Курсовой проект по предмету Иностранные языки

• 41. Secrets of 3D computer graphics
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  In the example below, you see an animated sequence showing a walk through the new How Stuff Works office. First, notice that this sequence is much simpler than most scenes in a 3D game. There are no opponents jumping out from behind desks, no missiles or spears sailing through the air, no tooth-gnashing demons materializing in cubicles. From the "what's-going-to-be-in-the-scene" point of work, this is simple animation. Even this simple sequence, though, deals with many of the issues we've seen so far. The walls and furniture have texture that covers wireframe structures. Rays representing lighting provide the basis for shadows. Also, as the point of work changes during the walk through the office, notice how some objects become visible around corners and appear from behind walls -- you're seeing the effects of the z-buffer calculations. As all of these elements come into play before the image can actually be rendered onto the monitor, it's pretty obvious that even a powerful modern CPU can use some help doing all the processing required for 3D games and graphics. That's where graphics co-processor boards come in.

• 42. Slang
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  The traditional breeding grounds of slang have always been secretive, often disenfranchised social groups and closed institutions with their rituals and codes. This has not changed, although the users in question have. Where once it was the armed forces, the public schools and Oxbridge that in Britain dominated socially and linguistically, now it is the media, the comprehensive playground and the new universities which exercise most influence on popular language: the office, the trading-floor and the computer-room have replaced the workshop, the factory and the street-market as nurturing environments for slang. The street gang and the prison, whence came nearly all the cant that filled the early glossaries, still provide a great volume of slang, as do the subcultures of rave, techno and jungle music, crusties and new agers, skaters and snowboarders. Football metaphors and in-jokes have long since ousted the cricketing imagery of yesteryear. Some special types of slang including pig-latin (infixing)and backslang (reversal, as in yob )seem virtually to have disappeared in the last few years, while the rhyming slang which arose in the early Victorian age continues to flourish in Britain and Australia, replenished by succeeding generations, and the even older parlyaree (a romance/romany/yiddish lingua franca) lingers on in corners of Londons theatre-land and gay community. The effect of the media and more recently of the Internet means that slang in English can no longer be seen as a set of discrete localised dialects, but as a continuum or a bundle of overlapping vocabularies stretching from North America and the Caribbean through Ireland and the UK on to South Africa, South and East Asia and Australasia. Each of these communities has its own peculiarities of speech, but instantaneous communications and the effect of English language movies, TV soaps and music means that there is a core of slang that is common to all of them and into which they can feed. The feeding in still comes mainly from the US, and to a lesser extent Britain and Australia; slang from other areas and the slang of minorities in the larger communities has yet to make much impression on global English, with one significant exception. That is the black slang which buzzes between Brooklyn, Trenchtown, Brixton and Soweto before, in many cases, crossing over to pervade the language of the underworld, teenagers ( - it is the single largest source for current adolescent slang in both the UK and US), the music industry and showbusiness. Within one country previously obscure local slang can become nationally known, whether spread by the bush telegraph that has always linked schools and colleges or by the media: Brookside, Coronation Street, Rab C. Nesbitt and Viz magazine have all helped in disseminating British regionalisms. This mixing-up of national and local means that past assumptions about usage may no longer hold true: the earnest English traveller, having learned that fag and bum mean something else in North America, now finds that in fashionable US campus-speak they can actually mean cigarette and backside. In the meantime the alert American in Britain learns that cigarettes have become tabs or biffs and backside is now often rendered by the Jamaican batty .

• 43. Some problems of accentual structure in English
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  There are actually as many: degrees of stress in a word as there are syllables. A.C.Gimson, for example, shows the distribution of the degrees of stress in the word examination. The opinions of phoneticians differ as to how many degrees of stress are linguistically relevant in, a word. The British linguists usually distinguish three degrees of stress in the word. The primary stress is the strongest, it is marked by number 1 in the, word examination, the secondary stress is the second strongest marked by 2. All the other degrees are termed weak stress. Unstressed syllables are supposed to have weak stress. The American scholars В.Bloch and G.Trager find
  four contrastive degrees of word stress, namely: loud, reduced loud, medial and weak stresses. Other American linguists also distinguish four degrees of word stress but term them: primary stress, secondary stress, tertiary stress and weak stress. The difference between the secondary and tertiary stresses is very subtle and: seems subjective. The criteria of their difference are very vague. The second pretonic syllables of such words as libe'ration, ,recog'nition are marked by secondary stress in RP, in General American they are said to have a tertiary stress. In GA a tertiary stress also affects the suffixes -оrу, -ary, -ony of nouns and the suffixes -ate, -ize, -y of verbs, which are considered unstressed in RP e.g. 'territory, 'cere,mony, 'dictio,nary, 'demonst,rate, 'orga,nize, 'simpli,fy. British linguists do not always deny the existence of tertiary stress as a tendency to use a tertiary stress On a post-tonic syllable in RP is also traced. However, the British conception of three degrees of word stress is accepted as the teaching norm.

• 44. Sport and recreation in the United States
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  The United States has traditionally been a very successful player in international sports events. The Olympic Games are the highlight of international competition. The United States has had the pleasure to host Olympic winter or summer Games on seven occasions. The Centennial Games of the Olympic Movement took place in Atlanta in 1996. The Games were one of the largest in history so far, featuring almost 11.000 competitors. The U.S. Olympic Team has always performed very well and again finished first in the final medal standings in 1996 and in 2000. The next Olympic Winter Games will be hosted by Salt Lake City in 2002. Hosted by Athens the next Olympic Summer Games will take place in Greece in August 2004. Following the national trials the United States Olympic Committee nominates members of the Olympic team. The United States also participates in the Pan-American Games, the second largest sports event following the Olympic Games. They are held every four years preceding the Olympic Games. The Pan Am Games consists of all Summer Olympic sports, plus some non-Olympic sports. American athletes also compete in world championships and other international sports events. Cyclist Lance Armstrong won the prestigious Tour de France in 1999, 2000, and 2001. Pete Sampras and Andre Agassi have counted among the top tennis players in the world for many years. Tiger Woods dominates the international golf scene. Track athletes Michael Johnson, Maurice Greene, and Marion Jones are the fastest sprinters in the world. These and many more American sports heroes rank among the country's best-known celebrities. The modern Olympics also have female competitors from 1900 onward, though women at first participated in considerably fewer events. [14, www.usinfo.pl/aboutusa/ ...].

• 45. Structural and semantic peculiarities of the texts of the council of Europe official documents and their translation into ukrainian
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  Todays fast-changing world is gradually turning into a single social and economic environment where everything that happens in one country influences the life of people in other countries. In Europe integrative processes are based around the activities of the European Union and the Council of Europe. CoE is an international organization promoting co-operation between all countries of Europe in the areas of legal standards, human rights, democratic development, the rule of law and cultural co-operation. The main official documents of CoE are conventions. Apart from them, a solid foundation for its activities has been formed by resolutions, charters, decisions, declarations, recommendations and other administrative documents.of CoE official documents belong to the official style of language. The main functions of these documents are advisory and regulatory. They are aimed at imposing obligations and giving recommendations on what measures should be taken by a member state to meet CoE standards and principles. Thats why such documents have logical, official, precise, stereotypical and imperative character. According to their dominant communicative intention, structural and semantic characteristics, texts of CoE documents can be divided into 1) texts of binding documents (conventions, statutes, treaties, agreements); 2) texts of binding documents with the titles resolution and recommendation; 3) texts of informative documents (declarations, statements, press releases). For the purposes of our study, we focused on the texts of the Council of Europe administrative documents: resolutions of the Parliamentary Assembly and recommendations of the Committee of Ministers., on the structural level texts of CoE resolutions and recommendations have an invariable form. They consist of certain structural parts: the title, the preamble, the main part and the concluding part. The preamble is characterized by a precise text organization: it is a complex sentence (with an average length of 214 words), introduced by a subject phrase followed by a number of parallel infinitive or participial constructions, each of which begins with an introductory word and forms a paragraph. It comprises the opening clauses, the central clauses and the closing sentences. The central clauses of the cm recommendation are divided into parts and paragraphs, the text of the PACE resolution consists of paragraphs. Long compound and complex sentences dominate in this part of CoE official documents. The impersonal sentences, infinitive and participial constructions are also widely used there. Apart from that, texts of CoE administrative documents are characterized by the neutralization of meaning of the Present Indefinite and the Present Perfect forms in the predicate of the preamble and the preference to use the Present Indefinite Tense and modal verbs should, would in the central clauses. All this determines the reference of these texts to the denotative future.to their nature and communicative purposes CoE official documents are to be precise and all-inclusive. Their language is impersonal. The word-stock of CoE resolutions and recommendations consist of learned and neutral words which correlate with the terminological and special vocabulary as well as with shortenings, abbreviations, non-assimilated words and word-combinations of Latin and French origin. Precision, clarity and unambiguity are the most essential features of the style of international agreements. That is why the words are used in their logical dictionary meaning, neologisms are not typical, the use of synonyms is limited. As a result a special system of clichés and set expressions is prolific in these texts.to special legal and political status of this international organization and development of integrative processes in Europe, texts of CoE documents have the following peculiarities: 1) their language is milder than the language of international agreements, with models bearing the character of statement and recommendation; 2) verbs of deontic modality shall, will and must are seldom used in their texts, they are replaced by should, would and may; 3) their language is influenced by the EuroEnglish.detailed analysis of the texts of CoE official documents makes it possible to draw the conclusion that communicative purposes of these documents as well as requirements and restrictions on their drafting are of crucial importance to the selection of language means and the ways of their usage.

• 46. Teaching of English as an international language
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  While demographic statistics provide the evidence for redefining English as an International language, broad demographic surveys do not provide clear information about competence. The status of English as a "Language of International Communication" is no longer in dispute and rarely attracts the kind of critical scrutiny that an emerging field of inquiry requires. Important conceptualizations such as Kachru's (1985) three concentric circles, ('inner', where English is used as a first language, 'outer', where it is used as a second official language and 'expanding', where it is still classified as a foreign language) also require further scrutiny in relation to competence. Modiano (1999), for example, importantly suggests that Kachru's circles appear to predetermine competence according to nationality and argues that competence should be determined independently of origin. The key factor is the increase of the relative use of English across non-native settings compared to its use within native settings or between native and non-native settings.(1997, p.22) points out that "the speed with which a global language scenario has arisen is truly remarkable". The so-called "expanding circle" of foreign language speakers was said to include more than 750 million EFL speakers in 1997, compared to 375 million first-language speakers and 375 million second language speakers. A critical point of no return has been reached in that the number of English users is developing at a faster rate as a language of international communication than as a language of intra-national communication. The extent to which intra-cultural use has been surpassed by intercultural use is difficult to estimate exactly (See Crystal, 2004, pp.7-10, 1997, pp.53-63 and Graddol, 1999, pp.58-68) on the methods and difficulties of interpreting global statistics. A more recent IATEFL publication even suggests that communication between non-native speakers now represents 80% of global English use. (Finster, in Pulverness 2004, p.9).Crystal (1997) and Graddol (1999) have often been cited on the global dimensions of English, both insist that available statistics represent no more than estimates and that figures alone do not provide a full or clear picture. Melchers and Shaw (2003, pp.8-9) point out that "the EFL category is particularly difficult to pinpoint: it really depends on what level of proficiency a person should have to qualify as a speaker of English".is nonetheless important to have some picture of the dimensions in terms of quantity.U.S. Bureau of the Census, International Data Base http://www.census.gov/ipc/www/idbnew.html estimated the world population at around six billion. (5,844, 270,952 in 1997, to match Crystal's English language estimates, 6,445,576,554 in the year 2005.) They estimate growth to around nine billion by the year 2050. Crystal (1997, p. 60) estimates that "well over a third" of the world population (2,025 million in 1997) were "routinely exposed to English". Crystal warns that "only a proportion of these people actually have some command of English." Identifying only two broad categories, "native or native-like command" and "reasonable competence", he advises caution in estimating 'competence'.we are cautious by temperament, we will add these statistics together by choosing the lowest estimates in each category: in this way we shall end up with a grand total of 670 million people with a native or native-like command of English. If we go to the opposite extreme, and use a criterion of 'reasonable competence' rather than 'native-like fluency', we shall end up with a grand total of 1,800 million. A 'middle-of-the-road' estimate would be 1,200 - 1,500 million …" (Crystal 1997, p. 61)'middle-of-the road' estimate, means that about 20-25% of the world's population possess 'reasonable competence'. However, 'competence' here is only a vague, sub-theoretical construct with no clear definition. Crystal, for example, assumes "a reasonable level of attainment" (1997, p.55) in countries where English has official status and where it is taught in schools, for all those who have completed secondary or further education and are over the age of 25. Crystal's more recent publications do not radically change these figures. Crystal (2003, p.9) for example, estimates that about a quarter of the world's population (1,400 million, including "600 million or so who use it as a foreign language") have at least 'reasonable' competence in conversation, adding that "no other language is used so extensively - either numerically, or with such geographical reach".outcome of both Crystal and Graddol's discussions is that Kachru's three-way classification of inner circle, outer circle and expanding circle countries can only be a starting point in considerations of competence. Although linguists tend to favour acceptance of the notion of competence in relation to varieties of English, of world "Englishes" that extend far beyond an 'inner circle', competence cannot easily be related to linguistic demographics. Within the "outer" circle, there are a wide variety of situations, in which competence is difficult to estimate. Even the amount of English used within multilingual settings is difficult to pin down. In India, for example, a Malayalem speaker from the south may not speak the official Hindi tongue so may use English as a lingua franca with speakers of one of the other sixteen Indian languages. A colonial past may provide hostility towards the language of the former colonialists, but pragmatism often prevails, with English being the most useful tool as a kind of lingua franca (see Gupta, 2005). There are huge variations in the role of English and the number of competent speakers between the fifty or so countries that are classified for convenience in this category.significant for this discussion is the third group of the so-called "expanding circle" of countries, in which English is a foreign language, but with a difference. In many such countries, it is unrealistic to consider that international communication can be conducted only in the national language. Some of these countries have come to accept just one foreign language, English, as the most convenient means of international communication. Crystal (1997, p. 56) points out that Kachru's three concentric circles, while representing a breakthrough in our conception of global English use, can mask some important realities if the notion of competence is invoked. Northern European countries, such as the Netherlands and Scandinavian countries are classified as expanding circle countries. "There is much more use of English nowadays in some countries of the expanding circle, where it is 'only' a foreign language …, than in some of the countries where it has traditionally held a special place". Nunan (in Robertson et. al. 2005, p. 8) suggests that in an Asian context too, it makes more sense to refer simply to "learning English" than to EFL or ESL.(1997, p.55) was careful to point out the dangers of "hidden assumptions" and underlines the difficulty of drawing firm conclusions from the diverse statistical estimates available. How do compilers of linguistic demographics consider the notion of "competence"? For outer circle countries where English has an official status, we have noted that Crystal considers that those who have completed secondary education will have "a reasonable level of attainment". While useful as a starting point for global estimates, it is still necessary to underline the fact that competence is not rigorously defined in estimates of global English use. Crystal repeatedly affirms (see for example p. 61) the difficulty of acquiring accurate estimates. Careful use of modality is of the essence: "Even a small percentage increase in the number of speakers thought to have a reasonable (rather than a fluent) command of English would considerably expand the L2 grand total. A figure of 350 million is in fact widely cited as a likely total for this category". As Crystal (1997, p.5) points out, "why a language becomes a global language has little to do with the number of people who speak it. It is much more to do with who those speakers are." If all English speakers were located on one continent or in only one geographical area for example, this would reduce the importance of the figures. Only French and English are spoken as native languages on five continents.stated above, the main factor in according a 'global' status to English is also highly significant for the notion of competence. This is the fact that non-native use of English appears to be rivalling if not overtaking native use in terms of quantity. Again the statistical evidence needs to be considered with caution. It is not possible to estimate accurately the quantity of English spoken by any particular group of speakers or between any particular groups. Another factor not taken into account is the proportion of non-native English that speakers are routinely exposed to in terms of listening and reading. Here we must consider films, television, books, newspapers and other media sources.is made of the number of non-natives using English surpassing the number of native users, but this masks another reality which is rarely expressed because, while it could be seen as a professional duty to expose local realities as a basis for meaningful curriculum development, it is not considered politically correct to do so. Many nationals of many expanding circle countries still do not possess competence or confidence to communicate in English and are unlikely ever to do so. For the majority, global communication is a potential that is never realized.is little that can be done to confront global estimates critically without resorting to anecdotal local experience. However inadequate anecdotal or incomplete local experiential 'evidence' might be, it does help put global figures in perspective. While 'completing high school' is not a criterion for even basic estimates of competence in expanding circle countries, we might expect that a large proportion of those high school students who gain acceptance to university would all have "reasonable" competence in economically developed countries such as Japan. However, a placement test at the author's own university given to all new entrants to assess their ability to take part in a basic conversation (see Baker's (2000, p.78) category of BICS, cited above) indicates that around 30% of such students can demonstrate no ability to participate in a simple small-group conversation on everyday topics and only around 25% possess usable competence at lower intermediate level or above.wider scale investigation is needed and we can in no way generalize such findings to the population of the world's expanding circle countries, it is hard to imagine that the figures are unique to one situation to the extent that all other Japanese high school graduates possess basic communication ability in English.implications of English as an International Language are extremely varied and have only just started to be seriously considered un-polemically. The emerging reality is that English 'no longer belongs to its natives'. It is not so much that natives are suddenly being dispossessed, but more that non-natives are increasingly becoming 'possessed'. (See Phan Le Han, 2005 for a fuller discussion.) No language per se belongs exclusively to anyone unless political restrictions are imposed on who may use it. A language is part of the identity of anyone who is able to use it and competence also reflects the degree to which we "possess" a language. It still belongs in an essential way to its natives and they belong to it, to the extent that it is their main and inescapable means of communication and a deep and basic part of their cultural identity. However, as Graddol (1999, p. 68) emphasizes, "native" use of English is declining statistically and norms of use can no longer be codified as independent mono-cultural or mono-linguistic units.diversity inevitably leads towards a consideration of what constitutes a teachable standard. McArthur (in an interwork reported in Graddol et al., 1999, p.4) underlines the dilemma stating, "we all use it in different ways; we all approximate to something which isn't there, but which we idealise about, negotiate and compromise." McArthur (pp. 4-5) identifies East Asia as an example of an area where "the entire middle class seems to want English for their children as an international vehicle which they can use with the rest of the world - it's not a British or an American thing." Crystal (p.137) puts forward the notion of a "World Standard Spoken English (WSSE)" which is still so much in "its infancy", conceding that it is impossible to predict how or even if a standard will develop or whether fragmentation will become the norm. McArthur suggests that a move towards "hybridisation" represents a normal process of world languages. For McArthur hybridisation is "infinitely varied" but "the idea of hybrids is stable" in the sense that it is a normal and verifiable phenomenon.(p.8) implies that native norms may still dominate but they will also internationalize and blend with the varieties of new Englishes. Crystal argues (p.130) that no "regional social movement, such as the purist societies which try to prevent language change or restore a past period of imagined linguistic excellence, can influence the global outcome." Crystal (p. 137) suggests that competence needs to be considered on different levels. Local varieties "full of casual pronunciation, colloquial grammar and local turn of phrase", which are opposed to formal varieties for wider intelligibility, "full of careful pronunciation, conventional grammar, and standard vocabulary". He refers (p. 135) to a continuing presence of standard written English, in the form of newspapers, textbooks, and other printed materials," suggesting that these show "very little variation in the different English-speaking countries".avoid polemics between native and non-native perspectives, Melchers and Shaw (2003, p.39) suggest that we need to consider a user's "scope of proficiency" as an alternative to inclusive or exclusive notions such as "native" or "non-native". (See also Modiano, 1999.) They distinguish four levels. Internationally Effective Able to use communication strategies and a linguistic variety that is comprehensible to interlocutors from a wide range of national and cultural backgroundseffectiveWhat a South African would need to communicate with other South AfricansProficiencyThe proficiency someone needs to deal with people in his or her arealevel of the language learner who knows some English but cannot communicate in itcategories are an invaluable first step in that they allow a speaker of any background access to the highest level. However, they would need considerable refining to be made operational for teachers interested in assessing competence.

• 47. Teaching speaking through discussion
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  The difficulties in understanding and following the writers thoughts which are not connected in a cohesive piece of writing may be caused by plagiarizing. While it is always good to use quotes to show that you have read widely, you should make sure that the essay is written in your own words, otherwise you may be accused of cheating. Students are aware of the many Internet sites offering essays. What they may not realize is that teachers are aware of them. Tutors are usually very familiar with the difference between the way students write and the way experienced authors write, and soon notice when a student lurches between an expert and a beginner style. The advice is simple: write your own essay. Do not even waste your time reading other peoples essays looking for ideas. It is one thing to read to understand the process, and another to take these ideas and words as your own. This approach will not get you good marks. Indeed, when tutors reveal this they will tend to assume you understand very little and you will get lower mark. Worse, you do not develop your own writing style. If you persist in parroting other people's words rather than expressing your own thoughts, then you are likely to remain a beginner for a long time. And you will not learn much about the ideas in the course either. It is difficult to elaborate various ideas, to present the topic from different perspectives. That is the reason why some students are tempted to lift sections of words from textbooks and articles and put them in their essays without using quotation marks or acknowledging the source. When you are quoting draw upon a wide variety of sources to ensure that you have examined the issue from multiple perspectives. There are three main ways to integrate quotations into your essay: (1) direct quotation, (2) paraphrase, and (3) mixed quotation. Direct quotation involves quoting word for word one or more sentences from an author or source. When you quote, be sure to introduce your quotation with a signal phrase. It is another issue to consider. Signal phrase is a clause before the quotation that identifies the author (e. g., "Jones says," or "According to Jones. "). It is essential to create a bridge between your own voice and that of another you are incorporating into your essay. Avoid putting the article title in the signal phrase. It is better to include paper itself or the author. Suppose you are using a quotation that appears inside an article written by someone other than the one saying the quotation. In other words, if you are using, say, Judge Davidson's quotation that appears within Oliver Gardner's article, you cite it by writing "qtd. in" following the quote: According to Judge Davidson, "just law is the foundation of a just society" (qtd. in Gardner). Paraphrase, instead of quoting the author word for word, involves putting the original phrasing into your own words. Be careful to substantially reword the original, however. If you leave just several words in a row unchanged, it will be considered plagiarism. Mixed quotations are a mix between direct quotation and paraphrase. Mixed quotations involve paraphrasing half of the original but mixing in a few direct selections from the author. When you insert them, be sure to blend in the quotation with the grammar of your own sentence. The sentence as a whole must flow smoothly. To achieve this you may need to omit or add words from or to the original. To omit words, insert an ellipsis. in place of the words you take out. Ellipses always indicate omission. To add words, put them inside brackets [] to indicate the insertion. Notice that there are spaces between the ellipses dots and that the brackets are square, not rounded like parentheses. For instance, Cummings asserted that the poet's imagination and his "preoccupation with the Verb" results in an ability to surpass normal standards of logic and create "an irresistible truth [in which] 2 x 2 = 5". Notice that the words "in which" inside brackets are insertions. You needed to add them so that the sentence would flow grammatically. Nevertheless, support your quotations with commentary, interpretation, or analysis. Avoid just dropping in the quotation and then immediately moving on, assuming the reader fully understands the meaning, purpose, and application of the quotation just presented.

• 48. The collection of French art in the Hermitage
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  Room 284-289. 18th century art. This room contains several pieces by one of Frances most eminent artists, Antoine Watteau (1684-1721) who, in his search for a realist approach, broke with hidebound academic convention. In his small paintings The Hardships of War and The Recreations of War Watteau portrayed the everyday life of a soldier rather than ostentatious battle scenes as his predecessors had done. The Savoyard with a Marmot (1716), a picture of a simple-hearted young traveling musician, also confirms Watteaus interest in the simple phenomena of life. The blue expanse of the clear, fresh sky, the buildings of the small town, and the silhouettes of the bare trees make up a landscape in which the glowing colours of autumn are dominant. Watteau became famous as a painter of so-called fetes galantes. An example of this type of painting is the Embarrassing Proposal, painted about 1716. Some member s of fashionable society are amusing themselves chatting in the shade of the gossamery foliage; the casually graceful postures of the young ladies and their admirers convey subtle, almost imperceptible shades of emotion. Exquisite colouring and delicate execution distinguish one of the artists masterpieces, a small painting A Capricious Woman, in which the spectator encounters the same world of superficial feelings.

• 49. The concept and feature of literary translation
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  to replacements, additions adequate translation also is possible. The statement about impossibility of translation in general which was done{made} by many large philologists - idealists therefore is incorrect. Perfectly asserting{approving}, that the work of art always has strongly pronounced national character and that each language possesses original means of expressiveness inherent only in it{him}, they drew from this a wrong conclusion on impossibility of translation in general. Such point of work large German philosophers - linguists - adhered to G.V. Lejbnits, V. Humboldt, A. Shlegel, being founders of the so-called theory of untranslations.is necessary to agree with position of these scientists about an originality of each language and national character of fiction. About it spoke Жуковский and Pushkin, Belinsky and Fet both many other writers and translators. Belinsky wrote in this occasion, that «if Pushkin has undertaken to translate Гёте, we and from him{it} have demanded, that it{he} has shown us Гёте, instead of». Pushkin, quite dividing{sharing} this point of work, wrote:» from translators began to demand more fidelity… Have wished to see Данте, Shakespeare and Сервантеса in their own kind, in their national clothes…».writers realized a national originality of each language. But as against supporters of the theory of untranslation, they drew from this a correct conclusion, considering, that original features of any language cannot serve as an obstacle for translation.life has denied the theory of untranslation. It is enough to recollect fine translations - both in Russian, and in the foreign literature, - becoming property of these literatures; for example, V. Zhukovsky, V.S. Kurochkin, N. Bunin, M. Lozinsky, S. Marshak, L. Tika and A. Shlegelja, E. Fittsdzherald, Prospera Merimee's translations and others.to adequacy, the translator should not forget about that, language of translation should be faultlessly correct. Any desire to keep grammatical designs, phraseological combinations or stylistic receptions of the original cannot excuse infringements of norms of language on which translation is done{made}, in this case Russian. However even skilled translators at times suppose infringement of norms of Russian, running in literalism.up above-stated, it is possible to tell, that in the practical work the translator can lean on the theory of translation in which principles of translation are developed and the most important natural conformity in the lexical, grammatical and stylistic plan are established. The skilled translator widely uses the conformity saved up during the practical work and is able to resort to the established laws. However, work of the translator is not reduced only to skill to use by ready formulas. While translating fiction from the translator skill to use adequate the deputy is required. It should not miss from a kind that translates not separate words, and words and word-combinations in system of the complex whole. The translator should aspire not to transfer of the separate element, a separate word, and to transfer of that semantic and stylistic function which is carried out by the given element. It necessity of misses and additions, replacements of one word with another, replacements of parts of speech, etc. speaks.

• 50. The Definite Article with Class Nouns in English and in French
  Курсовые работы Иностранные языки

  One of the linguists who were interested in the history of the English language - Barbara M. H. Strang, in her book “A History of English” states that the definite article was by 1170 only marginally related to the pronoun system. It had two distinct types throughout the period. In most parts of the country it was indeclinable þe, later the, or at the very most it varied between singular þe and plural þa. However, in the S and SW Mid it was declinable, with three genders in the singular and up to four cases. Where it had declinable forms they were the same as those for the further- demonstrative, that, since, in fact, they had originated in a special use of that form. The forms set out below were in some parts only demonstrative, in others they had double function; they are presented for reference-purposes, but they tend to suggest far more differentiation than most speakers knew. In the masc sg there were four forms: se, subj; þene, þane, acc; þan, þene, Kt þa(Kentish), later þo, dat (i.e., some speakers reduced the case-system to three even here). The fem sg usually had three forms: seo, si (SW and SE) subj; þa, later þo, enclitic to, oblique; þer, þære, gen. The neuter (like the 3rd person pronoun) had the same form for subj and direct obj þet or þat (according to dialect, but a tended to invade e-areas, as a weak form, or by internal borrowing, or both); the dat was usually þan, the gen þes or þas . In the plural all the genders had subj-obj þa, later þo, dat or oblique þan, gen þere.

• 51. The history of grammatical study of the English language
  Курсовые работы Иностранные языки

   

  1. Brill, E. and Mooney, R. J. (1997), An overwork of empirical natural language processing', in AI Magazine, 18 (4): 13-24.
  2. Chomsky, N. (1957), Syntactic Structures. The Hague: Mouton.
  3. Curme, G. O. (1955), English Grammar. New York: Barnes and Noble.
  4. Dowty, D. R., Karttunen, L. and Zwicky, A. M. (eds) (1985), Natural Language Parsing. Cambridge: Cambridge University Press.
  5. Garside, R. (1986), 'The CLAWS word-tagging system', in R. Garside,
  6. G. Leech and G. Sampson (eds) The Computational Analysis of English. Harlow: Longman.
  7. Gazdar, G. and Mellish, C. (1989), Natural Language Processing in POP-11. Reading, UK: Addison-Wesley.
  8. Georgiev, H. (1976), 'Automatic recognition of verbal and nominal word groups in Bulgarian texts', in t.a. information, Revue International du traitement automatique du langage, 2, 17-24.
  9. Georgiev, H. (1991), 'English Algorithmic Grammar', in Applied Computer Translation, Vol. 1, No. 3, 29-48.
  10. Georgiev, H. (1993a), 'Syntparse, software program for parsing of English texts', demonstration at the Joint Inter-Agency Meeting on Computer-assisted Terminology and Translation, The United Nations, Geneva.
  11. Georgiev, H. (1993b), 'Syntcheck, a computer software program for orthographical and grammatical spell-checking of English texts', demonstration at the Joint Inter-Agency Meeting on Computer-assisted Terminology and Translation, The United Nations, Geneva.
  12. Georgiev, H. (19942001), Softhesaurus, English Electronic Lexicon, produced and marketed by LANGSOFT, Sprachlernmittel, Switzerland; platform: DOS/ Windows.
  13. Georgiev, H. (1996-2001a), Syntcheck, a computer software program for orthographical and grammatical spell-checking of German texts, produced and marketed by LANGSOFT, Sprachlernmittel, Switzerland; platform: DOS/Windows.
  14. Georgiev, H. (1996-200lb), Syntparse, software program for parsing of German texts, produced and marketed by LANGSOFT, Sprachlernmittel, Switzerland; platform: DOS/Windows.
  15. Georgiev, H. (19972001a), Syntcheck, a computer software program for orthographical and grammatical spell-checking of French texts, produced and marketed by LANGSOFT, Sprachlernmittel, Switzerland; platform: DOS/Windows.
  16. Georgiev, H. (1997-2001b), Syntparse, software program for parsing of French texts, produced and marketed by LANGSOFT, Sprachlernmittel, Switzerland; platform: DOS/Windows.

• 52. THE MANAGER AS A TEACHER: SELECTED ASPECTS OF STIMULATION OF SCIENTIFIC THINKING
  Курсовые работы Иностранные языки

  Principle of performance of action. Any system is intended for any well defined and concrete goal specific for it, and for this purpose it performs only specific (target-oriented) actions. Hence, the goal of a system is the aspiration to perform certain purposeful actions for the achievement of target-oriented (appropriate) result of action. The plane is designed for air transportation, but cannot float; for this purpose there is an amphibian aircraft. The result of aircraft performance is moving by air. This result of action is expectable and predictable. The constancy and predictability of functional performance is a distinctive feature of any systems living, natural, social, financial, technical, etc. Consequently, in order to achieve the goal any object of our World should function, make any purposeful actions, operations (in this case the purposeful, deliberate inaction is in some sense an action, too). Action is manifestation of some energy, activity, as well as force itself, the functioning of something; condition, process arising in response to some influence, stimulant/irritant, impression (for example, reaction in psychology, chemical reactions, nuclear reactions). The objects action is followed by the result of action (not always expected, but always logical and conditioned). The purpose of any system is the aspiration to yield appropriate (targeted) result of action. At that, the given object is the donor of the result of action. The result of action of donor system can be directed towards any other system which in this case will be the recipient (target) for the result of action. In this case the result of action of the donor system becomes the external influence for the recipient system. Interaction between the systems is carried out only through the results of action. In that way the chain of actions is built as follows: ... > (external influence) > result of action (external influence) >... The system produces single result of action for single external influence. No object operates in itself. It cannot decide on its own “Here now I will start to operate” because it has no freedom of will and it cannot set the goal before itself and produce the result of action on its own. It can only react (act) in response to certain external influence. Any actions of any objects are always their reaction to something. Any influence causes response/reaction. Lack of influence causes no reaction. Reaction can sometimes be delayed, therefore it may seem causeless. But if one digs and delves, it is always possible to find the cause, i.e. external influence. Cognition of the world only falls to our lot through the reactions of its elements. Reaction (from Latin “re” return and “actio” - action) is an action, condition, process arising in response to some influence, irritant/stimulant, impression (for example, reaction in psychology, chemical reactions, nuclear reactions). Consequently, the systems action in response to the external influence is the reaction of the system. When the system has worked (responded) and the required result of action has been received, it means that it has already achieved (“quenched”) the goal and after that it has no any more goal to aspire to. Reaction is always secondary and occurs only and only following the external influence exerted upon the element. Reaction can sometimes occur after a long time following the external influence if, for example, the given element has been specially “programmed” for the delay. But it will surely occur, provided that the force of the external influence exceeds the threshold of the elements sensitivity to the external influence and that the element is capable to respond to the given influence in general. If the element is able of reacting to pressure above 1 atmosphere it will necessarily react if the pressure is in excess of 1 atmosphere. If the pressure is less than 1 atmosphere it will not react to the lower pressure. If it is influenced by temperature, humidity or electric induction, it will also not react, howsoever we try to “persuade” it, as it is only capable to react to pressure higher than 1 atmosphere. In no pressure case (no pressure above 1 atmosphere), it will never react. Since the result of the systems performance appears only following some external influence, it is always secondary, because the external influence is primary. External influence is the cause and the result of action is a consequence (function). It is obvious that donor systems can produce one or several results of action, while the recipient systems may only react to one or several external influences. But donor elements can interact with the recipient systems only in case of qualitatively homogeneous actions. If the recipient systems can react only to pressure, then the systems able of interacting with them may be those which result of action is pressure, but not temperature, electric current or something else. Interaction between donor systems and recipient systems is only possible in case of qualitative uniformity (homoreactivity, the principle of homogeneous interactivity). We can listen to the performance of the musician on a stage first of all because we have ears. The earthworm is not able to understand our delight from the performance of the musician at least for the reason that it has no ears, it cannot perceive a sound and it has no idea about a sound even if (hypothetically) it could have an intelligence equal to ours. The result of action of the recipient element can be both homogeneous (homoreactive) and non-homogeneous, unequal in terms of quality of action (heteroreactive) of external influence in respect of it. For example, the element reacts to pressure, and its result of action can be either pressure or temperature, or frequency, or a stream/flow of something, or the number of inhabitants of the forest (apartment, city, country) etc. Hence, the reaction of an element to the external influence can be both homoreactive and heteroreactive. In the first case the elements are the action transmitters, in the second case they are converters of quality of action. If the result of the systems actions completely corresponds to the implementation of goal, it speaks of the sufficiency of this system (the given group of interacting elements) for the given purpose. If not, the given group of elements mismatches the given goal/purpose and/or is insufficient, or is not the proper system for the achievement of a degree of quality and quantity of the preset goal. Therefore, any existing object can be characterized by answering the basic question: “What can the given object do?” This question characterizes the concept of the “result of action of an object” which in turn consists of two subquestions: What action can be done by given object? (the quality of result of action); How much of such action can be done by the given object? (the quantity of result of action). These two subquestions characterize the aspiration of a system to implement the goal. And the goal-setting may be characterized by answering another question: “What should the given object do?” which also consists of two subquestions: what action should the given object do? (the quality of the result of action); how much of such action should the given object do? (the quantity of the result of action). These last two subquestions are the ones that determine the goal as a task (the order/command, the instruction) for the given object or group of objects, and the system is being sought or built to achieve this goal. The closer the correspondence between what should and what can be done by the given object, the closer the given object is to the ideal system. The real result of action of the system should correspond to preset (expected) result. This correspondence is the basic characteristic of any system. Wide variety of systems may be built of a very limited number of elements. All the diverse material physical universe is built of various combinations of protons, electrons and neutrons and these combinations are the systems with specific goals/purposes. We do not know the taste of protons, neutrons and electrons, but we do know the taste of sugar which molecular atoms are composed of these elements. Same elements are the constructional material of both the human being and a stone. The result of the action of pendulum would be just swaying, but not secretion of hormones, transmission of impulse, etc. Hence, its goal/purpose and result of action is nothing more but only swaying at constant frequency. The symphonic orchestra can only play pieces of music, but not build, fight or merchandize, etc. Generator of random numbers should generate only random numbers. If all of a sudden it starts generate series of interdependent numbers, it will cease to be the generator of random numbers. Real and ideal systems differ from each other in that the former always have additional properties determined by the imperfection of real systems. Massive golden royal seal, for example, may be used to crack nuts just as well as by means of a hammer or a plain stone, but it is intended for other purpose. Therefore, as it has already been noted above, the concept of “system” is relative, but not absolute, depending on correspondence between what should and what can be done by the given object. If the object can implement the goal set before it, it is the system intended for the achievement of this goal. If it cannot do so, it is not the system for the given goal, but can be a system intended for other goals. It does not mater for the achievement of the goal what the system consists of, but what is important is what it can do. In any case the possibility to implement the goal determines the system. Therefore, the system is determined not by the structure of its elements, but by the extent of precision/accuracy of implementation of the expected result. What is important is the result of action, rather than the way it was achieved. Absolutely different elements may be used to build the systems for the solution of identical problems (goals). The sum of US$200 in the form of US$1 value coins each and the check for the same amount can perform the same action (may be used to make the same purchase), although they consist of different elements. In one case it is metal disks with the engraved signs, while in other case it is a piece of a paper with the text drawn on it. Hence, they are systems named “money” with identical purposes, provided that they may be used for purchase and sale without taking into account, for example, conveniences of carrying them over or a guarantee against theft. But the more conditions are stipulated, the less number of elements are suitable for the achievement of the goal. If we, for example, need large amount of money, say, US$1.000.000 in cash, and want it not to be bulky and the guarantee that it is not counterfeit we will only accept US$100 bank notes received only from bank. The more the goal is specified, the less is the choice of elements suitable for it. Thus, the system is determined by the correspondence of the goal set to the result of its action. The goal is both the task for an object (what it should make) and its aspiration or desire (what it aspires to). If the given group of elements can realize this goal, it is a system for the achievement of the goal set. If it cannot realize this goal, it is not the system intended for the achievement of the given goal, although it can be the system for the achievement of other goals. The system operates for the achievement of the goal. Actually, the system transforms through its actions the goal into the result of action, thus spending its energy. Look around and everything youll see are someones materialized goals and realized desires. On a large scale everything that populates our World is systems and just systems, and all of them are intended for a wide range of various purposes. But we do not always know the purposes of many of these systems and therefore not all objects are perceived by us as systems. Reactions of systems to similar external influences are always constant, because the goal is always determined and constant. Therefore, the result of action should always be determined, i.e. identical and constant (a principle of consistency of correspondence of the systems action result to the appropriate result), and for this purpose the systems actions should be the same (the principle of a constancy of correspondence of actual actions of the system to the due ones). If the result fails to be constant it cannot be appropriate and equal to the preset result (the principle of consistency/permanency of the result of action). The conservation law proceeds/results/ from the principle of consistency/permanency of action. Let us call the permanency of reaction “purposefulness”, as maintaining the similarity (permanency/consistency) of reaction is the goal of a system. Hence, the law of conservation is determined by the goal/purpose. The things conserved would be those only, which correspond to the achievement of the systems goal. This includes both actions per se and the sequence of actions and elements needed to perform these actions, and the energy spent for the performance of these actions, because the system would seek to maintain its movement towards the goal and this movement will be purposeful. Therefore, the purpose determines the conservation law and the law of cause-and-effect limitations (see below), rather than other way round. The conservation law is one of the organic, if not the most fundamental, laws of our universe. One of particular consequences of the conservation law is that the substance never emerges from nothing and does not transform into nothing (the law of conservation of matter). It always exists. It might have been non-existent before origination of the World, if there was origination of the World per se, and it might not be existent after its end, if it is to end, but in our World it does neither emerge, nor disappear. A matter is substance and energy. The substance (deriving from the /Rus/ word “thing”, “object” ) may exist in various combinations of its forms (liquid, solid, gaseous and other, as well as various bodies), including the living forms. But matter is always some kind of objects, from elementary particles to galaxies, including living objects.Substance consists of elements. Some forms of substances may turn into others (chemical, nuclear and other structural transformations) at the expense of regrouping of elements by change of ties between them. Physical form of the conservation law is represented by Einsteins formula. A substance may turn into energy and other way round. Energy (from Greek “energeia” - action, activity) is the general quantitative measure of movement and interaction of all kinds of matter. Energy in nature does not arise from anything and does not disappear; it only can change its one form into another. The concept of energy brings all natural phenomena together. Interaction between the systems or between the elements of systems is in effect the link between them. From the standpoint of system, energy is the measure (quantity) of interaction between the elements of the system or between the systems which needs to be accomplished for the establishment of link between them. For example, one watt may be material measure of energy. Measures of energy in other systems, such as social, biological, mental and other, are not yet developed. Any objects represent the systems, therefore interactions between them are interactions between the systems. But systems are formed at the expense of interaction between their elements and formations of inter-element relations between them. In the process of interaction between the systems intersystem relations are established. Any action, including interaction, needs energy. Therefore, when establishing relations/links/ the energy is being “input”. Consequently, as interaction between the elements of the system or different systems is the relation/link between them, the latter is the energy-related concept. In other words, when creating a system from elements and its restructuring from simple into complex, the energy is spent for the establishment of new relations /links /connections between the elements. When the system is destructed the links between the elements collapse and energy is released. Systems are conserved at the expense of energy of relations/links between its elements. It is the internal energy of a system. When these relations/links are destructed the energy is released, but the system itself as an object disappears. Consequently, the internal energy of a system is the energy of relations/link between the elements of the system. In endothermic reactions the energy used for the establishment of connections/links/relations comes to the system from the outside. In exothermic reactions internal energy of the system is released at the expense of rupture of these connections between its internal own elements which already existed prior to the moment when reaction occurred. But when the connection is already formed, by virtue of conservation law its energy is not changed any more, if no influence is exerted upon the system. For example, in establishing of connections/links between the two nuclei of deuterium (2D2) the nucleus 1Не4 is formed and the energy is released (for the purpose of simplicity details are omitted, for example, reaction proton-proton). And the 1Не4 nucleus mass becomes slightly less than the sum of masses of two deuterium nuclei by the value multiple of the energy released, in accordance with the physical expression of the conservation law. Thus, in process of merge of deuterium nuclei part of their intra-nuclear bonds collapses and it is for this reason that the merge of these nuclei becomes possible. The energy of connection between the elements of deuterium nuclei is much stronger than that of the bond between the two deuterium nuclei. Therefore, when part of connections between elements of deuterium nuclei is destructed the energy is released, part of it being used for thermonuclear synthesis, i.e. the establishment of connection/bond between the two deuterium nuclei (extra-nuclear connection/bond in respect to deuterium nuclei), while other part is released outside helium nucleus. But our World is tamped not only with matter. Other objects, including social, spiritual, cultural, biological, medical and others, are real as well. Their reality is manifested in that they can actively influence both each other and other kinds of matter (through the performance of other systems and human beings). And they also exist and perform not chaotically, but are subjected to specific, though strict laws of existence. The law of conservation applies to them as well, because they possess their own kinds of “energy” and they did not come into being in a day, but may only turn one into another. Any system can be described in terms of qualitative and quantitative characteristics. Unlike material objects, the behavior of other objects can be described nowadays only qualitatively, as they for the present the have no their own “thermodynamics”, for example, “psychodynamics”. We do not know, for example, what quantity of “Watt” of spiritual energy needs to be applied to solve difficult psychological problem, but we know that spiritual energy is needed for such a solution. Nevertheless, these objects are the full-value systems as well, and they are structured based on the same principles as other material systems. As systems are the groups of elements, and changes of forms of substances represent the change of connections/bonds between the elements of substance, then changes of forms of substances represent the changes of forms of systems. Hence, the form is determined by the specificity of connections/bonds/ties between the elements of systems. “Nothing in this world lasts for ever”, the world is continually changing, whereby one kind of forms of matter turn into other, but it is only forms that vary, while matter is indestructible and always conserved. At the same time, alteration of forms is also subjected to the law of conservation and it is this law that determines the way in which one kind of forms should replace other forms of matter. Forms only alter on account of change of connections/ties between the elements of systems. As far as each connection between the system elements has energetic equivalent, any system contains internal energy which is the sum of energies of connections/bonds between all elements. The “form: (Latin, philos.) is a totality of relations determining the object. The form is contraposed to matter, the content of an object. According to Aristotle, the form is the actuating force that forms the objects and exists beyond the latter. According to Kant, form is everything brought in by the subject of cognition to the content of the cognizable matter - space, time and substance of the form of cognitive ability; all categories of thinking: quantity, quality, relation, substance, place, time, etc., are forms, the product of ability of abstraction, formation of general concepts of our intellect. However, these are not quite correct definitions. The form cannot be contraposed to matter because it is inseparably linked with the latter, it is the form of matter itself. The form cannot be a force either, although it probably pertains to energy because it is determined by energy-bearing connections within the system. According to Kant, form is a purely subjective concept, as it only correlates with intellectual systems and their cognitive abilities. Why, do not the forms exist without knowing them? Any system has one or other shape/look of form. And the systems form is determined by type and nature of connections/relations/bonds between the system elements. Therefore, the form is a kind of connections between the system elements. Since the systems may interact, new connections/bonds between them are thus established and new forms of systems emerge. In other words, in process of interaction between the systems new systems emerge as new forms. The energy is always expended in the course of interaction between the systems. Logic form of the conservation law is the law of cause-and-effect limitations because it is corresponded by a logical connective “if....., then….” Possible choice of external influences (causes) to which the system should react is limited by the first part of this connective “if...”, whereas the actions of systems (consequences) are limited by the second part “then...”. It is for this reason that the law is called the law of cause-and-effect limitations. This law reads “Any consequence has its cause /every why has a wherefore/”. Nothing appears without the reason/cause and nothing disappears for no special reason/cause. There are no consequences without the reason/cause, there is no reaction without the influence. It is unambiguousness and certainty of reaction of systems to the external influence that lays the cornerstone of determinism in nature. Every specific cause is followed by specific consequence. The system should always react only to certain external influences and always react only in a certain way. Chemoreceptor intended for О2 would always react only to О2, but not to Na +, Ca ++ or glucose. At that, it will give out certain potential of action, rather than a portion of hormone, mechanical contraction or something else. Any system differs in specificity of the external influence and specificity of the reaction. The certainty of external influences and the reactions to them imposes limitations on the types of the latter. Therefore, the need in the following arises from the law of cause-and-effect limitations: execution of any specific (certain) action to achieve specific (certain) purpose; existence of any specific (certain) system (subsystem) for the implementation of such action, as no action occurs by itself; sequences of actions: the system would always start to perform and produce the result of action only after external influence is exerted on it because it does not have free will for making decision on the implementation of the action. Hence, the result of the system performance can always appear only after certain actions are done by the system. These actions can only be done following the external influence. External influence is primary and the result of action is secondary. Of all possible actions those will be implemented only which are caused by external influence and limited (stipulated) by the possibilities of the responding system. If, following the former external influence, the goal is already achieved and there is no new external influence after delivery of the result of action, the system should be in a state of absolute rest and not operate, because it is only the goal that makes the system operate, and this goal is already achieved. No purpose - no actions. If new external influence arises a new goal appears as well, and then the system will start again to operate and new result of action will be produced.

• 53. The manager as a teacher: selected aspects of stimulation of scientsfsc thinking
  Курсовые работы Иностранные языки

  Principle of performance of action. Any system is intended for any well defined and concrete goal specific for it, and for this purpose it performs only specific (target-oriented) actions. Hence, the goal of a system is the aspiration to perform certain purposeful actions for the achievement of target-oriented (appropriate) result of action. The plane is designed for air transportation, but cannot float; for this purpose there is an amphibian aircraft. The result of aircraft performance is moving by air. This result of action is expectable and predictable. The constancy and predictability of functional performance is a distinctive feature of any systems living, natural, social, financial, technical, etc. Consequently, in order to achieve the goal any object of our World should function, make any purposeful actions, operations (in this case the purposeful, deliberate inaction is in some sense an action, too). Action is manifestation of some energy, activity, as well as force itself, the functioning of something; condition, process arising in response to some influence, stimulant/irritant, impression (for example, reaction in psychology, chemical reactions, nuclear reactions). The objects action is followed by the result of action (not always expected, but always logical and conditioned). The purpose of any system is the aspiration to yield appropriate (targeted) result of action. At that, the given object is the donor of the result of action. The result of action of donor system can be directed towards any other system which in this case will be the recipient (target) for the result of action. In this case the result of action of the donor system becomes the external influence for the recipient system. Interaction between the systems is carried out only through the results of action. In that way the chain of actions is built as follows: ... > (external influence) > result of action (external influence) >... The system produces single result of action for single external influence. No object operates in itself. It cannot decide on its own “Here now I will start to operate” because it has no freedom of will and it cannot set the goal before itself and produce the result of action on its own. It can only react (act) in response to certain external influence. Any actions of any objects are always their reaction to something. Any influence causes response/reaction. Lack of influence causes no reaction. Reaction can sometimes be delayed, therefore it may seem causeless. But if one digs and delves, it is always possible to find the cause, i.e. external influence. Cognition of the world only falls to our lot through the reactions of its elements. Reaction (from Latin “re” return and “actio” - action) is an action, condition, process arising in response to some influence, irritant/stimulant, impression (for example, reaction in psychology, chemical reactions, nuclear reactions). Consequently, the systems action in response to the external influence is the reaction of the system. When the system has worked (responded) and the required result of action has been received, it means that it has already achieved (“quenched”) the goal and after that it has no any more goal to aspire to. Reaction is always secondary and occurs only and only following the external influence exerted upon the element. Reaction can sometimes occur after a long time following the external influence if, for example, the given element has been specially “programmed” for the delay. But it will surely occur, provided that the force of the external influence exceeds the threshold of the elements sensitivity to the external influence and that the element is capable to respond to the given influence in general. If the element is able of reacting to pressure above 1 atmosphere it will necessarily react if the pressure is in excess of 1 atmosphere. If the pressure is less than 1 atmosphere it will not react to the lower pressure. If it is influenced by temperature, humidity or electric induction, it will also not react, howsoever we try to “persuade” it, as it is only capable to react to pressure higher than 1 atmosphere. In no pressure case (no pressure above 1 atmosphere), it will never react. Since the result of the systems performance appears only following some external influence, it is always secondary, because the external influence is primary. External influence is the cause and the result of action is a consequence (function). It is obvious that donor systems can produce one or several results of action, while the recipient systems may only react to one or several external influences. But donor elements can interact with the recipient systems only in case of qualitatively homogeneous actions. If the recipient systems can react only to pressure, then the systems able of interacting with them may be those which result of action is pressure, but not temperature, electric current or something else. Interaction between donor systems and recipient systems is only possible in case of qualitative uniformity (homoreactivity, the principle of homogeneous interactivity). We can listen to the performance of the musician on a stage first of all because we have ears. The earthworm is not able to understand our delight from the performance of the musician at least for the reason that it has no ears, it cannot perceive a sound and it has no idea about a sound even if (hypothetically) it could have an intelligence equal to ours. The result of action of the recipient element can be both homogeneous (homoreactive) and non-homogeneous, unequal in terms of quality of action (heteroreactive) of external influence in respect of it. For example, the element reacts to pressure, and its result of action can be either pressure or temperature, or frequency, or a stream/flow of something, or the number of inhabitants of the forest (apartment, city, country) etc. Hence, the reaction of an element to the external influence can be both homoreactive and heteroreactive. In the first case the elements are the action transmitters, in the second case they are converters of quality of action. If the result of the systems actions completely corresponds to the implementation of goal, it speaks of the sufficiency of this system (the given group of interacting elements) for the given purpose. If not, the given group of elements mismatches the given goal/purpose and/or is insufficient, or is not the proper system for the achievement of a degree of quality and quantity of the preset goal. Therefore, any existing object can be characterized by answering the basic question: “What can the given object do?” This question characterizes the concept of the “result of action of an object” which in turn consists of two subquestions: What action can be done by given object? (the quality of result of action); How much of such action can be done by the given object? (the quantity of result of action). These two subquestions characterize the aspiration of a system to implement the goal. And the goal-setting may be characterized by answering another question: “What should the given object do?” which also consists of two subquestions: what action should the given object do? (the quality of the result of action); how much of such action should the given object do? (the quantity of the result of action). These last two subquestions are the ones that determine the goal as a task (the order/command, the instruction) for the given object or group of objects, and the system is being sought or built to achieve this goal. The closer the correspondence between what should and what can be done by the given object, the closer the given object is to the ideal system. The real result of action of the system should correspond to preset (expected) result. This correspondence is the basic characteristic of any system. Wide variety of systems may be built of a very limited number of elements. All the diverse material physical universe is built of various combinations of protons, electrons and neutrons and these combinations are the systems with specific goals/purposes. We do not know the taste of protons, neutrons and electrons, but we do know the taste of sugar which molecular atoms are composed of these elements. Same elements are the constructional material of both the human being and a stone. The result of the action of pendulum would be just swaying, but not secretion of hormones, transmission of impulse, etc. Hence, its goal/purpose and result of action is nothing more but only swaying at constant frequency. The symphonic orchestra can only play pieces of music, but not build, fight or merchandize, etc. Generator of random numbers should generate only random numbers. If all of a sudden it starts generate series of interdependent numbers, it will cease to be the generator of random numbers. Real and ideal systems differ from each other in that the former always have additional properties determined by the imperfection of real systems. Massive golden royal seal, for example, may be used to crack nuts just as well as by means of a hammer or a plain stone, but it is intended for other purpose. Therefore, as it has already been noted above, the concept of “system” is relative, but not absolute, depending on correspondence between what should and what can be done by the given object. If the object can implement the goal set before it, it is the system intended for the achievement of this goal. If it cannot do so, it is not the system for the given goal, but can be a system intended for other goals. It does not mater for the achievement of the goal what the system consists of, but what is important is what it can do. In any case the possibility to implement the goal determines the system. Therefore, the system is determined not by the structure of its elements, but by the extent of precision/accuracy of implementation of the expected result. What is important is the result of action, rather than the way it was achieved. Absolutely different elements may be used to build the systems for the solution of identical problems (goals). The sum of US$200 in the form of US$1 value coins each and the check for the same amount can perform the same action (may be used to make the same purchase), although they consist of different elements. In one case it is metal disks with the engraved signs, while in other case it is a piece of a paper with the text drawn on it. Hence, they are systems named “money” with identical purposes, provided that they may be used for purchase and sale without taking into account, for example, conveniences of carrying them over or a guarantee against theft. But the more conditions are stipulated, the less number of elements are suitable for the achievement of the goal. If we, for example, need large amount of money, say, US$1.000.000 in cash, and want it not to be bulky and the guarantee that it is not counterfeit we will only accept US$100 bank notes received only from bank. The more the goal is specified, the less is the choice of elements suitable for it. Thus, the system is determined by the correspondence of the goal set to the result of its action. The goal is both the task for an object (what it should make) and its aspiration or desire (what it aspires to). If the given group of elements can realize this goal, it is a system for the achievement of the goal set. If it cannot realize this goal, it is not the system intended for the achievement of the given goal, although it can be the system for the achievement of other goals. The system operates for the achievement of the goal. Actually, the system transforms through its actions the goal into the result of action, thus spending its energy. Look around and everything youll see are someones materialized goals and realized desires. On a large scale everything that populates our World is systems and just systems, and all of them are intended for a wide range of various purposes. But we do not always know the purposes of many of these systems and therefore not all objects are perceived by us as systems. Reactions of systems to similar external influences are always constant, because the goal is always determined and constant. Therefore, the result of action should always be determined, i.e. identical and constant (a principle of consistency of correspondence of the systems action result to the appropriate result), and for this purpose the systems actions should be the same (the principle of a constancy of correspondence of actual actions of the system to the due ones). If the result fails to be constant it cannot be appropriate and equal to the preset result (the principle of consistency/permanency of the result of action). The conservation law proceeds/results/ from the principle of consistency/permanency of action. Let us call the permanency of reaction “purposefulness”, as maintaining the similarity (permanency/consistency) of reaction is the goal of a system. Hence, the law of conservation is determined by the goal/purpose. The things conserved would be those only, which correspond to the achievement of the systems goal. This includes both actions per se and the sequence of actions and elements needed to perform these actions, and the energy spent for the performance of these actions, because the system would seek to maintain its movement towards the goal and this movement will be purposeful. Therefore, the purpose determines the conservation law and the law of cause-and-effect limitations (see below), rather than other way round. The conservation law is one of the organic, if not the most fundamental, laws of our universe. One of particular consequences of the conservation law is that the substance never emerges from nothing and does not transform into nothing (the law of conservation of matter). It always exists. It might have been non-existent before origination of the World, if there was origination of the World per se, and it might not be existent after its end, if it is to end, but in our World it does neither emerge, nor disappear. A matter is substance and energy. The substance (deriving from the /Rus/ word “thing”, “object” ) may exist in various combinations of its forms (liquid, solid, gaseous and other, as well as various bodies), including the living forms. But matter is always some kind of objects, from elementary particles to galaxies, including living objects.Substance consists of elements. Some forms of substances may turn into others (chemical, nuclear and other structural transformations) at the expense of regrouping of elements by change of ties between them. Physical form of the conservation law is represented by Einsteins formula. A substance may turn into energy and other way round. Energy (from Greek “energeia” - action, activity) is the general quantitative measure of movement and interaction of all kinds of matter. Energy in nature does not arise from anything and does not disappear; it only can change its one form into another. The concept of energy brings all natural phenomena together. Interaction between the systems or between the elements of systems is in effect the link between them. From the standpoint of system, energy is the measure (quantity) of interaction between the elements of the system or between the systems which needs to be accomplished for the establishment of link between them. For example, one watt may be material measure of energy. Measures of energy in other systems, such as social, biological, mental and other, are not yet developed. Any objects represent the systems, therefore interactions between them are interactions between the systems. But systems are formed at the expense of interaction between their elements and formations of inter-element relations between them. In the process of interaction between the systems intersystem relations are established. Any action, including interaction, needs energy. Therefore, when establishing relations/links/ the energy is being “input”. Consequently, as interaction between the elements of the system or different systems is the relation/link between them, the latter is the energy-related concept. In other words, when creating a system from elements and its restructuring from simple into complex, the energy is spent for the establishment of new relations /links /connections between the elements. When the system is destructed the links between the elements collapse and energy is released. Systems are conserved at the expense of energy of relations/links between its elements. It is the internal energy of a system. When these relations/links are destructed the energy is released, but the system itself as an object disappears. Consequently, the internal energy of a system is the energy of relations/link between the elements of the system. In endothermic reactions the energy used for the establishment of connections/links/relations comes to the system from the outside. In exothermic reactions internal energy of the system is released at the expense of rupture of these connections between its internal own elements which already existed prior to the moment when reaction occurred. But when the connection is already formed, by virtue of conservation law its energy is not changed any more, if no influence is exerted upon the system. For example, in establishing of connections/links between the two nuclei of deuterium (2D2) the nucleus 1Не4 is formed and the energy is released (for the purpose of simplicity details are omitted, for example, reaction proton-proton). And the 1Не4 nucleus mass becomes slightly less than the sum of masses of two deuterium nuclei by the value multiple of the energy released, in accordance with the physical expression of the conservation law. Thus, in process of merge of deuterium nuclei part of their intra-nuclear bonds collapses and it is for this reason that the merge of these nuclei becomes possible. The energy of connection between the elements of deuterium nuclei is much stronger than that of the bond between the two deuterium nuclei. Therefore, when part of connections between elements of deuterium nuclei is destructed the energy is released, part of it being used for thermonuclear synthesis, i.e. the establishment of connection/bond between the two deuterium nuclei (extra-nuclear connection/bond in respect to deuterium nuclei), while other part is released outside helium nucleus. But our World is tamped not only with matter. Other objects, including social, spiritual, cultural, biological, medical and others, are real as well. Their reality is manifested in that they can actively influence both each other and other kinds of matter (through the performance of other systems and human beings). And they also exist and perform not chaotically, but are subjected to specific, though strict laws of existence. The law of conservation applies to them as well, because they possess their own kinds of “energy” and they did not come into being in a day, but may only turn one into another. Any system can be described in terms of qualitative and quantitative characteristics. Unlike material objects, the behavior of other objects can be described nowadays only qualitatively, as they for the present the have no their own “thermodynamics”, for example, “psychodynamics”. We do not know, for example, what quantity of “Watt” of spiritual energy needs to be applied to solve difficult psychological problem, but we know that spiritual energy is needed for such a solution. Nevertheless, these objects are the full-value systems as well, and they are structured based on the same principles as other material systems. As systems are the groups of elements, and changes of forms of substances represent the change of connections/bonds between the elements of substance, then changes of forms of substances represent the changes of forms of systems. Hence, the form is determined by the specificity of connections/bonds/ties between the elements of systems. “Nothing in this world lasts for ever”, the world is continually changing, whereby one kind of forms of matter turn into other, but it is only forms that vary, while matter is indestructible and always conserved. At the same time, alteration of forms is also subjected to the law of conservation and it is this law that determines the way in which one kind of forms should replace other forms of matter. Forms only alter on account of change of connections/ties between the elements of systems. As far as each connection between the system elements has energetic equivalent, any system contains internal energy which is the sum of energies of connections/bonds between all elements. The “form: (Latin, philos.) is a totality of relations determining the object. The form is contraposed to matter, the content of an object. According to Aristotle, the form is the actuating force that forms the objects and exists beyond the latter. According to Kant, form is everything brought in by the subject of cognition to the content of the cognizable matter - space, time and substance of the form of cognitive ability; all categories of thinking: quantity, quality, relation, substance, place, time, etc., are forms, the product of ability of abstraction, formation of general concepts of our intellect. However, these are not quite correct definitions. The form cannot be contraposed to matter because it is inseparably linked with the latter, it is the form of matter itself. The form cannot be a force either, although it probably pertains to energy because it is determined by energy-bearing connections within the system. According to Kant, form is a purely subjective concept, as it only correlates with intellectual systems and their cognitive abilities. Why, do not the forms exist without knowing them? Any system has one or other shape/look of form. And the systems form is determined by type and nature of connections/relations/bonds between the system elements. Therefore, the form is a kind of connections between the system elements. Since the systems may interact, new connections/bonds between them are thus established and new forms of systems emerge. In other words, in process of interaction between the systems new systems emerge as new forms. The energy is always expended in the course of interaction between the systems. Logic form of the conservation law is the law of cause-and-effect limitations because it is corresponded by a logical connective “if....., then….” Possible choice of external influences (causes) to which the system should react is limited by the first part of this connective “if...”, whereas the actions of systems (consequences) are limited by the second part “then...”. It is for this reason that the law is called the law of cause-and-effect limitations. This law reads “Any consequence has its cause /every why has a wherefore/”. Nothing appears without the reason/cause and nothing disappears for no special reason/cause. There are no consequences without the reason/cause, there is no reaction without the influence. It is unambiguousness and certainty of reaction of systems to the external influence that lays the cornerstone of determinism in nature. Every specific cause is followed by specific consequence. The system should always react only to certain external influences and always react only in a certain way. Chemoreceptor intended for О2 would always react only to О2, but not to Na +, Ca ++ or glucose. At that, it will give out certain potential of action, rather than a portion of hormone, mechanical contraction or something else. Any system differs in specificity of the external influence and specificity of the reaction. The certainty of external influences and the reactions to them imposes limitations on the types of the latter. Therefore, the need in the following arises from the law of cause-and-effect limitations: execution of any specific (certain) action to achieve specific (certain) purpose; existence of any specific (certain) system (subsystem) for the implementation of such action, as no action occurs by itself; sequences of actions: the system would always start to perform and produce the result of action only after external influence is exerted on it because it does not have free will for making decision on the implementation of the action. Hence, the result of the system performance can always appear only after certain actions are done by the system. These actions can only be done following the external influence. External influence is primary and the result of action is secondary. Of all possible actions those will be implemented only which are caused by external influence and limited (stipulated) by the possibilities of the responding system. If, following the former external influence, the goal is already achieved and there is no new external influence after delivery of the result of action, the system should be in a state of absolute rest and not operate, because it is only the goal that makes the system operate, and this goal is already achieved. No purpose - no actions. If new external influence arises a new goal appears as well, and then the system will start again to operate and new result of action will be produced.

• 54. The origin and history of the English language
  Курсовые работы Иностранные языки

  The value of a language as an object of study, depends chiefly on the character of the books which it contains; and, secondarily, on its connexion with others more worthy to be thoroughly known. In this instance, there are several circumstances which are calculated soon to discourage research. As our language took its rise during the barbarism of the dark ages, the books through which its early history must be traced, are not only few and meagre, but, in respect to grammar, unsettled and diverse. It is not to be expected that inquiries of this kind will ever engage the attention of any very considerable number of persons. Over the minds of the reading public, the attractions of novelty hold a much greater influence, than any thing that is to be discovered in the dusk of antiquity. All old books contain a greater or less number of obsolete words, and antiquated modes of expression, which puzzle the reader, and call him too frequently to his glossary. And even the most common terms, when they appear in their ancient, unsettled orthography, are often so disguised as not to be readily recognized.

  1. These circumstances (the last of which should be a caution to us against innovations in spelling) retard the progress of the reader, impose a labour too great for the ardour of his curiosity, and soon dispose him to rest satisfied with an ignorance, which, being general, is not likely to expose him to censure. For these reasons, ancient authors are little read; and the real antiquary is considered a man of odd habits, who, by a singular propensity, is led into studies both unfashionable and fruitless-- a man who ought to have been born in the days of old, that he might have spoken the language he is so curious to know, and have appeared in the costume of an age better suited to his taste.
  2. But Learning is ever curious to explore the records of time, as well as the regions of space; and wherever her institutions flourish, she will amass her treasures, and spread them before her votaries. Difference of languages she easily overcomes; but the leaden reign of unlettered Ignorance defies her scrutiny. Hence, of one period of the world's history, she ever speaks with horror--that "long night of apostasy," during which, like a lone Sibyl, she hid her precious relics in solitary cells, and fleeing from degraded Christendom, sought refuge with the eastern caliphs. "This awful decline of true religion in the world carried with it almost every vestige of civil liberty, of classical literature, and of scientific knowledge; and it will generally be found in experience that they must all stand or fall together."--Hints on Toleration, p. 263. In the tenth century, beyond which we find nothing that bears much resemblance to the English language as now written, this mental darkness appears to have gathered to its deepest obscuration; and, at that period, England was sunk as low in ignorance, superstition, and depravity, as any other part of Europe.
  3. The English language gradually varies as we trace it back, and becomes at length identified with the Anglo-Saxon; that is, with the dialect spoken by the Saxons after their settlement in England. These Saxons were a fierce, warlike, unlettered people from Germany; whom the ancient Britons had invited to their assistance against the Picts and Scots. Cruel and ignorant, like their Gothic kindred, who had but lately overrun the Roman empire, they came, not for the good of others, but to accommodate themselves. They accordingly seized the country; destroyed or enslaved the ancient inhabitants; or, more probably, drove the remnant of them into the mountains of Wales. Of Welsh or ancient British words, Charles Bucke, who says in his grammar that he took great pains to be accurate in his scale of derivation, enumerates but one hundred and eleven, as now found in our language; and Dr. Johnson, who makes them but ninety-five, argues from their paucity, or almost total absence, that the Saxons could not have mingled at all with these people, or even have retained them in vassalage.
  4. The ancient languages of France and of the British isles are said to have proceeded from an other language yet more ancient, called the _Celtic_; so that, from one common source, are supposed to have sprung the present Welsh, the present Irish, and the present Highland Scotch.[46] The term Celtic Dr. Webster defines, as a noun, "The language of the Celts;" and, as an adjective, "Pertaining to the primitive inhabitants of the south and west of Europe, or to the early inhabitants of Italy, Gaul, Spain, and Britain." What unity, according to this, there was, or could have been, in the ancient Celtic tongue, does not appear from books, nor is it easy to be conjectured.[47] Many ancient writers sustain this broad application of the term _Celtae_ or _Celts_; which, according to Strabo's etymology of it, means horsemen, and seems to have been almost as general asour word Indians. But Casar informs us that the name was more particularly claimed by the people who, in his day, lived in France between the Seine and the Garonne, and who by the Romans were called Galli, or Gauls.

• 55. The origin of language
  Курсовые работы Иностранные языки

  At any rate, let it be remembered that the first language spoken on earth, whatever it was, originated in Eden before the fall; that this "one language," which all men understood until the dispersion, is to be traced, not to the cries of savage hunters, echoed through the wilds and glades where Nimrod planted Babel, but to that eastern garden of God's own planting, wherein grew "every tree that is pleasant to the sight and good for food;" to that paradise into which the Lord God put the new-created man, "to dress it and to keep it." It was here that Adam and his partner learned to speak, while yet they stood blameless and blessed, entire and wanting nothing; free in the exercise of perfect faculties of body and mind, capable of acquiring knowledge through observation and experience, and also favoured with immediate communications with their Maker. Yet Adam, having nothing which he did not receive, could not originally bring any real knowledge into the world with him, any more than men do now: this, in whatever degree attained, must be, and must always have been, either an acquisition of reason, or a revelation from God. And, according to the understanding of some, even in the beginning, "That was not first which is spiritual, but that which is natural; and afterward that which is spiritual."-_1 Cor., xv, 46_. That is, the spirit of Christ, the second Adam, was bestowed on the first Adam, after his creation, as the life and the light of the immortal soul. For, "In Him was life, and the life was the light of men," a life which our first parents forfeited and lost on the day of their transgression. "It was undoubtedly in the light of this pure influence that Adam had such an intuitive discerning of the creation, as enabled him to give names to all creatures according to their several natures."-_Phipps, on Man_, p. 4. A lapse from all this favour, into conscious guilt and misery; a knowledge of good withdrawn, and of evil made too sure; followed the first transgression. Abandoned then in great measure by superhuman aid, and left to contend with foes without and foes within, mankind became what history and observation prove them to have been; and henceforth, by painful experience, and careful research, and cautious faith, and humble docility, must they gather the fruits of _knowledge_; by a vain desire and false conceit of which, they had forfeited the tree of life. So runs the story

• 56. The peculiarities of news reports in English mass media texts
  Курсовые работы Иностранные языки

  styles (FS) are the subsystems of language, each subsystem having its own peculiar features in what concern vocabulary means, syntactical constructions, and even phonetics.The appearance and existence of FS is connected with the specific conditions of communication in different spheres of human life. FS differ not only by the possibility or impossibility of using some elements but also due to the frequency of their usage. For example: some terms can appear in the colloquial style but the possibility of its appearance is quite different form the possibility to meet it in an example of scientific style.classification of Functional Style (F.S) is a very complicated problem, that is why we will consider ideas of I.R. Galperin, bearing in mind that I.R Galperin treats functional styles as patterns of the written variety of language thus excluding colloquial FS. Both scholars agree that each FS can be recognized by one or more leading features. But I.R Galperin pays more attention to the coordination of language means and stylistic devices whereas Arnold connects the specific features of each FS with its peculiarities in the sphere of communication. According to I.R. Galperin, a functional style of language is a system of interrelated language means which serves a definite aim in communication. A functional style should be regarded as the product of a certain concrete task set by the sender of the message. Functional styles appear mainly in the literary standard of the language. These represent varieties of the abstract invariant and can deviate from the invariant, even breaking away with it.FS is a relatively stable system at the given stage in the development of the literary language, but it changes, and sometimes considerably, from one period to another. Therefore FS is a historical category. Thus, for example in the 17th century it was considered that not all words can be used in poetry, and that a separate poetic style exists. Later, in the 19th century romanticism rejected the norms of poetic style and introduced new vocabulary to poetry. The development of each style is predetermined by the changes in the norms of standard English. It is also greatly influenced by changing social conditions, the progress of science and the development of cultural life. Every functional style of language is marked by a specific use of language means, thus establishing its own norms which, however, are subordinated to the norm-invariant and which do not violate the general notion of the literary norm. The writers of the given period in the development of the literary language contribute greatly to establishing the system of norms of their period. It is worth noting that the investigations of language norms at a given period are to great extent maintained on works of men of letters. Selection, or deliberate choice of language, and the ways the chosen elements are treated are the main distinctive features of individual style. Individual style is a unique combination of language units, expressive means and stylistic devices peculiar to a given writer, which makes that writer's works or even utterances easily recognizable . Naturally, the individual style of a writer will never be entirely independent of the literary norms and canons of the given period. But the adaptations of these canons will always be peculiar and therefore distinguishable. Individual style is based on a thorough knowledge of the contemporary language and allows certain justifiable deviations from the rigorous norms. Individual style requires to be studied in a course of stylistics in so far as it makes use of the potentialities of language means, whatever the characters of these potentialities may be.All men of letters have a peculiar individual manner of using language means to achieve the effect they desire. Writers choose language means deliberately. This process should be distinguished from language peculiarities which appear in everyday speech of this or that particular individual (idiolect).stylePublistic (P.S) style is a perfect for example: historical changeability of stylistic differentiation of discourses. In Greece it was practiced in oral form which was named P.S in accordance with the name of its corresponding genre. P.S is famous for its explicit pragmatic function of persuasion directed at influencing the reader and shaping his works in accordance with the argumentation of the author. We find in PS a blend of the rigorous logical reasoning, reflecting the objective state of things and a strong subjectivity reflecting the authors personal feelings and emotions towards the discussed subject. Sub styles: The oratory essays, journalistic articles, radio and TV commentary. Oratory it makes use of a great humbler of expressive means to arouse and keep the public's interest: repetition, gradation, antithesis, rhetorical questions, emotive words, elements of colloquial speech. Radio and TV commentary is less impersonal and more expressive and emotional. The essay is very subjective and the most colloquial of the all sub styles of the publicistic style. It makes use of expressive means and tropes. The journalistic articles are impersonal.

• 57. The problems of oral translation
  Курсовые работы Иностранные языки

• 58. The problems of the Subjunctive Mood in English
  Курсовые работы Иностранные языки

   

  1. Е.А. Корнеева «Пособие по морфологии английского языка» Москва, «Высшая школа» 1974
  2. Л.Л. Иофик, Л.П. Чахоян «Хрестоматия по теоретической грамматике английского языка» Санкт Петербург, «Просвещение» 1972
  3. Е.М. Гордон, И.П. Крылова «Грамматика современного английского языка» Москва, «Высшая школа» 1974
  4. Б.А. Ильиш «Строй современного английского языка» Санкт-Петербург, «Просвещение» 1971
  5. В. Каушанская «Грамматика английского языка» Санкт-Петербург, «Просвещение» 1973
  6. Л.С. Бархударов «Очерки по морфологии современного английского языка» Москва, «Высшая школа» 1975
  7. H. Sweet «A new English grammar» Oxford, 1988
  8. G.O. Curme «A Grammar of the English Language» London New-York, 1931
  9. H. Whitehall «Structural Essential of English» New-York, 1956
  10. O. Jespersen «The philosophy of Grammar», London, 1935 «A modern English Grammar» (Part IV), Heidelberg, 1931
  11. В. Виноградов «Русский язык» Москва, 1947
  12. Erick Segal «Love story»
  13. M. Drabble «Jerusalem the Golden»
  14. M. Dickens «One Pair of Hands»
  15. A. Cassidy «Shopping for One»
  16. A. Brookner «A Start in Life»
  17. J.R.R. Tolkien «The Lord of the Rings»
  18. Yelena M. Merkulova «English Reading, writing and conversation» St. Petersburg «SOYUZ» 2004

• 59. The Science Of Grammar
  Курсовые работы Иностранные языки

  He science of grammar, whatever we may suppose to be its just limits, does not appear to have been better cultivated in proportion as its scope was narrowed. Nor has its application to our tongue, in particular, ever been made in such a manner, as to do great honour to the learning or the talents of him that attempted it. What is new to a nation, may be old to the world. The development of the intellectual powers of youth by instruction in the classics, as well as the improvement of their taste by the exhibition of what is elegant in literature, is continually engaging the attention of new masters, some of whom may seem to effect great improvements; but we must remember that the concern itself is of no recent origin. Plato and Aristotle, who were great masters both of grammar and of philosophy, taught these things ably at Athens, in the fourth century before Christ. Varro, the grammarian, usually styled the most learned of the Romans, was contemporary with the Saviour and his apostles. Quintilian lived in the first century of our era, and before he wrote his most celebrated book, taught a school twenty years in Rome, and received from the state a salary which made him rich. This "consummate guide of wayward youth," as the poet Martial called him, being neither ignorant of what had been done by others, nor disposed to think it a light task to prescribe the right use of his own language, was at first slow to undertake the work upon which his fame now reposes; and, after it was begun, diligent to execute it worthily, that it might turn both to his own honour, and to the real advancement of learning.He says, at the commencement of his book: "After I had obtained a quiet release from those labours which for twenty years had devolved upon me as an instructor of youth, certain persons familiarly demanded of me, that I should compose something concerning the proper manner of speaking; but for a long time I withstood their solicitations, because I knew there were already illustrious authors in each language, by whom many things which might pertain to such a work, had been very diligently written, and left to posterity. But the reason which I thought would obtain for me an easier excuse, did but excite more earnest entreaty; because, amidst the various opinions of earlier writers, some of whom were not even consistent with themselves, the choice had become difficult; so that my friends seemed to have a right to enjoin upon me, if not the labour of producing new instructions, at least that of judging concerning the old. But although I was persuaded not so much by the hope of supplying what was required, as by the shame of refusing, yet, as the matter opened itself before me, I undertook of my own accord a much greater task than had been imposed; that while I should thus oblige my very good friends by a fuller compliance, I might not enter a common path and tread only in the footsteps of others. For most other writers who have treated of the art of speaking, have proceeded in such a manner as if upon adepts in every other kind of doctrine they would lay the last touch in eloquence; either despising as little things the studies which we first learn, or thinking them not to fall to their share in the division which should be made of the professions; or, what indeed is next to this, hoping no praise or thanks for their ingenuity about things which, although necessary, lie far from ostentation: the tops of buildings make a show, their foundations are unseen."--_Quintiliani de Inst. Orat., Prooemium._

• 60. The selection and adaptation of the material on the topic "Towns and places"
  Курсовые работы Иностранные языки

  A further extension of the information gap idea occurs in the story telling activity. The teacher puts the class into four groups, calling them A, B, C, D. each group receives some pictures of the places of interest of some city or town. The groups memorize everything they can about the pictures. The teacher collects the pictures and asks for one student from each group to form a new four person group. He tells them that they each seen a different picture, but the picture taken together in some order or other tell a story about the city, may the pupils remember some facts, details about the monuments, museums, etc. the final stories may be different. The groups tell the whole class what their version is, and the teacher can finally re-show the pictures. Their story-telling can, of course be useful as a prelude to written narrative work. One way of provoking conversation opinion exchange is to get students to conduct questionnaires and surveys. If the pupils plan these questionnaires themselves, the activity becomes even more useful. The teacher wants to activate pupils knowledge.

  1. What kind of questionnaire can it be?
  2. What places of interest do you always try to visit?
  3. Where do you stop? (a hotel, private flat or a house)
  4. Have you met any interesting people during your excursion?
  5. Have you taken any photos?

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