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_МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «ИННОВАЦИОННАЯ НАУКА» №2/2016 ISSN 2410-6070_
ФИЛОЛОГИЧЕСКИЕ НАУКИ
УДК 811
I.G. ^rshunova
senior teacher КФ КрУ МВД РФ г. Симферополь, Российская Федерация
DIFFICULTIES OF ENGLISH LEARNING AS A FOREIGN LANGUAGE
Abstract
The article highlights the problems of English learning as a foreign language. Some difficulties are connected with origin of the language, spelling rules and grammar. But in most cases problems are caused by the learner's personal abilities.
Key words
Origin of the language, international communication, combination of aspects, spelling patterns, personal abilities, competence.
English is a difficult language to learn to speak for the non-native speaker. But the main problem is to learn how to write, and to be able to be spoken directly by reading from the written word.
English is a mixture of mainly Anglo-Saxon (Old English, with a bit of Norse mixed in) and Old French, with lots of Latin and Greek words passed on down to it through the French, and added to it directly during the Renaissance. In addition, it has the habit of creating new words and new meanings for old words, by the hundreds, almost daily. Because of the mixture of old and new, the spelling of about half of the written words does not match the sounds of the words, making it obligatory to remember the unique pronunciation and spelling of almost every other word. Moreover, the meanings of basic English words can be many and varied.
However, a combination of several different aspects of English that makes it difficult. Similarly, English has no genders and only three different articles (the, a, an); or five, if you count the stressed variants separately. The form of articles doesn't change according to the function of the noun in a sentence. We can give to two following sentences in English and in German to illustrate the idea:
The table is big. Der Tisch ist groß.
I see the table. Ich sehe den Tisch.
n English, "the table" remains the same, whereas in German "der Tisch" (the table) changes according to the function of the noun, and this was just the pattern for masculine nouns; there's another one for the feminine, neuter, and plural ones, giving 16 forms altogether to be remembered for what would be just "the" in English. The same applies to adjectives and other parts of speech, so English grammar can actually be considered quite ancient in comparison to many other languages.
So what is it that makes English so hard for foreigners to learn? The answer is: the combination of its vocabulary, orthography, and pronunciation. Most languages have a regulatory body which issues spelling reforms as the pronunciation of the language develops (which happens much faster than one might have expected). On the other hand, English spelling is "regulated" by influential dictionaries, such as Webster's dictionary and The Oxford English Dictionary.
Learners of English, on the other hand, meet most of their vocabulary in a written form first. It is often possible to derive the meaning of a new word from the context, but instead of looking up the correct pronunciation in a dictionary, learners tend to just guess what the pronunciation might be and then use this pronunciation internally when thinking about the word. Unfortunately, such guesses are wrong most of the time.
One of the reasons they are wrong so often is an unusually large number of vowels and consonants present in English which must be distinguished in order to be understood correctly (the so called "minimal pairs") which sound almost the same to the learner's ear.
_МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «ИННОВАЦИОННАЯ НАУКА» №2/2016 ISSN 2410-6070_
For example, none of the words "bed", "bet", "bad", "bat", "bud", "but" is pronounced the same as any of the others, and they mean completely different things (they are pronounced, in the same order: /bed/, /bet/, /b^d/, /b^t/, /bAd/, bAt/). Nevertheless, these are all patterns that can be learned because all the differences are indicated by the spelling of the words.
A much greater problem is caused by spelling ambiguities and historical spellings that don't follow current pronunciation rules at all. Why is "dear" pronounced the same as "deer" but "bear" and "beer" sound different? Or why is "colonel" pronounced the same as "kernel"?
In addition there is no indication of stress placement in English whatsoever. In most languages, stress placement is governed by relatively simple rules; in English it is almost completely irregular, and words can even change their meaning depending on the stress position.
To make the confusion complete, there is a large number of English dialects in which pronunciation of vowels, intonation, and stress placement differ considerably. A learner of English has no other choice than to learn to understand all of the major dialects since he or she will most likely meet them sooner or later.
In terms of vocabulary, English is like a patchwork. It is a mixture of (mostly) Middle French, Anglo-Saxon, Latin, and Greek. As a result, there are often different words to express the same idea.
Thus, we may suggest the following conclusions:
There are some reasons why English language is so hard to learn. The alphabet was created for languages with five vowels, while English has sixteen. The history of English complicated the sound - to - spelling rules because it incorporates spelling patterns from several different languages.
Currently, there are many techniques for a foreign language study in higher education. Each method has certain features, some are more popular and demand, some less. This article will discuss the main techniques for students studying English.
General didactic principles are implied in learning any subject and in learning a foreign language in particularly. They comprise: educational learning, consciousness, activity, use of visual aids, accessibility, durability, individualization.
Not all problems of foreign language learning are connected with nature of the English language. They often arise due to the abilities of the learner.
According to Kabardov M.K. the research revealed different types of foreign language learning characteristics of speech and language competence and abilities. They are expressed as "language competence", "speech competence" and cognitive-linguistic and communicative -speech types of learning [5, p.12].
Rubinshtein S.L. paid much attention to natural abilities, also considering factors of abilities development in special area- learning and education, neighborhood. He connected problems of abilities with the question of development. Rubinshtein S.L. admitted that "individual should have preconditions, inner conditions for their inherent growth"[9, p.221].
"Attitude to the learner as to the subject of the teaching process nowadays is linked to the right of every learner to choose personal technology of language mastering, considering his individual-psychological features -attention, memory, mentality, type of the nervous system activity; it is based on individual-typical processes and methods of foreign speech mastering, on eliciting psycho-physiological mechanisms, which form the background for individual-distinctive was to master a foreign language" [1, p.25].
Vyatutnev M.N. suggested comprehension of the communicative competence as "choice and realization of the speech behaviour programme depending on individual's ability to respond in any communicative situation; ability to classify situations depending on theme, targets, communicative objectives" [11, p.38]. Such ability of choice and realization of speech communication programme and behaviour is employed on the cultural background and as a result of natural communication and specially organized training" [2, p. 55].
List of literature:
1. Davidson D. Functioning of the Russian language: methodical aspect: Plenary report / D. Davidson, O.D.Mitrofanova // Russian language and literature in communication of the peoples worldwide: problems of functioning and teaching. - М.: Russki yazuk., 1990. - 27 p.
_МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «ИННОВАЦИОННАЯ НАУКА» №2/2016 ISSN 2410-6070_
2. Izarenkov D.I. Basic components of the communicative competence and their formation on the advanced level of learning of students-non-phylologists / D.I.Izarenkov // Russky yazuk za rubezhom. - 1990. - № 4. - PP.54-60.
3. Griffiths, R. Personality and Second Language Teaching, New York, 1991, 150 p.
4. Gromova О.А. Audio-visual method and practice in use. M.: Vusshaya shkola, 1977, 100 p.
5. Kabardov М.К. - About diagnostics of language abilities. Dichotomy of language and speech in foreign language learning. http: //lib.mgppu. ru/OpacUnicode/index
6. Matiugin I.Yu., Chakaberia Ye.I., Rubnikova I.K., How to remember words. -D.: Stalker, 1997. - 448 p.
7. Passov Ye.I. Communicative method of foreign speaking. - М., 1991.- 223 p.
8. Rogova G.V., Vereschagina I.N. Methods of English language teaching at the initial stage of learning. - М.: Prosveschenie , 1988. - 312 p.
9. Rubinshtein S.l. Problems of general phsycology. М., 1973. http://www.gumer.info/bibliotek_Buks/Psihol/rubin/07.php
10. Solova Ye.N. Methods of foreign language learning. Basic course of lectures. " Prosveschenje", Moscow, 241p.
11. Vyatutnev M.N. Communicative direction in Russian language teaching in foreign schools / M.N. Vyatutnev // Russki yazik za rubezhom. - 1977. - № 6. - PP. 38-45.
© Коршунова И.Г., 2016
УДК 811.11
А.Р. Бодулева
к.филол.наук А.З. Зарипова
2 курс, ФФиМК, Бирский филиал БашГУ г.Бирск, Российская Федерация
ЛИНГВИСТИЧЕСКИЕ ОСОБЕННОСТИ СМС-СООБЩЕНИЙ АНГЛИЙСКОГО ЯЗЫКА
Аннотация
Статья посвящена лингвистическому анализу СМС-сообщений английского языка. Анализируются некоторые особенности функционирования смс-сообщений. Особое внимание уделяется проблеме образования сокращений в текстах СМС-сообщений.
Ключевые слова
Смс-коммуникация, смс-сообщение, сокращения, принцип экономии, принцип конспиративности.
Общеизвестно, что 21 век - это век высоких информационных технологий, которые совершенствуются с каждым годом. Вместе с ними развивается и общество, и моральные ценности, и образование, и конечно же, язык. Язык в своих устных и письменных формах постоянно подвергается изменениям и совершенствованиям, он является отражением общества, уровня образования и социального статуса каждого человека [1, ^ 30].
Поколение 21 века ведет активный образ жизни, подстраивая язык под быстрый и активный ритм жизни. В устной и письменных формах языка появляются новые слова, которые приходят к нам вместе с теми предметами, явлениями и понятиями, которые они номинируют и которые отражают социально и культурно-значимые реалии современной жизни общества. С развитием информационных технологий, появлением сети Интернет, сотовых телефонов, смартфонов, компьютеров, планшетов письменная форма языка в особенности претерпевает крупные изменения. Особую актуальность приобретает изучение лингвистических особенностей СМС-сообщений английского языка, которые и послужили темой данной статьи.
