Teaching foreign languages taking into account the variety of types of communicative activity

The article deals with the key aspects of teaching foreign languages, taking into account the variety of types of communicative activity. It is known for certain that the leading communicative characteristic of language communication is its dualism, i.e. the presence in any separate act of communication of two participants and, accordingly, two communicative processes: the transmission or production of a language message and its reception. The processes of transmitting and receiving language messages can be separated by arbitrarily large intervals of space and time. The very two-sidedness of language communication determines the presence of different roles performed by the individuals involved in it. Each of these roles, which we will call types of communicative or linguistic activity, is a complex psychophysiological complex with pronounced specificity. The distinction between productive and receptive in linguistic communication is, therefore, not a terminological excess, but a fact of paramount importance, arising from the very nature of linguistic information exchange. Communication has many features that it would be right to take into account when teaching the acquired language. Such forms of speech activity as production and receiving have a different nature of origin and existence. An invaluable help in teaching foreign languages for the successful solution of these tasks is to conduct a number of lexicographic and phonetic-grammatical studies.

La lingua nella riflessione di Vittore Pisani

The paper focusses on Vittore Pisani’s considerations about the nature of language and speech. A renowned scholar in historical linguistics, Pisani made nospecific contribution to theoretical topics. Nevertheless, in a series of passages from some of his papers the creative role of speakers and hearers is emphasized, and the observation is made that the products of their linguistic activity can be the models for new speech acts. For Pisani speech acts within a given social aggregate can be investigated to describe what they have in common at the various levels of analysis, and the results of this investigation can be organized into a “system of isoglosses”, which represent what is called a language. So, language is not an ideal entity with an autonomous existence and is organized regardless of the individual speech acts, but it is the result of a reconstruction that can vary according to the data on which it is based. Such a conception is in line with contemporary sociolinguistic and pragmatic research.

Two essays about E. D. Polivanov’s linguistic activity (to the 130th anniversary of the birth)

The paper analyses two episodes of the Russian and Soviet scientist Evgeny Dmitrievich Polivanov’s versatile activity: his opposition to N. Ya. Marr’s ‘science of language’ and attempts to standardise the nomenclature of the linguistics of the beginning of the XXth century in a dictionary of linguistic terms. The research presents E. D. Polivanov’s arguments made against the erroneous doctrine which dominated Soviet linguistics in the 1930–40s. At that time, N. Ya. Marr’s theory was advanced as the only correct direction of scientific development in national linguistics. E. D. Polivanov’s pioneering work to organise national science resulted in the compilation of a new dictionary of linguistic and literary criticism terms. This book was not published and only came out at the end of the XXth century. The paper analyses the definitions of several terms obtained from the edition. Additionally, it is suggested that in E. D. Polivanov’s dictionary one can see a ‘snapshot’ of the evolution of the national linguistics at the beginning of the XXth century.

The Place of Notions «Fault» and «Sin» in the Worldview of the Ancient Slavs (The Experience of Historical-Cultural Reconstruction of Ideas Based on the Linguistic Data)

В статье рассматриваются особенности восприятия категорий «вины» и «греха» в контексте мировоззрения славян дохристианской эпохи. Лингвистическая реконструкция, привлечение диалектных данных, религиоведческий анализ близких понятий позволяют сделать вывод о том, что первоначальное использование лексемы «вина», скорее всего, осмыслялось в правовом ключе и было связано с восстановлением порядка и возмещением причинённого ущерба. В статье установлена архаическая связь категории греха как нравственной ошибки с идеей кривизны и промаха, которая обнаруживает себя при сопоставлении данных славянских и балтийских языков, а также в типологическом анализе схожих моделей переноса значений в ряде древних языков. Автор указывает на наличие архаического восприятия этих двух важнейших для религиозного миросозерцания категорий, в том числе, и в современной народной жизни. Кроме того, в статье утверждается, что, благодаря переводческой и - шире - созидательной, «инженерной» лингвистической деятельности святых равноапостольных братьев Кирилла и Мефодия, традиционные для славянского языка понятия «грех» и «вина» получили более глубокое осмысление и были обогащены религиозным содержанием. Данное обстоятельство служит одним из примеров, демонстрирующих специфику русской православной религиозности. The article covers the perception peculiarities of the categories of «guilt» and «sin» in the context of the Slavs’ worldview in the pre-Christian era. Linguistic reconstruction, the use of dialectal data, and religious studies analysis of similar concepts allow to conclude that the initial use of the lexeme «guilt» most likely had a legal interpretation and was associated with the restoring of order and compensation for the damage caused. The article identifies an archaic connection between the category of «sin» as a moral mistake and the idea of «curvature» and «blunder», which reveals itself when comparing data from the Slavic and Baltic languages, as well as in the typological analysis of similar models of meaning transfer in several ancient languages. The author points out the presence of an archaic perception of these two, most important for the religious outlook, categories, including in modern folklife. In addition, the article claims that thanks to the translator’s and, more broadly, creative «engineer’s» linguistic activity of the holy Equal-to-the-Apostles brothers Cyril and Methodius, the concepts of «sin» and «guilt», traditional for the Slavic language, received a deeper understanding and were saturated with religious content. This fact serves as one of the examples that demonstrates the specifics of Russian Orthodox religiosity.

The Transfer of Knowledge in a Trustworthy Doctor-Patient Interaction: A Philosophical Problem

"The effectiveness of medical evidence is largely dependent on the ability to communicate that evidence to the science-users, mostly patients. Like in many fields of science, also in medicine trust is one of the most important components of doctor-patient interaction. Cultivation of patient trust is, in turn, primarily a linguistic activity, subject to linguistic norms and conventions. Doctor-patient interaction has been at the core of a growing discussion during the past few years, especially in the context of innovations in evidence-based methods and related to the applicability of clinical guidelines derived from those methods. In Italy, this debate resulted in a recent law (n.219/2017), which declares that “the care and trusting relationship between doctor and patient which is based on the informed consent is promoted and enhanced” (art.1) and that “the time of the communication between doctor and patient is a time of care” (art.8). This new kind of perspective on communication between physicians and patients has led to several questions, above all (i) what is the best definition of trust? and (ii) how achieve a trusting relationship? According to a strictly philosophical point of view, it implies how to successfully communicate imperfect evidence and risk to patients who are in a position of epistemic asymmetry with respect to the doctors; it is problematic because it involves a transfer of complex knowledge of risks and uncertainties from experts to laypeople. The paper investigates the difficulties in communicating medical evidence associated with risk and uncertainties of diagnosis and treatment. "

A THEMATIC CLASSIFICATION OF RELIGIOUS-CHRISTIAN VOCABULARY OF RUSSIAN-UDMURT DICTIONARIES BY G. Ye. VERESHCHAGIN

The article examines the vocabulary of religious-Christian content in the handwritten Russian-Udmurt dictionaries by the first Udmurt writer and outstanding scientist, educator and missionary, clergyman G. Ye. Vereshchagin. There is no exact information about the time when the manuscripts were written. One of them was presumably created at the end of the 19 - beginning of the 20 centuries, before the adoption of the Russian spelling reform in 1918, since the letter ъ is inconsistently encountered at the very beginning of the dictionary in lexemes ending in a hard consonant. Another manuscript can be dated to the period after the adoption of the Russian spelling reform, when the Cyrillic letters ѣ, ө and ъ were excluded from the Russian alphabet. The author of the manuscripts selected appropriate primordial Udmurt equivalents to words of religious content or used borrowings (mainly from the Russian language), and was guided by the following considerations: 1) he used Udmurt words that arose in the depths of paganism, which by the time the manuscripts were compiled had acquired a completely Christian meaning (Kyldysin tӧre 'Archangel'); 2) adapted concepts that had a slightly different, everyday meaning (viz sonany, gavyldyns, aldans ‘to tempt’); 3) terms without direct correspondences in the Udmurt language are often translated by a combination of words or interpretation (umoytem Inmar vyle veras ‘blasphemer’); 4) borrowed from Russian or other languages (Archirey, Arquerey ‘Bishop’). The study of the lexical and semantic features of written attestations in the context of developing the national corpus of the Udmurt language and filling it with not only absolutely new, but also to some extent forgotten and revisited elements is a very important linguistic activity. The linguistic actualization of religious vocabulary contributes to the recovery of speech assets and registers in a significant number of dictionary nominalizations by designating concepts and phenomena of the spiritual and religious sphere of the Udmurt language.

Types of communication activities

The article deals with the presence of a fairly large number of types of communication activities. The study tells about the two-way nature of language communication. determines the presence of different roles performed by the individuals participating in it. Each of these roles, which we will call types of communicative or linguistic activity, is a complex psychophysiological complex with a pronounced specificity. The same general property of communication implies the presence of two groups of types of communicative activity: productive types associated with the transmission or production of a message, and receptive types serving the receiving end of the communication line. The distinction between the productive and the receptive in language communication is, therefore, not a terminological excess, but a fact of primary importance, arising from the very nature of language information exchange. The second factor complicating the communicative activity of the members of the language team is the presence of two forms of language communication: sound (oral) and written. The coexistence and frequent alternation of two forms of language communication makes it necessary to "translate" written messages into sound and sound into written ones, which is associated with the presence of two specific types of communicative activity: reading aloud and writing speech. The third factor that contributes to the diversity of roles performed by individuals in language communication is the multiplicity of sound and written languages on our planet. To serve the exchange of information between multilingual teams, there are special types of communication activities associated with translation from one sound or written language to another. However, the article does not claim to cover all the necessary material.

FEATURES OF MODERN ENGLISH READING OF HIGH SCHOOL STUDENTS BY MEANS OF INNOVATIVE TECHNOLOGIES

The article highlights the importance of English reading as a type of linguistic activity that has great cognitive value and actually implements communicative, educational, and developmental function for high school students, and at the same time, considers the specifics of usage of innovative technologies as modern tools for English reading and learning a foreign language in general, as well as the suitability of using innovative technologies in the process of learning foreign languages at schools for high school students. There are many new methods of teaching English, and a necessary condition for choosing a particular method of teaching that is suitable for both teacher and student - knowledge of innovative learning technologies. Innovative technologies have become an integral part of a holistic educational process and can increase its effectiveness, as they affect the student's consciousness, feelings and will, form a creative personality that is able to effectively apply the acquired knowledge, skills and abilities in practice in any sphere of public life. English reading is a type of linguistic activity that allows not to imitate, but to reproduce one of the forms of real communication in English. With the help of reading in a foreign language, students get acquainted with the world of their foreign peers, with songs, poetry and fairy tales, available samples of children's fiction of the country whose language is studied. Looking at the process of reading from a psychological point of view, we can say that the process of perception and understanding of the text is directly related to thinking and memory. When a student perceives a text, he identifies the most important links in it and synthesizes them into a single whole. At the same time, memory helps logical and technical thinking. The main principles of integration of innovative technologies in the process of learning English are: movement from whole to separate, student-centred classes, purposefulness and relevance of classes, their focus on achieving social interaction facilitated by teacher’s faith in their students' success, language integration and language acquisition using knowledge from other fields of science. As a result of the use of innovative technologies, an information-rich educational process is created.

TEACHING ARABIC TO NON-NATIVE SPEAKERS BETWEEN THE THEORY AND THE APPLICATION

The importance of this study lies in uncovering the best scientific methods and educational methods for teaching Arabic language, and what it provides to contribute the development of Arabic language teaching to non-Arabs, the importance lies in using the best and latest scientific methods in teaching Arabic in order to overcome difficulties. And removing obstacles by various means by facilitating the paths for those who want to strive to learn it, and familiarity with its methods and rules, while the aim was to describe linguistic activity through observation and coexistence, and to reveal the best methods of teaching Arabic to non-Arabs, and how to address the linguistic weakness of foreign students Therefore, it is possible to reach a good educational program which, if applied, is expected to lead to good and positive results, by looking at previous experiences in teaching Arabic to non-Arabs (books - printed notes), and benefiting from experiences, successful experiences and useful exercises to avoid falling into miscellaneous mistakes. Therefore, one of the most important recommendations reached by the research is to identify and define linguistic difficulties, those difficulties that a foreign student faces when learning Arabic to develop an appropriate and purposeful educational program in which the educational material is presented in a correct and clear manner.

ABOUT PROJECTIONS OFTHE MENTAL STRUCTURE INTO LANGUAGE AND SPEECH (on the example ofthe concept-proposition)

The author examines, using the example of a concept-proposition, multiple manifestations of the connection between a mental unit and units of a language system, argues that the principle of structuring knowledge, characteristic of a proposition, is found in the semantic structure of a sentence, a word-formation nest, in the logic of lexical metonymy, in the logic of transferring definitions, as well as in the ability of a noun to represent knowledge of a propositional nature in speech, concludes that there is a deep commonality of mental and linguistic activity. The semantic structure of the sentence and the structure of the syntactic proposition are isomorphic to the structure of the mental proposition. The vectors of the transfer of the definition from one term of the sentence to another, as well as to the designation of the entire situation, often have propositional logic and are closed by the framework of one sentence. Propositional logic is observed in many word-building nests, especially consistent with the structure of nests organized by a polyactant verb. Among the verbal derivatives in the nest, the percentage of lexemes that name the components of the corresponding situation is significant, in some cases - all the main components of the situation. At the lexico-semantic level, the projection of a proposition on the phenomenon of metonymy is described. Among the models of transference, a variety is highlighted, called propositional metonymy. It includes transfers of the name, the vectors of which (shift of the focus of attention) reflect the structure of the proposition. Another manifestation of the connection between a proposition and linguistic units, considered in the article, is the facts of using a single noun in speech of any lexical and grammatical semantics to represent all situations of any structural complexity. The realized perspective of the research (from the mental unit to linguistic units and processes that reveal with it a certain isomorphism in the logic of categorization and conceptualization of knowledge) allows us to reveal an important line of interaction between the mental and linguistic levels.