Пример готового реферата по предмету: Английский продвинутый
Contents
Introduction 3
1. The levels of the European system 4
2. The levels of education 7
Conclusion 12
List of references 13
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These three linguistic systems have changed all levels of English throughout time and history.It is extremely important to know the historical development of the language one speaks as well as the origin of its systemic units. The majority is against borrowings and claim that they can cause the extinction of the original language [3], however, the amount of loanwords in English is tremendous, so they are impossible to abandon.
Today the majority of language schools and courses of foreign languages name the system of communicative educational methods the leading one. Our project is no exception, but for minor reservations. We use a complex system in which we combine classical grammar and communicative methods, as each of them has its pros and cons.
analyzing specificity of idiomatic fixed phrases English referring to such a concept as “cunning” taking into consideration their form, structure, semantics as well as the problem of their adequate interpretation into Russian.
The topicality of the research is explained by the profound interest of the modern linguists in the linguacultural aspect of the phraseological units and the numerals taken separately. In our research we combine these two language units, because, according to our provisional hypothesis, the numerals in the phraseological units show the linguacultural specifics being closely related to the mentality of the nation.
The important researches in the sphere of polysemy were made by Lyon who considers polysemy and homonymy as two types of lexical ambiguity and introduce some criteria for deciding when it is polysemy and when it is homonymy. One criterion is etymological information about the lexical item in question. Lexical items with the same origin are considered as polysemantic, whereas if they have evolved from distinct lexemes in some earlier stage of the language then they are regarded as homonymous [15].
Of course, the meaning of a given word or affix may remain stable for very long periods, and (Proto-Indo-European etyma of NE sir, fill, udder, foot, wheel, ted, name, egg and mouse had pretty much the same meanings seven thousand years ago as their present-day English reflexes (if one disregards a host of added meanings, like red «Communist»).
But these semantic Methuselah are in fact the exception: words usually do not retain meanings unaltered for any length of time, so in historical and comparative linguistics some understanding of the nature of semantic change is vital for dealing with the routinely divergent semantics of cognate forms.
The written form of language is usually a currently accepted standard and is the same throughout the country. The varieties of the language are determined by language associations disposing from small groups to nations. Concerning to English there is a great diversity in the spoken realization of the language and particularly in terms of pronunciation .
Among all of these components and the factors determining the success of the flow of communication, the most important and indispensable is the requirement that every statement must bear some reasonable sense. Primary and elementary unit of meaning is the word.
Pidgins and creoles were considered as broken and corrupted forms of language, the product of stunted cognitive and in some cases physical capacity on the part of those who spoke them. European languages were deemed far too sophisticated to be learnt by “primitive” natives. According to one writer commenting in 1849 “that people used to expressing themselves with a rather simple language cannot easily elevate their intelligence to the genius of a European language . . . it was necessary that the varied expressions acquired during so many centuries of civilization dropped their perfection, to adapt to ideas being born and to barbarous forms of language of half-savage peoples” quoted (Aitchison, 2001, :221).
The immediate aim of this paper is to present a theory of pidgin and creole origins from what will henceforth be referred to as the “classical” point of view. In essence this will allow the construction of a theory of pidginization and creolization according to what is generally supported amongst creolists and operates as the basis for a great deal of those studies relating to the discipline. The following discussion of pidgin languages intends to define pidgins from the classical point of view i.e. that point of view which considers pidgins and creoles to be inherently linked in line with a family tree model of language genesis. Such an approach is adopted to establish the popular standpoint before proceeding to offer an alternative opinion regarding how and where pidgin languages developed as well as their relationship to creole languages.
The Internet has been used as source of emperical objects used in the term paper to be analysed. To study substantivization in the English language, Corpus of Contemporary American English (COCA) and BYU-BNC: British National Corpus were used to provide actual material and shortly study the main concept.
A lexeme can be analyzed and described in terms of its semantic components, which help to define different lexical relations, grammatical and syntactic processes. The semantic structure of a lexeme is treated as a system of meanings. To some extent, we can define a lexeme by telling what set it belongs to and how it differs from other members of the same set.
List of references
1. Gvishiani, NB Modern English. Lexicology: A textbook for undergraduate / NB Gvishiani. — M .: Yurayt, 2013. — 273 p.
2. Koryakovtseva NF Modern methods of self-organization Work foreign language learners: A Handbook for Teachers. — M .: ARKTI, 2002. – 176 p.
3. Lerner IJ Didactic principles of teaching methods. — M .: Pedagogy, 1981. — 186 p.
4. Malyuga, EN English for Professional Communication (Advertising): Textbook / EN Malyuga. — M .: Flint, Science, 2013. — 336 p.
5. Matveev, SA English. All the necessary conversational topics: For beginners who do not speak English / SA Matveev. — M .: AST, Astrel, CGT, 2012. — 127 p.
6. Passow EI Based on communicative methods of teaching foreign communication. — M .: Eng. lang., 1989. — 276 p.
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