Конверсионное словообразование прилагательных цветообозначения. Методика преподавния в нач.классах

p> The formation of compound verbs on conversion is typical of the
English language: to bluestocking « быть синим чулком », to brownbag
(slang) « приносить в ресторан свою еду ». Last word is rather new, that speaks about the role of the given tendency in a word-formation of the
English language, it is also possible the further word-making - brown – bagger.

III. Practical part.

It is impossible to underestimate a role of studying of a word- formation in an primary school. As the teaching of foreign language should pass in complex, i.e. the studying English should include the basic directions: grammar, phonetics and lexicon, the importance of studying of word-formation aspect of lexicon becomes doubtless. The studying of conversion, which because of the extreme productivity is one of conducting ways of creation the new words in the English language, can become one of the ways of updating of the child’s vocabulary . Here it should be noted the importance of lexicon, in general, in studying of foreign language in primary school. The lexicon should be acquired in system, therefore the work above the child’s vocabulary should begin from the first day of studying English and proceed during the all period of training, day-to- day.

One of the basic principles of selection of lexicon in primary school is the common use, i.e. the opportunity of the using in the colloquial speech, hence, in the younger classes is not selected special lexicon as the words for studying. The very small quantity of time is allocated for acquaintance and training of that lexicon, which is not of a situation, necessary for creation of a dialogue.

The plenty of time is allocated for studying of a word, acquaintance with its meaning, its role in the sentence, in the system of language, however items of information about its formation and opportunity of formation new words from it are given, only if the speech goes about a word formed suffix, seldom prefix, way of a word-formation. The words formed on conversion, are simply showed, as two different parts of speech, that does not give an opportunity to children itself to make words, basing on the knowledge of this way of a word-formation. For comprehension of importance of this aspect of language it is necessary to address to a psychological linguistic nature of lexicon. You see in psychology the word is the complex activator, for example, at perception and understanding of oral and written speech, this complex speech action (at expression of thoughts). At understanding of a word the acoustical and visual analyzers will be involved, and this integrated approach promotes the best mastering. The dialogue in foreign language is rather difficult activity for the child. It occurs that, first, for the younger schoolboy it is much easier to communicate on the native language much and it is not clearly, why he should express in English, secondly, for this purpose it is necessary to make rather difficult mental operation - to choose the words, suitable on sense, from the vocabulary to construct the sentence grammatically correctly, observing thus the words order , i.e. to do so that to be understood. Becomes obvious, that the updating of the child’s vocabulary is one of the basic problem for the teacher, you see the word is a basic minimal unit of any language.

The studying of conversion, as one of ways of a word-formation, will help to do the child‘s vocabulary more rich, to make his speech more expressive, and also to fill up passive and active vocabulary, by means of formation the new words himself. Now, reading, for example, a book, it will not be necessary to him to look for a word formed on conversion, in the dictionary, but to define its meaning, using the knowledge of this phenomenon of language. Especially, the nouns and verbs formed from adjectives of a colourmarking by this way, are included into structure of various phraseologies, where carry more often portable meaning.

Some courses, foreign and Russian were analysed, where English is taught, as foreign language. It is interesting to note, that the word- formation is not studied neither in primary, nor in secondary school, however, it is possible to find some items concerning this aspect of lexicon. Courses: Russian (English by Vereshchagina, Pretykina and Learning
English by Skulta) and foreign (Magic Time and Hot Line by Tom Hutchinson) have various methodical base, usually it is: some text books, teacher's book, reading book , active book, audio cassettes. There is not any word about conversion in this courses, however, words formed in this way are given simply as different parts of speech, and the connection between them is not explained.

With the purpose of revealing a level of children’s knowledge about a conversion word-formation the ascertaining experiment was done, where children were offered to do the following task (see appendix 1). Every pupil have received individual card, in which a number of pairs sentences on English with translation and the missed words was given. The list of words was located below, from which it was necessary to choose a word, suitable on sense, and to insert it into the appropriate sentence. In 10 minutes the works were gathered. (Results of experiment see appendix 7, table 1)

For formation the skill of the conscious using words formed by a way of conversion ,in oral and written speech and also for acquaintance with its role in the English language the forming experiment including number of the tasks, promoting to achievement of this purpose was done. The final aim was not in remembering the term conversion and its definitions by the pupils, but in understanding of sense of the phenomenon, as one of the most productive ways of formation of new words in the English language. At the first stage, on an example of two sentences, using the leading questions, children come to a conclusion, that the same word can represent various parts of speech (see appendix 2). At the following stage was primary fastening of this material, i.e. the schoolboys were offered to explain the statement of this or that word in the sentence on an example of a material of ascertaining experiment (see appendix 3). The following task consist in the following: a number of adjectives of a colourmarking was offered to children who needed to translate them; it is quite natural, that the schoolboys have apprehended them as adjectives. Further before the younger schoolboys the dilemma was put: whether these words can have the pair, which would be the other part of speech without changing the form of the word. All children successfully have coped with this task, using the dictionaries, conclusion that these pairs of words illustrate the phenomenon of conversion, was made by schoolboys by themselves (see appendix 4). Further group of children was divided into the brigades, the individual word was offered to every one, with which they needed to do the following operations: to find out, one or several parts of speech can be represented by this word to prove it, it was necessary to make the sentences with these words and to explain an belonging the word to this or that part of speech. By the purpose of this task was to fix the pupils’s knowledge of this theme, and also to train in the using of these words in the sentence, in particular, and in speech in general (see appendix 4). At the following stage of generalization of the knowledge and fastening, automation of skill of the using the words formed on conversion the task consist in, that 1) to define a part of speech of the allocated words in the sentence, 2) to make the sentences similar by the given ones, 3) to define a part of speech of the words submitted outside of a context. The third part of the task is obviously impracticable, because it was given only the graphic form of a word, that in general ruled out any opportunity to differentiate it as part of speech. It is natural, that children have done only the two first parts of the task, last part has caused them the quite justified difficulties, and by the method of group work succeeded to come to the conclusion that the words given only in a graphic form, can designate different parts of speech, for the confirmation it the schoolboys had to use the dictionaries (see appendix 5). If to speak about the whole forming experiment, it is possible to note, that the children liked the tasks, they tried to do everything in time. Though this experiment did not put as the purpose the remembering the term conversion and its definitions by the children , however, almost all children used it in the demonstration and independent explanation.

The purpose of a check experiment was revealing the level of children’s knowledge . For this purpose the test was offered to the schoolboys, where answering on questions "yes", "no", they came to a certain pictogram, which designated the certain mark. The questions are made by a principle from simple to difficult, therefore children at first have apprehended this task, as a game (see appendix 6). The results of check have shown a rather high level of the knowledge (see appendix 7, table 2).

Considering the results of the done work, it is possible to come to conclusion that the studying of this theme regularly, can give quite acceptable results. Though there is no sufficient methodical base, which could help with formation of the skill of using the words formed on conversion in oral and written speech, mastering children of knowledge on this theme however is possible. As the adequate moment of a beginning studying of this phenomenon it is possible to consider the third year of training of foreign language in a primary school. The studying of this aspect of the English language promotes the enrichment of the child’s dictionary , and as it was spoken plays not the last role in studying of the language, forms the skill of independent work, develops such mental processes, as memory, logic thinking, ability to analyze and to compare.
The next years of training the deepening and expansion of this theme with a support on the items of information received in an elementary school is possible.

IV. Conclusion.

The examination of the works of some authors (Adams, Jespersen,
Marchand/1, 7, 10/), shows such problem, as the exact status of conversion within word-formation is unclear. For some scholars conversion is a brunch of derivation, for others it is a separate type of word-formation, on level with derivation and compounding. Whether this distinction has any real effect on the structure of a theory of word-formation. Most writers use both terms appear to use them as synonyms. However many authors agreed that the conversion is one of the most productive ways of a word-formation and is a lexical category, though many of them show it as a grammatical category too. Then the word changes the form class of a form without any corresponding changes of form, it accepts all grammatical attributes of this class. The significant productivity of conversion word-formation is shown also in ability of formation the new words practically from any part of speech, including prepositions. In the paper the models of conversion word-formation are submitted, such as: verb(substantive, verb(adjective, verb(locative particles, verb(interjections, substantive(verb. Examining the opportunities of formation the new words from adjectives of a colourmarking, it is possible to note, that they participate in suffix, conversion word-formation, and also form new words by word adding. And at any of these ways can be realized both direct, and portable meaning, and the words formed on conversion (more often nouns) can be included into structure of phraseologies.

The purpose of the put experiments of a practical part of this paper was achieved. Children have acquired the offered initial knowledge of a theme of a conversion word-formation, have learned to use such words in oral and written speech. Besides it, they have remembered the term
"conversion".

Taking into account the quite good results, received during the experiment, it is possible to plan the further ways of development of studying this way of word-formation at school and, in particular, in primary classes. The further studying of this phenomenon can be done by offering serially one of the models V(A, N(V etc. It is possible to predict the successful result of this studying,, and at the end, children would be able to find the examples of conversion word-formation and use them in oral and written speech

V. Bibliography.

1. Adams, V. An introduction to Modern English word- formation. Longman. 1973.

2. Bauer, L. English word-formation. Cambridge. 1983.

2. Bett, H. Wandering among words. Allemand. 1936.

3. Biese, Y. Origin and development of conversion in English.

Helsinki. 1941.

4. Brown, I. Just another word. Cape. 1943.

5. Bladin, V. Studies and denominative verbs in English. Uppsala.

1911.

6. Jespersen, O. A modern English grammar on historical principles.

Copenhagen. 1942.

7. Kruisinga, E. A handbook of present day English. Groningen. 1932.

8. Lyons, J. Introduction to theoretical linguistic. London. 1972.

9. Marchand, H. The categories and types of present day word- formation. Harrassowitz. 1960.

10. Mencken, H. The American language. New York. 1936.

11. Vallins, G. The making and meaning of words. Black, London. 1941.

12. Воронцова, Г. Очерки по грамматике английского языка. М. 1960.

13. Жирмунская, М. Л. Словообразовательные потенции прилагательных цветообозначения в современных германских языках. М., 1982.

14. Иванова, И. П. Христоматия по истории английского языка. Л.

1973.

15. Каращук, П. Словообразование английского языка. М. 1977.

17. Мешков, О. Словообразование в современном английском языке. М. 1976.

18. Сильницкий, Г (отв. ред.). Проблемы английского словообразования. Смоленск. 1976.

19. Смирницкий, А. История английского языка. М. 1953.

20. Смирницкий, А. Лексикология современного английского языка. М.

1956.

Dictionaries.

-Berg, P. A dictionary of new words in English. London. 1953.

-Jones, D. An English pronouncing dictionary. London. 1957.

-The Oxford pocket Russian dictionary. Oxford. 1994.

Appendix 1. Ascertaining experiment.

Цель: выявить уровень знаний учащихся об употреблении слов, образованных по конверсии.

Задание: вставить слова подходящие по смыслу вместо … в предложения.

1. She … very well. Она готовит очень хорошо.

She is a good … . Она хороший повар.

2. There is a small … room in this flat. В этой квартире есть маленькая квадратная комната.

There are a lot of parks and … in our city. В нашем городе много парков и площадей.

3. The bush of … grows under the window. Куст сирени растет под окном.

I have very beautiful … dress. У меня есть очень красивое … платье.

4. There are red and … flowers in the vase. В вазе стояли красные и желтые цветы.

Leaves … in autumn. Листья желтеют осенью.

Слова для справки: cook, round, violet, yellow, sweet, look, lilac, square.

Appendix 2. Forming experiment. Stage 1.

Цель всего формирующего эксперимента: сформировать навык сознательного употребления слов, образованных по конверсии, в устной и письменной речи.

Задачи:

1) образовательная:

. грамматическая: повторять употребление времен группы Simple и

Continuous;

. лексическая: привести детей к пониманию смысла изучаемого явления, пополнение активного словаря ребенка посредством знакомства с новыми словами, с конверсией, как одним из способов словообразования, посредством перевода некоторых слов из пассивного словаря в активный;

. фонетическая: тренировать в произнесении необходимых звуков, особенно звуков второй и третей группы сложности.

2) воспитательная: учить детей самостоятельно находить информацию, в т.ч. пользоваться словарями, воспитывать чувство взаимопомощи и взаимовыручки;

3) развивающая: развивать такие психические функции, как память, логическое мышление, произвольное внимание.

Appendix 3. Forming experiment. Stage 2.

Appendix 4. Forming experiment. Stage 3.

Appendix 5. Forming experiment. Stage 5.

Appendix 6. Control experiment.

Цель: выявление уровня знаний учащихся по пройденному материалу.

Задачи:

1) образовательные:

. грамматическая: повторение времен группы Simple, Continuous;

. лексическая: проверка усвоения начальных сведений о явлении конверсии, контроль формирования навыка употребления таких слов;

2) воспитательная: воспитывать самостоятельность;

3) развивающая: развивать психические функции, такие как память, логическое мышление, произвольное внимание.

Детям предлагается следующий тест:

В английском языке слова могут обозначать не одну, а несколько частей речи (присутствует понятие конверсии).

Appendix 7. The results of Ascertaining and Control experiment.

| |Не справились с |Средний уровень. |Все выполнено |
| |работой. | |верно. |
|Количество | | | |
|человек из |9 |3 |0 |
|12. | | | |
|Количество в | | | |
|% от 100%. |75% |25% |0% |

| |Не справились с |Средний уровень. |Все выполнено |
| |работой. | |верно. |
|Количество | | | |
|человек из |1 |3 |8 |
|12. | | | |
|Количество в | | | |
|% от 100%. |8,3% |25% |6,7% |

-----------------------
Это такие слова, как: clean, green, cook, orange.

Слово green является прилагательным.

Слово black может быть и существительным, и прилагательным.

A pink-«гвоздика, розовый»

Предложение: “ The leaves on this tree yellows in autumn.” построено правильно.

Pink перево-дится -«розовый».

Этот тест сложный для тебя?

Предложения: “My hat is violet.
I have a violet hat.” подтверждают выводы по нашей теме.

Yellow переводится, как желтый и как желтеть (to yellow).

A violet переводится, как «фиалка».

Предложение: «В сиреневой вазе стояла ветка сирени.» переводится так:
“There was a branch of lilac in the lilac vase”.

Blue может переводиться как «небо».

Оба выделенных слова являются прилагательными.

Первое выделенное слово- прилагательное, второе- существительное.

Неправильно, потому что оба выделенные слова являются существительными.

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Конверсионное словообразование прилагательных цветообозначения. Методика преподавния в нач.классах

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