Learning phrasal verbs through songs
Songs. It is very good to learn phrasal verbs from songs on Lingualeo to http://lingualeo.com/. You are registered, you come into "Jungle", then "Classics of a Genre", then "Music". You translate the song, you allocate phrasal verbs, you send in the dictionary on Linguaoleo and you remember them by means of exercise machines.
The statistical analysis of occurrence of phrasal verbs in English on material of the English songs has been carried out. We have analysed 50 songs of a modern English and American platform:
1.Daft Punk Feat. Pharrell & Nile Rodgers – “Get Lucky”
2. Lorde – “Royals”/
3. Kanye West – “Black Skinhead”
4. Vampire Weekend – “Hannah Hunt”
5. Disclosure – “When a Fire Starts to Burn”
6. Parquet Courts – “Stoned and Starving”
7. Justin Timberlake – “Mirrors”
8. James Blake – “Retrograde”
9. Drake – “Started From the Bottom”
10. Arctic Monkeys – “Do I Wanna Know?”
11. Arcade Fire – “Reflektor”
12. Tegan and Sara – “Closer”
13. Big Sean Feat. Kendrick Lamar – “Control”
14. Miley Cyrus – “We Can’t Stop”
15. Eminem – “Rap God”
16. HAIM – “The Wire”
17. Lady Gaga Feat. R. Kelly – “Do What U Want”
19. Katy Perry – “Roar”
19. Jay Z – “Picasso Baby”
20. Kanye West – “Blood on the Leaves”
21. Jake Bugg – “Broken”
22. Ciara – “Body Party”
23. Elvis Costello and the Roots – “Walk Us Uptown”
24. The Julie Ruin – “Oh Come On”
25. Washed Out – “All I Know”
26. Avicii – “Wake Me Up”
27. Lonely Island Feat. Adam Levine – “YOLO”
28. Ashley Monroe – “Two Weeks Late”
29. Thundercat – “Oh Sheit It’s X”
30. Beck – “Don’t Act Like Your Heart Isn’t Hard”
31. Wavves – “Demon to Lean On”
32. Katy B – “5 AM”
33. Kelly Rowland – “Dirty Laundry”
34. Kings of Leon – “Supersoaker”
35. Jim James – “A New Life”
36. TNGHT – “Acrylics”
37. J. Cole – “Crooked Smile”
38. Kurt Vile – “Wakin on a Pretty Day”
39. Natalie Maines – “Free Life”
40. Kevin Gates – “Wylin’”
41. M.I.A. – “Seodus”
42. Vampire Weekend – “Unbelievers”
43. Superchunk – “Me and You and Jackie Mittoo”
44. Prince – “Breakfast Can Wait”
45. Young Thug – “Picachu”
|
|
|
46. Britney Spears – “Work Bitch”
47. Yo La Tengo – “Ohm”
48. Tina Turner- “Don`t Turn Around”
49. The Beatles – “We Can Work It Out”
50. Madonna – “Hung Up”
1.Daft Punk Feat. Pharrell & Nile Rodgers – “Get Lucky”
Like the legend of the phoenix
Как в легенде о фениксе,
All ends with beginnings
Наш конец был нашим началом,
What keeps the planet spinning (uh)
Как та изначальная сила,
The force from the beginning
Что заставляет планету вращаться.
We've come too far to give up who we are
Мы зашли слишком далеко, чтобы отказаться от своей сущности,
So let's raise the bar and our cups to the stars
Так поднимем же планку и бокалы прямо к звёздам.
She's up all night 'til the sun
Она не спит всю ночь, до самого рассвета,
I'm up all night to get some
А я ночь напролёт пытаюсь её добиться,
She's up all night for good fun
Она ночь напролёт ищет забав,
I'm up all night to get lucky
Я жду всю ночь, чтобы мне повезло.
We're up all night 'til the sun
Мы не спим всю ночь, до самого рассвета,
We're up all night to get some
Мы ночь напролёт к кое-чему стремимся,
We're up all night for good fun
Мы ночь напролёт ищем забав,
We're up all night to get lucky
Мы ждём всю ночь, чтобы нам повезло.
The present has no rhythm
У настоящего нет ритма,
Your gift keeps on giving
А твой дар - неиссякаемый источник,
What is this I'm feeling?
Что же я чувствую?
If you want to leave, I'm with it
Если хочешь уйти - я с тобой.
We've come too far to give up who we are
|
|
|
Мы зашли слишком далеко, чтобы отказаться от своей сущности,
So let's raise the bar and our cups to the stars
Так поднимем же планку и бокалы прямо к звёздам.
She's up all night 'til the sun
Она не спит всю ночь, до самого рассвета,
I'm up all night to get some
А я ночь напролёт пытаюсь её добиться,
She's up all night for good fun
Она ночь напролёт ищет забав,
I'm up all night to get lucky
Я жду всю ночь, чтобы мне повезло.
We're up all night 'til the sun
Мы не спим всю ночь, до самого рассвета,
We're up all night to get some
Мы ночь напролёт к кое-чему стремимся,
We're up all night for good fun
Мы ночь напролёт ищем забав,
We're up all night to get lucky
Мы ждём всю ночь, чтобы нам повезло.
Come too far (we're up all night to get lucky)
Зашли слишком далеко, (Мы ждём всю ночь, чтобы нам повезло)
To give up (we're up all night to get lucky)
Чтобы отказаться (Мы ждём всю ночь, чтобы нам повезло)
Who we are (we're up all night to get lucky)
От своей сущности, (Мы ждём всю ночь, чтобы нам повезло)
So let's (we're up all night to get lucky)
Так (Мы ждём всю ночь, чтобы нам повезло)
Raise the bar (we're up all night to get lucky)
Поднимем же планку (Мы ждём всю ночь, чтобы нам повезло)
And our cups (we're up all night to get lucky)
И бокалы (Мы ждём всю ночь, чтобы нам повезло)
To the stars (we're up all night to get lucky)
Прямо к звёздам. (Мы ждём всю ночь, чтобы нам повезло)
• to “give up”-quit doing something-“сдаваться” - оставить выполнение чего-то
|
|
|
• to “raise a cup”- to drink to someone’s health or good fortune-“поднять чашку” - выпить за чье-то здоровье или удачу
• to “get lucky”- to be lucky, to be fortunate, or achieve a sought-after goal -быть удачным, или достигнуть популярной цели
• to “raise the bar”-to increase the level of challenge, and make something more difficult-“поднять бар” - увеличить уровень вызова и сделать что-то более трудное
On the basis of what we have drawn a conclusion that phrasal verbs very often occur in texts of the English songs. It is possible even to make a collection of songs the containing phrasal verbs and to spread out them alphabetically. Long of course, but it is interesting. It is possible to take the website “Amalgama” which contains the translations to almost to all popular songs in the help. In modern English postpositions enter very large number of combinations of different types. Their number continuously increased in English since the beginning of the new Anglican period and continues to grow. It is confirmed by the books, dictionaries devoted to phrasal verbs and their use. Along with increase in number, also the frequency of their use grows. It demonstrates that they carry out the necessary function, thanks to a bigger conciseness and at the same time bigger expressiveness. Phrasal verbs are widely used not only in colloquial English. Many of such verbs became an integral part of language of newspapers, law and economy. [37, p. 361]
Songs have been part of the human experience for as long as we can remember. As Gugliemino (1986) stated, adults sing at religious services, bars, in the shower, and listening to the car radio. Songs have become an integral part of our language experience, and if used in coordination with a language lesson they can be of great value. Fortunately, with the expanding prevalence of the Internet and specifically the World Wide Web into both the classrooms and lives of students, access to music and lyrics has been made easier. This paper will focus on the reasons for using songs by demonstrating their effectiveness as a learning tool. Songs also present opportunities for developing automaticity which is the main cognitive reason for using songs in the classroom. Gatbonton and Segalowitz [38, p. 578] define automaticity as "a component of language fluency which involves both knowing what to say and producing language rapidly without pauses." Using songs can help automates the language development process. Traditionally, it was believed that automatization would occur through repetitive exercises in a non-communicative environment. However, the major shift towards the communicative teaching methodology requires that automatization occur in a different manner. Gatbonton and Segalowitz state that we must "place students in an environment in which it is appropriate to use target utterances in a genuinely communicative fashion." The nature of songs is fairly repetitive and consistent. For example, a song such as "Sailing" by Rod Stewart provides ample opportunities for students to focus on the present progressive tense. The repetitive style of the song lends itself to an activity in which students create their own present progressive sentences based upon their own interest. After listening to the song, students create their own lyrics following the same tune as the song. Lyrics such as: I am writing, I am writing, in my notebook with my friends, are common examples of the type of language that students produce. [39, p. 221]
|
|
|
As demonstrated, the three theoretical reasons are all intertwined and help to demonstrate the value of using songs in learning Phrasal verbs. The next step in the procedure is to successfully integrate the songs into a language lesson. Because of the Internet, access to music, lyrics, and activities has been simplified which makes it easy for the teacher to effectively use songs in the classroom.
That it is in the future free to communicate in language and to bring closer the speech to the level of the educated carrier, it is just necessary to own phrasal verbs.
What to do for this purpose and what can help? We advise you to watch movies and, of course, to listen to songs in English. Just try not only to listen to songs in English, but also to penetrate into their essence, to understand about what performers sing. [40, p. 31]
Listening to songs in English, penetrating into contents of their texts, pay attention to phrasal verbs. It will become for you new opening, and you will become interested in the use and translating of phrasal verbs.
Conclusion
We set the aim to define the role of phrasal verbs in English language, having considered their lexical and grammatical features, and also to find some difficulties in the translation of the English phrasal verbs into Russian language. For this purpose we have carried out the theoretical analysis of the available literature to the given subject, the practical analysis of lyrics concerning the frequency of the use of phrasal verbs. As a result of research we have received the following conclusions:
- phrasal verbs are characteristic of modern English, bright, live and very productive element, they are easily formed by speaking;
- phrasal verbs present a certain difficulty as the phrasal verb can have not only the direct meaning, but also absolutely other than direct.
- wide use of phrasal verbs - one of the most unexpected reefs which the foreigner comes across in attempt to understand the live English speech, to read newspaper article or a work of art, well or to listen to the English song.
In this research definition of the English phrasal verbs has been specified, their semantic, syntactic and stylistic characteristics are considered that has allowed to mark out the difficulties in understanding, storing, the use and translating of phrasal verbs caused by uniqueness, an idiomatic and special structure of these lexical units. These work paper were considered further at creation of a set of exercises for training in the translation of phrasal verbs.
Besides, in research theoretical bases of training in the translation of phrasal verbs have been developed and components of translation competence are allocated: communicative competence with entering into its structure linguistic and formation of this competence was the practical purpose of training in the translation.
The scientific basis of training in the translation of the English phrasal verbs was made by data of such sciences, basic for a technique, as theory of translation, psycholinguistics, linguistics and a lingvodidactics. The analysis of these data has allowed describing various scientific concepts within linguistic, communicative approaches which became a basis of training in the translation of phrasal verbs. Besides, the carried-out analysis of the works about the translation which are available in theory of translation, a lingvodidacs, psycholinguistics, linguistics has allowed to describe complex concept of the translation and to provide the characteristic of different types of the translation in this work. During research the hypothesis of a possibility of effective training in the translation of the English phrasal verbs on condition of implementation of training in the methodical system directed to formation of translation competence of different types of the translation has been checked and confirmed. Formation of translation competence was carried out by means of a complex of the receptions providing as well improvement of communicative competence that has allowed preventing emergence of the difficulties of the translation arising because of linguistic features of phrasal verbs. The methodical system has been directed to the organization of training at a basis of the modern podcasts and songs showing rate and a variety of the use of the English phrasal verbs taking into account their stylistic features. The results received during work can be used at English lessons when studying phrasal verbs.
The bulk of verbs of English forms phrase phrases, but nevertheless not all verbs can brag of this property. It is impossible to tell that there is a fixed set of pretexts and adverbs which absolutely join any verb with formation of unit with a new lexical meaning. At last, the same pretext not always gives to different verbs identical shades of value. Thus, the translation of lyrics, first of all, should be regarded as creativity at the language level. And part of this creativity is the translation of phrasal verbs.
Discerned translating problems and difficulties don’t exhaust the all variety of
complications in translation. They reflect only the fundamental, the most typical situations. Translating of English phrasal verbs is very important part of the science of translation because it couldn’t be a real good correct translation without correct translating of the phrasal verbs. Every translator should pay attention to the translation of the phrasal verbs and work hard with each phrasal verb. English and Russian lexical systems are so different that they demand the special approach to translating of each verb according to its contextual meaning.
Bibliography
1 Adrian Doff ,Teach English: A Training Course for Teachers (Trainers Handbook), Cambridge University Press, 1988
2 Allsop, J. Test your phrasal verbs. Longman. Dainty, P. (2002) Timesaver Phrasal Verbs and Idioms: Pre-intermediate - Advanced (Timesaver). Mary Glasgow Magazines, 2002
3 Ben-Barka, A. C.. In search of a language teaching framework: An adaptation of a communicative approach to functional practice, 1982
4 Berns, M. S. Functional approaches to language and language teaching: Another look. In S. Savignon & M. S. Berns (Eds.), Initiatives in communicative language teaching. A book of readings (pp. 3-21). Reading, PA: Addison-Wesley, 1984
5 Biber, D., Johansson, S., Leech, S., Finegan, E. Longman Grammar of Spoken and Written English. Longman, 1999
6 Coucorde International."English Language and Activity Courses for Young People", 2000
7 G. Conrad, London, 1988
8 Clark, J. L.. Classroom assessment in a communicative approach. British Journal of Language Teaching, 1987
9 Dean Curry. "Talking English" Conversational English for students of EF Washington, 1994
10 Das, B. K. (Ed.). Communicative language teaching. Selected papers from the RELC seminar (Singapore). Anthology Series 14, 1984
11 Dolle, D., & Willems, G. M.. The communicative approach to foreign language teaching: The teacher's case. European Journal of Teacher Education, 1984
12 FORUM, Volume 42, "English Teaching Forum" Volume 4 October, 2004
13 Flower, J. Phrasal Verb Organiser with Mini-Dictionary. London: Thomson, 2005
14 Guy Wellman. "Word Builder" The Heinemann ELT English Oxford, 1998
15 Gerngross, G., & Puchta, H. Beyond notions and functions: Language teaching or the art of letting go. In S. Savignon & M. S. Berns (Eds.), Initiatives in communicative language teaching. A book of readings (pp. 89-107). Reading, PA: Addison-Wesley, 1984
16 Goodale, M. Collins Cobuild: Phrasal Verbs Workbook. Collins Cobuild, 2002
17 Hardinge, M. Get ahead with phrasal verbs. Prentice Hall, 1998
18 Jim Scrivener. “Teaching Phrasal verbs”, 1998
19 "Learning Teaching" A guidebook for English Language, 1997
20 Teachers Kenneth Chastain Developing Second-Language Skills, 1988
21 Larsen-Freeman.Diane. Techniques and Principles in language Teaching", 2000
22 Oxford University Press, 2001
23 Michael Me Carthy and Felicity O'Dell. "English Vocabulary in Use", 2000
24 Cambridge University press, 1998
25 Michael Onushco, Jr. "Teaching English Communicatively", 2003
26 Practical Ideas and Suggestions. Bishkek, 1999
27 Nancy Ellen Jelman "Conversation Inspirations", 2002
28 Littlewood, W. T.. Communicative approach to language teaching methodology, 1983
29 Larsen-Freeman, D. Techniques and principles in language teaching. Oxford: Oxford University Press, 1986
30 Littlewood, W. Language teaching. An introduction. Cambridge: Cambridge University Press, 1981
31 McCarthy, M., ODell, F. English Phrasal Verbs in Use, 2004
32 Morgan, J., Rinvolucri, M. Vocabulary. Resource books for Teachers, 1986
33 Morrow, K., & Schocker, M. Using texts in a communicative approach, 1987
34 Oxford, R. L Language learning strategies, the communicative approach, and their classroom implications. Foreign Language Annals, 1989
35 Parkinson, D. (Ed) Really learn 100 phrasal verbs, 2002
36 Pattison, P.. The communicative approach and classroom realities, 1987
37 Pica, T. P. Communicative language teaching:Some insights from classroom research. English Quarterly, 1988
38 Riley, P. Topics in communicative methodology: Including a preliminary and selective bibliography on the communicative approach, 1982
39 Rosenthal, A. S., & Sloane, R. A. A communicative approach to foreign language instruction: The UMBC project. Foreign Language Annals, 1987
40 Root, C., Blanchard, K. Zero In!: Phrasal verbs in context. Chicago, University of Michigan Press, 2003
Дата добавления: 2019-07-15; просмотров: 193; Мы поможем в написании вашей работы! |
Мы поможем в написании ваших работ!