УДК 81

Linguistics and the regional aspect in teaching a foreign language

Жумаканова Ляззат  Толегеновна – старший преподаватель Карагандинского университета им. Е.А. Букетова (Республика Казахстан)

Омарова Арайлым Оралбековна – магистр педагогики, преподаватель кафедры Карагандинского университета им. Е.А. Букетова (Республика Казахстан)

Искакова Ризат Каригуловна – магистр гуманитарных наук, преподаватель Карагандинского университета им. Е.А. Букетова (Республика Казахстан)

Шарипжанова Айзада Сергазиевна – магистр социальных наук, преподаватель Карагандинского университета им. Е.А. Букетова (Республика Казахстан)

Алибаева Назым Абеновна – старший преподаватель Карагандинского университета им. Е.А. Букетова (Республика Казахстан)

Abstract: The progressive development of international contacts and ties in politics, economics, culture and other fields determines the consistent orientation of modern methods of teaching foreign languages to real conditions of communication. The pursuit of communicative competence as the final result of learning involves not only the possession of the appropriate foreign language technique (i.e. language competence of students), but also the assimilation of colossal extra-linguistic information necessary for adequate communication and mutual understanding, since the latter is unattainable without the fundamental identity of the basic information of communicants about the surrounding reality. Noticeable differences in the stock of this information among speakers of different languages are mainly determined by the different material and spiritual conditions of existence of the respective peoples and countries, the peculiarities of their history, culture, socio-economic system, political. From here recognized generally conclusion about the need to know deeply the specifics of the country (countries) of the language being studied and thus the need for a country-specific approach as one of the main principles of teaching foreign languages.

Keywords: communicative competence, extralinguistic information.

There are two main ways of presenting country - specific information to students:

1. A thematic method in which the most essential information about the history, geography, state system, culture and other aspects of the countries(s) of the language being studied are systematized by relevant topics and communicated to students. The presentation of such systematized country-specific information is usually combined with teaching the use of means of their foreign language expression in speech (in classes and in manuals on the practice of a foreign language at all stages of training). In addition, when training foreign language specialists (teachers, translators, etc.), the most systematic and in-depth presentation of country-specific information is carried out in a special course of country studies, which can
2. A philological method in which country-specific information for students is extracted from the foreign language structures themselves - words, phrases, sentences, fragments of text and whole texts, and the foreign-language works of fiction, journalism, etc. used are not necessarily devoted to country-specific issues. Since the philological method comes from specific units of a foreign language, it is implemented almost exclusively in the process of teaching speech in this language.

Both methods are closely related. In all cases when the content of teaching is not only country-specific information, but also the way it is expressed in the language being studied (i.e. not only country-relevant facts, but also their foreign-language names), a number of linguistic problems arise, the solution of which is ultimately aimed at optimizing the teaching of a foreign language. The country-specific aspect of teaching a foreign language in the prince does not form a purely conceptual, detached from

One of the tasks of linguistics is to investigate these means of language and speech, systematize them and present them in a form optimal for teaching a foreign language. Therefore, it seems justified to talk about the linguistic foundations of the country-specific aspect in teaching a foreign language, which should be understood as part of the general linguistic foundations of its teaching, acting on a par with other sciences (psychology, pedagogy, etc.) as a theoretical foundation for teaching a foreign language in general [1, p. 104].

The greatest contribution to the development of the linguistic foundations of the regional aspect in the teaching of foreign languages was made by Soviet scientists, mainly within the framework of the theories of linguistic and regional studies developed as a result of the research of E. M. Vereshchagin and V. G. Kostomarov and their followers [2, p. 112]. The theoretical and practical value of the works on linguistics (performed mainly on the material of the Russian language as a foreign language) has found international recognition. Their main provisions are It seems that the linguistic justification of the country-specific aspect in teaching a foreign language is beyond the limits of methodological research (to which it is customary to include linguistics) and constitutes the task of country-oriented linguistics (country-specific linguistics). We are not talking about the proclamation of a new linguistic discipline, but only about the allocation of an applied aspect of linguistic research due to practical needs, taking into account the needs of international communication (foreign language teaching, translation, etc.). As can be seen from the above-mentioned works on linguistic translation, the theoretical basis of this aspect is primarily formed by sections of linguistic theory dealing with the cumulative function of language, i.e. reflection and consolidation of the results of social practice of language and speech. As applied to the analysis of the language system, this is primarily lexicology and phraseology, which study both basic units of the language capable of carrying a country-specific information

The units with such a national-specific content include not only lexemes and stable verbal complexes, but also speech elements, including variable phrases and sentences, micro- and macro texts. It is necessary to proceed from the fact that in reality the regional significance appears in these structures very differently (and in many it may be absent altogether). Here we are faced with a complex problem of the boundaries of the object and subject of regional linguistics, as well as with an equally difficult task of quantitative and qualitative characteristics of the regional significance of different linguistic and speech units. To solve this issue, it seems necessary to find out what place a national-specific element can occupy in the overall plan of the content of a linguistic (speech) unit.

First of all, we note that the regional significance of language and speech units can be assessed from two different positions: a) according to their educational and educational role; b) according to their communicative role (to ensure mutual understanding). Both types of regional significance are in a complex relationship. In the most obvious and vivid form, the regional significance in both its variants appears in cases when the entire plan of the content of a foreign language unit fully reflects the specific phenomenon of socio-economic, socio-political, cultural in other aspects of the life of the corresponding people. Thus, the subject of regional linguistics primarily refers to the foreign language reflection and designation of specific realities of the extra-linguistic reality of the country of the language being studied, as, for example, is the case in the German lexemes and USK Volkskammer, Jugendweihe, FDGB, Schutzwall, Tag der Befreiung, etc., in the words-realities denoting the characteristic for the Germany, phenomena and concepts and having a lexical (phraseological) meaning clearly marked by nationality. The German language learners' ignorance of these and similar lexicon units, in which the national-specific element of the lexicon coincides with the lexical meaning, always serves as a serious obstacle to communication; this circumstance determines the maximum communicative significance of this part of the foreign lexical and phraseological composition.

In other cases, the interlanguage differences between the German and the corresponding Russian lexeme (USK) may be limited to one, but very significant semantic feature. Cf., for example, the stable combinations of "academic degree" and "akademischer Grad", which, with general conceptual similarity, differ in the scope of the designated concept (in the Germany, three academic degrees — Diplomwissenschaftler, Doktor in USSR there are only two - "Candidate of Sciences" and "Doctor of Sciences"; "certified Specialist" is not considered an academic degree in the USSR. This difference in certain contextual conditions acquires communicative significance (i.e. it can lead to misunderstanding). Cf., for example, the statement Seinen ersten akademischen Grad ernagte 23 Jahren, does not mean that someone received his first academic degree at the age of 23, but only that he graduated from the institute at the age of 23 (received a diploma of higher education). However, in many other situations, the German and Russian expressions named appear as absolute equivalents. Cf.: Vor kurzem wurde ihm der akademische Grad eines Doktors zuerkannt. — He was recently awarded the degree of Doctor of Sciences.

An essential factor of communication is often (but not always) even narrower and peripheral national-specific elements in terms of the content of words and USCS, reflecting interethnic, interstate, etc. differences in individual, particular signs of the phenomenon, in variants of the phenomenon, in the connections of this phenomenon with others, subordinate, related or more general (with high – quality(with qualitative conceptual identity or similarity), – elements of the so-called "lexical background", according to E. M. Vereshchagin and V. G. Kostomarov for example: der Brief (differences in certain types of letters, in the arrangement of inscriptions on the envelope, etc.); das Kartenspiel (differences in specific types of card games, in the appearance of cards, etc.); der Zebrastreifen (differences in the behavior of drivers and pedestrians when using a zebra) etc.

Vocabulary units with a national-specific lexical background are commonly referred to as background vocabulary. The specific weight of the background vocabulary in the total vocabulary, as well as national-specific semantic elements in the lexical background of each lexeme (USK) objectively depends not only on the foreign, but also on the native (source) language of the students, and therefore varies significantly. Thus, the communicative regional significance of the lexical background sometimes reaches a minimum. Cf., for example, the different biological gender of otherwise similar images of "death" in German and Russian folklore — der Sensenmann and "the oblique" (possibly based on the different grammatical gender of the words der Tod and "death"). This difference becomes communicatively significant only in special conditions, for example, in the presence of an image (A. Durer's engraving "Knight, Death and the Devil", in which death has the appearance of an old man with a beard). Finally, in general, it is hardly essential for communication (but important in educational and educational terms) a variety of country-specific information, one way or another related to the history of the word in the language, including the conditions and reasons for its borrowing, its further development, etc. Cf., for example, the origin and development of the words Schule, Mauer, Bursche, Dienstag, Ding, etc. This should also include the reflection and consolidation of national-specific facts in the internal form of the content plan of language units, i.e., in the motivating feature of the name, a similar differentiation of linguistic units with a national-specific element according to their communicative significance is also found in the phraseological composition of the language, which has so far been very little studied from this angle.

A similar differentiation of linguistic units with a nationally specific element according to their communicative significance is also found in the phraseological composition of the language, which has so far been studied very little from this angle. Elements of phraseological semantics that are essential in regional studies can appear at three different levels of the content plan of phraseological units:

1. In the overall phraseological meaning of a verbal complex. For example: die braune Pest - faschism; die Stunde Null –1945 as the beginning of a new political development in Germany; Aktivist der ersten Stunde- active participant in the first period • of the anti-faschist-democratic revival after the defeat of fascism in Germany.
2. In the meaning of individual lexical components of phraseological units (words-realities), for example nach Adam Riese -- if you count correctly (named after the author of the first popular arithmetic textbooks in German, Adam Riese, 1492-1559); mit j-m Fraktur reden – denoted the so-called “German” or “Gothic” font, hence Fraktur reden= deutsch reden, that is, express your opinion directly, to your face); das ist ein Gedanke von Schiller - this is a brilliant idea; auf Heller und Pfennig bezahlen – pay accurately and in full.
3. In the direct meaning of the total verbal complex, which reflects the nationally specific situation underlying the figurative and figurative meaning of the phraseological unit, for example: bei j-m in der Kreide stehen -- to owe someone (from the custom of innkeepers to write down debts with chalk on a special board; einen Korb bekommen – to receive a refusal (usually when courting a girl, - from the former custom of lowering a basket with a holey bottom from the window of a small room to an unwanted admirer).

It is easy to notice that only in the first group do phraseological units carry a nationally specific element with direct communicative significance. In the remaining groups, only the internal form of the phraseological unit contains regional information. However, the nationally specific internal form of phraseological units can, if it is clearly expressed (see examples in paragraph 2), impose certain restrictions on the use of these phraseological units in speech; Thus, they are usually inappropriate when translating the speech of characters in fiction from other languages.

The lexicographic problems of the country-oriented scientific knowledge are also extremely important. We are talking about the peculiarities of fixing the country-significant vocabulary and phraseology in dictionaries in which the foreign lexicon is systematized and interpreted in one way or another (bilingual, semasiologically, ideographic, etc. educational dictionaries). Two tasks seem very relevant in this regard:

1. A significant qualitative expansion of the range of units included in foreign-language educational dictionaries of a general type; first of all, we mean the most common toponyms of the countries of the language being studied, the names of famous personalities, the names of the most important events in the history of these countries, famous organizations, cultural monuments, etc. (especially that monolingual explanatory dictionaries of the German language almost completely neglect these categories).
2. Creation of specialized regional (linguo-regional) dictionaries, including for the country as a whole (for example, for the Germany), for certain aspects of the country's public life (for example, industry, art, public education), for certain types of linguistically significant linguistic units (for example, winged words and expressions, proverbs, etc.) [3, p. 43].

In solving both problems, linguistic and linguodidactic problems of semantics of units included in dictionaries of these types are of paramount importance. Theoretical publications of recent years, as well as the first linguo-regional dictionaries that appeared in the Soviet Union, demonstrate a clear tendency to the communicatively conditioned encyclopedization of dictionary entries. The same factor of the communicative needs of the average native speaker limits the volume and nature of the information reported in the linguistic dictionary to a minimum of well-known and important information for communication. For this reason, linguistic dictionaries cannot and should not compete with real encyclopedias and encyclopedic dictionaries and remain dictionaries of the philological type.

Thus, the tasks of country-oriented linguistics include the identification, systematization and interpretation of foreign language reflection of phenomena specific to the country or countries of the language being studied, carried out from the standpoint of contrastive linguistics. It is possible to name some more specific tasks of regional linguistics (without claiming to be complete enumeration) [4, p. 48]:

• semantic analysis of the essential communicative and educational aspects of the national-specific elements of the content plan of individual lexemes and stable verbal complexes;
• reduction of country-significant lexicon units into lexico-phraseological fields (fragments of fields) of the corresponding keywords;
• the division of the foreign language lexicon according to the country-specific marking, taking into account its socio-systemic and national-state differentiation;
• the study of the mutual correlation between the implicit pragmatic meaning of texts (fragments of texts), on the one hand, and the systemic meanings of the corresponding lexicon units, on the other;
• the study of specific formal means of a foreign language (relative to the original one) to denote country-significant phenomena;
• analysis of the national-specific interaction of linguistic and non-verbal means of communication in certain socially typical situations (especially in performative speech acts);
• linguistic substantiation of the country-specific aspect of educational materials for teaching and learning a foreign language, creation of a variety of country-oriented educational dictionaries of a foreign language.

 In this article, of course, it was possible to touch only some part of the problems of the linguistic foundations of the regional aspect in the teaching of foreign languages. The theoretical development of these and other topical issues of country-oriented linguistics undoubtedly represents for each language pair an extensive program of linguistic research, the implementation of which would have a very positive value for further improving the effectiveness of texts [5, р. 274-275].

References

1. Mirovich A. The main functions of particles in modern Russian – Lexicographic collection M.1962, p. 104.
2. Natanzon M. D. On the modality of a sentence.Abstracts of the conference on the grammar of Germanic and Romance languages. M. 1959.
3. Smirnitsky A.I. Morphology of the English language. M.1959.
4. Barkhudarov L.S. Shteling D.A. Grammar of the English language. M. 1965.
5. Vinogradov V.V. Russian language. M.-L. 1947, p. 663.