Search

The article singles out the semantic and linguo-cultural specificities of the use of “metallized” colour names in English fairy-tales. The nomination of the colour “metallized” continuum of the English fairy-tale discourse is carried out through the verbalization of the colour of precious metals (gold, silver), non-ferrous metals (iron) and alloys (bronze). “Metallized” colour names reveal a limited position – 12 units. Lexical units golden, silvery, bronzed are the most general designations of the metallic colours within the ancient English worldview. The color of gold – golden – dominates as hierarchically the most significant one. English fairy-tales represent a wide use of “metallized” colour names within the NATURE, HUMAN BEING and SUPERNATURAL domains. “Metallized” colour names join such thematic groups, as FAUNA, FLORA, NATURAL PHENOMENON (within the NATURE domain), APPEARANCE, ACTIVITY, ARTEFACTS (within the HUMAN BEING domain) and APPEARANCE (within the SUPERNATURAL domain). “Metallized” colour names are indirectly related to colour explication. The lexical units conveying “metallized” colour designations are characterized by part-ofspeech heterogeneity, simple / complex structure of constituents, the presence of an identifier of a qualitative feature and shading semantics, axiological marking, the unproductiveness of the formation of diminutives, the presence / absence of a non-colour component, the presence / absence of signs of radiance and shine.

The article is devoted to the usage of video materials as an innovative way of learning and teaching contemporary foreign language, particularly slang. The article is aimed at studying and defining the ways to use films and series at the English language lessons effectively for the purpose of enlarging students’ vocabulary with the words and phrases of colloquial speech. The article is based on various works on this issue, for example the works of L.V. Sadovina, N.S. Savitskaya, D.M. Chun, J. Sherman and others. It dwells on the prerequisites of involving video into the studying process, defines the advantages of learning by means of films and series, specifies the criteria of film selection and the stages of the studying process involving films and series. The problem of the absence of slang words in textbooks is discussed and the necessity of including slang into language learning is highlighted. Films and series are viewed as the unique authentic materials in which slang is widely represented. The importance of comparing neutral words and synonymous slang is emphasized. The peculiarities of the work at each stage are exemplified by the tasks to the TV series «Gilmore Girls». As a result of the research we can conclude that a film is an effective and entertaining way of learning contemporary spoken speech. The scientific novelty of the research is manifested in focusing on slang as a feature of the modern English language and also on video as the means of learning slang and thus increasing students’ vocabulary, quality of comprehension, the ability to differentiate styles and usage peculiarities. The article is of particular interest to the teachers of foreign language at higher educational establishments or high school.

Developing ethnocultural competence by teaching a foreign language is considered to be a contribution to ethnic identity development that is the aim of ethnic socialization process. The present article describes the content of the English language teaching in the process of ethnocultural competence development. Thematic and procedural aspects are distinguished. Each one has a complex nature and contributes to profound considering ethnic related information by Kalmyk students at high school.

The translators of fiсtion, drama and poetry from Russian into English have to render the Russian vision of foreigners while representing some literary characters. According to a time-honoured pattern foreigners have been depicted more often in a comic or humorous way. In Russian classical literature, in humorous context authors tended to embody the traditional stereotypes of foreigners, sometimes incorporating the ethnic nicknames which had been created long before the epoch of political correctness.

The article views two historically interrelated phenomema, interconnection of which has continued for 900 years (since the Norman conquest of England until the end of the World War II), which are anglicization of the French language and gallicization of the English language. The aim of the article is to reveal and demonstrate the development of linguistic research, resulting in contemporary studies of anglicists and experts in the field of the French language studies, on the origin of English and French vocabulary, and also to present and compare quantitative characteristics of English loanwords in French and the number of English words ascending to French and Latin. These two typologically distant languages are united by the words of Latin origin, however, in case of the English language it’s more precise to talk about the words of Latin and French origin 85 % of vocabulary), while in case of the French language it’s about 80 % of vocabulary ascending to Latin. The authors of the article note that the history of formation and long-term coexistence of the English and French languages has no equivalents in the evolution of the world’s languages. Two powerful and beautiful languages has developed on the basis of one another, so nowadays there are no reasons to tell that one of them is more prestigious than the other and that one of them is losing its national identity. Each of the languages viewed has substantial intralinguistic resources to preserve its peculiarity: “the most ungrateful daughter of Latin”, the most Germanic of all the Romance languages and the most “Mediterranean” Germanic language.