cognitive mechanisms of recognising the translational meanings in a playing system of studying a...

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COGNITIVE MECHANISMS COGNITIVE MECHANISMS OF RECOGNISING THE TRANSLATIONAL OF RECOGNISING THE TRANSLATIONAL MEANINGS IN A PLAYING SYSTEM OF MEANINGS IN A PLAYING SYSTEM OF STUDYING A FOREIGN LANGUAGE STUDYING A FOREIGN LANGUAGE Elena Makarova (Moscow, Russia, Elena Makarova (Moscow, Russia, [email protected]) [email protected]) Vladimir Polyakov (IL RAS, Moscow, Vladimir Polyakov (IL RAS, Moscow, Russia, [email protected]) Russia, [email protected])

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COGNITIVE MECHANISMS COGNITIVE MECHANISMS OF RECOGNISING THE TRANSLATIONAL OF RECOGNISING THE TRANSLATIONAL MEANINGS IN A PLAYING SYSTEM OF MEANINGS IN A PLAYING SYSTEM OF STUDYING A FOREIGN LANGUAGESTUDYING A FOREIGN LANGUAGE

Elena Makarova (Moscow, Russia, Elena Makarova (Moscow, Russia, [email protected])[email protected])

Vladimir Polyakov (IL RAS, Moscow, Vladimir Polyakov (IL RAS, Moscow, Russia, [email protected])Russia, [email protected])

MAIN PRINCIPLES OF THE PLAYING MAIN PRINCIPLES OF THE PLAYING METHOD OF STUDYING A FOREIGN METHOD OF STUDYING A FOREIGN LANGUAGE LANGUAGE (BEGINNING)(BEGINNING)

1. REITERATION. A word, or a grammar construction (GC), which is the subject of studying, must

occur in different contexts a sufficient number of times. The generally accepted standard of reiteration of vocabulary for passive adoption is 7 2.

2. FOCUS OF ATTENTION. In a dialogue a word or a GC must be in the focus of attention (be the theme of

the dialogue, answer to a question, etc.). 3. KEY TO UNDERSTANDING THE DIALOGUE. A good factor, that increases the adoption of lexical and grammar material. The

word (GC) influences the problem’s solution. 4. UNIQUENESS. One dialogue – one word (GC). 5. CONTRAST. The material is presented in a contrastive method, e.g.: food-foot. 6. HINT. There is a hint for the new vocabulary (GC). Penalty scores are given for using

bilingual hints. 7. STRONG MOTIVE FOR UNDERSTANDING. This principle is inherently characteristic of the playing form of learning.

MAIN PRINCIPLES OF THE PLAYING MAIN PRINCIPLES OF THE PLAYING METHOD OF STUDYING A FOREIGN METHOD OF STUDYING A FOREIGN LANGUAGE LANGUAGE (CONTINUATION)(CONTINUATION) 8. COMPETITIVENESS.

It increases the students’ motivation.

9.PRINCIPLE OF ASSOCIATIVE CONNECTION.

An associative row is given for the vocabulary (GC). E.g. Goalkeeper – goal – coach, and this facilitates the process of getting ready for the subject area for the student.

10. PRINCIPLE OF A DEFERRED CONTROL.

The game presupposes reiterative direct and indirect control of vocabulary (GC) mastering.

11. PRINCIPLE OF PREDETERMINATION

A more general form of principle 9. Thematic restrictions usually work well.

12. PRINCIPLE OF EMOTIONAL COLOURING.

Humour, empathy for the main characters, interest.

13.PRINCIPLE OF PEDAGOGICAL LOAD.

Ideally the textbook should also form the world-view.

14. PRINCIPLE OF PLAYING ON STANDARD SITUATIONS.

There is a set of standard linguistic and behavioral clichés provided, which the student has to adopt.

15. PRINCIPLE OF THE UNIQUE PLOT FOR EACH UNIT.

It is especially difficult to implement it for grammar constructions of discursive words

MAIN ELEMENTS OF THE PLAYING MAIN ELEMENTS OF THE PLAYING METHOD OF STUDYING A FOREIGN METHOD OF STUDYING A FOREIGN LANGUAGELANGUAGE

VocabularyScriptGraphicsSoundDictionaryTestsSystems of counting the score

EXAMPLE OF A SCRIPTEXAMPLE OF A SCRIPT СЦЕНАРИЙ 2 (8 КЛАСС, Юнит 2) БЛОК 1 Scene 1.1 Чарльз в машине за рулем, разговаривает по телефону по хэндс-фри. Charles(немного раздражен): No, Betty, I can’t talk to you right now – I’m driving the car. No, I can talk while I’m

driving, but I have to phone my chief. I’ll call you back. Scene 1.2 Чарльз в машине, говорит по телефону и внимательно смотрит в окно. Charles (вспоминая): I remember this landscape: a forest not far away from the road, a flower field, a river… Wow,

that’s really beautiful… I’m sorry, sir, yes, I see the house. I’m sure the jewelry they stole is in this house. Scene 1.3 Филлип лежит дома, разговаривает по телефону, на стене висят часы, они показывают полдень. Phillip (довольно расслаблен и спокоен): Common, Jeff, my wife is in Sussex, and we are in Durham, they are

different counties with almost the whole England between us. So, don’t worry, I’m waiting for you. The match starts in an hour, it’s a final game, we must see it!

Scene 1.4 Бетти и её мама в машине, мама за рулем. Бетти разговаривает по телефону. Betty: I’m sorry Charles couldn’t come. You know your son, Dad, he always works. No he went to another county,

Yorkshire, I think, to catch a thief. I phoned him to ask how he was doing, but he was driving and couldn’t talk. And he also said something about phoning his chief.

Scene 1.5 Та же сцена, только Бетти уже без телефона. Betty’s mother: So, did you learn to drive? Betty: No, I don’t have enough time. And anyway, if I go somewhere by car, I’m always with Phillip, he drives. And I can

sleep or look at wonderful landscapes through the window… Scene 1.6 Бетти и её родители дома, в руках у Бетти стопка фотографий с отпуска. Betty(восторженно): Here are the photos from our journey to West Midlands county. Look at the landscape! Isn’t is

beautiful? Betty’s mother: Yes, it is. I see you had a great time there!

Test 1 Define whether the sentences are true of false: 1) To drive means to take something with you. (F) 2) County is a region of Britain, Ireland or the USA which has it’s own local government.(T) 3) Landscape is what you can see when you look at an area of land, like hills, buildings, rivers and trees. (T) ………………………….

EXAMPLE OF A PLAYING FIELDEXAMPLE OF A PLAYING FIELD

DESCRIPTION OF THE PROBLEMDESCRIPTION OF THE PROBLEM

The important condition of successful studying with the help of the computer is maximal imitation of the real linguistic environment. On the one hand, it makes the student mobilize their intellectual resources for solving a concrete problem using their knowledge of a foreign language. At once it is known that on the first level students face troubles with identifying the meanings in translation. It presents a serious hurdle in using this form of teaching on the following stages: starter, elementary, pre-intermediate, intermediate. The present report offers cognitive mechanisms of identifying translational meanings in the playing system of teaching a foreign language, which allow to considerably lower the language barrier for the student.

COGNITIVE MECHANISMS, WHICH, TO OUR COGNITIVE MECHANISMS, WHICH, TO OUR MIND, PROMOTE THE UNDERSTANDING THE MIND, PROMOTE THE UNDERSTANDING THE MEANING IN TRANSLTION OF AN UNKNOWN MEANING IN TRANSLTION OF AN UNKNOWN WORD. WORD. 1. Role filter. 2. Thematic linkage. 3. Synonyms. 4. Antonyms. 5. Definition (commentary). 6. Indication of function. 7. Indication of structure. 8. Subsumption relation. 9. Explication of a known logical conclusion on the base of the

common sense. 10. Unique context, which rests upon factual data. 11.Associative links.

ROLE FILTERROLE FILTER Example: I am reading X. Commentary: A. Role filter points to the object (X), which contains information: a book, a

newspaper, a sign, etc. B. You cannot say, for example: “I am reading a tree. I am reading a fireplace.”. C. Unfortunately, the role filter selects a whole class of words (“an object,

which contains information”) and that is the problem. D. The positive factor is that it is present almost always, if a word is used in a

coherent text, but this method hardly help achieve the preciseness of recognizing the meaning.

That is why additional mechanisms of defining the translational meaning of a word.

THEMATIC LINKAGETHEMATIC LINKAGE Example.

We arrived at the stadium. We saw sportsman Ivanov set a new record in running.

Commentary.

A.

It is obvious from the example that X = рекорд.

B.

The role filter is rather wide here:

One can set an object, for example, a ladder, a basket, clock, etc.

C.

It is obvious that the thematic context given by the words " stadium, sportsman, running " clearly points to the necessary meaning. On the other hand, this situation can be treated as a double role filter:

A sportsman can only set a record.

Let us look at other phrases:

Ivanov set a new X in running.

Ivanov set a new X..

A sportsman set a new X.

SYNONYMSSYNONYMS Пример: Tomato. Tomatoes like wet soil. In order to grow big X it is necessary to regularly add

fertilizer to the soil. .

А. Though we have to say that here a hyperonym can be used. For example, " In order to grow big vegetables it is necessary to regularly

add fertilizer to the soil." That is natural. And it illustrates the fact that no method can give us a 100%

guarantee of solving the problem. And that is why we need to combine them.

ANTONYMSANTONYMS Example. City-village.

In a village, as opposed to X, you won’t have a 24-hour access to the Internet.

The necessary part of this method is the construction “as opposed to”.

This method is very reliable.

DEFINITIONDEFINITION ((COMMENTARYCOMMENTARY)) Example. X – is a sports transport with two wheels.

A. It is clear that X is a bicycle.

B. It is also obvious that it is not easy to use this method in

scripts. We are planning on introducing an additional character, a

magician, for example, who will realize these function of defining the meaning as a facultative option with a special button.

POINTING AT THE POINTING AT THE FUNCTIONFUNCTIONExample. In order to make soup we took a 3-liter X.A.This is a part of the more general method 5.

It is a definition, but it can be more easily used in a context.

B.Unfortunately, not all objects have a

prototypical function as a saucepan.

POINTING AT THE POINTING AT THE STRUCTURESTRUCTUREExample.X had a flat roof, a wonderful gothic terrace

and narrow windows. A.Here, of course, variants for X are possible:

house, castle, palace, etc. B.But like in case 1, we receive a class of

monotypical objects.

SUBSUMPTION SUBSUMPTION RELATIONSRELATIONS Example №1:

X is an interesting job. X delivers mail.

A.

A link to a hyperonym is used + pointing at the function (delivers mail). It is clear that X is a mailman.

B.

Example 1 shows that pointing at a hyperonyms gives us only the filter of the first level and does not eliminate the indefiniteness.

Example №2:

Mailman and pilot are the most popular jobs in Denmark.

Here hyponyms are used in order to define a hyperonym.

Example №3:

Today you can get from Paris to London by plane, train and even by your own X.

Cogiponyms are used. A person should understand that X is a car.

EXPLICATION OF A KNOWN LOGICAL EXPLICATION OF A KNOWN LOGICAL CONCLUSION ON THE BASE OF COMMON CONCLUSION ON THE BASE OF COMMON SENSESENSE Examples: Water boiled. It means that X is higher than 100

degrees. X – temperature.

The Volga flows into the Caspian X. X – sea.

The main condition here is the following: the conclusion should be simple and easy to understand.

Unique context, which is based on Unique context, which is based on actual dataactual data

Example.Lev Tolstoy wrote the X “Anna

Karenina” under the influence of a real story that happened to his friend.

X – novel.

Associative linksAssociative links Example. Pushkin is a famous Russian X. . The most widespread bird in Russia is X. The best drink is X.

It reminds of the method “Definition”, though here the factor of frequency is used, and it produces the associative link of lexical unities.

There is a very well approbated method for singling out these links. (see Karaulov’s dictionary as a resourse for these links).

Of course, there are possible variants, for example, for some people the best drink is tea, for others – coffee.

But at this stage the number of possible meanings is already narrowed, and we can use other filters.

ConclusionConclusion Far from all link were enumerated. One can use associative links: material – object, process-result, etc. There exist metaphorical hints. The most important thing for us is

to understand the principle and to use it successfully in practice.

By the example of the mechanism “role filter” we showed the work of cognitive mechanisms of identification of translational meanings while learning a foreign language. The positive factor is that the role filter is almost always present if a word is used in a coherent text. One can say that it is the main cognitive mechanism, provided by the very nature of the language. But due to the restrictions on the volume of the studying material it is almost impossible to reach the high accuracy of revealing the translational meaning in a playing situation by this method. The novelty of this approach is that it offers additional mechanisms of defining the translational meaning of the word.

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