LINGUISTICS AT SCHOOL:
RANGE OF OPPORTUNITIES

The article discusses different types of language work that can be implemented in schools various types(primarily in gymnasiums and lyceums, as well as in schools with in-depth study language and other subjects). Depending on the type of educational institution, the level of preparation of the class, the competence of the teacher, the proposed teaching approach can be used in full or in part.

The basis of the proposed approach was the allocation of the general linguistic component (GLC) of education in the Moscow gymnasium No. 1541, which already has 15 years of experience in such work.

In the 1990s, an integrative course was developed, which became the basis for the study of Russian and several foreign languages ​​in modern school. The focus of the course on improving the linguistic competence of students made it possible to informally approach the solution of a complex problem - to form in children their own view of the language.

Schoolchildren get an idea about the role of language in the life of society, about the constant development of the language and the factors causing changes in it, about the systemic nature of the language, about the diversity of languages ​​and the place of the Russian language among them, about the functions of the Russian language in modern world. In the course of work, the course, which primarily aims at the language development of schoolchildren, has acquired a general educational value, because. also contributed to the development of intellectual and creative abilities. At present, it is taught according to the educational and methodological complex of O.E. Drozdova, consisting of a manual for students "Linguistics Lessons for Schoolchildren" (M.: VLADOS, 2001) and a book for teachers "Methodological recommendations for linguistics lessons in grades 5-8" (M.: VLADOS, 2003).

We list the main areas for improving linguistic competence and the subject areas with which they are associated:

1) communication of new information about the language as a whole (connection with history, cultural studies);

2) comparison of facts and phenomena from Russian and foreign languages ​​(connection with the study of foreign languages ​​and cultural studies);

3) comparison of the phenomena of one language in the diachronic aspect (connection with history, sociology, cultural studies);

4) comparison of phenomena of different levels of the Russian language (systematization, deepening and expansion of information from the basic course of the Russian language).

Let us briefly characterize the content of the sections of the course, which is intended for students in grades 5–8. In the first we are talking about the language "as such", what is embodied in the themes: “Language as sign system”, “Language and Society”, “The Origin of Language”, “Languages ​​Living and Dead, Artificial and Natural”. In the same part of the course, an overview of the languages ​​of the world, primarily of the Indo-European family, is given.

In the second section, the material deals with specific units different languages levels- sounds, words, sentences, etc. It also draws on examples from Russian and foreign languages. Let's name some topics: "The ratio of sounds and letters in different languages", "Reasons for borrowing words and the life of a word in a foreign language", "Elements of the meaning of a word", "Grammatical categories in different languages", etc.

The third section is mainly related to practical application of the obtained linguistic knowledge. Stylistics lessons discuss how to make your speech relevant to specific situations. At the lessons on the culture of speech, students get an idea about the language norm, that the norm can change, and also learn to see typical speech errors and classify them. The material of the lessons on the history of the Russian language reflects the need for students to learn not only how to correctly speak and write in their native language (these tasks are solved in the lessons of the Russian language), but also why we are guided by such rules. For example, the lesson “Phonetic processes: from the Old Russian language to Russian” alone helps children understand where fluent vowels, unpronounceable consonants, zero endings, etc., come from in modern Russian.

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Linguistic topics in the lessons of Russian and foreign languages

The separation of the OLK made it possible to make changes to the content of the basic lessons of Russian and foreign languages, as well as other subjects of the humanitarian cycle.

In the lessons of the Russian language, it is useful for a deeper assimilation of theoretical material by students to represent one or another linguistic fact in comparison with foreign languages.

Here is how you can talk about the conditionality of assigning the meaning of the category of gender in many nouns (using examples from Russian, French and German).

There are words in which the gender corresponds to the gender of people or animals: boy, father, tiger, rooster - masculine; girl, mother, tigress, chicken - feminine. We attribute other words to one or another gender only by endings: the book is feminine, since this word is declined in the same way as girl. And the table is masculine, since its endings are the same as those of the word boy. For many words, belonging to the genus you just need to remember - night and day at first glance, they should not differ grammatically in any way, but one word–feminine, the other is masculine. The conditionality of the assignment of grammatical gender becomes especially evident when translated into other languages: in Russian book feminine, and table masculine, and in French, on the contrary, book(un livre) masculine, and table(une table) - female. And there are many such examples. But it’s quite unusual: in German, the word girl(das Madchen) - neuter!

Working with students on the topic "Homonyms", the teacher can pay attention to the fact that homonymy is a property of any language, and give examples of homonyms from different languages.

Many homonyms are found in other languages: in French Canon[canon] gun and Canon- the rule coupe[kup] - glass, goblet and coupe- cutting, cutting; in English light[light] - light and light –light; in German Mal- times and Mal- birthmark. And the French word mine[min] - mine–there are two homonyms: mine- a mine that explodes, and mine- mine, facial expression.

For comparison, we give an example from a non-Indo-European language: in Uzbek (Turkic family) Karam- generosity, mercy and Karam –cabbage.

Like Russian, English and French have many homophones. Yes, in English night[night] is night, and k n ight [night] - knight; in French they sound the same - [ver] - words ver(worm), vert(green), verre(glass) (strictly speaking, only ver and verre are homophones, since they are the same part of speech).

In foreign language lessons, you can rely on the student's ability to compare words from different languages. This makes it possible to more effectively carry out such types of work as analytical reading of authentic texts (for example, from journals of the country of the language being studied) without the help of a dictionary. So, highlighting familiar roots and other morphemes in French words, the translation of which is unknown, by comparing these morphemes with similar elements in Russian and English words, one can catch the general meaning of the text.

The material of an entertaining nature enjoys constant success in the lessons of language (and not only) subjects. How, for example, can one not remember the name "idiom" when studying phraseological units, if the introduction of this term is accompanied by the following comment:

Word idioma goes back in Greek to the word idios- peculiar, unusual. The word goes back to him. moron, denoting now a stupid, ignorant person. But in the title of the world-famous novel by F.M. Dostoevsky "Idiot" this word just had the meaning of "peculiar person."

Linguistic topics on non-linguistic subjects

The isolation of the CLC and the spread of the very idea of ​​attentive attention to the language aspect of teaching makes teachers of non-linguistic subjects supplement their lessons accordingly. The study of scientific terminology takes place in the lessons of literature, history, MHK, social studies, biology, and mathematics. Teachers, in order to achieve a complete understanding of the term, practice working with dictionaries (in some cases, they compare definitions of the term from different sources), and also tell students the history of the appearance of a particular term, give etymological information.

Here is an example of linguistic work with terms in law lessons. Introducing schoolchildren to the term, say, prolongation(contract), the teacher can rely on the students' knowledge of the English language. Without explaining the meaning of the term, the teacher asks the students to highlight in this word the English root they know (children will easily remember the word long- long, long), and then, taking into account the meaning of this root, he offers to formulate the meaning of the term himself. Similar comparative work can be carried out when studying the concepts parliament(the word has a similar pronunciation in English, French, German; children easily discover the connection with the french verb parler- talk), totalitarian(pupils indicate the connection with English word total, ascending to latin totalis- whole, complete, whole, which is borrowed by many languages; this word appears frequently in Everyday life, for example, it is written on the check when calculating the total amount, appears on the scoreboard when calculating the total score in different sports).

A large number of scientific works devoted to the formation of schoolchildren's speech in mathematics lessons. I will give fragments of one of these works.

Stages of formation of mathematical speech:

Operating with signs of objects;

Mastering the logical action of classification;

Formation of the ability to draw a conclusion through the genus and species difference;

Operating with logical connectives not, and, or;

Operating with logical words (quantifiers) all, some, every, any and etc.;

Formation of the ability to draw the most simple conclusions.

Various ways of developing the formation and development of mathematical speech of students:

Mathematical dictations;

Work in the notebook "Student's Mathematical Dictionary";

Tasks for the transition from verbal to symbolic notation and vice versa;

Logic exercises; research work on the content of tasks;

Compilation of reference records and signals of a generalizing and algorithmic nature, etc.

Of course, in all lessons, including mathematics, language errors of the teacher are unacceptable, it is also necessary to control the speech of students, both written and oral (formerly it was called single speech mode). But you can often hear from the teacher (and after him from the students: x equals eight(but not x is equal to), three x equals one hundred and twenty(but not three x equals one hundred and twenty).

Such work can be useful in the lessons of chemistry, biology. An example from the practice of a chemistry teacher I.N. Khachatryan. Giving 8th grade students an idea of genetic relationship organic matter, the teacher faced a misunderstanding of the children until she began to explain the word itself to them genetic through the word gene, i.e. genus(lat. genus). In this way, genetic relationship is explained as one in which all the time there are transformations from one state of matter to another (metal - salt, etc.). The presence of a particular atom, which manifests itself in all transformations, can be compared with the presence of a gene, which manifests itself in all generations of relatives. Another example. Recorded, say, one of chemical laws, formulated by Lomonosov, and the children must understand what law is meant and translate it into modern Russian (of course, this is more of an Olympiad task).

Let us give examples of language work in history lessons. As in other lessons, these can be brief etymological excursions to make the lessons more entertaining. Textbook quote: Katsva L.A., Yurganov A.L.. History of Russia VIII-XV centuries. M.: MIROS, 1994. S. 6–7.

Linguistic sources are also very interesting, i.e. language data. For example, proper names are studied by onomastics. One of its sections is toponymy, the science of geographical names. Without knowing this science, it is easy to fall into mistakes, sometimes very funny ones. For example, someone might think that the village of Volkovo was named so because there were many wolves in the area. In fact, the name comes from the name of the owner - the landowner Volkov. And the city of Kholui (in the Ivanovo region) has nothing to do with servility (servility). Its name comes from a word meaning in the local dialect a snag in the river.

Historians often use the works of linguists, building a chain from the historical reconstruction of words to the reconstruction of a way of life. Directly in the lesson, you can use individual comparisons from the book of O.N. Trubachev "History of Slavic terms of kinship and some of the most ancient terms of the social order".

Today, linguists are doing a lot of national concepts - generalized concepts that are characteristic of the mentality of a certain people. For example, in the book by A.D. Shmeleva "Russian language and extra-linguistic reality" (M., 2002), history teachers can learn a lot of interesting examples of, as reflected in language picture of the world, native speakers of the Russian language have an attitude to time and space, as well as some important life attitudes (humility, pride, shame, etc.). Noteworthy is the title of the chapter “Small words as exponents of life position”, which contains information about the use of words. maybe and I suppose expressions just in case, just in case, just in case.

Linguistic topics in the classroom

Linguistic topics can add variety to the work of class teachers. cool watch dedicated to the native city are probably held in all schools in Russia. Children would be very useful along with history and sights hometown to know the peculiarities of the speech of fellow countrymen (and, consequently, to realize the peculiarities of one's own speech, which become noticeable when one travels to another region of the country).

Having become acquainted with the popular books of the radio hosts of the Echo of Moscow channel “We speak Russian with Olga Severskaya” or “We speak Russian with Marina Koroleva”, students can prepare speeches in which the names of the same objects would be compared, say, in Moscow and in St. Petersburg (in the first of these books, one chapter is called just that - “What is a loaf in Moscow, then in St. Petersburg a bun”; you can also compare the names entrance(in Moscow) and front door, and sometimes just stairs Petersburg, remember curb - curb and even shawarma - shawarma).

An interesting linguistic twist can also be given to a class hour dedicated to the future professions of graduates. Let's start the conversation by reading a few ads from the newspaper "I'm looking for a job." Are the titles of many of the job offers clear, e.g. sales manager or account manager, system administrator, web designer, copywriter or HR? Not all. To be honest, many of us will have a hard time explaining the meanings of such seemingly more familiar names as dealer and broker. A wonderful book by M.A. will help the teacher. Krongauz "The Russian language on the verge of a nervous breakdown" (M.: Languages ​​of Slavic cultures, 2007), in which many interesting processes in modern language. An interesting chapter is devoted to the names of professions, and possible reasons for the appearance of a huge number of such new words are given. You can also name the actual linguistic reason: today the principle of naming, which is unusual for us, is often used (not through the subject area and a specific case, but, as M.A. Krongauz writes, through a rather abstract function. The most striking example is the word manager, which, without further explanation, says almost nothing about human activity. It seems to be connected with the function of management, but management of anything, and in the broadest sense (cf. Sales Manager and personnel manager). Combining all modern trends, you can even construct such a strange phrase as cleaning manager(meaning the cleaning lady).

Debates, discussions and conferences on linguistic topics

Actual forms of student activity are debates and discussions that form communicative competence. On the class hour in the form of debates, linguistic topics can be discussed, for example, “The original and the translation are the same work or different?”, “Is borrowing good or bad?”. There are various techniques for conducting debates. V general view the scheme is as follows: two teams defend opposite points of view on the problem under discussion. The teacher builds a chain of questions in advance (one representative of both teams speaks about each) and provides each team with appropriate material for preparation.

Here is a chain of questions that were used in the debate on the topic “Is borrowing good or bad?”: fashion for borrowings at different times, "historical waves" of mass borrowings, the number and scope of borrowings in modern Russian; where it is possible and where it is impossible to do without borrowings, is it possible to borrow phraseological units; hidden borrowings (tracing paper), non-Russian construction, intonation in Russian speech, bad translation, "false friends of the translator"; opinions famous people different times about borrowings. Material to help the discussion: articles from the volume “Russian language. Linguistics" of the publishing house "Avanta +", from the "Dictionary of a young linguist", a book by V.G. Kostomarov "Linguistic taste of the era", as well as numerous popular science books on linguistics (L.V. Uspensky, A.A. Leontiev, N.M. Shansky, B.Yu. Norman, V.A. Plungyan, etc.) .

The discussion provides for greater freedom of action. Children can be given a list of questions that are supposed to be discussed in advance, but they should prepare without the help of a teacher. During the discussion, the role of the facilitator is very great, who must carefully prepare the presentation of questions and illustrative material that stimulates the activity of schoolchildren. An example of such an event can be a discussion that was held in gymnasium No. 1541. Here are some of the issues that were discussed at it:

Why do many accuse journalists of spoiling the language?

Can you give examples of the misuse of words in the media that led to the spread of this error?

Remember the statements in the media of famous people, primarily politicians, which have become catchwords.

Do you agree that now "fathers" and "children" speak almost different languages?

At all times, this situation was common: the elders taught the younger ones in all spheres of life, including the language. Can we say that now this order is in some sense violated?

Another form extracurricular activities schoolchildren, which, thanks to the allocation of the CLC, aroused great interest - linguistic research activities. Moscow Gymnasium No. 1541 annually (for 12 years now) has been holding the conference "Linguistics for All". Its main co-founder in last years became State Institute Russian language named after A.S. Pushkin. In 2007, i.e. in the Year of the Russian Language, the conference was supported by the Russian Society of Teachers of Russian Language and Literature and is now held under the auspices of ROPRYAL. A fairly clear structure for holding the conference and methods for its preparation have already been established. The theme of the conference changes every year, which makes schoolchildren (and students of grades 6-11 can give presentations) each time look at the language from a new point of view, or rather, explore different aspects of culture through the prism of language. Here are some themes of past years: “Language and history”, “Language and humor”, “Language of means mass media”, “Language contacts”. The theme of the future conference in 2009 - "Language and the norm" - invites schoolchildren to explore such topical issues as changing the language norm in Russian (including in the near abroad) and other languages, typical mistakes in various fields application of language, deliberate violation of the norm in the media and literary texts.

Vavrenchuk N.A.. Special course "Formation of mathematical speech of younger students" in the system vocational training primary school teachers” // Methodology, theory and practice of natural-mathematical and pedagogical education: Sat. materials of the International scientific-practical conf. Brest, May 15–17, 2007 / Ed. ed. Dr. ped. Sciences A.N. Sender; [editor: M.E. Chesnovsky, A.N. Sender, Ya.V. Radyna and others]. Brest. state un-t im. A.S. Pushkin. Brest: Publishing House of BrGU, 2007. S. 20–23.

O.E. DROZDOVA,
cand. ped. Sciences,
Moscow

From the experience of the gymnasium No. 1541 in Moscow on the topic:

LANGUAGE AS A KEY

TO UNDERSTAND CULTURE

Currently, many schools are operating in an experimental mode. Gymnasium No. 1541 of the Closed Joint-Stock Company of Moscow is part of a group of experimental schools investigating the problems of innovation in language education. The city's experimental site "Language as a key to understanding culture" functions in the gymnasium. The purpose of the experiment is to increase the level of linguistic, linguistic and socio-cultural competencies of students. To achieve this goal, the gymnasium conducts various activities. So, for example, in academic plan The gymnasium includes a linguistics course that helps to solve many problems of language education. The city conference "Linguistics for All" is held annually. The following materials will acquaint the reader with the organization and content school course linguistics. The selection also contains excerpts from student reports made at the conference 2003-2004 school year"Language and Politics".

1. LANGUAGE LESSONS FOR SCHOOLCHILDREN

In recent years, in the documents of the Ministry of Education of the Russian Federation, school education in Russian and foreign languages ​​is referred to as a single educational area "Philology". The similarity of the conceptual and terminological apparatus of the disciplines "Russian language" and " foreign languages” gives reason to talk about their special interdisciplinary connections. As the authors of the methodical letter “Russian native and foreign languages ​​in the educational field “Philology” point out, these subjects can be an open system in relation to each other. However, traditionally, the teaching of Russian and foreign languages ​​in schools takes place quite autonomously, in the vast majority of schools there is no coordination of programs in Russian and foreign languages, there is no purposeful work on the mutual consideration by teachers of language subjects of the linguistic knowledge that children receive in the lessons of their native and foreign languages. None of the school language courses does not give a real idea of ​​the language picture of the world.

Meanwhile, in the last 10-15 years in Russia, the need of society for multilingualism began to rapidly form. First of all, this is due to the emergence of a real opportunity for Russians to communicate with the peoples of the world. Learning the language of another people in such conditions should be considered as an acquaintance with a different culture, a different mentality. This approach implies a conscious, valuable attitude towards mother tongue, based not so much on memorizing sayings about the great and mighty Russian language, but on real interest, built on knowledge of facts from the history of the language, current trends its development, etc.

Opportunities for solving the above tasks of school language education allows you to solve the general linguistic course, implemented in the manual for students in grades 5-8 "Lessons of language

knowledge for schoolchildren. The tasks solved by the school course of linguistics are united by a common goal - the formation of linguistic competence, which should become the basis of the linguistic worldview of schoolchildren - necessary condition to improve language learning.

The course program consists of three sections.

Section I. Language as a sign system, language and society, the origin of language, living and dead languages, artificial and natural, the history of writing, an overview of the languages ​​of the world.

Section II. Level-by-level (from phonetics to syntax) study of language units in their manifestations and relationships, both horizontal - within the level, and vertical - between levels (based on Russian and foreign languages).

Section III. Stylistics, culture of speech, history of the language and the study of foreign languages ​​as a field for practical application general linguistic knowledge.

Such a program is primarily designed for study in gymnasiums, lyceums and schools with in-depth study of languages. Especially effective will be the study of linguistics as a separate course as a subject of the main schedule, introduced at the expense of the hours of the school component. Efficiency this course found confirmation in gymnasium No. 1541, where the course of linguistics was created from the beginning of the 90s, as well as in such schools in Moscow as gymnasiums No. 1522, 1527, 1552, school No. 832, etc. The study of a general linguistic course is also possible as an elective , and also fragmentarily - at the lessons of Russian and foreign languages ​​in general education schools. At present, the methodological base of the school course of linguistics has been prepared, which is reflected in the book for the teacher " Guidelines to the lessons of linguistics in grades 5-8 ".

The understanding of morphemes, words, as well as grammatical categories of different languages ​​helps children to realize the unity of functions and the difference in the forms of their implementation in different languages, helps to overcome the psychological barrier to difficulties in learning their native language and mastering foreign languages. All these are developing learning tasks that help the formation of scientific thinking and creative abilities of students, and in addition, they influence the development of the tolerant consciousness of schoolchildren, which is the subject of this article.

The problem of tolerance for a foreign culture is very relevant today. One of the educational objectives of the course is directly related to the solution of this problem - to give students an idea of ​​the universality of any language in expressing human communicative needs, thus forming a respectful attitude towards languages. different peoples and their culture in general.

Opportunities for solving these problems are laid not only in the text of the lessons themselves, but also in the system of tasks, the fulfillment of which allows schoolchildren to experience the similarities and differences in the structure of languages ​​and the thinking of peoples on their own experience.

Let us list the main types of tasks developed on the basis of interlingual material and give some examples.

1) Comparison of foreign borrowings (or their parts) with the words of languages ​​of non-close kinship. Examples: Answer the question. What do the parts of the words "geology" and "geography" mean in Greek? Material for comparison: geometry - ge "earth", shvgvo "measure", biology - bios "life", logos "word, science". Explain, based on the meaning of the Greek word theke, what is a game library and film library? Material for comparison: library from biblion "book", and the second root theke "warehouse, storage".

2) Understanding the meaning of foreign words and expressions. Examples: Words are given: mast, hold, mooring lines, galley, cabin, boatswain, shipyard. Do you know the meanings of all these "marine" words? If not, look it up in a dictionary. Do you know what the French expressions "tete-a-tete", "cherchet la femme" and the English "happy ending" mean?

3) Comparison of the linguistic phenomenon in Russian and foreign languages. Example: What Russian phraseology correspond to: 1) English. "it's still up in the air"; French "it's not in your pocket yet", German. “it is still written in the stars”; 2) English "resemble like two peas in a pod", German. “similar as one egg to another”, 3) eng. "it rains like dogs and cats", German. “rain pours like from jugs” 4) French. "calling a cat a cat" "call a shovel a shovel".

4) Selection structural elements in the words of a foreign language. Example: Can you identify any elements in the French words musical (musical), footballeur (football player), héroïsme (heroism)? Is the word football in English divisible into morphemes?1

5) Selection of examples of a linguistic phenomenon known to students from the Russian language, based on the material of a foreign language. Example: Give examples of phrases from Russian and studied foreign languages, the type of connection in which is agreement.

6) Modeling of foreign language features on Russian material. Example: Imagine that a foreigner says: [manya name is bob]. What mistakes in terms of Russian pronunciation are made here?

The search nature of this task is determined primarily by the fact that the child himself must select the rules of the Russian language, which in this case are violated, mentally comparing the incorrect pronunciation of the phrase with the normative one (if difficult, the teacher may advise pronouncing the correct variant aloud).

Example: Write down the proverb “If you like to ride, love to carry sleds”, arranging the signs as is customary among the Chinese, Arabs, and also as the ancient Greeks did.2

The method of modeling a foreign language phenomenon on Russian material is also used in explaining various

1 This type of task is borrowed from the book by N.M. Shansky "Entertaining Russian language".

2 This version of the task was created by analogy with the example from the book by A.A. Leontiev "What is language".

ways of expressing grammatical meaning in the languages ​​of the world. A way of doubling a word used in some languages ​​to form a form plural, becomes more understandable to children after such an explanation: “If such a method was in Russian, then instead of table-s we would say table-table.”

So, the course of linguistics helps schoolchildren to develop a value attitude towards language as part of culture, increase the prestige of learning their native language, and increase interest in learning several foreign languages ​​(including in later life after graduation). The following is very important: children get the idea that there are no languages, good and bad, in any language you can convey all the necessary meanings. Only the ways of transmission are different for different languages, getting to know them is like looking into the minds of representatives of different peoples. No wonder there is a proverb: "How many languages ​​you know, so many times you are a person."

Literature

1. The concept of the educational area "Philology" in the 12-year school // Russian language at school, 2000, No. 2, p. 3-9.

2. Deikina A.D., Nefedova N.A. Russian and foreign languages ​​in the educational field "Philology". Methodical writing // Education in a modern school, - 2000, - No. 9, - p. 45-50.

DROZDOVA O. E - 2013

THE ROLE OF FOREIGN LANGUAGES IN FORMING THE EXPERIENCE OF SCHOOLCHILDREN'S LINGUISTIC ACTIVITY

DROZDOVA OLGA EVGENEVNA - 2011

From the guide:

Drozdova O.E. Fundamentals of linguistics for schoolchildren. Optional course. 6-9 grades. Allowance for students of general education. institutions - M .: Education, 2009.

§ 2. SIGNS AROUND US. LANGUAGE IS A SIGN SYSTEM

Do you know what these drawings mean?

All this we call signs. Signs are all around us in life. Most of the goods sold bear the trademark of the manufacturer of the goods. On an envelope with a letter, people stick stamps - postal signs. On the first of September, children give their teachers flowers as a sign of gratitude and respect. These are the signs that you can see.

Here are the signs you can hear. In the morning, the alarm clock rings - this is a sign that it's time to get up. During the war, the howl of a siren is a sign that you need to go down to the bomb shelter.

Task number 1. 1) Give other examples of signs we see and signs we hear. 2) Draw the traffic signs you know.

An action can also become a sign. For example, you answer a given lesson, the teacher nods his head in approval; during the battle, the soldier raises his hands up - surrenders to the enemy.

Each of us understands what is meant by the word "sign". But to give this concept a rigorous definition is very difficult. This often happens with what is very important in our life: the simpler the concept seems to us, the more difficult it is to define it (try to say what light, sound are, and you will immediately feel it). I would like to say something like: "a sign is something that means something." But you can't do that. The definition should not contain words related to the word being defined. After all, "denotes" this is "is a sign." We will try to highlight at least some properties of the sign.

A sign always has two sides. On the one hand, any sign is somehow outwardly expressed (shoulder straps, a bouquet of flowers, an alarm clock, etc.). On the other hand, each sign hides some kind of inner meaning (military rank, love and gratitude, a signal that it's time to get up, etc.). Scientists call these two sides: signifying and signified.

For instance:

- "pharmacy", a place where you can buy medicines

(signifier) ​​(signified)

Task number 2. Find the signifier of these signifiers:

What else is needed for the sign to “work” as a sign? Let's take a traffic light as an example. Red light - you can not go, green - you can go. How do we know that red means prohibition and green means permission? But where. Once upon a time people agreed about it, we know it and follow treaty. For example, the signs "red cross", "Olympic rings" will be understandable only if the agreement on what they mean is known in advance. Such signs are also called symbols. Many of the signs you know are symbols, but not all of them. For example, if we see smoke, we understand that something is on fire. Smoke is a sign of this, but not a symbol. People don't need a contract to understand what that means. Without a contract, we recognize a friend in a photograph, but a photographic portrait is also a sign. For all such signs, the signifier is immediately associated in our minds with the desired meaning, and for symbols - only by agreement.

Task number 3. A striking example of signs-symbols are the flags and emblems of the countries of the world. Describe or draw the flags and coats of arms of various states known to you.

It is interesting . In different peoples, the same signifier can be associated with different signifieds. This can lead to confusion. When in the last century South America a European traveler landed and, getting up in the morning, began to brush his teeth, the Indians watching him killed him, deciding that he was engaged in terrible and unknown witchcraft.

If there is no contract, then the sign can be completely misinterpreted.

One more thing important property sign. Many signs cannot "work" alone. In order for them to act, other signs are needed that form with them system. We will meet with the concept of a system more than once. This is one of the concepts that is difficult to define in simple words. Let's try to show an elementary example of the system. We have already talked about traffic lights. Could he help in traffic if he had a constant green light? No, such a traffic light is not needed. It does its job only if it has at least two signals - red (prohibiting) and green (permitting). By the way, instead of turning on the red light, one could turn off the green one. But such a traffic light would be less reliable. The driver may decide that the traffic light is not turned off, but broken. Many traffic lights also have a third element - yellow (attention: there will be a transition from one signal to another). There are many sign systems: military insignia, traffic signs, zodiac signs and others. True, if we see one shoulder strap, for example, with one stripe (the military call it “clearance”) and two stars, we can guess that this means the military rank of “lieutenant”. Although if there were no shoulder straps denoting other military ranks, such information would give almost nothing. Shoulder straps are complex signs, but the stars on them are a simpler sign, it will not “work” at all without stripes

Task number 4. How is the notation system organized? What is the length of a musical sound? Why do we need the signs "treble clef", "bass clef"?

Can you make your own signs? This is a very interesting activity. Especially if you need to convey some kind of statement with signs. Let's take the sentences: "You need to listen in the lesson", "You can't run during the break."

Let's mark the lesson with a sign -

Open book (or notebook),

then change

This is a closed book.

To convey the meaning of “run”, you can simply depict four legs (during the run, the legs flash quickly).

Then the statement “You can’t run during the break” will be indicated by such a complex sign:

Task number 5.

Draw a sign for the statement "In the lesson you need to listen."

Draw a sign for the saying "You have to walk up the stairs"

Come up with signs that can convey the meaning of the proverb "An old friend is better than two new ones."

You see that the message can be transmitted in various signs. Humanity has already developed the most convenient sign system for communication - this is language. You are familiar with many linguistic signs: letters are signs for sounds; words - signs for concepts (objects, actions, signs, etc.); dot, comma, dash, etc. - punctuation marks, they indicate pauses, intonation in writing. All these are signs in which the signifier and the signified are bound by an agreement accepted by people. Once upon a time, our ancestors decided that the letter “A” would represent a vowel in the letter, which is pronounced with the mouth wide open. We learn about this contract when we learn to write, and we get used to it so much that it already seems: “Could the sound [a] be denoted by another letter?” By the way, in an unstressed syllable, it can now be denoted by a different letter - o (water - [vada]), but that's a completely different story.

It is interesting . Here are some facts from the history of the origin of punctuation marks. In ancient times, people did not make spaces between words in writing, but separated words or parts of text with a dot at the bottom, in the middle or at the top of the line. Most of the punctuation marks in their modern form and meaning began to be used with the advent of printing in Europe (XV - XVI centuries).

The Russian name "point" comes from the verb "poke, poke", as well as the Latin name of the point - punctum (from the verb pungo - "prick"). The word "comma" comes from the verb "comma" (to prevent, delay), akin to the word "stammer".

Interestingly, the semicolon was used by Slavic scribes as a question mark. This was accepted (and still remains!) in Greek writing.

The question mark was derived from a modified spelling of the first letter of the word Quaestio (Latin for "question"), which was written in Latin texts after interrogative phrases.

The exclamation mark is a modified version of the first letter Latin word Io, which was used in writing to express joy (According to the Encyclopedia for Children, Avanta +, vol. 10).

Let's take some word, for example, "cat". Who agreed on what a combination of sounds (in oral speech) and letters (in written language) will denote a fluffy pet with a mustache and a tail? We don't know it, but that's how it is in the language, and we follow these rules. The connection between the sound (or spelling) of a word and its meaning is arbitrary. Of course, we are not talking about words like “glass holder”, it is clear here that this is an object located “under a glass”, but the connection between the sound and meaning of the word “glass” will be conditional. Let's go back to the word "cat". In Russian, this combination of sounds denotes an animal, but in French, the same combination of sounds denotes a coast (written côte).

It is interesting . And here is another example of signs (words) from different languages ​​with the same denoting (sounding) and different denoting (meaning). In Russian, a pit is a depression, and in Japanese, a word with the same sound means “mountain”. The name of the high mountain In Japan, Fujiyama is translated as "Mount Fuji".

Signs can be simple or complex. Complex signs are made up of simple ones. Simple signs cannot be divided into elements that are also signs.

There are signs called zero. You know about zero endings. Why do we highlight it in words, and do not say that there is no ending? Because the absence of an ending in modified words is significant, for example, in the words "table", "brother" it is an indicator of the nominative case of the singular, and in other cases these words have endings. And the word "far" does not have a zero ending, it is simply absent, this word is unchangeable (adverb).

Zero signs can be not only linguistic. For example, if for a scout a flower in the window of a safe house (remember, in the famous film "Seventeen Moments of Spring"?) Is a sign of failure, then the absence of this sign is very important. This is also a sign - "everything is fine, there is no failure." Zero signs are spaces in written or printed text, intervals between pulse beats, etc. The zero sign would also be the off green light at the traffic light in the above example.

You can learn more about signs and sign systems from the book by G. E. Kreidlin and M. A. Krongauz “Semiotics, or the ABC of Communication”.

A sign has an external expression (signifier) ​​and an internal meaning (signified).

The signifier is usually associated with a signified conditional contract between people. Signs of this type are called symbols. But there are signs of another type, the meaning of which is clear even without a contract.

Many signs cannot "work" alone. In order for them to act, other signs are needed that form a system with them.

Language is a sign system. Language signs - letters, words, punctuation marks, etc.

If the absence of a sign carries a semantic load, then this is a zero sign.

• The second edition (the first was in the VLADOS publishing house: 2001 - a guide for students, 2003 - a book for teachers)

• Drozdova O.E. Fundamentals of linguistics for schoolchildren. Optional course. 6-9 grades. Allowance for students of educational institutions . - M.: Enlightenment, 2009

• Drozdova O.E. Fundamentals of linguistics for schoolchildren. Guidelines. 6-9 grades. Handbook for teachers of educational institutions. - - M .: Education, 2009

The purpose of the general linguistic course for schoolchildren:

• the formation of linguistic competence, which should become the basis of the linguistic worldview of schoolchildren - a necessary condition for improvement in the study of languages, primarily their native language.

The course program consists of three sections. Their summary:

• Section I. Language as a sign system, language and society, the origin of language, living and dead languages, artificial and natural, the history of writing, an overview of the languages ​​of the world.

• Section II. Level-by-level (from phonetics to syntax) study of language units in their manifestations and relationships, both horizontal - within the level, and vertical - between levels (based on Russian and foreign languages).

• Section III. Stylistics, culture of speech, history of language and the study of foreign languages ​​as a field for the practical application of general linguistic knowledge.

The fundamental differences between studying the language system in the course of linguistics and studying in the course of the Russian language:

• 1) most examples of linguistic facts and phenomena are given on comparative material from Russian and foreign languages;

• 2) a more consistent division into language levels is carried out;

• 3) the facts known to schoolchildren from the basic course are supplemented with new information, generalized, students consider them from the standpoint of linguists.

The main teaching methods of teaching:

• comparison of facts from languages ​​of different degrees of kinship,

• etymological excursions,

• extensive use of media examples,

• creation in the lessons of the "effect of involvement" in the language discoveries of mankind,

• modeling a new phenomenon for schoolchildren on familiar language material,

• special purposeful work with linguistic terms and dictionaries,

• the use of terms from mathematics and computer science in relation to the language material.

The classification of tasks was carried out taking into account two main factors:

• 1) educational actions performed by the child: recognition, understanding, selection, selection, comparison, classification, combination, modeling, search;

• 2) the nature of the language material: only from the Russian language or from Russian and foreign languages.

Section I “Language and science about it. Languages ​​of the peoples of the world»

• Lesson 1

• Lesson 2. Signs around us. Language is a sign system

• Lesson 3. Language and society. Verbal and non-verbal forms of communication

• Lesson 4

• Lesson 5

• Lesson 6

• Lesson 7

• Lesson 8

• Lesson 9

• Lesson 10

• Lesson 11

• Lesson 12

• Lesson 13

• Lesson 14

• Lesson 15

• Lesson 16

• Lesson 17 Greek, Albanian, Armenian

• Lesson 18

• Lesson 19

Examples of tasks from section I

• Task number 1. Which of the foreign words found in the table also exist in the Russian language (or are the words of the Russian language formed from them)?

• lat. ital. French English German pols.

• schola scuola école school Schule szkola

• teacher magister maestro maître mister Meister mistrz

• Board tabula tavola tableau table Tafel tabela

• studium studio étude study Studie studia

• Task number 3. Try to guess how the name Joseph sounds in the same languages. This is his Greek version (Russian will be Osip), and this name also came from Hebrew, where Yosef was pronounced. Rely on the fact that the changes in the initial sound in the names Ivan and Joseph are the result of regular sound correspondences.

Section II "The language system"

• Lesson 20 Speech sounds

• Lesson 21 Human speech apparatus

• Lesson 22

• Lesson 23

• Lesson 24

• Lesson 25 Transcription

• Part II

• Lesson 1

• Lesson 2 Polysemy

• Lesson 3

• Lesson 4. Division of words into classes. Thematic groups of words

• Lesson 5 - 6. Homonyms

• Lesson 7 - 8. Synonyms

• Lesson 9

• Lesson 10

• Lesson 11

• Lesson 12

• Lesson 13 Word life in a foreign language

• Lesson 14

• Lesson 15 Phraseologisms in different languages

Section II "The language system"

• Lesson 16 - 17. Dictionaries. Types of linguistic dictionaries

• Lesson 18

• Lesson 19

• Lesson 20 Morpheme variants

• Lesson 21 Types of morphemes in different languages

• Lesson 22

• Part III

• Lesson 1 - 2. Processes of word formation

• Lesson 3. Grammar is a way of constructing a language. Why do we need

• grammar

• Lesson 4

• Lesson 5 Synthetic

• and analytical languages

• Lesson 6

• Lesson 7

• Lesson 8. Grammar categories in different languages. Languages ​​without "grammar"

• Lesson 9 Sentence and phrase

• Lesson 10 Predicativity

• Lesson 11

• Lesson 12 The role of word order

• in different languages

Types of practical tasks on interlingual material:

• to understand the meaning of a foreign word, expression;

• to compare the linguistic phenomenon in Russian and foreign languages;

• on the selection of examples of a linguistic phenomenon known to students in Russian, on the basis of a foreign language;

• on modeling foreign language features on Russian material;

• on the allocation of structural elements in the words of a foreign language.

Tasks for comparing the linguistic phenomenon in Russian and foreign languages.

• Name the nasal consonants of the Russian language. There are many more nasal sounds in French (these are both vowels and consonants). List them if you can. Do you know what nasal sounds were in Old Russian?

What Russian phraseological unit correspond to: 1) English. "it's still up in the air"; French "it's not in your pocket yet", German. “it is still written in the stars”; 2) English "resemble like two peas in a pod", German. “similar as one egg to another”, 3) “eng. "it rains like dogs and cats", German. “rain pours like from jugs” 4) French. "calling a cat a cat" "call a shovel a shovel".

Task for modeling foreign language features on Russian material.

• Write down the proverb “If you like to ride, love to carry sleds”, arranging the signs as is customary among the Chinese, Arabs, and also as the ancient Greeks did.

Self-sufficient linguistic task.

• Solve a linguistic problem (from the book by B. Yu. Norman "Fundamentals of Linguistics"). Below are some words of the Old Slavonic language, written in the Glagolitic alphabet, and, in a different order, their translation into modern Russian. Try to establish which translation corresponds to which word:

• Faith, word, year, eye, body, head.

• Translate into Old Slavonic and write down the word "gate" in Glagolitic letters.

Section III "Linguistics: the path to language acquisition"

• Lesson 13 The use of various language units for stylistic purposes

• Lesson 14 Conversational and formal business

• styles

• Lesson 15

• Lesson 16

• Lesson 17 Orthoepic norm

• Lesson 18

• Lesson 19 Syntactic norm

• Lesson 20

• Lesson 21 Slavic account

• Lesson 22

• Lesson 23

• Lesson 24 - 25

• language

• Lesson 26

Examples of tasks from section III

• Task number 4. Write in words: choice from 835 options, example on page 445, stairs with 342 steps, task for 8217 students.

• Task number 5. Try converting the text of one style to the text of another style (trying to completely preserve the transmitted information). For example, write down a fairy tale in the language of a scientific article, instructions for using household appliances in the language of a youth party, an application for admission to a school in an elevated artistic style, etc.

The last task of the linguistics course

• Write an essay on the topic "Linguistics in our life", consisting of two parts. The first part can be given the conditional name "Why do we need linguistics". In this part of the topic, try to answer the following questions:

• Were there any language-related questions that you yourself thought about, and the linguistics course helped you answer them?

• Have you got into the habit of comparing words from different languages, noticing mistakes in the speech of your acquaintances and the hosts of television and radio programs? Are you now more aware of your speech?

• Did the knowledge gained in the course of linguistics help you: 1) at the lessons of the Russian language; 2) in foreign language lessons; 3) in communication with friends; 4) in communication with parents?

• Would you like to study linguistics further?

• Where do you think linguistic knowledge can come in handy in later life?

• The second part of the essay is “Linguistic topic that interested

• me the most." In this part, you should reasonably explain why you are interested in this or that topic, perhaps give examples related to it from life and additional linguistic literature.

Educational tasks:

• 1) to acquaint students with the object of linguistics, its conceptual and terminological apparatus and research methods;

• 2) to give schoolchildren a scientific understanding of the issues related to human language in general: the origin and development of language, the symbolic nature of language, the relationship between language and society, the difference between the language of people from the language of animals, language from dialect, as well as the history of writing;

• 3) to acquaint students with some types of classification of languages: natural and artificial languages, living and dead languages, genealogical classification of languages;

• 4) to form in students an idea of ​​the system structure of the language, considering the relationship both between individual facts or phenomena of the language, and between language levels;

• 5) ensure that schoolchildren assimilate the idea of ​​the need for linguistic knowledge both in the process of schooling and in later life.

Development tasks:

• 1) to increase students' interest in learning languages, and first of all, their native language;

• 2) to give students a scientific understanding of the Russian language as a particular case of the language in general, to help them realize the unity of functions and the difference in the forms of their implementation in all languages;

• 3) to promote the formation of skills to analyze, compare, generalize language material, thus developing the scientific thinking of schoolchildren, stimulating the overall development of their intellect;

• 4) to involve schoolchildren in solving heuristic problems on the basis of language material, thus developing their creative abilities;

• 5) to help overcome the psychological barrier to difficulties in learning the native language and mastering foreign languages.

Educational tasks:

• 1) to form in schoolchildren a conscious value attitude towards their native language, contributing to an increase in the prestige of its study;

• 2) to give students an idea of ​​the universality of any language in expressing the communicative needs of a person, thus forming a respectful attitude towards the languages ​​of different peoples and their culture in general.

Overcoming School Language Myths Myth #1:

• language is a set of rules that someone has come up with(accordingly, the study of the language is mainly reduced to the study and application of these rules).

Myth #2:

• the subject "Russian language" is not a school version of any science.

Myth #3:

• the language at school must be studied first of all in order to successfully pass the final exam at school (examination to the university).

Myth #4:

• linguistic subtleties, something unusual, memorable in the language can (and should) be noted first of all (and perhaps only) when working with a literary text.

Myth #5:

• Russian and foreign languages ​​are different worlds, that is, schoolchildren have no idea that these are particular manifestations of Human Language, which means they have a lot in common.