ОРГАНІЗАЦІЯ ЛЕКСИЧНОЇ РОБОТИ СТУДЕНТІВ ФІЛОЛОГІЧНИХ СПЕЦІАЛЬНОСТЕЙ З ОНОМАСТИЧНИМ МАТЕРІАЛОМ (НА ПРИКЛАДІ УКРАЇНСЬКОЇ МОВИ)
Organization of lexical work of students-philologists with onomastic material (on the example of Ukrainian language).
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The publication reveals the issue of an organization of work of the future teachers of philology with onomastic material (on the example of Ukrainian language). The theoretical principles of the use of linguacultural approach concerning the study of language materials by future philologists have been analyzed. The analysis of the stages of development of Ukrainian given names considering pagan and Christian periods of Ukrainian linguaculture formation in general, Ukrainian Onomasticon – in particular have been conducted; the features of phonetic and morphological adaptation of Ukrainian given names have been distinguished. Author substantiates the feasibility of methodological principles, methods and teaching tools within the triad «Ethnos – Language – Culture», which correlates with the achievements of related studies (linguistics, ethnopsycholinguistics, social psychology, sociolinguistics); consideration of ethnocultural and sociolinguistic factors in the studying process from the perspective of studying subject’s status – the future philologist – linguaculture bearer; identity that is formed by means of language studying. Philological studies’ teaching from the perspective of linguaculture involves the development of linguistic world image as well as the skills of discursive producing of texts considering the national specifics of semantic nuances of language units; consideration of the transmission of language, mental characteristic of linguaculture bearer. Organization of work of students-philologists with onomastic material should consider the following key points: development of linguacultural literacy of the future teachers-philologists is constituted on linguacultural approach which is used in the sense of observation of language (within our research – onomastic) material by promoting the development of cognitive (linguistic), axiological and communicative components of study competence. Work with onomastic material (on the example of Ukrainian language) involves: 1) identification of general semantics, nationally designated semantics of Given names (including – proper names); discursive potential of phraseological units of onomastic component as precedent units of Ukrainian linguaculture; 2) cognitive-pragmatic modeling of semantics of autochthonic Slavic and Christian Given names and their corresponding semantics phraseology; 3) consideration of specifics of onomastic representation of elements of language awareness; 4) destinction of the national-cultural component of onomastic meaning; 5) identification of value accent of onomastic semantics; 6) lexicographic and paremiographic representation of spectrum of semantics and value of Ukrainian anthroponyms and phraseology units with onomastic component. The prospect of further research comes from the observation of the structural and semantic features of Ukrainian Given names from the position of linguaculture.
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