CC BY
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Reference:
1. Алпатов В. М. Об антропоцентричном и системоцентричном подходах к языку. Вопр. языкознания. - M., -1993. - № 3.
2. Бенвенист Э. Общая лингвистика. Пер. с фр./общ. ред., вступ. ст. и коммент. Ю. С. Степанова. - Изд. 2-е, стереотип. - М.: Едиториал УРСС, - 2002.
3. Богин Г. И. Филологическая герменевтика. - Калинин: Изд-во КГУ - 1982.
4. Виноградов В. В. О художественной прозе. - М. - Л.: Госиздат, - 1930.
5. Воркачев С. Г. Лингвокультурология, языковая личность, концепт: становление антропоцентрической парадигмы в языкознании. Филологические науки, - 2001. - № 1.
6. Ворожбитова А. А. Теория текста: антропоцентрическое направление. - М.: Высш. шк., - 2005.
7. Дорофеев Ю. В. Антропоцетризм в лингвистике и предмет когнитивной грамматики. Актуальные проблемы современной когнитивной лингвистики: мат-лы. XV междунар. лингвистической конф. “Язык и мир”. Таврический национальный ун-т им. В. И. Вернадского, - 2008.
8. Зьдевкин В. Д. Немецкая разговорная речь: Синтаксис и лексика. - М.: Международные отношения, - 1979.
9. Караулов Ю. Н. Русский язык и языковая личность. - М.: Наука, - 1987.
10. Кубрякова Е. С. Человеческий фактор в языке. Язык и порождение речи/[Е. С. Кубрякова, А. М. Шахнаро-вич, Л. В. Сахарный]; отв. ред. Е. С. Кубрякова; АН СССР, Ин-т языкознания. - М.: Наука, - 1991.
11. Кубрякова Е. С. Эволюция лингвистических идей во второй половине XX века (опыт парадигмального анализа)//Язык и наука конца 20 века. - М.: Ин-т языкознания РАН, - 1995.
12. Маслова В. А. Лингвокультурология. - М.: Издательский центр “Академия”, - 2001.
13. Павиленис Р. И. Проблема смысла: современный логико-философский анализ языка. - М.: Мысль, - 1983.
14. Потебня А. А. Полное собрание трудов: Мысль и язык. - М.: Изд-во “Лабиринт”, - 1999.
15. Пятаева Н. В. Изучение и описание сложных лексических систем в свете современной лингвистической парадигмы. Актуальные проблемы филологии и филологического образования: тр. всерос. науч. конф. (27 марта 2006 г., г. Стерлитамак). - Уфа: Гилем, - 2006.
16. Ремчукова Е. Н. Креативный потенциал русской грамматики. - М.: Изд-во РУДН, - 2005.
17. Серебренников Б. А. Роль человеческого фактора в языке: Язык и картина мира. - АН СССР, Ин-т языкознания. - М.: Наука, - 1988.
18. Шелякин М. А. Язык и человек: К проблеме мотивированности языковой системы: учеб. пособие. - М.: Флинта, - 2005.
Khamitova Zulkamal Zhumagulovna, Senior English teacher Tugambekova Marksiana Alpysbaevna, English teacher
Kakzhanova Sholpanl Aidarkhanobvna, Senior English teacher, Karaganda State Technical University, Foreign Language Department E-mail: jahaitova2010@yandex.ru
Interactive technologies use in English language training
Abstract: Intercultural and communicative competence promotes adequate mutual understanding, intercultural dialogue at professional level, provides mobility and integration into the European educational space especially now in connection with occurrence of Kazakhstan in Bologna process Case study occurred in the middle of XX century in the walls of the Harvard Business School, and has played a leading role in the preparation of specialists of different profiles. This technology has the interactive nature of learning, focused on cooperation and business partnerships.
Keywords: competitiveness, innovative technologies, competition conditions
The entry problem of Kazakhstan in 50 competitive dent of the Republic of Kazakhstan inseparably linked
countries of the world raised by N. A. Nazarbaiev, Presi- with preparation of highly specialized experts capable
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to provide competitiveness of the country. Fast rates of technical and economic development, globalization and internationalization processes, innovative technologies, competition conditions and strengthened use of information technologies cause occurrence of new knowledge necessary for successful activity which certainly demand participation of experts of the new level capable to be integrated into this process and to optimize it.
In such conditions proficiency in a foreign language becomes the important component in vocational training. In the course of foreign language studying there is a formation of the subject of the intercultural communications possessing the intercultural and communicative competence. Intercultural and communicative competence promotes adequate mutual understanding, intercultural dialogue at professional level, provides mobility and integration into the European educational space especially now in connection with occurrence of Kazakhstan in Bologna process [1, 46].
The new paradigm of education result, changed its focus, its purpose and content focuses on the transition from a knowledge-centered learning to competence, to develop independence and creativity of trainees, competitiveness, mobility and quality of future specialists.
Competence approach represents today the innovation process in education in accordance with accepted in most developed countries, the general concept of educational standards and implies a transition in the design of educational content and its quality control system to a system of its competences.
Analysis of preliminary observations and own experience shows that the orientation of many of the situations in the process of learning foreign language communication to the simultaneous formation of students’ professional and communication skills has a positive effect on the motivation of educational activity of students, the diversity of the learning process, gives it a pragmatic character.
The basis for the integration of foreign language and subject-professional competencies that are generated in the educational environment, may become a context-based variety learning, using situational and modeling technology (case study, incident method, case-technology).
The aim of context-based variety of training is to adequately incorporate the student learning activities on mastering foreign language communication into his future professional activity. In this, case, the basic unit of learning is problem-communicative task, presented as
a problem situation in the resolution of which mastering a foreign language at the level of personal, social and professional sense should be [2, 98].
In the analysis of specific situations the learner shows his activity, it is useful in time and duration of lessons depends on the scale of the situation and level of knowledge of the audience.
Case study has the following characteristics:
- Resolving problems and communication problems from the real situation;
- Maximum number of people involved in their learning, clarifying and making decisions;
- Low degree of dependence of the trainees from each other;
- Having the right to correct and incorrect answers;
- Teacher serves as an expert, the catalyst of the educational process and the coach.
Case study occurred in the middle of XX century in the walls of the Harvard Business School, and has played a leading role in the preparation of specialists of different profiles.
This technology has the interactive nature of learning, focused on cooperation and business partnerships.
The essence of case technology is that the student receives a set of educational materials, enclosed in a folder (case) and as a result he gets acquainted with the content of the material and offers his own solution, using existing professional knowledge and skills, as well as improving language skills and skills in discussing the problem situation.
The practice of using such technology at the language lessons helps to intensify the learning process and is effective in forming cognitive language capabilities of students. As a result of using this technology increases the intensity of the training process and provides a variety of forms of interaction between its participants, since the essence of technology “case study” is its focus on interpersonal communication and its impact on mental and social structure of personality. Training professionally oriented communication requires the possession of the following professional and communicative skills [3, 75]:
- Perceive and evaluate information that comes in the verbal and non-verbal forms;
- Make diagnostics and problem analysis;
- Formulate and logically construct a statement observing the language rules;
- Take part in discussion;
- Participate in making collective decisions.
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Case study technology model is as follows:
1. Teacher’s comment on case study materials, students’ acquaintance with the case content.
2. Detailed acquaintance with the content of case study materials, expressing an opinion on the content of case study, a plan development under discussion problems.
3. Statement by the leaders of the subgroups, the discussion of issues, teacher’s comments, teacher’s evaluation of work, written assignment on the problem.
Case technology (the method of analysis microsituation) — Cases, casus (from lat.casus — complicated or unusual case). Specific practice case are offered to trainees in writing or orally.
Case method is a business game in a nutshell, the training material is trained as a micro challenges (microsituation), the knowledge acquired in the course of their active research and creative activity, resulting in increased efficiency of training and changing the level of academic motivation.
Case technology is aimed at developing the knowledge, development-oriented analytical skills information gathering and analysis, diagnosis, prognosis). Communicative nature of the exercises with the help of case technology makes it possible to quickly, efficiently, but quite fully appreciate importance of the discussed problems and proposed solutions [4, 26].
Case technology allows to perform successfully the following tasks:
- Acquire the necessary skills and techniques of analyzing situations from the professional sphere of activity;
- Take rapid decisions “here and now;
- Develop the ability to request additional information from the teacher needed to clarify the situation;
- Develop the ability to carry out the presentation;
- Develop skills in critical and analytical thinking;
- To develop skills in independent decision-making.
Study effectiveness using case-technology depends
largely on the training of teachers.
Analysis of the situations by incident method consists in the fact that information should be found by the trainee himself, it is necessary to teach the student to search for information: its collection, systematization and analysis.
Students get only a brief message about the incident (situation), which occurred in his career.
The main tasks of the incident method is as follows:
- Collection of missing information;
- Determination the essence of the problem;
- Clarification of the facts to make any decision. Learners are going to have to find additional information using the questions; “What?”, “Where?”, “When?”. “Why?”, “How?”, “What?”The main purpose of this method is to improve the skills of the trainees on the one hand, make decisions under conditions of insufficient information on the other hand to collect efficiently and use information needed for decision-making in smaller subgroups of 3-5 people [5, 62].
This method allows us to strengthen the incentives for sustainable consumption information to develop trainees’ analytical and critical thinking skills of forecasting, weigh their actions and intentions as well as gather information directionally and efficiently.
Forms of organization activities may include:
1) request for additional information is discussed by group and the question about the necessity of taking a motivated solution is decided;
2) each sub-group gets the requested information and during the debate it is realized which obtained information was used in reaching a decision;
3) quality (relevant information for decision-making) and quantitative assessment (in points, points) of the requested information is performed compared with the value of the decision in the same units as the prenegotiated, but evaluation of the decisions is made by all participants.
The method of situational analysis (case study, technology case, incident method) allows to solve simultaneously three pedagogical objectives:
- to make the learning process methodically controlled by the teacher;
- to provide cognitive involvement of students with different levels of training;
- provide feedback, establish permanent control over the process of learning and quality teaching.
The method of situational analysis also contributes to the formation of the trainees the following competencies:
- willingness to accept responsibility for group activity;
- the ability to organize the group work properly;
- the ability to overcome the difficulties;
- ability to conduct their own line, carrying out the reasoning, using different communication techniques, strategies and models of communication;
- ability to find the causes and sources of critical situations;
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- the ability to formulate ideas, proposals and projects;
- willingness to take creative solutions;
- the ability to foresee the consequences of the steps taken and decisions;
- the ability to make productive use of working time.
The greatest value is the fact that the method of situational analysis develops the students needs to learn, change their motivation and helps to build confidence, which gradually demonstrated in verba and nonverbal levels.
There are different theories on the “best” way to teach a child to use two languages. Most researchers agree that a child, who is exposed to two languages at an early age. and simultaneously, will naturally learn to use both languages.
Children can be expected to go through some periods of mixing two languages and borrowing vocabulary to express ideas, sometimes within the same sentence. This occurs because vocabulary may exist in one language but not in the other. Or words from one language may convey a message that is not easily translated into the other language. A separation of the two languages will occur gradually. Children may also experiment with the two languages to create special effects or to express themselves in specific settings. For example, one language may be identified as less formal and used for information about events related to home and family. The other language may be identified as more formal and used for activities outside the home. There may also be periods when one language is used more than the other. The opposite occurs with a change in the environment.
Children may not be equally skilled in both languages. It is common for there to be greater understanding than actual use of one language. Less confusion will occur if children learn to associate the two languages differently, for example if one language is used while speaking to the mother and the other while speaking to the father [6, 187].
In general, speech-language problems are less likely to occur when both languages are introduced early and simultaneously. There is a greater possibility ofproblems if children are introduced to a second language during the preschool years after another language was used exclusively. Some people believe that if a second language is introduced before the first language is fully developed, the development of the first language may be slowed or even regress. Others believe that the skill level of the second language will develop only to that of the first.
Parents who are concerned about their child’s speech-language development should contact a speech-
language pathologist. An appropriate evaluation of skills will include evaluation of both languages, and wall be completed by a bilingual speech-language pathologist or one who has knowledge of the rules and structure of both languages and the assistance of a translator or interpreter. The discovery that a child has some delays in both languages does not necessarily indicate a need for professional services. These delays may be characteristic of a two language
It is entirely possible to teach your child two or even three languages, and four is not unheard of. In Kazakhstan many toddlers learn four languages with little or no difficulty. The main requirements for this learning are: the parents speak only their mother-tongue to the child; the child has some reasons to learn the languages (motivation); and there is reinforcement of some kind for these languages, preferably outside the home. If the language of the environment is a third language, then the child will easily learn the third language once they start playing with neighbouring children.
There appears to be a ‘window’’ of learning language that ‘opens’ at about the age of ten months. Infants can hear much earlier, of course, and there is some evidence that they can even hear in the womb. It is clear that they will begin to imitate the ‘noises’ they hear, and when there is a reaction from their caregivers, they begin to associate meanings with the sounds. Over the next two years, infants acquire language at an astonishing rate. By the age of three, they have acquired basic syntax (sentence structure), basic grammar (the ‘rules’ of the language), and a large vocabulary of basic words necessary to their physical and emotional survival. Their motivation to talk with their caregivers is high: asking for something usually results in being given the thing they need. Similarly, then the infant begins to play outside, with other children, then the motivation to talk to these children is high, and the infant will try to learn the language of play. Later on, at school, the other languages that are used in environment will be important too [7, 25].
The important thing to remember is that each child is an individual, and that each child will learn when they are ready to learn. If you think your child is ‘late learning to talk, be sure you have ruled out all possible physical causes, including possible deafness, and then just wait. Especially if there is more than one language in the baby’s home environment, then the baby will be learning first to process and separate the different languages, before talking begins. This ‘separating the languages process’ is why it is important that each parent speaks only then mother-tongue to the baby. They can speak a
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third language among themselves if they want the baby to hear and become familiar with that language as well, but it is important that the baby hears native-speaker sounds if you want the baby lo make native-speaker.
There is considerable debate among linguists as to when the ’language learning window’ closes, if it closes at all. However, there does seem to be an ‘optimal’ age for language learning, when the child’s mind is still open and flexible, and not cluttered with all sorts of other learning, not to mention the society’s views on which languages are ‘prestige’ languages, and which ones are regarded by the society as of little or no importance. The latter affects motivation: children will be admired for speaking a ‘prestige’ language, and teased and bullied for speaking a ‘nonprestige’ language. When the mind is being taught many other things than language, there is less ‘processing space’ left for language learning. At the moment, the ‘optimal’ time for learning a second language appears to be ‘at the same time as the first language’, i. e. in the home beginning at birth to three years (providing the parents speaks these two languages as their mother tongue). The next best time for learning a second, third, and even a fourth language, appears to be between the ages of two to seven years. A third period for learning a second language is from about ten to thirteen years of age, this is in cases when the second language is not the language of either the parents or the environment. This is the reason behind the push to introduce ‘foreign’ language learning into the curriculum of elementary schools, in the grade when the child is about ten-eleven years old [8, 160].
Parents who want their children to learn their mother-tongue must realise that it will take time, beyond simply speaking their mother-tongue all the time to the child. This means things like reading out loud (this should go on until the child learns to read on their own, and for a few years afterwards until the child says stop), singing to them and teaching them songs and nursery rhymes, showing video films in the parent’s language (radio is not as good as there are no visual clues), and having other adults or children talk to the child in this language (grandparents are invaluable here). Taking the child to visit in a country where the parent’s language is the language of the environment is also a good idea, if it is practical:’ sending the child to spend time with grandparents at about the age of eleven or twelve is also a good idea, for many reasons. This is probably a good place to remind parents that a multilingual environment is also a multicultural environment, and that it is very difficult if not impossible to separate language from culture. Without a context (culture) for the language, the child will
have difficulty making sense of the meanings underlying the words.
Parents should be sure the child has a firm grounding in the parents’ own languages before trying to teach a second or third language. This should if possible include learning to read and write in at least one of those two languages. Some countries in Europe offer children in the early grades of elementary school the possibility to learn to read and write in their ‘home’ language: parents should check if this is possible in their local schools. Parents who want to teach their child to read at home should remember that linguists think it is impossible to teach a child to read before they have learned to talk: first the child learns a system of sounds that have meaning, and how to put these ‘meaning’ sounds together in a larger system; then the child learns a system of symbols (letters or ideograms) that have the same meanings as the sounds and/or combinations of sounds. A phonetic system of learning to read is preferred by many linguists, for languages that have alphabets. Teach the child the sounds of the letters first, and then teach ‘sounding out’ the words from the letters. Simply reading aloud to a child while holding the child in your lap and putting your fingers under the big letters in a picture book, or under the words in a storybook, is one method of teaching a young child to read. It is rare that a child learns to read under the age of four. Writing can be taught at the same time as reading, or after the child has learned to read: begin with making separate letters, and the first written word taught is usually the child’s own name.
Problems will arise when the child starts playing with neighbourhood children who do not speak the language the parent is trying to teach them. This is the stage when a lot of parents give up. The child does not want to be ‘different’ from their playmates, and speaking another language certainly makes you different. If the parent refuses to answer the child, or to give them what they want until they ask for it in the parent’s ‘own’ language, the process of learning the language will continue. Some parents make an agreement to talk to the child in the language of the playmates when the playmates are around, and the ‘home’ language when only family is ‘home’: personally I think this does not work well. The problems will increase when the child starts kindergarten. The parent must keep speaking only their ‘own’ language with the child, or the child will lose the language.
Teaching a child a language that is not the mother-tongue of either parent is usually not a good idea. Unless the parents are completely bilingual themselves, that is, they speak two languages as native languages, and then
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the sounds that are produced for the child to imitate will be tinged with a strong accent. Similarly, unless the parent speaks the non-native language exceptionally well, then the child will learn the mistakes that parent makes in that language. Finally, and perhaps more important, teaching a second or third language that the parent does not know well will confuse the child unnecessarily. Wait until the baby has mastered the native languages of both parents well enough to be able to have long, meaningful conversations (about five years old) and has begun to play with other children, before deciding about introducing a language that the parents do not speak well. Remember that the child will learn the language of the environment and the school even without input from the parents. Trying to teach the child an artificial language, can be done only if both parents speak it well enough to converse in it daily where the child can hear them. Again, this must be considered a second or third language, and teaching it is best done only after the child has learned the parents’ languages well. Children who do not use this ‘artificial’ language in their teen years will almost certainly lose it. since as said above, languages need to be spoken or they will be lost [9, 54].
No matter what age your child is, or whether you speak one language or several, you can raise > our child bilingual. While you can probably already envision some of the advantages your child will enjoy once she can speak two languages, it might be motivating to know that learning two languages, in and of itself, will be hugely beneficial to her. Research shows that children who are being raised bilingual enjoy language, academic, and cognitive advantages, from increased abstract thinking and problemsolving abilities to improved school performance, even in math. Children who learn a second language are also more culturally aware. And while you may have more immediate concerns at the moment than your child’s future job prospects, it’s worth noting that the ability to understand different cultures and interact comfortably with people of different origins is a skill highly sought after by corporations, and it’s only likely to become more so in the coming years. Here are the tips to get you going.
Start as early as possible.
While adults can and do learn languages, the brain is more receptive to language learning during childhood. You may not realize it, but at birth, your child’s brain is pre-wired to learn all of the languages of the world, regardless of what language or languages you speak. That’s right. Your child could learn Swedish or Zulu or Hindi, all without an accent — if she were to hear them early on and often enough. Teaching your child a second language
starting at birth is ideal, not just for your child but also for you, because it gets you in the habit from the very beginning. Postponing bilingualism can mean never starting bilingualism.
Know that whether you are bilingual or monolingual, you can raise your child bilingual.
Nearly every child can learn a second language. Indeed, throughout the world, bilingualism is the rule and not the exception. Even in the United States, 20 percent of families speak a language other than English at home. But whether parents are bilingual or monolingual themselves, they’re recognizing, in ever increasing numbers, how important it is for their 21st-century children to learn more than one language. And there’s no evidence whatsoever that a child with English-speaking monolingual parents can’t learn a foreign language. Define the level of proficiency you’d like your child to achieve.
Before beginning, it is helpful to understand what it means to be bilingual. This can be explained based on levels of bilingual proficiency. The first level is the ability to understand a second language. (This is sometimes referred to as passive bilingualism because it doesn’t involve actively speaking it). The second level is being able to carry on conversation, more or less fluently, in the second language. The third, and final, level is the ability to read and write as well as speak that language. Identify and prioritize your bilingual goals for your child — and for your child to aim for greater proficiency — as each level is a solid stepping-stone to the next. For example, if your child can already understand and speak a language, it is going to be easier for him to pick up a book in that language and learn to read it.
Look for outside support to keep you going.
As With any important and long-term parenting goal, support is necessary and crucial when teaching your child a second language. Weekend language schools, tutoring, and play groups can help you connect with other families who are raising their children to speak your language and help up the “language input.” If you are less than fluent in the second language, it is also important to recognize that you’ll need more outside support to boost your child’s second-language learning. The good news is it’s easy to find that support in the area.Just think of all the different cultures and languages that are right outside your door.
When setting your bilingual goals for your child, the most important thing to keep in mind is that the more intensive and extensive the language “input,” the faster your child is going to learn the language and the higher the proficiency level he will reach. Having a “weekly bilingual plan” that lists different types of activities you’ll do in
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your language, such as reading to your child, watching do them, helps you ensure that your child gets the right a movie, or playing a computer game, and when you’ll amount of language input to match your bilingual goals.
Reference:
1. Кунанбаева С. С. Современное иноязычное образование: методология и теории. - Алматы, - 2005r. - 264c.
2. Контекстное обучение как один из способов профессионализации иноязычного образования.//Научный журнал «Менеджменте образовании». - Алматы, - 2010. - № 3 (58). - с. 97-104.
3. The Business" Upper-Intermediate student’s book, Jeremy Townend with Paul Emmerson, Macmillan. - 2008.
4. “New Market Leader”. Intermediate Business English Course Book. David Cotton. David Falvey, Simon Kent; Pearson Esucated Limited, - 2007.
5. Coilier, Virginia P. A Synthesis of Studies Examining Long-Term Language Minority Student Data on Academic Achievement.//Bilingual Research Journal 16 (1&2), - 1992.
6. Cummins, James. The Entry and Exit Fallacy in Bilingual Education.//NABE Journal 4, - 2003.
7. Hamers Josiane F., Blanc Michel H. A. Bilinguality and Bilingualism//Cambridge University Press, - 1989.
8. Mackey William F. Toward a definition of Bilingualism.//Journal of the Canadian Linguistic Association, -March, - 1999.
9. Peal Elizabeth, Lambert Wallace E. Relation of Bilingualism to Intelligence.//Psychological Monographs, - 2006.
Miroshnichenko Yulia Alexandrovna, Zaporizhzkya National University, postgraduate student, the Faculty of Foreign Languages E-mail: miroshnichenko30@mail.ru
“Duel encoding” in the novel “Ghostwritten”written by D. Mitchell
Abstract: The principle of “duel encoding” in D. Mitchell's novel “Ghostwritten” is under analysis in this article. Real-social and extraordinary-philosophic aspects are under consideration.
Keywords: postmodernism, popular literature, elite literature, game, existential motives.
Мирошниченко Юлия Александровна, Запорожский национальный университет, аспирантка, факультет иностранной филологии E-mail: miroshnichenko30@mail.ru
«Двойное кодирование» в романе Д. Митчелла «Литературный призрак»
Аннотация: В данной статье проанализирован принцип «двойного кодирования». Рассмотрены реально бытовые и притчево-философские аспекты.
Ключевые слова: постмодернизм, массовая литература, элитарная литература, игра, экзистенциальные мотивы.
Постмодернизм как сложное сочетание философии и литературы, культуры и искусства, массовости и элитарности потребовал в конце ХХ начале ХХ1 вв. значительных изменений. Перед писателями встала задача — создать различные виды реальности, мыслить неограниченно и владеть дискурсами всех культурно-исторических эпох.
В сфере особо пристального внимания литературоведов находится проблема соотношения массо-
вой и элитарной культур, которая реализуется в понятии «двойное кодирование». Так как появилась необходимость «объяснить природу художественных постмодернистских текстов (под «текстом» с семиотической точки зрения подразумевается семантический и формальный аспект любого произведения искусства, поскольку для того, чтобы быть воспринятым, он должен быть прочитан реципиентом [2, 47]»).
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