Методична типологія труднощів навчання ідіоматичного розмовного мовлення майбутніх учителів англійської мови
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Статтю присвячено проблемі навчання ідіоматичного розмовного мовлення майбутніх учителів англійської мови. Проаналізовано сучасний стан навчання ідіоматичного розмовного мовлення майбутніх учителів англійської мови. Надано визначення поняття ідіоматичності мовлення як складного психолінгвістичного та лінгвосоціокультурного феномену, який відображає вербальний компонент менталітету нації носіїв мови. Уведено термін «ідіоматична мовленнєва одиниця». Запропонована методична типологія труднощів навчання ідіоматичного розмовного мовлення майбутніх учителів англійської мови. Представлена кореляція труднощів і операцій із оволодіння ідіоматичними мовленнєвими одиницями англійського розмовного мовлення.
The methodological typology of difficulties of teaching idiomatic constructions of English educated colloquial speech to future English teachers. The article deals with the problem of teaching idiomatic English educated colloquial speech to future English teachers. The modern state of teaching idiomatic English educated colloquial speech to future English teachers is analyzed and the reasons of problems identified are considered. The essence of the notion of "speech idiomaticity" as a implex psycholinguistic and linguosociocultural phenomenon is investigated. The speech idiomaticity is claimed to be a complex phenomenon that is not restricted to the sphere of phraseology. Having studied speech idiomaticity in psycholinguistic and linguistic perspectives, the author defines as a psycholinguistic and linguosociocultural phenomenon of originality of the worldview and verbal component of a nation's mentality that reveals itself in fixing in the usage of a certain language of syncretic units that differ in degree of stability and are specific to the speech community in structural, semantic, usage aspects and are difficult to give full equivalents from a learner's native language. The meaning of the term "idiomatic speech" is defined being viewed through the perspective of the speech idiomaticity phenomenon and is associated with using words and phrases in the forms commonly used whether or not these forms appear to be the only logical ones. Accordingly, unidiomatic speech is treated not as the speech that lacks phraseological units, but as such characterized with non-conformity with the usage of a language. The necessity of teaching idiomatic speech constructions as an element of linguosociocultural competence of the future English teachers is proved. The notion of idiomatic educated colloquial speech is introduced with the latter being defined as the speech that is constructed with the help of patterns that are specific for the traditional usage of a certain language and that reflects the peculiarities of the verbal component of mentality of its native speakers. The researcher introduces and defines the term "idiomatic speech units" which are speech units that reflect originality of the worldview and verbal component of mentality of a nation, differ in degree of stability and are specific to the speech community in structural, semantic, usage aspects and are difficult to give full equivalents from a learner's native language. The psycholinguistic difficulties of mastering English idiomatic speech are considered. As a result, the author suggests the methodological typology of difficulties of teaching idiomatic constructions of English educated colloquial speech to future English teachers. The correlation of difficulties of teaching idiomatic constructions of English educated colloquial speech and the appropriate speech operations is presented.
The methodological typology of difficulties of teaching idiomatic constructions of English educated colloquial speech to future English teachers. The article deals with the problem of teaching idiomatic English educated colloquial speech to future English teachers. The modern state of teaching idiomatic English educated colloquial speech to future English teachers is analyzed and the reasons of problems identified are considered. The essence of the notion of "speech idiomaticity" as a implex psycholinguistic and linguosociocultural phenomenon is investigated. The speech idiomaticity is claimed to be a complex phenomenon that is not restricted to the sphere of phraseology. Having studied speech idiomaticity in psycholinguistic and linguistic perspectives, the author defines as a psycholinguistic and linguosociocultural phenomenon of originality of the worldview and verbal component of a nation's mentality that reveals itself in fixing in the usage of a certain language of syncretic units that differ in degree of stability and are specific to the speech community in structural, semantic, usage aspects and are difficult to give full equivalents from a learner's native language. The meaning of the term "idiomatic speech" is defined being viewed through the perspective of the speech idiomaticity phenomenon and is associated with using words and phrases in the forms commonly used whether or not these forms appear to be the only logical ones. Accordingly, unidiomatic speech is treated not as the speech that lacks phraseological units, but as such characterized with non-conformity with the usage of a language. The necessity of teaching idiomatic speech constructions as an element of linguosociocultural competence of the future English teachers is proved. The notion of idiomatic educated colloquial speech is introduced with the latter being defined as the speech that is constructed with the help of patterns that are specific for the traditional usage of a certain language and that reflects the peculiarities of the verbal component of mentality of its native speakers. The researcher introduces and defines the term "idiomatic speech units" which are speech units that reflect originality of the worldview and verbal component of mentality of a nation, differ in degree of stability and are specific to the speech community in structural, semantic, usage aspects and are difficult to give full equivalents from a learner's native language. The psycholinguistic difficulties of mastering English idiomatic speech are considered. As a result, the author suggests the methodological typology of difficulties of teaching idiomatic constructions of English educated colloquial speech to future English teachers. The correlation of difficulties of teaching idiomatic constructions of English educated colloquial speech and the appropriate speech operations is presented.
Опис
Ключові слова
ідіоматичність мовлення, менталітет нації, ідіоматична мовленнєва одиниця, англійське розмовне мовлення, труднощі навчання ідіоматичного мовлення, методична типологія труднощів, операції оволодіння ідіоматичними мовленнєвими одиницями, кореляція труднощів і операцій оволодіння ідіоматичними мовленнєвими одиницями англійського розмовного мовлення, idiomatic speech, mentality of the nation, idiomatic speech unit, English colloquial speech, idiomatic speech learning difficulties, methodological typology of difficulties, operations of mastering idiomatic speech units, correlation of difficulties and operations of mastering idiomatic speech units of English colloquial speech
Бібліографічний опис
Подосиннікова, Г. Методична типологія труднощів навчання ідіоматичного
розмовного мовлення майбутніх учителів англійської мови [Текст] / Г. Подосиннікова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2018. – № 4 (78). – С. 172–185.