Language and speech according to Ferdinand de Saussure (Course in General Linguistics)
Bilet 6
Language and culture according to E.I. Passov
The language is closely related to culture; also, it’s one of the indicators of the culture. “Study of language peculiarities gives opportunity to research phenomenon of spiritual culture, a source of national features, to study the actual form of that nation which makes a world heritage together with the human values that were represented by the distinctive features of national culture”[1, p.174].
Also, the language is inseparable part of culture and it recognized as spiritual existence in linguistics. Namely, world-outlook of nation, a set of customs and traditions, features of national culture and spiritual life are recognized in it.
New paradigm in education takes into consideration the communication; in this case communication means the relationship which is the device that supports the dialog of the culture. Thus, the main way in learning foreign languages is E.I. Passov’s formula: culture is realized by language and vise versa language is realized by culture or learning language is realized by learning a wide meaning of word including the factors of the culture in literary form.
Nowadays “foreign language” has very important role, because it helps to form competitive pupil in the system of national and world culture. To cut it short, foreign language is a part of culture and a tool which carries and transfers the language to another people. It gives opportunities to pupil to know spiritual wealth of that nation. Also, like an additional window of the world it connects people, opens new world and plays significant role in understanding each other. More exactly, thanks to language learner can connect with the life and mentality of that country which language he learns, he understands how they feel the world, how they see the world and their ideology. Knowledge of language means to feel and closely understand the wealth of nation (nation – is a native speaker) and their culture. This requires to enter into this culture’s space and to understand their ideals and values.
Content and learning outcome of foreign language education
The new philosophy of Education proclaims pupil-centered approach, that is the main focus, the main figure is the pupil with all his cognitive mechanisms (memory, perception, thinking and its operations).
The final goal in FLT is Intercultural Communicative Competence and its components (Language Competence, Speech Competence, Socio-Cultural Competence, strategic Competence and Discourse Competence) and the development of "language еgо" (Караулов Ю.Н), (личность субъекта межкультурной коммуникации – С.С. Кунанбаева, 2006). Intercultural Communicative Competence implies the ability to communicate , to use the target language as a mean of communication on the intercultural level.
|
|
|
определяет характер и способ действия. Every teacher should know exactly what his pupils are expected to do, to achieve in learning FL, what changes he as a teacher can bring about in his pupils at the term, school year. Aim is the result planned beforehand. Aim is the philosophical category. The aims in the FLT are planned by prgramme.
Traditionally we distinguish the following aims in FLT: practical (or communicative – pupils get some skills in R-g, W-g, S-g, L-g), educational and cultural. Nowadays we emphasize the integrative character of the aim in FLT. So, the aim of FLT is a complex, integral one and it implies 3 aspects:
- Pragmatic that consists in the formation of intercultural Communicative Competence;
- Cognitive that consists in the development of cognitive mechanisms of the learners;
- Pedagogical that consists in the development of "language ego", that is "личности субъекта межкультурной коммуникации" according to S.S. Kunanbaeva (2006).
Cognitive and linguistic development go hand in hand with the development of "language ego" in the process of FLT/L.
Aims determine the Content of FLT (What to teach?). This cannot be denied. In different epochs there were different aims of FLT. Nowadays the Communicative-cognitive approach to FLT determines the following components of the content of FLT in general:
Content of FLT
I. linguistic II. Psychological III. methodological
component component component
|
|
|
(learners strategies or
habits (grammar, compensatory skills)
language voc. pronunciation)
material skills (speaking, VI. Socio-cultural
(grammar, listening, reading, writing) (cultural background)
vocabulary
pronunciation) V. emotive component
(interest to the subject)
speech material
(spheres of communication,
themes, situations, texts, speech patterns
There are 2 aspects in the Content of FLT:
- subject matter (предметная сторона):
- processional matter (процессуальная сторона)
Outcomes:
1) communication and practical use of language
2) mastery of structural components and cognitive elements of language
3) literary and cultural dimensions of language
Language and speech according to Ferdinand de Saussure (Course in General Linguistics)
Ferdinand Mongin de Saussure - Swiss linguist whose ideas on structure in language laid the foundation for much of the approach to and progress of the linguistic sciences in the 20th century. While still a student, Saussure established his reputation with a brilliant contribution to comparative linguistics, (1878; “Memoir on the Original System of Vowels in the Indo-European Languages”). In it he explained how the knottiest of vowel alternations in Indo-European, those of a, take place. Though he wrote no other book, he was enormously influential as a teacher, serving as instructor at the École des Hautes Études (“School of Advanced Studies”) in Paris from 1881 to 1891 and as professor of Indo-European linguistics and Sanskrit (1901–11) and of general linguistics (1907–11) at the University of Geneva.
|
|
|
Parole -Parole refers to the individual language acts which occur when anyone audibly voices letters, words, sentences, etc. Parole is the physical manifestation of speech.
Lingua -“Langue,” the system underlying speech activity. Langue represents the “work of a collective intelligence,” which is both internal to each individual and collective, in so far as it is beyond the will of any individual to change.
v langueis the abstract system of signs and language of a given speech community. Learning a language, we master the system of grammar, spelling, syntax and punctuation. These are all elements of langue.Langue is a system in that it has a large number of elements whereby meaning is created in the arrangements of its elements and the consequent relationships between these arranged elements.
v Paroleis the putting into practice of that language. Langue is language and parole is speaking.
Saussure draws a distinction between language (langue) and the activity of speaking (parole).
Ø Speaking is an activity of the individual; language is the social manifestation of speech.
Ø Language is a system of signs that evolves from the activity of speech.
Ø The underlying basis to Langue is the interpretation that it is made up of signs and not sentences. Signs are thought to have a two part aspect in that each sign relates a notion with a sound pattern (or a written symbol). A sign cannot exist as a single part for if there is a sound pattern without a notion the sound becomes only noise. Similarly, a notion cannot be communicated without a sound pattern. The sound pattern for each notion can be extremely diverse and vice versa. For example, the notion of oneself may use the sound patterns of ‘I’ or ‘me’ while the sound pattern of ‘rose’ may have the notion of a flower or the past of ‘rise’. The notion or sound pattern remains unchanged even if the other changes. It is by understanding the relationship of the two parts of a sign through langue that the gist of communication or parole may be understood. Saussure used the example of chess to explain how langue and parole work together. Langue is the normative rules in a chess game while parole represents the individual’s choice of moves. If one was to study the parole of a chess game an understanding could be derived but it would not be a universal understanding of chess. However, by studying the langue of a chess game the derived understanding may be applicable to further chess games. Thus Saussure argued when studying language, especially a foreign language, it is more important to understand the langue than to gain a large vocabulary of parole so that sense may be made equal to that of native speaker.
|
|
|
Дата добавления: 2018-04-04; просмотров: 2301; Мы поможем в написании вашей работы! |
Мы поможем в написании ваших работ!