Pub Date : 2020-09-21DOI: 10.24919/2308-4863.4/30.212575
Наталія Мазур
У статті розглянуто ключові підходи до тлумачення поняття готовності та запропоновано узагальнене трактування цього поняття у контексті підготовки вчителів. Наведено структуру професійної компетентності вчителя інформатики. Крім того, було запропоновано структуру готовності вчителя інформатики до здійснення моніторингу навчальних досягнень учнів профільної школи.
{"title":"КОМПЕТЕНТНІСНО ОРІЄНТОВАНА ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ","authors":"Наталія Мазур","doi":"10.24919/2308-4863.4/30.212575","DOIUrl":"https://doi.org/10.24919/2308-4863.4/30.212575","url":null,"abstract":"У статті розглянуто ключові підходи до тлумачення поняття готовності та запропоновано узагальнене трактування цього поняття у контексті підготовки вчителів. Наведено структуру професійної компетентності вчителя інформатики. Крім того, було запропоновано структуру готовності вчителя інформатики до здійснення моніторингу навчальних досягнень учнів профільної школи.","PeriodicalId":443470,"journal":{"name":"Humanities science current issues","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126377686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-21DOI: 10.24919/2308-4863.4/30.212569
Галина Миколаївна Лялюк
{"title":"ОПІКА ТА ВИХОВАННЯ ДІТЕЙ-СИРІТ НА ПРАВОБЕРЕЖНІЙ УКРАЇНІ 1918–1939 РР.","authors":"Галина Миколаївна Лялюк","doi":"10.24919/2308-4863.4/30.212569","DOIUrl":"https://doi.org/10.24919/2308-4863.4/30.212569","url":null,"abstract":"","PeriodicalId":443470,"journal":{"name":"Humanities science current issues","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133219617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-18DOI: 10.24919/2308-4863.3/30.212349
O. Piskunov, V. Roman
The paper outlines the research into the problem of stages and degrees of adaptation of lexical borrowings in Linguistics in the end of the 20th – the beginning of the 21st c. from the point of linguistic historiography. The objectives of the article are to determine the differential features of the degrees of adaptation of lexical borrowings at various stages and levels of the language system while penetrating borrowed words into language-recipient and study the degrees of the assimilation process of borrowed words in the interpretation of the linguists at the end of the 19th – the beginning of the 21st cc. Most linguists distinguish three stages of adaptation of lexical borrowings: the first stage is phonetic where the causes of phonetic variants are investigated and the ways of appearing of phonetic variations of lexical borrowing are suggested; the second stage is characterized by lexicalsemantic assimilation of foreign words, where the semantic and functional development of borrowing process in languagerecipient is investigated; the third stage is the phase of full adaptation or rooting, when codification in dictionaries of languagerecipient is identified. The stages of adaptation of foreign words have been defined to be as formal and semantic assimilation. The conducted research shows that formal adaptation is characterized by assimilation of borrowed lexical units into phonetic, graphic and morphological levels of language-recipient. The results obtained illustrate that formal criteria are considered to be the adaptation of lexical borrowings to the lexical system of the recipient language with the maximum convergence of their graphic, phonetic and grammatical characteristics. According to the results of the research, semantic adaptation can be a formation of an independent lexical meaning of a foreign word in a new linguistic environment and formation of definite connections with other words within the thematic group in language-recipient. The prospects of the given research consist in further combining the best scientific achievements of the past with the development of new approaches to the investigated problem and involving Indo-European languages in particular studying the causes and ways of adaptation of lexical borrowings in language-recipient.
{"title":"FORMAL AND SEMANTIC ADAPTATION OF LEXICAL BOOROWINGS IN THE LANGUAGE‑RECIPIENT (THE END OF THE 20TH – THE BEGINNING OF THE 21ST CENTURIES)","authors":"O. Piskunov, V. Roman","doi":"10.24919/2308-4863.3/30.212349","DOIUrl":"https://doi.org/10.24919/2308-4863.3/30.212349","url":null,"abstract":"The paper outlines the research into the problem of stages and degrees of adaptation of lexical borrowings in Linguistics in the end of the 20th – the beginning of the 21st c. from the point of linguistic historiography. The objectives of the article are to determine the differential features of the degrees of adaptation of lexical borrowings at various stages and levels of the language system while penetrating borrowed words into language-recipient and study the degrees of the assimilation process of borrowed words in the interpretation of the linguists at the end of the 19th – the beginning of the 21st cc. Most linguists distinguish three stages of adaptation of lexical borrowings: the first stage is phonetic where the causes of phonetic variants are investigated and the ways of appearing of phonetic variations of lexical borrowing are suggested; the second stage is characterized by lexicalsemantic assimilation of foreign words, where the semantic and functional development of borrowing process in languagerecipient is investigated; the third stage is the phase of full adaptation or rooting, when codification in dictionaries of languagerecipient is identified. The stages of adaptation of foreign words have been defined to be as formal and semantic assimilation. The conducted research shows that formal adaptation is characterized by assimilation of borrowed lexical units into phonetic, graphic and morphological levels of language-recipient. The results obtained illustrate that formal criteria are considered to be the adaptation of lexical borrowings to the lexical system of the recipient language with the maximum convergence of their graphic, phonetic and grammatical characteristics. According to the results of the research, semantic adaptation can be a formation of an independent lexical meaning of a foreign word in a new linguistic environment and formation of definite connections with other words within the thematic group in language-recipient. The prospects of the given research consist in further combining the best scientific achievements of the past with the development of new approaches to the investigated problem and involving Indo-European languages in particular studying the causes and ways of adaptation of lexical borrowings in language-recipient.","PeriodicalId":443470,"journal":{"name":"Humanities science current issues","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116657847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-18DOI: 10.24919/2308-4863.3/30.212511
M. Boichenko, A. Nykyforov
The article considers the ways of the leading art schools formation in Ukraine in the second half of the XIX – early XX century. The purpose of the study is to analyze the origins and organizational-pedagogical peculiarities of creation of drawing schools in the largest cities of Ukraine in the period under study: Kyiv, Kharkiv, Odesa, Lviv. The territorial and geographical location of the regional centers, in each of which an art education institution was opened, is shown, namely: Kyiv Private Drawing School of M. Murashko (1875), Lviv General School of Drawing and Modeling (1877), Kharkiv Private Drawing School of M. Raievska-Ivanova (1869)), from which centers of art education in the country had crystallized. The emergence of these provincial art schools was due to preservation of the independence of the national tradition and the desire to reveal the identity of Ukrainian fine and decorative arts (Lviv and Kharkiv schools) in the European context. It is concluded that the need for professional artistic staff led to a shift in the system of special art education in Ukraine in the second half of the XIX century.
{"title":"LEADING ART SCHOOLS IN THE HISTORY OF DOMESTIC ART EDUCATION DEVELOPMENT (SECOND HALF OF THE XIX – EARLY XX CENTURY)","authors":"M. Boichenko, A. Nykyforov","doi":"10.24919/2308-4863.3/30.212511","DOIUrl":"https://doi.org/10.24919/2308-4863.3/30.212511","url":null,"abstract":"The article considers the ways of the leading art schools formation in Ukraine in the second half of the XIX – early XX century. The purpose of the study is to analyze the origins and organizational-pedagogical peculiarities of creation of drawing schools in the largest cities of Ukraine in the period under study: Kyiv, Kharkiv, Odesa, Lviv. The territorial and geographical location of the regional centers, in each of which an art education institution was opened, is shown, namely: Kyiv Private Drawing School of M. Murashko (1875), Lviv General School of Drawing and Modeling (1877), Kharkiv Private Drawing School of M. Raievska-Ivanova (1869)), from which centers of art education in the country had crystallized. The emergence of these provincial art schools was due to preservation of the independence of the national tradition and the desire to reveal the identity of Ukrainian fine and decorative arts (Lviv and Kharkiv schools) in the European context. It is concluded that the need for professional artistic staff led to a shift in the system of special art education in Ukraine in the second half of the XIX century.","PeriodicalId":443470,"journal":{"name":"Humanities science current issues","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122672383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-18DOI: 10.24919/2308-4863.3/30.212524
O. Handabura
The article deals with the advanced learning technologies for developing spoken confidence and fluency of pre-service English teachers at the quarantine time. The world faces the challenge to study and work staying at home. How do teachers and students manage to cope with issues of distance language learning? The author gives the definition of advanced learning technologies, presents a short overview of the history of the development of CALL. Synchronous and asynchronous communication between learners and teachers in different contexts has been analyzed. Synchronous learning is online studies that are conducted with the aid of chat rooms, videoconferencing tools. Asynchronous learning can be carried out online and offline. It is coursework delivered by web, email, and message boards that are posted in online forums. For synchronous learning the author suggests using videoconferencing with the help of Zoom, MS Teams, and Skype. It is quite effective to use screen share and voting system and group chats. During the video session by means of screen share teachers can show various materials from their device: files, audio, video. Voting systems and group chats stimulate discussions and debates, help students to express their points of view on the problem. Talking about asynchronous learning, there are a lot of learning platforms that can be beneficial for improving students’ spoken confidence and fluency, getting classes more interactive. One of them is Kahoot, an educational technology, based on creating learning games in the form of tests. Their aim is to assess the students’ level of knowledge, to conduct different kinds of discussion on a particular issue, to get a feedback. For organizing and engaging students it is advantageous to exploit learning management systems. Google Classroom is in great request today. It empowers to create different assignments, share them with students and grade students’ work electronically.
{"title":"ADVANCED LEARNING TECHNOLOGIES AS A MEANS OF BOOSTING SPOKEN CONFIDENCE AND FLUENCY OF PRE-SERVICE ENGLISH TEACHERS AT THE QUARANTINE TIME","authors":"O. Handabura","doi":"10.24919/2308-4863.3/30.212524","DOIUrl":"https://doi.org/10.24919/2308-4863.3/30.212524","url":null,"abstract":"The article deals with the advanced learning technologies for developing spoken confidence and fluency of pre-service English teachers at the quarantine time. The world faces the challenge to study and work staying at home. How do teachers and students manage to cope with issues of distance language learning? The author gives the definition of advanced learning technologies, presents a short overview of the history of the development of CALL. Synchronous and asynchronous communication between learners and teachers in different contexts has been analyzed. Synchronous learning is online studies that are conducted with the aid of chat rooms, videoconferencing tools. Asynchronous learning can be carried out online and offline. It is coursework delivered by web, email, and message boards that are posted in online forums. For synchronous learning the author suggests using videoconferencing with the help of Zoom, MS Teams, and Skype. It is quite effective to use screen share and voting system and group chats. During the video session by means of screen share teachers can show various materials from their device: files, audio, video. Voting systems and group chats stimulate discussions and debates, help students to express their points of view on the problem. Talking about asynchronous learning, there are a lot of learning platforms that can be beneficial for improving students’ spoken confidence and fluency, getting classes more interactive. One of them is Kahoot, an educational technology, based on creating learning games in the form of tests. Their aim is to assess the students’ level of knowledge, to conduct different kinds of discussion on a particular issue, to get a feedback. For organizing and engaging students it is advantageous to exploit learning management systems. Google Classroom is in great request today. It empowers to create different assignments, share them with students and grade students’ work electronically.","PeriodicalId":443470,"journal":{"name":"Humanities science current issues","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127100545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-18DOI: 10.24919/2308-4863.3/30.212487
Zeynab Yusifova
The English language has been filled with some amazingly peculiar and bizarre examples of speech and grammar. Along with this vocabulary growth so to did the number of expressions and grammatical rules that seem to make no sense when actually examined. English can be a confusing method of communication even for native speakers. The history of the English lexicon is directly related to the history of great invasions, as each new nation settling in the island brought their own language and somehow left its certain elements as a legacy. Each language is exposed to the changes in accordance with the novelties occurring in the life of its speakers. Monitoring how new language units are created by methods such as borrowings, eponyms, acronyms, blendings and clipping is predominantly useful for linguistics. Similarly, in terms of defining cognitive sphere of language it would be useful to consider psychological processes that necessitate the acceptance of newly formed language units as new words. The presence of borrowings in any language should not be deciphered as a national tragedy, on the contrary they should be perceived as conditional names failing to reflect true nature of the units of reality. A striking example of the language’s evolutionary nature is the addition of new words to the word-stock of each language. The work “Peculiarities of the Enrichment of the English Language” is dedicated to the various peculiarities of the enrichment of the English language. The main goal of the article is to emphasize the dynamic nature of the lexical structure of the language, to consider the borrowings that enrich the English language, and to study some specific methods, such as eponyms, acronyms, blending and clipping, both from linguistic and psychological points, that is from linguo-psychological aspect. While analyzing this linguistic reality, we consider it necessary to examine certain psychological processes that guarantee its realization and make it inevitable. This analysis was conducted with the study of the sources related to the subject, the analysis of the results obtained, the analysis and synthesis of the arguments, and also the comparative analysis method.
{"title":"PECULIARITIES OF THE ENRICHMENT OF THE ENGLISH LANGUAGE","authors":"Zeynab Yusifova","doi":"10.24919/2308-4863.3/30.212487","DOIUrl":"https://doi.org/10.24919/2308-4863.3/30.212487","url":null,"abstract":"The English language has been filled with some amazingly peculiar and bizarre examples of speech and grammar. Along with this vocabulary growth so to did the number of expressions and grammatical rules that seem to make no sense when actually examined. English can be a confusing method of communication even for native speakers. The history of the English lexicon is directly related to the history of great invasions, as each new nation settling in the island brought their own language and somehow left its certain elements as a legacy. Each language is exposed to the changes in accordance with the novelties occurring in the life of its speakers. Monitoring how new language units are created by methods such as borrowings, eponyms, acronyms, blendings and clipping is predominantly useful for linguistics. Similarly, in terms of defining cognitive sphere of language it would be useful to consider psychological processes that necessitate the acceptance of newly formed language units as new words. The presence of borrowings in any language should not be deciphered as a national tragedy, on the contrary they should be perceived as conditional names failing to reflect true nature of the units of reality. A striking example of the language’s evolutionary nature is the addition of new words to the word-stock of each language. The work “Peculiarities of the Enrichment of the English Language” is dedicated to the various peculiarities of the enrichment of the English language. The main goal of the article is to emphasize the dynamic nature of the lexical structure of the language, to consider the borrowings that enrich the English language, and to study some specific methods, such as eponyms, acronyms, blending and clipping, both from linguistic and psychological points, that is from linguo-psychological aspect. While analyzing this linguistic reality, we consider it necessary to examine certain psychological processes that guarantee its realization and make it inevitable. This analysis was conducted with the study of the sources related to the subject, the analysis of the results obtained, the analysis and synthesis of the arguments, and also the comparative analysis method.","PeriodicalId":443470,"journal":{"name":"Humanities science current issues","volume":" 34","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120941724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-18DOI: 10.24919/2308-4863.3/30.212466
N. Todorova
The article deals with the contrastive analysis of the semantics of English and Ukrainian phraseological units of the phraseothematic group “Location”. The purpose of the paper is to specify their semantic peculiarities as well as the extra-linguistic factors that caused them. Due to the fact that phraseological units can verbalize different types of location of the object in space, we distinguished three phraseosemantic fields within the phraseothematic group “Location”: “Projective location”, “Topological location” and “Deictic location”. Phraseosemantic field “Projective location” is quantitatively dominant in both languages and it falls into two phraseosemantic groups: “Distance” and “Location utilizing frames of references”. Phraseosemantic field “Topological Location” also consists of two phraseosemantic groups: “Location at locus” and “Location at topos”. The contrastive analysis of the semantics of English and Ukrainian phraseological units within each of the phraseosemantic groups revealed some isomorphic features. It was found out that the concept of distance is the most verbalized in both languages. Besides, the semantics of the phraseological units describing the location of the object at a short distance is related to interpersonal relations. Specific for English phraseological system, as compared to Ukrainian one, is the verbalization of the location of the object utilizing the absolute frame of references, connection of the location of the object with professional activities and a social status. During the study it was determined that Ukrainian phraseological units tend to verbalize long distance in horizontal dimension 360 degrees around a reference point and they demonstrate association of remoteness with danger. Extra-linguistic factors that had impact on the formation of the found peculiarities are the geographic conditions of living of the ethnic groups, their historical destiny and etiquette rules. The obtained results provide resources to develop lexical exercises for the cadets of the military educational institutions for developing linguistic and cultural competence in the process of learning English as a foreign language.
{"title":"CONTRASTIVE ANALYSIS OF SEMANTICS OF ENGLISH AND UKRAINIAN PHRASEOLOGICAL UNITS OF PHRASEOTHEMATIC GROUP “LOCATION”","authors":"N. Todorova","doi":"10.24919/2308-4863.3/30.212466","DOIUrl":"https://doi.org/10.24919/2308-4863.3/30.212466","url":null,"abstract":"The article deals with the contrastive analysis of the semantics of English and Ukrainian phraseological units of the phraseothematic group “Location”. The purpose of the paper is to specify their semantic peculiarities as well as the extra-linguistic factors that caused them. Due to the fact that phraseological units can verbalize different types of location of the object in space, we distinguished three phraseosemantic fields within the phraseothematic group “Location”: “Projective location”, “Topological location” and “Deictic location”. Phraseosemantic field “Projective location” is quantitatively dominant in both languages and it falls into two phraseosemantic groups: “Distance” and “Location utilizing frames of references”. Phraseosemantic field “Topological Location” also consists of two phraseosemantic groups: “Location at locus” and “Location at topos”. The contrastive analysis of the semantics of English and Ukrainian phraseological units within each of the phraseosemantic groups revealed some isomorphic features. It was found out that the concept of distance is the most verbalized in both languages. Besides, the semantics of the phraseological units describing the location of the object at a short distance is related to interpersonal relations. Specific for English phraseological system, as compared to Ukrainian one, is the verbalization of the location of the object utilizing the absolute frame of references, connection of the location of the object with professional activities and a social status. During the study it was determined that Ukrainian phraseological units tend to verbalize long distance in horizontal dimension 360 degrees around a reference point and they demonstrate association of remoteness with danger. Extra-linguistic factors that had impact on the formation of the found peculiarities are the geographic conditions of living of the ethnic groups, their historical destiny and etiquette rules. The obtained results provide resources to develop lexical exercises for the cadets of the military educational institutions for developing linguistic and cultural competence in the process of learning English as a foreign language.","PeriodicalId":443470,"journal":{"name":"Humanities science current issues","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128831774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-17DOI: 10.24919/2308-4863.2/30.212267
Nigar Baghirova
The modern paradigm of language study and its inner characteristics demands for comprehensive approach that takes into consideration not only structural planes of a language unit but its semantic and communicative aspects. In the view of the anthropocentric paradigm cognitive mechanisms of mentality explicated in mind through lingual functional models are of great interest. Therefore the importance lies in understanding cognitive and functional basis of the category of future in modern English. The aim of the given article is to study cognitive and functional, as well as semantic-cognitive and communicative qualities of the category of future in modern English basing on scientific literature, fiction, belles-lettres and press materials. Theoretical value of the research is in presentation of comprehensive analysis of language means to express future tense in the framework of cognitive and functional directions. Practical value of the research is the possibility to use its results and principles to comply a lecture course of Cognitive and Functional Linguistics, to prepare manuals and textbooks in the correspondent area. The following research methods are used within the work: method of contextological analysis, descriptive method, method of component analysis, method of field analysis, transformative method, and method of element counting. To get the factual material the method of total selection was chosen. The object of research is semantic-cognitive and functional specificities of future time in the language system. The area of research is structural and semantic qualities of FSF of Futurality and its constituents. The settled aim requires that the following objectives be fulfilled: a) description of basic cognitive grounds for categorical development of time notion; b) analysis of development of deictic means to express future time; c) finding out grammatical means used in Modern English to explicitly and implicitly express future time; d) working out the model of FSF of Futurality taking into account semantic and functional specificities of its constituents; e) analysis of future situations in press texts and of pragmatic-communicative peculiarities of language mean to express futurality.
{"title":"THE FUTURE MEANINGS IN MODERN ENGLISH","authors":"Nigar Baghirova","doi":"10.24919/2308-4863.2/30.212267","DOIUrl":"https://doi.org/10.24919/2308-4863.2/30.212267","url":null,"abstract":"The modern paradigm of language study and its inner characteristics demands for comprehensive approach that takes into consideration not only structural planes of a language unit but its semantic and communicative aspects. In the view of the anthropocentric paradigm cognitive mechanisms of mentality explicated in mind through lingual functional models are of great interest. Therefore the importance lies in understanding cognitive and functional basis of the category of future in modern English. The aim of the given article is to study cognitive and functional, as well as semantic-cognitive and communicative qualities of the category of future in modern English basing on scientific literature, fiction, belles-lettres and press materials. Theoretical value of the research is in presentation of comprehensive analysis of language means to express future tense in the framework of cognitive and functional directions. Practical value of the research is the possibility to use its results and principles to comply a lecture course of Cognitive and Functional Linguistics, to prepare manuals and textbooks in the correspondent area. The following research methods are used within the work: method of contextological analysis, descriptive method, method of component analysis, method of field analysis, transformative method, and method of element counting. To get the factual material the method of total selection was chosen. The object of research is semantic-cognitive and functional specificities of future time in the language system. The area of research is structural and semantic qualities of FSF of Futurality and its constituents. The settled aim requires that the following objectives be fulfilled: a) description of basic cognitive grounds for categorical development of time notion; b) analysis of development of deictic means to express future time; c) finding out grammatical means used in Modern English to explicitly and implicitly express future time; d) working out the model of FSF of Futurality taking into account semantic and functional specificities of its constituents; e) analysis of future situations in press texts and of pragmatic-communicative peculiarities of language mean to express futurality.","PeriodicalId":443470,"journal":{"name":"Humanities science current issues","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126662143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-17DOI: 10.24919/2308-4863.1/30.212259
Svitlana Shchitova, Kateryna Kapitonova
The article reveals aspects of reading by the French composer M. Ravel texts from the collection «Gaspar from darkness. Fantasies in the manner of Rembrandt and Callo» by the French poet A. Bertrand, the concept of phantasmagoricity, which led to the selection of materials from the cycle / suite of Ravel’s «Gaspard de la nuit» («Night Gaspar»). Turning to the epigraphs from the poems in the prose of A Bertrand, Ravel ignores the vicissitudes of the plot, preserving only its main features, an impressive beginning – this is the starting point for creating a cycle. The main attention is focused on the selection and interpretation of the text of the work of A. Bertrand, which suggests that the idea of death combines the poems chosen by M. Ravel. Starting from the definition of the word «phantasmagoria» as «the accumulation of bizarre images, visions, fantasies; chaos, confusion, grotesque», the article considers the author’s vision of phantasmagoria in literature and music. Mystical, fantastic and phantasmagoric plots were popular in all kinds of art. But in music, compared to other arts, phantasmagoria has been the subject of creative interests only since the 19th century. The great prose writer E. T. A. Hoffmann opened a new page in the history of German romantic literature and, at the same time, he gave impetus to the development of phantasmagoria in the opera genre. It was Hoffman who laid the foundation for phantasmagoricism in music by combining the fantastic and the real in the conflict of musical drama of the opera «Undine». Trying to understand these manifestations of the mystical, phantasmagoric at the level of only instrumental music was the purpose of our work. We paid attention to M. Ravel’s piano cycle «Night Gaspar», in which, surprisingly, all stages of development of the mystical and fantastic, which was characteristic of the era of Romanticism, reach a new level in the Impressionist composer. The composer first entered the realm of the mysterious and gloomy, in his music sounded a tragic note, which may have been associated with the illness and death of his father. But Ravel remained the master of his emotions and during his stay in the world of the tragic and terrible, retained full control over the material, achieving perfection in the implementation of the plan.
这篇文章揭示了法国作曲家拉威尔的《黑暗中的加斯帕》文本的阅读方面。法国诗人贝特朗(A. Bertrand)的伦勃朗(Rembrandt)和卡罗(Callo)风格的幻想，幻觉的概念，这导致了拉威尔(Ravel)的“Gaspard de la nuit”(“Night Gaspar”)的循环/组曲的选择。拉威尔转向贝特朗散文中诗歌的题词，忽略了情节的变迁，只保留了它的主要特征，一个令人印象深刻的开端——这是创造一个循环的起点。主要的注意力集中在A. Bertrand作品文本的选择和解释上，这表明死亡的概念结合了M. Ravel选择的诗歌。从“phantasmagoria”这个词的定义开始，它是“奇怪的图像、幻象、幻想的积累;混沌、迷惘、怪诞”，本文探讨了作者对文学和音乐中的幻境的看法。神秘、奇幻和虚幻的情节在各种艺术中都很流行。但在音乐中，与其他艺术相比，幻像只是从19世纪开始才成为创造性兴趣的主题。伟大的散文家e.t.a.霍夫曼在德国浪漫主义文学史上掀开了新的一页，同时也推动了歌剧体裁中幻像的发展。在歌剧《Undine》的音乐剧冲突中，霍夫曼将幻想与现实结合在一起，为音乐中的幻景主义奠定了基础。我们工作的目的是试图在器乐的层面上理解这些神秘的、变幻莫测的表现。我们关注了拉威尔的钢琴循环“夜加斯帕”，其中令人惊讶的是，神秘和梦幻的所有发展阶段，这是浪漫主义时代的特征，在印象派作曲家中达到了一个新的水平。这位作曲家首先进入了神秘和阴郁的领域，在他的音乐中响起了悲剧性的音符，这可能与他父亲的疾病和死亡有关。但拉威尔始终控制着自己的情绪，在他身处悲剧性和恐怖的世界期间，他对素材保持了完全的控制，在计划的执行上达到了完美。
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Pub Date : 2020-09-17DOI: 10.24919/2308-4863.1/30.212199
Aydan Gasimova
work the features of the creative style, which is a of his high professionalism. The identification of N. Mammadov’s regularities in the language of folk music is connected with the study of national peculiarities of the composer’s creative style. In this regard, the study of the composer’s work allows us to understand the basic laws of musical language, resulting from its connection with folk music. At the same time, the new directions of modern music that are manifested in the composer’s work are organically connected with national roots. In this sense, the study of the works of the composer Nariman Mammadov is actual. The article examines the features of the cultural environment in which Nariman Mammadov was formed, and shows its role in his creativity. The stages of development of N. Mammadov’s creativity are studied, his works are analyzed from the point of view of themes and genre diversity. In this direction, the works of the composer are studied in all areas of creativity: musical-stage, chamber-instrumental, vocal, symphony orchestra and for orchestra of folk instruments, during which the features of the musical language of his works are analyzed. The author explores the activities of N. Mammadov in the field of ethnomusicology, recording and research of mughams, folk songs and dances. The author also summarizes the unique creative features and style of the composer at the scientific and theoretical level. In the article it was possible to generalize the features of his musical language on the example of fortepiano concertos in the form of analyzed works of the composer – the Second Symphony for chamber orchestra, fortepiano and timpani, the Fourth Symphony “The voice of my heart” dedicated to Huseyn Javid, the Seventh Symphony “To the Martyrs of Khojaly”.
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