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Таким образом, содержание художественного произведения проявляется в форме, а читатель погружается в содержание произведения через его формальные компоненты. Особенно заметно воздействие формы на читателя в поэтических текстах, которые, как правило, представляют собой результат художественного преобразования эмоциональных переживаний поэта. Благодаря этому строю, ритму, строфическому членению читатель оказывается вовлеченным в атмосферу произведения, начинает испытывать те же чувства и настроения, которые владеют лирическим героем, и не просто сопереживает последнему, а воспринимает его эмоции как личностные переживания. Квалифицированный читатель видит и понимает все структурные элементы произведения, он воссоздает читаемое по тем же законам, по которым писатель конструировал художественный мир произведения.
Список литературы / References
1. Львов М.Р., Горецкий В.Г., Сосновская О.В. Методика преподавания русского языка в начальных классах. М., 2007 (2000). С. 77-194.
2. Методика обучения литературе в начальной школе / под ред. М. П. Воюшиной. М., 2010.
SYNONYMY AND THE CAUSES OF ITS OCCURRENCE IN DENTAL
TERMINOLOGY Nartaeva M.B. (Republic of Uzbekistan) Em ail: [email protected]
Nartaeva Mukhayo Bakhtiyorovna - Senior Teacher, DEPARTMENT PEDAGOGY AND PSYCHOLOGY, TASHKENT STATE DENTAL INSTITUTE, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: in the article analyzed the causes of occurrence of synonymy in dental terminology. In particular, types of Semantic Relationships between English and Russian languages. Synonymy is a fact recognized by many linguists. The ubiquitous existence of synonymy in the terminology system motivates a constant study of the claimed phenomenon. In addition, it cannot be denied that for a more comprehensive and objective description of such a problem or related problems, there is a complete theoretical basis of medical terminology.
Keywords: synonymy, terminology, term, dental, dental cavity, plaque, seal, molar, scientific, analysis, compare, foreign language, speech, speech pattern, practical skills, theoretical knowledge, practical abilities, activities, social thinking.
СИНОНИМИЯ И ПРИЧИНЫ ЕЕ ПОЯВЛЕНИЯ В СТОМАТОЛОГИЧЕСКОЙ
ТЕРМИНОЛОГИИ Нартаева М.Б. (Республика Узбекистан)
Нартаева Мухайё Бахтиёровна - старший преподаватель, кафедра педагогики и психологии, Ташкентский государственный стоматологический институт, г. Ташкент, Республика Узбекистан
Аннотация: в статье проанализированы причины возникновения синонимии в стоматологической терминологии. В частности, типы семантических отношений между английским и русским языками. Синонимия является фактом, признанным многими лингвистами. Повсеместное существование синонимии в системе терминологии мотивирует постоянное исследование заявленного явления. Кроме того, нельзя отрицать, что для более всестороннего и объективного описания такой проблемы или связанных с ней проблем существует полная теоретическая основа медицинской терминологии.
Ключевые слова: синонимия, терминология, термин, стоматология, полость зуба, зубной налет, пломба, моляр, научный анализ, сравнение, иностранный язык, речь, речевой образец, практические навыки, теоретические знания, практические способности, деятельность, социальное мышление.
The problem of synonymy in modern medical terminology is one of the complex and contradictory. Most linguists believe that terminology, like language as a whole, is characterized by synonymy, since semantically identical or identical terms are quite common.
However, dental terminology, like all medical terminology, is characterized by synonymy [1]. The quantitative and qualitative analysis of the terms of the dentistry showed the presence of the fact of terminological synonymy. Let us elaborate on what has been said.
The greatest number of terms-synonyms (or synonymous versions) contains a group of terms denoting the names of anatomical organs:
"Dental cavity, tooth decay" "зубная полость", "premolar, bicuspid" "премоляр, малый коренной зуб", "molar" "большой коренной зуб, моляр", "oral cavity" "ротовая полость", "gum margin, gingival margin" "край десны, десневой край", "alveolar process, alveolar ridge" "альвеолярный отросток".К should be noted that in the studied languages there is a quantitative inequality of synonymous terms.
In English, the widespread use of synonyms is conditioned by word-building capabilities. Unlike English, composing is not the leading way of word formation in the Russian language. Structural analysis of the actual material allows us to conclude that in English language the use of synonyms-composites is widespread, but in Russian language are more often used versions of terminological units. For example, along with the complex term of English "Dental cavity" is used its synonym "Tooth decay". In Russian, specialists are limited to the use of a terminological combination "зубная полость" [2], which is represented by a combination of the noun and the prepositional adjective, or its version of the tooth cavity, expressed by two nouns. It should be said that synonymous relations can cover both compared languages, for example: English - "milk tooth, baby tooth, primary tooth" and Russian - "молочный зуб". Observations show that the common component in English is morpheme "tooth" "зуб", wherein "milk-, baby- and primary" are different meanings. They differ in parts of speech. The words "Milk" and "baby" are nouns, "primary" is an adjective. 2. Terms that characterize physiological processes: Teething, Dentition.
Analysis of synonyms of the English language of this thematic group showed that dental terms can be represented by a variety of nominations in their structure. So, for the expression of physiological dentition in English, along with the simple term "Teething", is used the synonym - composite "Tooth eruption", and also the term which borrowed from the Latin language "Dentition" in Russian "прорезывание зубов". The synonymy of the terminological system in Russian is broader than in the English language, which is due, as a rule, to the presence in synonymic terms of word-form consoles and suffixes: "жевание, прожевывание, пережевывание, разжевывание" [3]; "резаться прорезываться; глотание проглатывание". However, there are synonymous pairs in which there is a process of compounding: "drooling, hypersalivation" (Greek hyper "over" and lat. Salivatio "drooling").
Thus, synonyms can be simple, derivative, complex; can also be terminological word combinations (tooth loss, physiological dentition (in children)). 3. Synonymous relations in the group of terms that call clinical symptoms of diseases occur in Russian and English: "Dental plaque, Bacterial plaque" "зубной налет, бляшка", "Toothache, Pain in a tooth, Odontalgia, Dentalgia" "зубная боль", "Cramps with teething (pl)" "судороги при прорезывании зубов", опухлость отечность. Among the synonyms expressed by composites, in English there are attributive phrases: "Broken tooth" "сломанный зуб". In Russian, synonymous pairs, as a rule, are represented by combinations of the noun and the prepositional adjective (зубной налет - зубной камень, зубная бляшка), in which the concretizer (dental) is lowered. Forming synonyms, these terminological units have different motivational attributes. "Plaque (tartar)" is formed on the surface of the tooth (especially at the neck) layer, which includes various bacteria and organic base. The stone is a hardened plaque. A distinctive feature of plaque (tartar) and stone is also the color scale. The tartar is rather dark.
So, synonymy is a fact recognized by many linguists. The ubiquitous existence of synonymy in the terminology system motivates a constant investigation of the claimed phenomenon. Moreover, it cannot be denied that, for a more comprehensive and objective description of such a problem or related problems, there is a full theoretical foundation in medical terminology. However, the attempt to increase the degree of singe -valued of the term is unsuccessful on the grounds that the language tends to polysemy, strives to level monosemanticity. Accordingly, as part of the language system, the terminology lives in unison with the laws of language, meets the requirements of the functioning of the entire lexical layer.
References / Список литературы
1. Novodranova V.F. Compositional semantics as a reflection of conceptual integration: on the material of medical terminology [Text] V.F. Novodranova With love to the language: is dedicated to E.S. Cubryakova; Voronezh. state. university; Ed. V.A. Vinogradov. Moscow; Voronezh, 2002.
2. Polukhina O.N. Terminology on the basis of Greek-Latin terminological elements in dental terminology: on the material of French. [Text]: dissertation of philol. Sciences: 10.02.05 O.N. Polukhina. Saratov, 2001. 155 pp.
3. ReformatskyA.A. Introduction to Linguistics [Text]: a textbook for students. Moscow: Aspect Press, 2002. 526 pp.
4. Russian suffixes [Electronic resource]. Word: a site about the origin and formation of Russian words. Moscow, 2012-2014. URL: http://www.slovorod.ru/russian-suffixes.html (date of access: 05.03.2014).
MUSIC AND PRONUNCIATION Fattayeva Z.R. (Republic of Uzbekistan) Email: F [email protected]
Fattayeva Zarina Raxmatovna — Teacher, DEPARTMENT OF LANGUAGES, BUKHARA BRANCH
TASHKENT INSTITUTE OF IRRIGATION AND AGRICULTURAL MECHANIZATION ENGINEERS, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: songs sung in English are listened to around the world and students can often feel real progress in their level of English when they can begin to sing along to the chorus or even just to be able to separate what at first seemed to be a constant stream of words. Listening skills are best learned through simple, understandable activities that focus more on the learning process than on the final product. Whether you are working with a large group of students or a small one, you can use any of the following examples to develop your own methods for teaching students how to listen, write, read and speak well. This article will analyze this ideas and discus this issue.
Keywords: foreign language, native language, improving phonetic skills, phonetic differences, pronunciation, song, practice, students, difference.
МУЗЫКА И ПРОИЗНОШЕНИЕ Фаттаева З.Р. (Республика Узбекистан)
Фаттаева Зарина Рахматовна — преподаватель, кафедра языков, Бухарский филиал Ташкентский институт ирригации и механизации сельского хозяйства, г. Бухара, Республика Узбекистан
Аннотация: песни на английском языке слушают по всему миру, и студенты часто могут ощутить реальный прогресс в своем уровне английского, когда они могут начать петь вместе с припевом или даже просто разделить то, что на первый взгляд казалось постоянным потоком слова. Навыки слушания лучше всего изучаются с помощью простых, понятных действий, которые больше направлены на процесс обучения, чем на конечный продукт. Независимо от того, работаете ли вы с большой группой студентов или с небольшой группой, вы можете использовать любой из следующих примеров, чтобы разработать собственные методы обучения слушателей тому, как правильно слушать, писать, читать и говорить. Эта статья проанализирует эти идеи и обсудит эту проблему. Ключевые слова: иностранный язык, родной язык, улучшение фонетических навыков, фонетические различия, произношение, песня, практика, студенты, разница.
UDC 371.311.5
Most adults who learn a foreign language speak with an accent which derives in part from phonological and phonetic differences between their native language (L1) and the target foreign language (L2). Music can be effective in improving phonetic skills in a variety of ways. Leith (1979) stated, "There is probably not a better nor quicker way to teach phonetics than with songs" (p. 540). Gatti-Taylor (1980) believed that phonetic instruction was one good use to which songs could be put, even in beginning classes, stating, "It is relatively easy to find song lyrics that stress a particular phoneme" (p. 466). Garcia-Saez (1984) agreed stating, "the use of song is an excellent way to practice Spanish phonetics and it is not at all difficult to find examples of songs that contain sounds the majority of students have trouble producing" (p. 4). The melody, combined with the lyrics, provides an excellent opportunity to review pronunciation and enjoy music at the same time.
Traditional pronunciation texts have emphasized or implied that students should strive for perfect pronunciation or near-native pronunciation. Morely (1996) contended that this would be an unrealistic goal, an important shift in language instruction now tends to emphasize a communicative focus: "one that views the
