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COMMUNICATING SCIENCE: MORE THAN MEETS THE EYE

Olga Ilchenko

Professor, PhD., Dr.Sc., Foreign Languages Chair,

Research and Educational Center for Foreign Languages,

National Academy of Sciences of Ukraine

Olga Shalya

PhD, Learned Secretary, Senior Lecturer,

Research and Educational Center for Foreign Languages,

National Academy of Sciences of Ukraine

Scientific discourse is a key discourse of modernity that serves as a source of knowledge. Its study

can lead to understanding of the modern intellectual environment [1]. Scientific discourse has many faces.

Its manifold and diverse serving to transmit scientific information [2]. Among the qualities attributed to

scientific discourse are accuracy, clarity, precision, thoroughness, objectivity. The key to success in scientific

communication lies in conveying thoughts and ideas clearly, coherently and unambiguously.

It translates into using plain and simple language, adequate design and layout. The information

properly structured, withthe new information followed by an old one, could be easier decoded this way. To

emphasize key ideas, and to facilitate information scanning and skimming we employ bulleted lists

andvarious infographics. Among the latter we findsome recent additions: listicles = list+article (an article or

news story that consists primarily of a thematic list of short items) andcharticles = chart+article (an article

that consists of a chart or similar graphic with a small amount of explanatory text) [7]. However, theres a

flip side to it the so called chartjunk (chart elements that serve no purpose or hinder understanding of the

charts data) [6].

An audience lends information more credibility when its considered objective. The scientists try to

create the so called objectivity effect by using the Passive voice.However, ctive voice is gradually

becoming more abundant, specifically, when it goes together with modal verbs in passive constructions, e.g.,

when giving examples and making conclusions [8].

It is also essential to know why and when to switch from one tense to another. Simple Past should be

used to refer to your own work, to avoid categoricalness of your statements, when you do not claim your

deductions should be considered as accepted or established facts [8]. Present Perfect should refer to others

works or rarely when you write about some final conclusions of yours, claiming they are strong to be

considered as facts or truths [5].

Modern Anglo-American scientific discourse is getting more and more personal, so it cannot help

but convey the authorial voice: the scientists attitudes, feelings and even biases [4].

Effective science communication is about efficient information decoding. Plain language, clear-cut

design and layout help to do so. The same holds true for metaphors. They provide brevity, serve as an

efficient explanatory tool, engage an attention and focus a vision of the reader, influence formation of

scientific problems and ways in which problems are conceptualized and approached. For example:

marine metaphors: a fast-flowing river of data; a boatload of new words and phrases; a flagshipWeb-browser;a newwaveofresearchers;

battlefield metaphors: cyberterrorism, proton-proton collision, an army of scientists, malicious software;

love metaphors: the Lucida family of fonts, mixed marriage of a retrotube-based amplifier and Apple iPod, irresistible transistor;

anthropomorphic metaphors: consumer products have dignity and integrity; grapheme is a superman showing the real muscles; hardware hangover; telecom diet rich in fiber;

zoomorphic metaphors: birds-of-a-feather phenomenon, a horse of a different color, a different beast;

-

4

plants metaphors: low-hanging fruit, to compare apples to apples, nano-onions [9]. Another important thing in the language of science could be termed as using science humanizers.

They also facilitate communication by conveying:

You attitude: You may be asking yourself; Perhaps youre wondering; Imagine . Think of . Look at it from another point of view;

You and I attitude: Let's omit it from the list of key factors; After youve looked at everything else, consider this option;

People vs. things attitude. When writing about an invention or discovery, the reader is inevitably interested in people the

inventor and others. And thats why scientific discourse is humanized. A good example of humanizing

scientific discourse is one of thebrilliant history scholars and writers of the 20th century, Will Durant. A

historian and philosopher who won a Pulitzer Prize for nonfiction, together with his wife Ariel, is famous for

a 10-volume Story of Civilization. He is best known for the clarity and wit of his prose. One writing

technique he aptly usesis aphorisms as characterization. For example, after a long description of Julius

Caesar, he comments: But great men are seldom good men [3].

Thus, to avoid miscommunication, one should do their best to compose the messagesin a clear and

easily understandable manner. But thats not the whole story. Youll have totouch the hearts and minds of the

audience, to make them feel good, and willing to read your writings. Which eventually translates into

humanizing the communication itself. Be it science or everyday life.

References:

1. Collier J.H. Scientific and Technical Communication: Theory, Practice and Policy / James H. Collier. SAGE: Virginia Polytechnical Institute and State University, 1996. 432 p.

2. Darian S., Ilchenko O. Impact: Writing for Business, Technology and Science/ Steven Darian, Olga Ilchenko. 2

nd edition (revised). K.: Akademperiodyka, 2012. 232 p.

3. Durant W. The Story of Civilization / Will Durant. MJF Books, 1993. 9766 p. 4. Flottum K. Language and Discipline Perspectives on Academic Discourse / Philip Shaw / Kjersti

Flottum. Cambridge Scholars Publishing, 2007. 294 p.

5. Glasman-Deal H. Science Research Writing for Non-Native Speakers of English / Hilary Glasman-Deal. London: Imperial College Press, 2009. 257 p.

6. Tufte E. The Visual Display of Quantitative Information / Edward R. Tufte. Graphics Press, 2001. 200 p.

7. WordSpy [ ]. : http://www.wordspy.com/ 8. O.. . TheLanguageofScience: [, 3- ., .] /

O.. . .: . . , 2013. 302 .

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Unit 1.

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6. Hirsch, E.D. The Dictionary of Cultural Literacy / E.D.Hirsch, J. Kett, J. Trefil. Boston New-York: Houghton Mifflin, 1993. 619 p.

7. King James Version of the Bible [ ]. : http://www..kingjamesbibleonline.org/

http://www..kingjamesbibleonline.org/

-

12

SOME ENGLISH MARKERS OF SOCIAL VARIATION

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Sociolinguistic identity is derived from the way people vary their language repertoire in relation

tothe hierarchically ordered social groups they find themselves in aggregates of people with similar social

or economic characteristics. For most sociolinguistic purposes it has been suffice to recognize only the

broadest distinctions within the social stratification of any society (such as low vs high, upper vs middle vs

lower) in order to identify significant correlations between social class and certain linguistic features.

It is not an easy task though to draw straightforward conclusions about linguistic variation and social

standing because other social markers step in, such as the gender of the speaker and the communicative

setting. There is an invariable consistent pattern in the interaction of social and regional factors: the

representatives of the highest social class speak the standard dialect (Received Pronunciation in Britain) and

reveal no regional information at all whereas lowest classes demonstrate a rather wide range of regional

accent and dialect variation.

The most distinct examples of social dialects are those associated with a caste hierarchy. Castes as

social divisions that are based solely on the birth to particular parents totally restrict a persons way of life

from the allocation of marriage partners to the absence of choice of a desired careermaking. Social

stratification of the British society is not so strictly outlined, still it can be stated that language habits tell

volumes about the social background of a speaker and are a good sociocultural identity tag.

Linguistic markers of social variation in the English language are present across all the language

levels from gdropping in pronunciation to double negation in syntax to particular vocabulary in lexis. The

/n/variant of pronouncing ing ending in words like hunting or playing is typical of much workingclass

speech. Dropping g is almost a kind of slang as it is traditionally found in youth culture and in other low

brow cultures.

Double negatives are also widely used in some English dialect, for instance, Cockney. Cockney

employs the socalled negative concord when multiple negatives intensify rather than negate or cancel each

other, e.g. He hasntnever betrayed noone. Double negatives are seen as informal and chiefly associated with

slang.

The British upper class can be said to be linguistically demarcated from the rest social classes which

are labeled in sociolinguistics as nonupper. It is in fact realized through the use of distinctive vocabulary

alongside with particular pronunciation and certain written language conventions.

:

1. TrudgillPeter.Sociolinguistics.4thedition / PeterTrudgill. Harmondsworth: Penguin, 2002. 240p.

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aswestand/hereatthis\momentmyassociates myfutureassociatesintheExecutive

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dedi/cationto theservice of the\peopleinthis\throng, andtheirfellowcitizens\everywhere. (2);

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(to develop the strength that will deter the forces of aggression; we must pay the

costs of our own neededmilitary strength) (encourage productivity and profitable trade).

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peoples in equal regard and honor) ,

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:

1. Eisenhower D.D. 1956 Republican National Convention Acceptance Address [ ]. : http://millercenter.org/president/eisenhower/speeches/speech 3359.

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2. .. / // XXI : / [. . .. ]. ., 2013.

. 26-33.

3. Birdwhistell R. L. Introduction to kinesics: an annotation system for analysis of body motion and gesture / Ray Birdwhistell. Louisville, KY: University of Louisville Press, 1952. P.3.

4. Tufte E. The Visual Display of Quantitative Information / E.Tufte. Cheshire, CT: Graphics Press, 1983.

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: Vous deviendrez ce que je suis : ni fille ni femme. Ni mademoiselle a na pas

servi ni madame puisque cest en service. Une ex. Car on dit ma veuve, on ne dit pas ma divorce. Une

ex, comme exministre, excoupon, expropri, excommunie (Bazin, ME, 136).

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(ni fille) (ni femme),

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2. Le petit Larousse illust: chronologie universelle. P.: LAROUSSE, 2008. 1812 p. :

1. Bazin, ME: Bazin H. Madame Ex: [roman] / Herv Bazin. P.: Editions du Seuil, 1975. 350 p. 2. Clavel, TD: Clavel B. Le Tonnerre de Dieu [qui memporte]: [roman] / Bernard Clavel. M.: Tsitadel,

2001. 144 p.

19

3. Hriat, FB: Hriat P. Famille Boussardel: [roman] / Philippe Hriat. P.: Gallimard, 1944. 499 p. 4. Mauriac, TD: Mauriac F. Thrse Desqueyroux: [roman]/ Franois Mauriac. P.: Le Livre de Poche,

1998. 89 p.

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1. . . : / .. . .: , 2000. 283 .

2. Cook N. Tone of Voice and Mind. The Connections between Intonation, Emotion, Cognition and Consciousness / Norman Cook. Amsterdam / Philadelphia: John Benjamins Publishing Company,

2002. 294 p.

3. Fitzpatrick J. Phonology and Phonetics in Psycholinguistic Models of Speech Perception / J. Fitzpatrick, L. Wheeldon // Phonological Knowledge: Conceptual and Empirical Issues; eds. N. Burton-Roberts, Ph.

Carr, G. Docherty. Oxford: Oxford University Press, 2000. P. 131160.

4. Guiora A. The effects of experimentally induced changes in ego states on pronunciation ability in second language: An exploratory study / A. Guiora, B.Beit-Hallami, R. C. Brannon et al. //

Comprehensive Psychiatry. 1972. No. 13. P. 422.

5. Laver J. Principles of Phonetics / J. Laver. Cambridge: Cambridge University Press, 1995. 707 p.

21

6. Papousek M. Melodies in Caregivers Speech: A SpeciesSpecific Learning Guidance Towards Language / M. Papousek // Early Development and Parenting. 1994. Vol. 3. P. 517.

7. Wennerstrom A. Intonation and evaluation in oral narratives / A. Wennerstrom // Journal of Pragmatics. 2001. No 33. P. 11831206.

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: 2006. 215 .

3. .. / . . .: , 2012. 288 . 4. Lin M. Is There an Essential Difference between Intercultural and Intracultural Communication?

[ ] / M. Lin // Intercultural Communication. 2003-2004. 6.

:http://www.immi.se/intercultural/nr6/lin.htm

http://www.immi.se/intercultural/nr6/lin.htm

23

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. 150-171.

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6. .. : ? / .. . .: , 2003. 375 .

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., 2012. 26 .

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. ): . . ... . . : 10.02.15 / .. ; . .

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; . - . . . .: , 2006. .9. 2006. . 262-

268.

TOOLS FOR THE ACOUSTIC ANALYSIS OF SPEECH PROSODY

..

,

Nowadays everyday language use is so tied to technology that learning language through technology

has become a fact of life with important implications for all applied linguists. A variety of computer

programmes used for linguistic investigations help to detect regularities about language, determine word and

sound frequency, compare word frequency between written and spoken language etc.

At higher stages of Phonetic studies there arises the necessity to look deeper into the nature of

different sound phenomena, and hence to involve more sophisticated methods of speech analysis.Among the

most popular computer programmes used for the acoustic analysis of oral speech are the following: WaveLab

[9], Cool Edit Pro [6], SpectraLAB [8], Wasp [7] etc. A real time sound processor WaveLab provides the

possibility to perform advanced analysis on a selection of an audio file. With the help of this programme one

can divide a recorded speech fragment into segments corresponding to either sense units or separate

phonemes. Then each section can be analysed from the point of view of its duration (calculated automatically

in milliseconds) and intensity (measured as total power in decibels). However, the programme is not explicit

enough from the point of view of the fundamental frequency measurement in which one may be especially

interested while analysing speech.

The wave editor Cool Edit Pro, in addition to the basic functions described above, makes it possible

to display a two-dimensional spectrogram with the brighter areas corresponding to the higher amplitude

values and vice versa.

Nevertheless, the above described programmes still do not allow to regard the tone movement in the

utterance. The programme WaveLab lacks such a possibility at all and the programmeCool Edit Pro

embraces too wide a range of frequencies for an observer to be able to differentiate between rises and falls.

This problem can be solved with the help of FFT spectral analysis system SpectraLAB which possesses all

the features mentioned above and makes it possible to properly limit the frequency span and to examine the

pitch changes within the speech stretch of any convenient size. Here the lowest prominent band reveals the

27

fundamental frequency behaviour, while the above bands reflect that of the corresponding harmonics related

to the speaker's voice quality. Moreover, programme SpectraLAB allows the researcher to view

simultaneously the time series (waveform), average spectrum, two- and three-dimensional spectrograms in

the corresponding windows and thus to derive trustworthy conclusions concerning the sound phenomena

under study.

Prosodic features of speech, such as pitch, loudness and temporal aspects, are perceptual attributes of

the acoustic properties of the speech signal. These features not only signal linguistic (e.g. grammatical)

distinctions but also convey important indexical paralinguistic information about the speaker (revealing

something about his socioeconomic/professional and ethnic background or emotional state). Traditionally,

the speech prosody of the language learner has been analyzed mainly auditorily in terms of phonological

contrasts, such as nuclear tones. Typically, the aim has been, for example, to investigate the frequency of

different tone-types in non-native speech, or to analyze nuclear accent placement in utterances. While such

an approach can produce a linguistic description of interlanguage speech prosody, the auditory prosodic

transcription cannot serve as a basis for an automatic speaker-independent analysis of speech prosody. One

of the tasks of our investigation was to provide the acoustic analysis of native and non-native English

conversational speech.

The acoustic analysis was carried out with the help of the above mentioned programmes and by

means of analysis software utilizingMATLAB environment (a trademark of the MathWorks Inc., USA).

TheF0AnalysisTool software was implemented in the MATLAB language. Thesoftware first distinguished

between the voiced and voiceless parts of thespeech signal and then determined the F0 contour forthe voiced

parts of the signal. The F0 contours weredetermined by using spectral analysis and interpolating waveform

matching.Some acoustic/prosodic parameters were automatically computed from thespeech signal. The

parameters were F0-related, intensity-related, temporal andspectral features.

In the statistical analysis, the aim was to distinguish between native and non-native speech using the

acoustic parameters outlined above. Thus, some difference in average F0 between the two groups allowed us

to suggest some sociolinguistic (or phonetic) explanations. Average F0-features of speech are known to

depend, at least to some extent, on such socioethnic variables as regional background, social status, social

roles (authority/non-authority), formality of the situation, speaking styles, age and gender.

To conclude, the investigation proved that relatively simple F0-based and temporal features

effectively distinguish between native and non-native speakers of English. Fluency and culture-specific pitch

level seem to be key issues here. The non-native speakers apparently had some problems in the process of

speech production, at least in the sense that the transition between individual (content) words was less

smooth than in the speech produced by the native speakers. The results suggest that hesitation pauses and

juncture pauses form separate categories, and that they can also be distinguished by means of automatic

speech analysis algorithms. Automatically calculated temporal measures of speech quality can thus

differentiate between native and non-native English speech rather reliably. However, in the future, new

features will be added to the algorithm, enabling more quantitative measures.

Thus, the investigation presented methods and software for automatic quantitative/visual analysis of

second language speech prosody. By studying in detail the quantitative prosodic parameters of speech and by

visualizing them in a versatile manner, important differences between native and non-native speech can be

found. The methods have potential applications not only in language teaching and testing but also in

sociophonetic studies, where the focus is on how the speech of a certain group differs from the norm.

References:

1. .. / .. . .: , , 2005. 216 .

2. .. / .. . : , 2004. 382.

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5. ChapelleC.A. Computer Applications in Second Language Acquisitions. Foundations for teaching, testing and research/ C.A.Chapelle. Cambridge: Cambridge University Press, 2003. 215p.

6. Cool Edit Pro: Program by D. Johnson. Version 1.2. Syntillium Software Corporation, P.O. Box 62255, Phoenix, FZ 85082-2255, USA.

-

28

7. SFS/WASP: Program by Mark Huckvale. Version 1.2. Copyright 2003 University College London, Department of Phonetics and Linguistics.

8. SpectraLAB: FFT Spectral Analysis System. Version 4.3213. Copyright 1997 Sound Technology, Inc. 1400. Dell Avenue. Campbell, CA 95008 USA.

9. WaveLab: Program by Ph. Goutier. Version 2.1. Copyright 1995-1998 Steinberg.

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..

, , ,

,

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); 6)

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: , , -

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.. , .. , .. , .. , .. , .. , .,

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, [4, c. 312]. ,

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: 1) ; 2) ; 3) ; 4)

; 5) , ; 6) [2, 134].

- -

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[1, c. 431]. 25 ,

. , web-,

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,

.

- ,

- Le Monde,

: Violences en Ukraine: la Russie accuse larme ukrainienne.

, . : Violences en Ukraine,

violence,

violence, ,

, , .,

: , .

la Russie accuse larme ukrainienne, ,

, . ,

(la Russie) ,

,

. . ,

-.

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, Des hackeurs prorusses attaquent le site de la chancellerie (1),

31

hackeurs ( . haker),

-eur, , .

hackeur, site attaquer -

.

prorusse,

pro, ,

, [4, . 250] chancellerie

. , , ,

Gazoduc South Stream: pourquoi la Russie a dcid de jeter lponge (1),

, .

,

, :

Ukraine: prs de 1000 morts depuis la trve, selon lONU; LOTAN se runit aprs la reprise des violences

en Ukraine.

:

Ukraine: lEurope dsempare face la surenchre russe; Alexe Navalny: Sans les sanctions, larme

russe serait Odessa (1), rfrendum (m), trve (f), dmocratie (f), premierminister (m),

diplomatie (f) .

,

: LUkraine fait un pas vers lOTAN; MoyenOrient, Ukraine, mer de Chine: 2015, une anne de

fronts (1); : Ukraine: comprendre les origines de la crise en cinq minutes (1);

: Une trve et aprs o en est la guerre en Ukraine? (1); : Ukraine: les

rebelles prorusses demandent lenvoi de casques bleus, notamment russes (1) ,

, .

,

, ,

: Non, Vladimir Poutine nest pas lennemi de lEurope! (1). . [3],

, .

, ,

, , : Dficit: la France a trois mois pour trouver 4

milliards deuros (2); LItalie convoite 200 milliards cachs en Suisse (2).

, , ,

, : LUkraine: le nouveau Parlement prooccidental

entre en action (1); , .

, La poupe du president ukrainien (1), la poupe

, ,

, .

, -

, , ,

, , ,

, , , , ,

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Le Figaro Le Monde, .

, , ,

.

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:

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1981. 140 .

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32

5. : 65 000 / [ . . - . , .. ]. : , 2006. 1008 .

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1. Le site du journal Le Monde [Ressource lectronique]. Mode daccs: http://www.lemonde.fr 2. Le site du journal Le Figaro [Ressource lectronique]. Mode daccs: http://www.lefigaro.fr

..

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must, may, can, will, should ; haveto, ought to ;

suppose, require, allow, let, allow, want ( I want

you to do); .

. ,

,

33

. ,

.

. :

Annais speaking into her cellphone, trying to keep her voice down. ANNA (into phone)... no, I

couldn't get much sense out of him, he was drunk. A pause. Anna looks exasperated. ANNA (CONT'D) (into

phone) Mum, I don't want to tell you how I found him because I don't want another argument. I just wanted

you to know he's definitely safe... Anna listens with weariness. ANNA (CONT'D) (into phone) No, we can't

tonight. I'm working. (7)

I don't want to tell you, I don't want another argument

want. I just wanted you to know ,

.

can't (couldn't), ,

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,

. : ,

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( 70% 200 ,

). ,

.

,

.

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1. .. XX / . . // 20 . .: , 1995. .239-320.

2. .. : [] / .. . .:, 2010. 351 .

3. Bybee J. The Evolution of Grammar: Tense, Aspect, and Modality in the Languages of the World / J. Bybee, R. Perkins, W. Pagliuca. Chicago, L.: The University of Chicago Press, 1994. 415 p.

4. Fairclough N. Language and Power / N. Fairclough. Harlow, England : Pearson Education Limited, 2001. 226 p.

5. Fintel K. von. Modality and Language [ ] / Kai von Fintel // Encyclopedia of philosophy. Detroit: MacMillan Reference USA, 2006. :

http://web.mit.edu/fintel/modality.pdf/.

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7. http://www.imsdb.com/scripts/EasternPromises.html.

..

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34

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[6; 7; 8] , ,

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.

- :

President Obama and first lady Michelle Obama participate in a delegation receiving line with new

Saudi King Salman bin Abdul Aziz, fith left, in Riyadh, Saudi Arabia. The president and first lady have come

to expresses their condolences on the death of the late Saudi Arabian king Abdullah bin Abdulaziz al-Saud

(The Washington Post, 28 January 2015).

,

.

,

(- ).

( ). , ,

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:Her choice to go with a suit rather than a dress for the first time at this year's State

of the Union address was a glimpse of the selfaware, toughminded, straighttalking lawyer who took a

brief hiatus from the public eye. , ,

. ,

:So it is with Obama's attire in Saudi Arabia a country with a very

strict dress code for Saudi women, who can't drive and who exist under a system of male guardianship. In a

35

country that demands women adhere to a strict dress code in public (face and hair covered, and long,

flowing robes), Obama went with a flowing blue top, black pants and no head covering (The Washington

Post, 28 January 2015). , ,

, . , ,

.

,

, , - . ,

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:

1. .. [ ] / .. // . :

http://psyberlink.flogiston.ru/internet/bits/vandijk2.htm(01.02.2015). . .

2. .. : , , : [] / .. . : , 2002. 477 .

3. .. / .. // . : . 2009. 1. . 43-48.

4. .. , , / .. // .

.. . : - , .

2010. 897. . 99-105.

5. .. / .. // . : ().

2002. 1. . 10-15.

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8. Scollon R. Intercultural Communication: a Discourse Approach / R. Scollon, S.W. Scollon. Cambridge, MA: Basil Blackwell, 1995. XIII. 271 p.

( )

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,

.

, MENSCH

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. ,

MENSCH. , , ,

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[1, . 34-39], ..

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28]. .. ,

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[5, . 80-102].

-

36

, MENSCH , ,

,

: EBENBILDGOTTES, ERDENBRGER, GESCHPF, JUNGE, KERL, KIND, FRAU MANN, PERSON,

SEELE [7, c. 439]. ,

: , [4, . 332]. ,

MENSCH : MENSCH,

Leute, Mann, Frau, Kind, Frulein, Magd, Bursche, Weib:

Wir saen auch oft und sprachen

Vernnftig, wie alte Leut,

Und klagten, wie alles besser

Gewesen zu unserer Zeit.

, : : Tochter, Bruder,

Schwester, Vater, Mutter,

Familie:

Als ich, auf der Reise, zu fllig,

Der liebsten Familie fand,

Schwesterchen, Vater und Mutter,

Sie haben mich freudig erkannt;

: Grenadier, Philologe, Fischermdchen, Ritter, Fechter:

Sie sprechen eine Sprache,

Die ist so reich, so schn;

Doch keiner der Philologen

Kann diese Sprache verstehen.

MENSCH , : Dame,

Herr, Nachbar, Hofdame, Knigin, Herzensknigin, Kaiser:

Da hrten sie beide die traurige Mr:

Dass Frankreich verloren gegangen,

Besiegt und zerschlagen das groe Heer

Und der Kaiser, der Kaiser gefangen.

,

: Maria Antoinette, Lore-Ley, Dmonen, Gespenster:

Es spukt im Pavillon de Flor

Maria Antoinette;

Sie hlt oder morgens ihr Lever

Mit strenger Etikett.

,

:

Ja, sie , die mit turmhohem Toupet

So stolz sich konnte gebaren,

Die Tochter Maria Theresias,

Die Enkelin deutscher Csaren.

MENSCH ,

, ,

, , -, -,

-. ,

. ,

:

Die Mutter liegt mir stets im Sinn.

Zwlf lange Jahre flossen hin,

Zwlf lange Jahre sind verflossen,

Seit ich sie nicht ans Herz geschlossen.

MENSCH , FRAU, WEIB. ,

,

: , , , :

37

Gottlob! Durch meine Fenster bricht

Franzsisch heitres Tageslicht;

Es kommt mein Weib, schn wie der Morgen.

Und lchelt fort die deutschen Sorgen.

, ,

MENSCH - . ,

. , ,

.

:

1. .. / .. // -. 9. . 1999. 4. . 34-49.

2. .. , , : / .. // .

2001. 1. . 64-72.

3. .. / .. . : , 2004. 256 . 4. .. . / .. . :

, 2007. 364 .

5. .. - / .. . : , 2008. 332.

6. .., .. Deutsche Literatur / .. , .. . : , 2010. 192 .

7. Duden Das Bedeutungswrterbuch / Duden. Mannheim, Wien, Zrich: Dudenverlag, 1985. Bd. 10. 798 s.

8. : . / . .. . .: , 1984. 704 .

,

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, , , , , .

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-

38

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,

, , : Colin frowned and condescended

to look at her. I won't let that boy come here if you go and stay with him instead of coming to talk to me,

he said. Mary flew into a fine passion. She could fly into a passion without making a noise. She just grew

sour and obstinate and did not care what happened.

If you send Dickon away, I'll never come into this room again! she retorted.

You'll have to if I want you, said Colin.

I won't! said Mary.

I'll make you, said Colin, They shall drag you in. Shall they, Mr. Rajah! said Mary fiercely.

They may drag me in but they can't make me talk when they get me here. I'll sit and clench my teeth and

never tell you one thing.I won't even look at you. I'll stare at the floor![1, . 157-158].

. , ,

.

, ,

. I wont let the boy come, youll have

to, Ill make you If you go and stay with himI wont

, . ,

. fiercely, retorted

I wont even look at you, Ill stare at the floor. .

, , ,

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.

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.

:

1. .. : / .. . 2- ., . .: , 2009. 376 .

2. .. / .. . : , 2006. 300 .

3. .. : . . / .. . .: , 2010. 312 .

:

1. Burnett F.H. The secret garden / F.H. Burnett. L.: Penguin Books. 290 p.

..

, [2; 8],

,

[9],

, [2; 10],

[1; 3], [7],

[8].

41

.. :

[8, c. 102].

: 1) () () ; 2)

, 3) ,

[8].

[7; 11], , [5;

11] , .

,

,

.

, ,

, , ,

- . ,

, () : Up five stone steps, she let herself in.

With a short wave to the receptionist, she trotted on up to more flights of stairs. She leveled off at the third floor

and greeted the nurse on duty. Hi, Ann. Hows she doing? (Delinsky, 30).

,

, ,

[5, c. 12-13]. ,

, ,

,

.

,

:

Stopping suddenly and pulling her round to face him he did what, for weeks past, he had told himself

he would do on the following Sunday, he leant forward and kissed her on the lips (Cookson, 143).

-,

.

. -

.

( ,

)

, .. . , ,

[10].

, ,

.

,

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- [5, . 12-13].

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42

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()

. ,

() ,

, .

:

1. .. : . . . : . 10.02.04 /

. , 2004. 199 .

2. .. / : . . . , 2003. 281 .

3. .. : , , / . : , 2004. 390 .

4. .. ( ): . ... . . : 10.02.04 /

. ., 2006. 191 .

5. .. : . ... . . : . 10.02.04 / . ., 2004.

192.

6. .. / . .: . , 2004. 359 .

7. .. : . . ... - . : . 10.02.04/ .. . .,

2009. 40 .

8. .. / .. // . . . -. . 2007. . 10. 2. . 97-110.

9. Covarrubias P. Culture, communication, and cooperation: Interpersonal Relations and pronominal address in a Mexican organization / Patricia Covarrubias. Powman & Littlefield Publishers, Inc., Lanham, MD, 2002.

184 p.

10. Gamble T. K. Communication Works / T. K. Gamble, M. Gamble. N.Y.: Random House, 1987. 440.

11. Seryakova I. Nonverbal Communication: An Issue to be Taught or Ignored? / I. Seryakova // IATEFL-Ukraine Newsletter. 1998. Vol. II. 13. P. 12-14.

:

1. Cookson C. The Desert Crop / C. Cookson. L.: Corgi Books, 1998. 509 p. 2. Delinsky B. Flirting with Pete / B. Delinsky. L. N.Y. Sydney Toronto: Pocket Books, 2004.

487 p.

FONCTIONS DIFFERENTES DU LANGAGE

..

""

Dans la linguistique on distingue la langue-systme et la parole (ou le discours), ralisation des

moyens proposs par le systme lors de la formation des noncs. On fait la diffrence entre deux aspects de

l'organisation de la langue: le systme (la structure), ensemble d'lments lis entre eux par toutes sortes de

rapports, et la norme, forme tablie des lments linguistiques. La parole a aussi deux subdivisions: l'usage,

slection non-individuelle des moyens offerts par la langue, et la parole individuelle, actualisation

individuelle, qui n'est pas du ressort de la grammaire [1].

Les rles qu'on attribue au langage constituent les fonctions du langage. La fonction premire du

langage est la fonction de communication. Elle se ralise conformment au shcma dont le plus connu est la

classification tablie en 1963 par R. Jakobson. L'auteur distingue six facteurs dans cette structure, auxquels il

fait correspondre une fonction linguistique [1, . 46]:

au contexte, la fonction rfrentielle ;

43

l'metteur, la fonction motive ;

au rcepteur, la fonction conative ;

au message, la fonction potique ;

au canal, la fonction phatique ;

au code, la fonction mtalinguistique.

La fonction rfrentielle qui est appele aussi dnotative ou cognitive, c'est l'essentielle fonction

parce qu'elle contribue la formation de tous les messages.

Elle est axe sur le contexte du message et elle est appele reflter la ralit. Dans la phrase Le

directeur prpare le rapport, elle fait rfrence une personne Directeur et l'objet de l'nonc le rapport.

Le contenu du message est le plus important lorsqu'il prend la forme d'une assertion, d'une explication ou

d'un rcit.

Les fonctions motive ou expressive et conative ou impressive annoncent les rapports des

interlocuteurs qu'on appelle galement metteur/destinateur ou rcepteur/destinataire, et leur tat d'esprit.Ce

qui est le plus important dans les messages de ce type c'est la subjectivit de l'metteur qui est au coeur de

l'nonc. L'intonation, les interjections sont rvlatrices de cette fonction. L'nonciation est axe sur le

locuteur qui se manifeste par la prdominance de la premire personne du singulier.

La fonction motive est prdominante dans l'expression orale, tant donn son rle d'indiquer la

position de l'metteur et du rcepteur: les marques qui expriment la supriorit, l'infriorit ou l'galit.

Analysons une phrase : tu es au courant que je dois partir. Le tutoiement souligne les rapports

proches entre les deux locuteurs, et fait rfrence respectivement au destinataire qui estime la situation. Les

trois derniresfonctions mentionnes sont toujours lies aux messages et la transmission del'information [1;

4].

La fonction phatique qui est appele galement la fonction de contact est troitement lie la qualit

du contact entre l'metteur et le rcepteur. On peut la trouver dans les conversations, elle prend aussi en

compte le pseudolangage. Qu'estce que c'est que le pseudolangage ? Le pseudolangage est un langage

constitu par des mots qui n'ont pas de vritables valeurs, mais qui apportent du sens la conversation. Parmi

eux, on trouve des onomatopes, des interjections [5].

En quoi consiste la fonction conative ou injonctive ? Cette fonction essaie d'atteindre quelque chose

de l'interlocuteur et rvle une insistance son gard. Dans le cas pareil on cherche affecter l'interlocuteur,

de le convaincre ou de le persuader en utilisant des arguments diffrents. L'nonciation est axe sur le

rcepteur, un autre participant l'nonc. Si on rlise cette fonction on assiste l'emploi de la deuxime

personne du singulier et du pluriel qui est appel le pluriel de politesse.

La fonction mtalinguistique : la structure de la langue en est le principal aspect. Cette fonction est

souvent utilise dans les dictionnaires, les exercices. L'nonciation est axe sur le code [1; 5].

La fonction potique porte sur l'esthtique de l'nonciation. Les transformations littraires que vous

apportez votre message, pour le rendre plus personnel, particulier, dterminent cette fonction. Il ne faut pas

oublier que la fonction potique ne se distingue pas seulement en posie. Certains discours remplissent toutes

ces fonctions mentionnes.

Le langage est en effet toujours et partout prsent dans les socits de toutes sortes. Il peut prendre la

forme verbale et orale mais peut aussi exister sous la forme d'crits, de gestes, de signes, c'est--dire procder

aux moyens verbaux et non verbaux.

La smiotique rend manifeste ces multipleset diffrents moyens de communication. Le fait de

communiquer est donc dfini comme une action au cours de laquelle un metteur change un renseignement

avec un rcepteur.Le canal tant le vecteur qui laisse un signe de votre message,vous faites parvenir une

squence de discours significative par l'intermdiare d'un code qui s'il est matris, permet celui qui le

reoit, de bien concevoir le messaged'o la ncessit que ce code soit totalement ou en partie partag par les

communicants [5].

En fonction du but et da la raison de votre message, vous devrez mettre l'accent sur le fonds de votre

discours ou bien sur l'effet que vous voulez produire sur votre interlocuteur, ou encore vous concentrer sur la

meilleure forme que vous pourrez mettre au service de votre pertinence. Le langage ne se limite donc pas au

seul fait de vous permettre de communiquer.

Le mcanisme du langage, sa rsonance psychologique sur la personne, le ct intrinsque de sa

signification ont pour rsultat que le caractre d'une communication change selon le but recherch [2].

Le fait de parler est une constante qui est prsente dans de multiples cas de communication.La

communication a pour consquence logique l'existence d'une dialectique entre les metteurs et recepteurs,

qui participe au systme d'interdpendance de la pense.

-

44

La communication implique une dialectique entre les locuteurs et rcepteurs, un dynamisme de

pense.

:

1. Dictionnaire pratique du didactique du FLE /J.P. Robert. P.: Ophrys, 2008. 224 p. 2. Expression orale. Collection : comptence / [rd. M. Barfty]. P.: Nathan, 2009. 125 p. 3. Maingueneau D. Analyser des textes de communication / D. Maingueneau. P.: Armand Colin, 2007.

209 p.

4. Maingueneau D. Lnonciation en linguistique franaise / D. Maingueneau. P.: Hachette, 2007. 155p.

5. 5.Martin J.-R. Comment prendre la parole en public/ J.-R.Martin. P.: Demos, 2000. 202 p. 6. Tardieu C. La didactique des langues en 4 mots-cls/ C. Tardieu. P.: Ellipses, 2008. 352 p.

..

,

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, .

-

,

. /

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, [1, .

115], (),

. , , Nadja,

,

/ .

, ,

, . ,

, [2, . 276].

Le 4 octobre dernier, la fin dun de ces aprsmide tout fait dsoeuvrs et trs mornes, comme

jai le secret den passer, je me trouvais rue Lafayette ... . Tout coup, alors quelle est peut-tre encore

dix pas de moi, venant en sens inverse, je vois une jeune femme, trs pauvrement vtue, qui, elle aussi, me

voit ou ma vu. Elle va la tte haute, contrairement tous les autres passants. Si frle quelle se pose peine

en marchant. Un sourire imperceptible erre peut-tre sur son visage ... .

Je la regarde mieux. Que peut-il bien passer de si extraordinairedans ces yeux ? Que sy mirent-ils

la fois obscurment de dtresse et lumineusement dorgueil ? Cest aussi lnigme que pose le dbut de

confession que, sans men demander davantage, avec une confiance qui pourrait (ou bien qui ne pourrait ?)

tre mal place elle me fait (Breton, N, p. 7174).

, , , ,

(que sy mirent-ils obscurment de dtresse et lumineusement dorgueil) (un sourire

imperceptible erre sur son visage), .

, ,

,

imperceptibleadj.: qui est peine perceptible petit; infime, minusculelger [3] errer

v.intr.: se manifester et l, ou fugitivement flotter, passer, se promener [ibid.].

,

: , .

dtresse n.f. sentiment

dabandon, de solitude, dimpuissance que lon prouve dans une situation difficile et angoissante (besoin,

danger, souffrance) affliction, dsarroi, dsespoir [ibid.] orgueil n.m. sentiment lev de dignit

45

amour-propre, fiert [ibid.], obscurment adv. dune manire

peine visible, imperceptible [ibid.] lumineusement adv. dune manire lumineuse, parfaitement claire

[ibid.], ,

nigmen.f., , : ce quil

est difficile de comprendre, dexpliquer, de connatre amphigouri; mystre; problme; secret [ibid.],

,

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( ) (

).

, ,

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.

:

1. .. / . .: , 1972. 230 . 2. .. (

): . - . : 10.01.06; 10.01.01 /

. , 2010. 409 .

3. Dictionnaire Le Petit Robert lectronique / Version lectronique du Nouveau Petit Robert, dictionnaire analogique et alphabetique de la langue franaise. P. : Bureau van Dijk, 1997. . .

(CDROM). . .

:

1. Breton, N : Breton A. Nadja / Andr Breton. P.: Gallimard, 1964. 190 p.

..

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, 2001

Ground Zero: Sometimes, it is true, this is mandated by the sponsors, as with the numbingly

overscaled fiveacre site for the September 11 memorial at Ground Zero(National Review, July 4, 2005).

-

46

, 11 -

(September 11 memorial).

Ground Zero, ,

( , ).

. 2001

Ground Zero -,

.

- , : They came with flowers, incense and tears. Small,

sobbing knots of people Indonesian and foreign paying their respects for the first time at Bali's ground

zero(The Guardian, Oct. 16, 2002). 12 2002

, .

Ground Zero

: UN team seeks swine flu's ground zero (The Guardian, May 1, 2009).

/H1N1,

.

,

.

Ground Zero -. ,

, , : The

women formed a strange sight in this ground zero of human suffering (The Washington Post, July 10, 2009).

2009

. Ground Zero , ,

:Gaza today is basically ground zero for all three of these struggles, said Martin Indyk, the former

Clinton administrations Middle East adviser (The New York Times, Jan. 6, 2009).

, Ground Zero ,

: It's ground zero here for soccer on the youth level," said David D'Onofrio, a Leesburg

communications consultant and soccer fan who has pushed for a D.C. United move to Loudoun (The

Washington Post, June 18, 2009). If London and Washington really want help in this part of the world they

must start from diplomatic ground zero (The Guardian, Nov. 15, 2006).

,

.

. ,

, ,

(mortar),

Mortarville,

Margaritaville:Welcome To Mortarville: Last night, it seemed the evil doers had our living area tagged,

at 7 pm, three mortars arrived (TSVs Journal, Nov. 15, 2004).

Mortaritaville.

Haifa Street,

Purple Heart Boulevard ( ).

, ,

(Purple Heart): American troops called it Purple

Heart Boulevard,expecting to get killed or wounded on it (The Economist, Jan. 13, 2007).

,

, , ,

.

:

1. .. -stan / .. // . . : , 2008. . 31. .

138-143.

http://tarashay.blogspot.com/2004/11/welcome-to-mortarville.html

47

2. .. / .. //

.. : . 104 (2). :

. . , 2012. . 159-163.

-

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Charter, Clearing, CIF-Preis, Leasing, Holding .

,

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-

. - ,

, , , : Call Option,

Corner, demmurage, Engineering, Factoring, Monitoring .

, : Trendsetter, Lead-Investor,

Hacker, Market-Maker, IT-User, Swing-Produzent, Insider, Newcomer, Consumer, Clearer, Internet-

Shopper, Contractor .

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Management.

. Top-

Management, Kostenmanagement, Knowledgemanagement, Management-Buyout, Personalmanagement,

Selbstmanagement, Simens-Management, Lean Management, Time-based Management, Total Quality

Management . Manager:

Geldmanager, Leadmanager, Investmentmanager, Produktmanager, Vertriebsmanager, Managerkrankheit,

Mittelmanager, Sales-Manager, Top-Manager .

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1. .. / .. // . 2001. 3. .4854.

2. .. - - / .. // , . . : . , 2001. 6. . 216

218.

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:

1. Dyczewski L., Kultura w caociowym planie rozwoju / Dyczewski L. Warszawa: Instytut wydawniczy PAX, 2011. 264 .

2. Podgrzec Z. Wysocki. ycie i twrczo / Podgrzec Z. Warszawa: Wydawnictwo Wsppraca, 1989. 237 .

3. Sowiski P., Wygoda I. Nie umiecha si ycie do wilkw... Ballada o Wodzimierzu Wysockim / Sowiski P., Wygoda I. atowice: Videograf II, 2008. 476 .

4. Walicki A. Marksizm i skok do krlestwa wolnoci. Dzieje komunistycznej utopii / Walicki A. : Wydawnictwo Naukowe PWN, 1996. 536 .

5. . Kapryne konie. Wiersze i pieni w przekadzie Marleny Zimnej. / . Koszalin: Pracownia Introligatorsko-Poligraficzna INTRO-DRUK, 1995. 103 .

6. . Piosenki i wiersze / . Lublin: Biblioteka Akcentu,1986. 63 . 7. . : . : .

, 1994. 336 .

8. . / . : 1863. 3-5. 9. http:studioopinii.pl/kacik-rosyjski/legenda-wysockiego/ P : 03.03.2015. 10. http:vysotskiy.lit-info.ru/vysotskiy/bio/novikov/vysockij-1.htmP : 03.03.2015. 11. http:www.vysotsky.neostrada.pl/teksty.html#Rosyjskie_kopulyP : 03.03.2015. 12. http:www.tekstowo.pl/piosenka,wlodzimierz_wysocki,_1052_1072_1075_1072_1076_1072_1085_.htm

lP : 03.03.2015.

51

-

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not

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, : want, fancy, like, feel like, wishfor, interest, care, need,

know, induce .

.

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\like,

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|dont

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, decline, refuse, hate, loathe, refrain, deny, turndown, reject, dismiss .

.

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.

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possibly, absolutely, simply, entirely, quite, so, really, too, very , , ,

,

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dreadful, ridiculous, awful, ghastly, complete, utter, horrible, terrible .

, un-, in-, im-, -il, mis-, dis-, -less

.

-

.

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, .

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, : have nothing to do with, itis none/it isnt any of your business, to be

-

52

afraid, to be out of the question, nothing of the kind, wouldnt do any good ,

nothing, no, none, neither, neither nor, either, any, anything, anyone, anybody . .

-

, .

,

.

,

, ah, oh, bah, my, damn, comeon, noway ,

, no, damned, humbug, for Heavens sake,

for Gods sake, what on earth. (

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have to, get to, must, may, might, will had better, would sooner, would rather, ,

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