Автор работы: Пользователь скрыл имя, 23 Марта 2011 в 07:57, курсовая работа
A silence would be a lonely world. To listen, to answer, and to share our thought and ideas through speech and hearing this is one of the most exciting ports of being human.
It is no doubt true that students grow toward maturity and independence of thought as they progress through the grades; but this growth is not as a rule a sharp and sudden one, nor does the psychology of the students undergo any great change during the various levels of the fundamental principles that underlie the work of the University remain the same from year to year. The need in every level is to bring about academic growth by providing near and broader experiences.
The system of Russian consonant phonemes consists of 21 phonemes. They are: [б, в, г, д, ж, з, й, к, л, м, н, п, р, с, т, ф, х, ц, ч, ш, щ]
Some of the English consonants like [ð, ə] have no counterparts in Russian.
Many consonants have their counterparts in the languages compared, but they differ inn their articulation. The difference in the articulation and acoustics of English and Russian consonants phonemes may be summed up as follows:
1. The English [f, v] are labio – dental fricatives, whereas the Russian [Ф, B] are bilabial fricatives. They have labio–dental versions in dialects. So Russian [B] pronounced in the same way as the English [v], especially in the – middle of words: ковать, повар, ловить. Russian students often substitute [w] for [v]: wine – vine.
2. [t, d, n, s, z] also [1] are alveolar in English. The corresponding consonants in Russian are dentals. The English [t, d, n] require apical articulation, while their Russian counter – parts are dorsal (dental). The dorsal articulation does riot exists in English.
3. The English [r] is a post – alveolar fricative, while the Russian [p] is a post–alveolar rolled (thrilled) consonant.
4. The English [1] phoneme consists of the main member; the clear alveolar [1], used before the vowels a semi – vowel and its positional, also dialectal, versions dark [1] which besides, being alveolar is also velar. The latter is used before consonants and in word final position. The Russian [л] is a dental consonant.
5. The English [h] is pharyngeal. Russian has the velar fricative [x]. The replacement of [h] by [x] is a phonemic mistake. The English [h] is weak and there is loss friction than in the production of the Russian [x].
6. The English affricates [tS, dз] and fricatives [S, з] are polato–alveolar, while Russian [ш, ж] are post–alveolar fricatives and [ж] may be palatalized.
7. The English voiceless [p, h, k, s, S, ts] are more energetic than the corresponding Russian voiceless consonants. In the Russian [n, t, k] there is less aspiration than in the corresponding English voiceless plosives. While the English voiced [b, d, g, z, j;] are less energetic than the corresponding Russian voiced consonants.
8. We regard the jota combination [ju:] as u separate phoneme in English. It is not a chance combination, it is very often used and there is a letter in the alphabet to denote in spelling. According to its first element it may be regarded as a consonants phoneme [c+v] may form phonological opposition.
9. The English [j] is a palatal semi–vowel. The Russian [й] is a palatal fricative.
10. The English [ðə] are interdentally. The interdentally articulation is unknown in Russian. They are extremely difficult for me Russian to master.
11. The English sonant [m, 1, n] in word – final position are very sonorous and somewhat prolonged before a pause, especially when they are preceded by a short vowel, whereas the corresponding Russian sonant are less sonorous in using the same position. Comp. Bell, Toni, on; Russian: бел, том, он.
12. The English voiced consonants remain voiced in word final position and before voiceless consonants, while the Russian voiceless consonants become devoiced in the same position. The Russian students of English are apt to make phonologic mistakes: bed–bet, course-cause.
Word is usually characterized as the smallest naming unit consisting of a definite number of sounds and denoting a definite lexical meaning and expressing definite grammatical categories. It usually is a subject matter of morphology, which system the form and structure of the word. It is well known that the neurological system of the language reveals it properties through the morphemic structure of words. As a part of the grammatical theory morphology faces two set mental units in the language: the morpheme and the word.
Morpheme is known as the smallest meaningful unit of the language into which a word may be divided. E.g. in the word writers the root morpheme write expresses the lexical meaning of the word, lexical morpheme – er shows the doer of the action denoted by the root morpheme, and the grammatical suffix-s indicates the number of the doers, more than one person is meant, similar opinion can be sad regarding the following units of the language, such as Finish – ed, courageous, un-prepared – ness; бес-страш-н-ый, за-конч-енн-ый, не-под-готов-л-енн-ый.
Like a word a morpheme is two-facet language unit, an association of a certain sound-pattern. But unlike the word a morpheme is not an autonomous body (unit) and can occur in speech only as a constituent part of the word. It cannot be segmented into smaller units without losing constitutive essence.
The morphemes can be divided into root (free) morphemes and affixal (bound) morphemes (affixes). A form is said to be free if it may stand without changing its meaning; if not it is a bound form, as it always doubt to something else.
E.g: In the words sportive, elegant morphemes sport, elegant may occur alone as utterances, but the forms-ive, – ant, elegy cannot be used alone without the root morphemes.
The morphemes may be classified in two ways: a) from the semantic point of view, and b) from the structural point of view.
Semantically morphemes fall into two classes: the root morphemes and non-root (affixational) morpheme.
The root morphemes is the lexical nucleus of the word and it they usually express mainly the lexical meaning i.e. material part of the meaning of the word, while the affixes morphemes can express both lexical and grammatical meanings, this they can be characterized as lexical affixes (-er) and grammatical suffixes (-s) in «writ-er-s». The lexical suffixes are usually used mainly in word building process to form words (e.g. help-less, black-ness, teach-er, speak-er, учи-тель, черн-от-а, темн-от-а) where grammatical suffixes serve to express the grammatical meaning of the word by changing its form (paradigm) (e.g. speaker) John’ – s, (case ending denoting possession) come a (person, number, tense, aspect, mood, active, voice) 3rd person singular present simple, indicative mood, active voice. Thus we can say that the grammatical significance of affixes (derivational) morphemes is always combined with their lexical meaning.
e.g. verb-to write-писать
noun – writer –писатель
The derivative morpheme «-er» has a grammatical meaning as it serves to distinguish a-noun from a verb and it has a lexical meaning i.e. the doer of the action. The root of the notional words is classical lexical morphemes.
The
affixes (derivational) morphemes include prefixes, suffixes and inflexions
(grammatical suffixes). Prefixes and lexical suffixes have word building
functions. Together with the root they form the stem of the word. Prefixes
precede the root morpheme (im-personal, un-known, re-write), suffixes
follow it (e.g: friend-ship, active-ize, readi-ness, in Russian друж-ба,
актив-изиро-вать, под-готов-ка).
Conclusion
Now let me sum up my qualification work. My qualification work consists of for parts. The tasks and objectives are given in introduction. The idea of my work is given in the main part, where showed the novelty of the work, which contains the comparative analyses of the English language with the Russian language. The similarities in gender in the English language and in the Russian language are given in the qualification work, compared the sounds which exist in the English language and the Russian language.
Different examples are given in the work which shows the comparative analyses of both languages.
In
conclusion summed up my qualification work, and suggest using the material
in the lyceums and universities.
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