробу дослідити еволюцію лінгвального статусу кваліфікативних слів у взаємозв’язку з генезою мовного мислення і розвитком граматичної будови німецької мови
ТИПОЛОГІЯ МОВИ ЯК ВАЖЛИВИЙ ФАКТОР ТЕОРІЇ АНАЛІЗУ ПОМИЛОК
Get PDFThe language error is characterized as a systematic deviation from the chosen rule or set of rules. Errors resulting from language interference are considered typological. Depending on the cause of the error, they are classified as the result of either foreign language or intralingual interference. Errors are considered at each language level. Phonological errors of native speakers of both languages are largely due to differences in the articulatory bases of the contrasted languages and the difference in the phonological oppositions of vocalic and consonantal systems of these languages. Differences within the semantic continuum of English and Ukrainian and the fact of ignoring semantic and syntactic distribution of a foreign word are the reasons of most lexical errors made by native speakers of both languages while learning a foreign language. An important reason for errors is formal explicitness of the semantic components of Ukrainian words and the tendency to their implicit expression in English words. Most grammatical errors are due to differences in the way grammar meanings are expressed in the contrasted languages: synthetically in Ukrainian and analytically in English. It is also due to the vividly expressed phenomenon of linguistic redundancy in the coordination of Ukrainian nominal parts of speech , formal and conceptual differences in the verb structure of the contrasted languages, violation of word order in the sentence, violation of expressing negation, breaking the patterns of two-member and one-member sentences . The result of the analysis shows that the greater part of errors made by native speakers of both languages are caused by foreign language interference, the least number of them occurs due to intralingual interference. The speakers of both languages do not transfer the model of the native language to the target language, if the correlative model of the foreign language is structurally simpler.У статті здійснено спробу аналізу помилок типологічного характеру, які допускаються українськими мовцями, що вивчають англійську мову та англійськими мовцями, які вивчають українську мову. Дається визначення типологічної помилки і її різновидів. Розгляд помилок проведено на кожному мовному рівні. Результат аналізу свідчить, що у носіїв обох мов найбільша кількість помилок типологічного характеру викликана зовнішньомовною інтерференцією, найменша обумовлена внутрішньомовною інтерференцією. Для носіїв обох мов не характерно перенесення моделі рідної мови у цільову мову, якщо корелятивна модель іноземної мови є простішою
ОСОБЛИВОСТІ ФОРМУВАННЯ ФОНОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ
Get PDFThe article deals with peculiarities of forming future foreign language teachers’ phonological competence. The notion "phonological competence" and its constituents are specified. The stages of forming future foreign language teachers’ phonological competence are defined. The examples of tasks peculiar for each stage are suggested. Phonological competence as a part of linguistic competence includes knowledge and skills of perception and production of sounds (phonemes) of the language and ways of their implementation in a specific context (allophones), phonetic charecteristics of phoneme distinction; phonetics of the sentence (prosody); the stress and rhythm of the phrase, intonation; phonetic reduction, peculiarities of pronunciation of various dialects. On the basis of the four principles of foreign language teaching: principle of comparative analysis of phonological systems of native and foreign languages, the principle of conscious and imitating pronunciation training, the principle of visualization in teaching pronunciation; the principle of communicative organization of pronunciation training. Depending on the extent of difficulty mastering of the phoneme of the English language is determined by the method of its introduction, the nature and sequence of phonetic exercises, their diversity. However, the stages of formation of phonetic skills always include: 1. tentatively preparatory; 2. stereotypically situational; 3. variative-situational, in the process of which the introduction of the sound automation of students’ actions with the sounds of a foreign language take place. At each of the suggested stages specific activities are applied. Thus, “Minimal Pairs Bingo”, “Odd One Out”, “Run and Grab”, “Fruit Salad”, “Chinese Whispers”, “Happy Family”, etc are recommended tasks for the sound automation of students’ actions with the sounds of a foreign language whereas for successful teaching English intonation patterns different types of interactive activities are applied in the process of learning.У статті розглянуто особливості формування фонологічної компетентності майбутніх учителів іноземної мови; конкретизовано поняття “фонологічна компетентність майбутнього вчителя” та її складові, до яких відносять знання та навички перцепції і продукції: звукових одиниць мови та способів їх реалізації у певному контексті; фонетичних ознак розрізнення фонем, фонетичного складу слів, фонетики речення, фонетичної редукції, особливостей вимови діалектів; виокремлено етапи формування фонологічної компетентності майбутніх учителів іноземної мови та запропоновано приклади завдань, характерних для кожного етапу
КУЛЬТУРОЛОГІЧНА КОМПЕТЕНЦІЯ В КОНТЕКСТІ ФАХОВОЇ ПІДГОТОВКИ ВЧИТЕЛЯ ЗАРУБІЖНОЇ ЛІТЕРАТУРИ
Get PDFThe purpose of the article is an attempt to find out the peculiarities of practical implementation of the competence approach which is aimed at the formation of cultural competence in the process of studying foreign literature at philological faculties. In the article is observed that while studying the course "History of Foreign Literature" students of philology are involved in the conceptualization of the world literary process as a long-term intercultural polylogue, which necessitates the formation of cultural competence. It is revealed that the cultural paradigm of modern philological education involves establishing connections between all participants of the educational process on the basis of the principle of social partnership, integration of humanitarian knowledge and practical skills of students in order to form willingness and ability to solve scientific and methodological problems in the process. The authors emphasize that the cultural competence of future teachers of foreign literature is characterized by the availability of knowledge about the specifics of the development of the world literary process, the historical and cultural context and the willingness to deepen them; to use this cultural knowledge in the process of communication; the desire to enrich the reading experience, etc. It is established that the practical constructs of formation of cultural competence in future teachers of philology in the process of studying the course "History of Foreign Literature" are: selection of illustrative materials and introduction of background knowledge, expansion of students' historical and cultural thesaurus by appeal to historical and cultural studies symbolism, artistic traditions and other cultural codes of different people and more. This approach contributes to enrich the spiritual world of students through a harmonious combination of the achievements of different nations with the socio-cultural values of their ethnic group.У статті зроблено спробу з’ясувати особливості практичного втілення компетентнісного підходу, спрямованого на формування культурологічної компетенції, у процесі вивчення зарубіжної літератури. Встановлено, що практичними конструктами формування культурологічної компетенції є введення фонових знань, розширення історико-культурного тезаурусу студентів, декодування культурних символів різних народів тощо