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Zakharova CROSS-CULTURAL STUDY ON VOCAL EXPRESSION OF EMOTIONS (on the material of ukrainian, russian and english languages)................................................................................. 161 .. >=><0@L>20 !&!"' !"  & /""/ Ť (ť   !" '' !" !! ('') ................................................................................................ 173 " /.. >23>?>;>20 "  !"/ ' #,"#  / # !"#"  /""/%  #!  "....................................................................................... 180 ".. >@6    " ' "!"  #" +% #%  "  / !" +% /+....................................................................... 186 .. '>@=>2>;-":0G5=:> #-!&, /,!", !"#" #  # : !" " / ......... 194 N.O. Diachuk TEACHING CULTURAL CONCEPTS VIA TABOO ISSUES ................................................................................. 201 .. >20;5=:>  " #" (,  "' " $ &/ #  &! !/ $ &#,  /  # .................................................. 211 ".. 0AVG=8: !!"   / '/ !"#" % )% ',%  !  #  &  !& ............................................. 219 .. >T=:> !!"!  " %  ',-% "  !"#"  /""/%  !, .............................................................................. 226 # ""/ .. !0<>EV=0 .", " ",   # $ ## Ť!#'! !":   "!" #,"# ť..................................................................... 232 & .. 0@B8=N:  $/ .. !% Ť!#'!   "ť ................................................... 238 .!. (52G5=:>  $/ .. ".'  % ":  !!"!",  !# ! ............... 242   $ / #! !"" ! %# .......................................................... 248 " !" # 811.133 42  "    "$ +  $ '!  !" !" (=0 <0B5@80;5 D@0=FC7A:>3> O7K:0) !.. >8A5520, 4>:B>@ D8;>;. =0C:, .. >;>H:8=0, :0=4. 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ŤO2;5=85 2B>@8G=>9 :>A25==>9 =><8=0F88 ?@8 A>7=0B5;L=>< A>E@0=5=88 A5<0=B8G5A:>9 42C?;0=>2>AB8 >1@07=>3> M;5<5=B0ť [12, A. 12]. 0 >A=>25 <5B0D>@K =>2>5 A8=B578@>20==>5 ?>=OB85 ?>;CG05B D>@<C O7K:>2>3> 7=0G5=8O: faire des étincelles  0) 87 :>68 (2>=) ;57BL ; manquer d estomac  1KBL B@CA>20BK< ; avoir bec et ongles  C<5BL ?>AB>OBL 70 A51O . 5B0D>@0 =0:;04K205B =>2CN :0B53>@870F8N =0 8AE>4=K9 >1J5:B, ?>4:;NG0O : =5<C =>2K5 8<?;8:0F88 [27].  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MB>< A;CG05 <5B0D>@0 A>AB02;O5B @5AC@A =><8=0F88. > D@075>;>38G5A:>9 :0@B8=5 <8@0 >B<5G0NBAO =5A:>;L:> >A=>2=KE =0?@02;5=89 ?@>F5AA0 <5B0D>@870F88 7=0G5=8O 8AE>4=KE A;>2>A>G5B0=89: ŤG5;>25:  ?@8@>40ť (c est la mer ŕ boire  MB> >G5=L B@C4=>5 45;> , sens dessus dessous  2 15A?>@O4:5, :C2K@:>< ), Ť?@8@>40  G5;>25:ť (cSur d artichaut '=5?>AB>O==K9 G5;>25:, 25B@5=8: , couper la queue ŕ son chien  A>25@H8BL M:AF5=B@8G=K5 ?>ABC?:8, GB>1K >1@0B8BL =0 A51O 2=8<0=85 ) 8 ŤG5;>25:  G5;>25:ť (mettre son cSur dans sa tęte  C<5BL ?>4G8=OBL A2>8 AB@0AB8, A2>8 65;0=8O @07C<C , avoir ŕ cSur de  AG8B0BL A2>8< 4>;3>< ). "0:8< >1@07><, >4=8< 87 >A=>2=KE A2>9AB2 <5B0D>@K O2;O5BAO 5Q 0=B@>?>F5=B@8G=>ABL, :>B>@0O 70:;NG05BAO 2 A>87<5@5=88 42CE ACI=>AB59 @50;L=>3> <8@0 Ť2 A>>B25BAB288 A A>1AB25==> G5;>25G5A:8< <0AHB01>< 7=0=89 8 ?@54AB02;5=89, 0 2<5AB5 A B5< 8 A A8AB5<>9 =0F8>=0;L=>-:C;LBC@=KE F5==>AB59 8 AB5@5>B8?>2ť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paquet de linge sale  =5@OE0 , sac ŕ la malice  E8B@0O 15AB8O; ?@>94>E0 ; gros paquet  C20;5=L ; un homme de paille  ?5H:0, @01 . -B8 D@075>;>387<K ?>AB@>5=K ?> <>45;8 AC1AB0=B82=KE A;>2>A>G5B0=89, 2 :>=B5:AB5 >=8 2KABC?0NB 2 :0G5AB25 ?@548:0B82=KE G;5=>2 ?@54;>65=8O:  Mais non, vous ne regrettez rien, puisque vous avez obtenu ce que vous désiriez: un homme de paille soumis et timide & [23, p. 140]; 1) 2=5H=59 D>@<K: sage comme une image  >G5=L A<8@=K9 8 ?>A;CH=K9, ?08=L:0 ; carré en affaires  G5AB=K9, ?@O<>9 ; rond en affaires  A3>2>@G82K9, ?>:;048ABK9 2 45;0E ; B0:85 $ 8<5NB 2 A2>59 >A=>25 <>45;8 04J5:B82=KE A;>2>A>G5B0=89, 2K?>;=OO 2 :>=B5:AB5 DC=:F8N ?@548:0B82=KE G;5=>2 ?@54;>65=8O 8;8 >?@545;5=8O: Tabac.  Il est bien agréable cet homme-lŕ, pas vrai? Et rond en affaires [19, p. 86]; 2) A>AB>O=8O: chat échaudé  >?KB=K9 G5;>25: ; coulant comme du miel  ?>:;048ABK9 ; malade du pouce  1. A:C?>9; 2. ;5=82K9 .  MB8E ?@8<5@0E <5B0D>@8G5A:89 D@075>;>38G5A:89 >1@07 ?>AB@>5= ?> <>45;8 04J5:B82=>3> A>G5B0=8O A;>2 !!, B0:85 D@075>;>387<K 2K?>;=ONB DC=:F8N ?@548:0B>2: Vous lui avez dit qu en France c est ainsi qu on avait raison des fonctionnaires& Et qu aprčs ça je serais coulant comme du miel & [ 26, p. 111]; 3) ?>2545=8O: il faut que chacun garde sa queue  2AO:0O ;8A0 A2>9 E2>AB 15@565B ; mener qn par le nez  :><0=4>20BL, @0A?>@O60BLAO :5<-;. ; faire le lézard  15745;L=8G0BL, ;5=BO9=8G0BL . 5B0D>@8G5A:89 D@075>;>38G5A:89 >1@07 40==>9 3@C??K 8<55B 2 >A=>25 3;03>;L=K5 A;>2>A>G5B0=8O, B0:85 D@075>;>387<K 2K?>;=ONB DC=:F8N A:07C5<>3>: Musique, lui, de par son caractčre, il se caillait la laitance. 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"0:8< >1@07><, =>2>5 7=0G5=85 8AE>4=>3> A;>2>A>G5B0=8O, ?>;CG5==>5 2 @57C;LB0B5 <5B0D>@8G5A:>3> ?5@5>A<KA;5=8O 2 548=8FC =>2>3> C@>2=O, D>@<8@C5BAO G5@57 >B=>H5=85: 0) : Ť?@>H;>9ť <KA;8, :>B>@0O A;C68B 53> A<KA;>2>9 >?>@>9, A<KA;>2K< 7=0:><, 2=CB@5==59 D>@<>9; 1) : 5Q Ť>1;8GLNť, :>B>@K9 2KABC?05B :0: Ť7=0: 7=0:0ť, 8;8 53> 2=5H=59 D>@<>9. 0: @5G5<KA;8B5;L=K9 ŤM<1@8>=ť 8 2=CB@5==OO ?@>3@0<<0, 2=CB@5==OO D>@<0, 2A?;K20O =0 ?>25@E=>ABL O7K:>2>3> A>7=0=8O, AB0=>28BAO 8AB>G=8:>< B8?8G=KE A8AB5<=> =5@5;520=B=KE 0AA>F80F89, ;8=32>:@50B82=K< AB8<C;>< >682;5=8O F5;>9 F5?8 A>F80;L=> 7=0G8<KE A2O759, :>==>B0F89 8 ?@54AB02;5=89  2A59 A<KA;>2>9 30<<K >1@07=>9 ?0;8B@K O7K:>2>3> 7=0:0 [1, A. 128-137]. AB>G=8:>< A>740=8O 2=CB@5==59 D>@<K D@075>548=8FK O2;O5BAO ?@5D@075>;>38G5A:89 0A?5:B, 8;8 Ť0A?5:B 2845=8Oť >1J5:B0 [5, A. 47], 2K1@0==>9 AC1J5:B>< 4;O >7=0G820=8O A2>59 <KA;8, :>B>@K9 2 AB@C:BC@5 2=CB@5==59 D>@<K 2 A>G5B0=88 A> A<KA;>2K< 2>A?@8OB85< 8 8=B5=F859 2K@078BL <KA;L =081>;55 ?>;=> 8 3;C1>:>, ?@54AB02;O5B A>1>9 :>3=8B82=CN 107C CAB>9G82>3> 2K@065=8O. 0?@8<5@, D@0=FC7K 8A?>;L7CNB $ faire le paon  206=8G0BL , 5A;8 2>7=8:;0 ?>B@51=>ABL 2K@078BL B0:85 G5@BK E0@0:B5@0 G5;>25:0 :0: 70=>AG82>ABL, 2KA>:><5@85. 1@07 ?02;8=0 (paon), ?> 8E <=5=8N, 2KA>:><5@=>9 ?B8FK, =081>;55 B>G=> ?>4E>48B 4;O <0=8D5AB0F88 MB>9 E0@0:B5@>;>38G5A:>9 G5@BK. @5D@075>;>38G5A:8< 0A?5:B>< 40==>9 A8BC0F88 O2;O5BAO 8<5NI0OAO 2 =0F8>=0;L=>< A>7=0=88 8=D>@<0F8O: ?02;8= 2A;54AB285 A2>59 ?>E>4:8 8 2=5H=53> 2840 A =0@O4=K< >?5@5=85< =04E2>ABLO 2K3;O48B 206=>, 2KA>:><5@=> 8 =04<5==>. -B0 8=D>@<0F8O <0B5@80;87C5BAO 2 O7K:>2>9 D>@<5 2 2845 0B><0@=>3> A;>2>A>G5B0=8O faire le paon  206=8G0BL , 0:BC0;878@CNI55 2 A5<0=B8:5 D@075>;>387<0 A>AB>O=85 ?>;=>3> ?@52>AE>4AB20. C est étonnant comme il fait le paon, papa avec cet hôtel [24, p. 78] K1>@ B>3> 8;8 8=>3> D@075>;>38G5A:>3> 7=0:0 4;O >1>7=0G5=8O <5=B>D0:B0 7028A8B >B B>3> ŤA<KA;>2>3> A25B0ť, :>B>@K9 ?0405B =0 =53> >B >1>7=0G05<>3> O2;5=8O 8;8 ?@54<5B0 [6, A.75]. -B>B ŤA<KA;>2>9 A25Bť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main, f (@C:0) A;C68B A8<2>;>< A2>1>4K 8 <>3CI5AB20 (avoir la main dessus  2;0AB2>20BL =04 :5<-;. , avoir la main large  1KBL I54@K< ); cSur, m (A5@4F5) A8<2>;878@C5B GC2AB20 (perdre cSur  B5@OBL <C65AB2> , venir du cSur  1KBL 8A:@5==8< ); enfant, m (@515=>:)  A8<2>; G8AB>BK 8 8A:@5==>AB8 (bon enfant  0) 4>1@>4CH=K9; 1) 25A5;LG0: ; croire que les enfants naissent dans les choux  1KBL =082=K< ); mouton, m (>2F0) O2;O5BAO A8<2>;>< 1572>;8O 8 3;C?>AB8 (moutons de Panurge  3;C?K5, 15AA<KA;5==K5 ?>4@060B5;8 ; ętre un vrai mouton  1KBL A;01>2>;L=K< ). ?>@=K5 :><?>=5=BK-A8<2>;K 70:@5?;ONB 2 A5<0=B8:5 D@075>;>387<>2 2>A?@8OB85 ?@54<5B>2 8 A>1KB89, 8<5NI55 848>MB=8G5A:89 E0@0:B5@. '5;>25G5A:>5 A>7=0=85, 2>A?@8=8<0O >1J5:BK 459AB28B5;L=>AB8 8 D8:A8@CO 8E A2>9AB20, >B<5G05B @07;8G=CN <0=8D5AB0F8N B>3> 8;8 8=>3> ?@87=0:0, @07;8G=CN AB5?5=L 53> 2K@065==>AB8 8 8=B5=A82=>AB8 ?@>O2;5=8O. 06=K< ?@8 MB>< O2;O5BAO ?>=8<0=85 B>3>, GB> D5=><5= A>7=0=8O :>@@5;8@C5B ;8HL A ?@54AB02;5=85< >1 >1J5:B5, 0 Ť=5 A 53> @50;L=K< 1KB85<ť [7, A. 30]. K1>@ MB=>A>< ACI5AB25==>3> ?@87=0:0 >?>@=>3> :><?>=5=B0 2;8O5B =0 D>@<8@>20=85 <5B0D>@8G5A:>3> D@075>;>38G5A:>3> >1@070. @87=0:8 <>3CB 2E>48BL 2 A>AB02 8=B5=A8>=0;0, A>45@60B5;L=>3> O4@0 O7K:>2>3> 7=0G5=8O (0@E8A5<) 8;8 8<?;8:0F8>=0;0, ?5@8D5@88 A5<0=B8G5A:8E ?@87=0:>2 (48DD5@5=F80;L=KE A5<) [1, A. 106]. -B>B <><5=B >?8@05BAO =0 =0F8>=0;L=>5 A>7=0=85, =0F8>=0;L=K9 <5=B0;8B5B. "0:, 2 A;>20@5 Le Robert P. 405BAO A;54CNI55 >?@545;5=85 A;>2C singe  >157LO=0 : Mammifčre (primates) caractérisé par une face nue, un cerveau dévéloppé, des membres inférieurs plus petits que les membres supérieurs, ou les mains [25, p. 999]. 7 40==>3> >?@545;5=8O <K <>65< 2KG;5=8BL 0@E8A5<K: ŤC<=0Oť: >n n apprend ŕ un vieux singe ŕ faire des grimaces  CG5=>3> CG8BL  B>;L:> ?>@B8BL , Ť;>2:0Oť: adroit comme un singe. $@0=FC7A:85 =0F8>=0;L=K5 B@048F88, AB5@5>B8? D@0=FC7A:>3> =0F8>=0;L=>3> <KH;5=8O =045;O5B MB> 682>B=>5 ?@87=0:0<8 ŤAB@>OI0O 3@8<0AKť: faire les grimaces comme un singe, Ť157>1@á7=0Oť: laid comme un singe; avoir l air de singe botté, ŤE8B@0Oť: malin comme un singe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tęte carrée  BC?8F0 & ; 3) A?>A>1 A>740=8O D@075>;>38G5A:>9 :0@B8=K <8@0, 2>7=8:0NI59 2 @57C;LB0B5 :>3=8B82=>3> <0=8?C;8@>20=8O C65 8<5NI8<8AO 2 O7K:5 ?>=OB8O<8 A F5;LN A>740=8O =>2KE <5=B>D0:B>2, >A>15==> 4;O B5E AD5@ >B@065=8O 459AB28B5;L=>AB8, :>B>@K5 =5 40=K 2 =5?>A@54AB25==KE >ICI5=8OE; 4) A@54AB2> A>740=8O :>3=8B82=>9 :0@B8=K <8@0, ?>A:>;L:C <5B0D>@0, >1CA;>2;5==0O D878G5A:8< 8 4CE>2=K< >?KB>< G5;>25:0, ACI5AB2C5B, ?@5645 2A53>, 2 2845 <5B0D>@8G5A:>3> ŤA3CAB:0ť 8=D>@<0F88 2 G5;>25G5A:>< A>7=0=88. B0:, <0B5@80; 8AA;54>20=8O ?>:070;, GB> <5B0D>@0 2> D@075>;>38G5A:>9 :0@B8=5 <8@0  MB> A;>6=0O :>3=8B82=0O AB@C:BC@0, ?@54AB02;ONI0O A>1>9 =5 B>;L:> AB8;8AB8G5A:89 M;5<5=B O7K:0, => 8 C=825@A0;L=K9 ?>7=020B5;L=K9 <5E0=87<, A?>A>1 ?>7=0=8O <8@0 G5@57 @0=55 ?>7=0==>5. 5B0D>@0 O2;O5BAO >4=>9 87 =081>;55 ?@>4C:B82=KE A?>A>1>2 D>@<8@>20=8O 2B>@8G=KE =08<5=>20=89. > D@075>;>388 <5B0D>@5 A2>9AB25==K A;54CNI85 G5@BK: 0:BC0;870F8O 40;5:8E 8 =5>G5284=KE A2O759, =5@0745;L=>ABL >1@070 8 A<KA;0, 48DDC7=>ABL 7=0G5=8O, 4>?CI5=85 @07=KE 8=B5@?@5B0F89, CAB@0=5=85 <>B828@>2>: 8 @07JOA=5=89. =0 >A=>20=0 =0 ?@8=F8?0E DC=:F8>=8@>20=8O A;>20, :><?5=A8@CNI8E >B:07 >B <>B828@>2>: 548=AB25==>ABLN 8 B>G=>ABLN 2K1>@0. >@>645==0O 2>>1@065=85<, <5B0D>@0 2A5340  ?@O<> 8;8 :>A25==>  A>>B=5A5=0 A 459AB28B5;L=K< <8@><. 5B0D>@0 C3;C1;O5B ?>=8<0=85 GC2AB25==> 2>A?@8=8<05<>9 @50;L=>AB8, => =5 C2>48B 70 55 ?@545;K. $@075>;>38G5A:85 <5B0D>@K ?>72>;ONB >1=0@C6820BL 0=0;>388 <564C @07;8G=K<8 ?@54<5B0<8 8 O2;5=8O<8, 4020O 2>7<>6=>ABL ?@8<5=8BL 7=0=8O 8 >?KB, ?@8>1@5B5==K5 2 >4=>9 >1;0AB8, 4;O @5H5=8O ?@>1;5< 2 4@C3>9. 5B0D>@0 ?@54AB05B =5 B>;L:> :0: :>3=8B82=K9 ?@>F5AA, :>B>@K9 2K@0605B 8 D>@<8@C5B =>2K5 ?>=OB8O, => 8 :0: :C;LBC@=>5 O2;5=85, ?>A@54AB2>< :>B>@>3> A>7405BAO D@075>;>38G5A:0O :0@B8=0 <8@0, GB> >B:@K205B =>2K5 ?5@A?5:B82K 8AA;54>20=8O. " "#  1. ;5D8@5=:> .$. !?>@=K5 ?@>1;5<K A5<0=B8:8 : <>=>3@0D8O / .$. ;5D8@5=:>.  . : =>78A, 2005. 326 A. 2. @CBN=>20 .. 5B0D>@0 8 48A:C@A [-;5:B@>==K9 @5AC@A] / .. @CBN=>20 // "5>@8O <5B0D>@K.  ., 1990.  !. 5-32.  568< 4>ABC?0:  HYPERLINK "http://www.nspu.net/fileadmin/library/books/2/web/xrest/article/leksika/strukture/aru_art01.htm" http://www.nspu.net/fileadmin/library/books/2/ htm) 3. @E0=35;LA:89 .. #AB>9G82K5 D@075>;>387<K 2 A>2@5<5==>< @CAA:>< O7K:5. A=>2K B5>@88 CAB>9G82KE D@07 8 ?@>1;5<K >1I59 D@075>;>388 / .. @E0=35;LA:89.  >AB>2-=0->=C : >AB>2, C=-B, 1964.  315 A. 4. 0: .. 5B0D>@0: C=825@A0;L=>5 8 A?5F8D8G5A:>5 / .. 0: // 5B0D>@0 2 O7K:5 8 B5:AB5.  . : 0C:0, 1988.  !. 11-26. 5. 8@8;;>20 .. $@075>;>38O @><0=A:8E O7K:>2: MB=>;8=328AB8G5A:89 0A?5:B : <>=>3@0D8O / .. 8@8;;>20.  !1. : 74-2> # 8<. .. 5@F5=0, 2003.  '. 1: @8@>40 8 :>A<>A.  319 A. 6. >A52 .$. $8;>A>D8O 8<5=8 / .$. >A520.  . : 74-2> >A:. C=-B0, 1990.  269 A. 7. 0:0@>2 .. A=>2K B5>@88 48A:C@A0 / .. 0:0@>2.  . : !, 2003.  280 A. 8. >A:28= .. CAA:0O <5B0D>@0: ?0@0<5B@K :;0AA8D8:0F88 / .. >A:28= // $8;>;>38G5A:85 =0C:8.  2000.  ! 2.  !. 66-72. 9. >B51=O .. "5>@5B8G5A:0O ?>MB8:0 / .. >B51=O.  . : KAH. H:., 1990.  344 A. 10. 0ABL5 $. =B5@?@5B8@CNI0O A5<0=B8:0 / $. 0ABL5; ?5@. A D@. .. >G:0@520.  86=89 >23>@>4, 2001.  368 A. 11. 8G0@4A . $8;>A>D8O @8B>@8:8 / . 8G0@4A // "5>@8O <5B0D>@K.  ., 1990. 12. !:;O@52A:0O .. 5B0D>@0 2 A8AB5<5 O7K:0 / .. !:;O@52A:0O.  !0=:B- 5B5@1C@3, 1993.  159 c. 13. !>;>4C1 ... >;L A;>25A=>3> :><?;5:A0-?@>B>B8?0 2 @50;870F88 :>==>B0B82=KE 2>7<>6=>AB59 D@075>;>387<0 / ... !>;>4C1 // $8;>;>38G5A:85 =0C:8.  1996.  ! 1.  !. 67-79. 14. !>;>4C1 ... !>2@5<5==K9 23. Maupassant G. de. Bel-Ami / G. de Maupassant.  P. : Ed. FAYARD, 1967.  170 p. 24. Pagnol M. Topaze. Pičce en quatre actes.   HYPERLINK "http://www.westimpact.com/book_marcel_pagnol.htm"  Ed. Pastorelly, Monte-Carlo, 1970.  338 p. 25. Robert P. Dictionnaire du français primordial.  Paris, 1987.  1211 p. 26. Simenon G. Un crime en Hollande.  Ed. livre de poche, n° 2917.  aris, 1971. 250 p. 27. Shore B. Twice-Born, Once Conceived: Meaning Construction and Cultural Cognition. // American Anthropologist.  1991.  Vol. 93, No. 1, March.  p. 9  27. 28. Turner M., Fauconnier G. Conceptual Integration and Formal Expression // Metaphor and Symbolic Activity.  1995.  Vol. 10.  ! 3. 29. Turner M., Fauconnier G. Metaphor, Metonymy, and Binding // Metaphor and Metonymy at the Crossroads: A Cognitive Perspective / Ed. A. Barcelona.  Berlin; New York: Mouton de Gruyter, 2000. Š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asynok. The cognitive-linguistic mechanisms of causal space. The cognitive-linguistic mechanisms of causal space at the level of sentence, discourse, hypertext are studied in the article. The colourful discourses are given in the German, Ukrainian and Russian languages where the world-view, life philosophy of native speakers are reflected. Key words: concept, causal space, discourse, functions, word images. ?8A :>3=VB82=8E B0 ?@03<0B8G=8E <5E0=V7<V2 :0C70;L=>ABV C <>2=V9 :><C=V:0FVW T >1 T:B>< =0H>3> 4>A;V465==O. @54<5B>< A;C3CNBL :0C70;L=V 2V4=>H5==O, O:V ?@>=87CNBL B5:AB. @>1;5<0 ;V=32>:>3=VB82=8E <5E0=V7<V2 :0C70;L=>ABV 70;8H0TBLAO 0:BC0;L=>N, >A:V;L:8 2>=0 2V4475@:0;NT ACB=VABL :>=F5?BC :0C70;L=>ABV C :><C=V:0B82=><C 0:BV 7 ?>78FVW <>2=8E B0 :>=F5?BC0;L=8E :0@B8= A2VBC, DC=:FV>=C20==O :0C70;L=>ABV C <V:@>B5:AB0E.  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"0:8< G8=><, ?V4 ?@8G8=>N 2 DV;>A>DVW ?> ACBV @>7C<VTBLAO 2A5, I> 2?;820T =0 ?@54<5B =0 287=0G5=><C @V2=V, 7@V7V >1 T:BC [5, A. 34]. >@.: 8 =5 28@CH8;8 2 5:A:C@AVN G5@57 4>I. 4=0:, 7 1030BL>E @V7=8E 70;56=>AB59 ?V7=0==O ?@03=5 284V;8B8 BV, O:V =5>1EV4=V 9 4>AB0B=V 4;O 28=8:=5==O =0A;V4:C. # B0:><C 28?04:C <>6=0 3>2>@8B8 ?@> ?@8=F8? 4>AB0B=L>W >A=>28. @>A;V4:CT<> 287=0G5=C B57C =0 ?@8:;04V: 0472>=8;8 4> F5@:28, O 9 ?VH>2; 06 B0< A0<5, 0@EVT@59 28E>48BL, >B V O 70 =8<. C<0N: ?@>254C 9>3>. 5=5 ?@8G5B=8:0 V ?V4257;8 25@AB>2 V7 45AOBL (.>2G>:). >6=0 :>=AB0BC20B8, I> 4@C3>N >7=0:>N ?@8G8==>ABV T ?>A;V4>2=VABL ?@8G8=8 9 =0A;V4:C 2 G0AV. @8G8=0 ?5@54CT =0A;V4:>2V, >4=0: F5 ?>;>65==O =5 <0T ?>2=>W 72>@>B=>W A8;8, B>1B> ?>A;V4>2=VABL O28I 2 G0AV 7>2AV< =5 >7=0G0T, I> 2>=8 >1>2 O7:>2> =0E>4OBLAO C 2V4=>H5==V ?@8G8==>ABV. 4=5 O28I5 <>65 ?5@54C20B8 V=H><C, =5 1C4CG8 9>3> ?@8G8=>N (?>@.: G5@3C20==O ?V@ @>:C). "0:8< G8=><, =5 :>6=5 O28I5, O:5 ?5@54CT V=H><C, >1>2 O7:>2> T 9>3> ?@8G8=>N. "><C 72>@>B=5 AB25@465==O (post hoc, ergo propter hoc) 72>48BLAO 4> ;>3VG=>W ?><8;:8. 25@=5<> C203C =0 B5, I> ?>A;V4>2=VABL ?@8G8=8 B0 =0A;V4:C 70:;045=> 265 2 A0<89 ?@>F5A ?>@>465==O =0A;V4:C. # =02545=><C ?@8:;04V <0T<> =0H0@C20==O =5 BV;L:8 C<>2=>-=0A;V4:>28E, ?@8G8==>-=0A;V4:>28E, 0;5 V G0A>28E 72 O7:V2. B65, 4@C30 >7=0:0 ?V4?>@O4:>20=0 ?5@HV9. >@.: >1>@5< <8, 1> ?@025 =0H5 4V;> (. 8;LAL:89). "@5BL>N >7=0:>N ?@8G8==>ABV T 0A8<5B@8G=VABL 72 O7:C ?@8G8=8 B0 =0A;V4:C, =572>@>B=VABL ?@8G8==>ABV: =0A;V4>: 287=0G5=>W ?@8G8=8 =5 <>65 1CB8 ?@8G8=>N FVTW 6 ?@8G8=8. A8<5B@8G=VABL ?@8G8==8E 2V4=>A8= 28@060T 35=5B8G=C A?@O<>20=VABL V >1C<>2;NT WE G0A>2C ?>A;V4>2=VABL. >@.: >64L ?@5:@0B8;AO, 8 <K ?>5E0;8 =0 M:A:C@A8N. >73;O=5<> =02545=V 28I5 >=B>;>3VG=V 70A048 :0C70;L=>ABV =0 :>=:@5B=><C 48A:C@AV :0C70;L=>W A5<0=B8:8 =V<5FL:>N <>2>N, 45 =0O2=89 :>=F5?B :0C70;L=>ABV, ?@>A;V4:CT<> A?V22V4=>H5==O AB@C:BC@8 7=0==O, I> D>@<CTBLAO C A2V4><>ABV 04@5A0B0 =0 >A=>2V ?V7=0==O A2VBC, 7V 7=0G5==O< <>2=8E >48=8FL, O:V V=B5@?@5BCNBL 4V9A=VABL. # =86G5=02545=><C ?@8:;04V ?@>A;V4:CT<> =0 V<?;VF8B=><C @V2=V A?V22V4=>H5==O AB@C:BC@8 7=0==O, I> D>@<CTBLAO C A2V4><>ABV G8B0G0/A;CE0G0 =0 >A=>2V ?V7=0==O ACBV A>FV0;L=>W @8=:>2>W 5:>=><V:8 $545@0B82=>W 5A?C1;V:8 V<5GG8=8 7V 7=0G5==O< <>2=8E >48=8FL, O:V V=B5@?@5BCNBL AL>3>45==O @>728=CB>W 5:>=><V:8 $ . /: A2V4G0BL =02545=V =86G5 C AB0BBV 48A:C@A8 B0 WE 0=0;V7, :>=F5?B ?@8G8=8-=0A;V4:C T :>3=VB82=>N ACB=VABN B0 ?@>4C:B>< :>=F5?BC0;V70FVW :0C70;L=>ABV 2 H8@>:><C A<8A;V A;>20: Soziale marktwirtschaftliche Ordnung Voraussetzung für das Funktionieren des Marktmechanismus ist der Wettbewerb. Ohne Konkurrenz kann es keine Marktwirtschaft geben. Der Wettbewerb sorgt dafür, dass das Gewinnstreben der einzelnen in Aktivitäten mündet, die der optimalen Güterversorgung aller Nachfrager dient. Er fördert die Leistungsbereitschaft und zwingt Unternehmen dazu, sich mit Hilfe günstiger Preise, besserer Produktqualitäten, günstiger Zahlungs- und Lieferbedingungen oder zusätzlicher Serviceleistungen hervorzutun. Zugleich fördert der Wettbewerb die Verfahrens- und Produktinnovation und zwingt zur Rationalisierung und zum sparsamen Umgang mit knappen Ressourcen. Keine Frage – offener Wettbewerb ist hart für alle Teilnehmer. Immer wieder versuchen daher Unternehmer, den Wettbewerbsdruck zu verringern, sei es durch Absprachen mit den Konkurrenten, sei es durch den Zusammenschluss von Firmen. Solche Versuche soll das Gesetz gegen Wettbewerbsbeschränkungen (Kartellgesetz) von 1957 unterbinden. Das Gesetz verbietet Abreden und Verträge, die die Marktverhältnisse durch Beschränkung des Wettbewerbs beeinflussen; es wurde inzwischen mehrfach ergänzt, um seine Wirksamkeit gegenüber veränderten Kartellstrategien zu gewährleisten. Die Einhaltung des Gesetzes überwachen das Bundeskartellamt in Berlin und die Kartellbehörden der Länder. Im Zuge der europäischen Integration und der Globalisierung der Wirtschaft verlagert sich die Wettbewerbspolitik zunehmend auf die Europäische Kommission in Brüssel. Ziel der Bundesregierung war und ist es, öffentliche Unternehmensbeteiligungen und Unternehmen wie die Deutsche Bundesbahn, die Deutsche Reichsbahn der ehemaligen DDR oder die Deutsche Bundespost schrittweise in privates Eigentum zu überführen, um auch in diesen Bereichen mehr Wettbewerb, finanzielle Entlastungen für die öffentlichen Haushalte und eine effizientere Versorgung für den Bürger zu erreichen. Bei einigen Berufszweigen, in denen grundsätzlich freier Wettbewerb herrscht, hat der Gesetzgeber den Zutritt zum Markt von bestimmten Voraussetzungen abhängig gemacht. So müssen Handwerker und Einzelhändler vor der Errichtung eines Gewerbebetriebs berufliche Kenntnisse nachweisen. Bei anderen Berufen verlangt der Staat eine besondere Ausbildung und ein bestimmtes Alter. Das gilt zum Beispiel für Berufe im Gesundheitswesen, in der Rechts-, Wirtschafts- und Steuerberatung. Gleichwohl wird regelmäßig geprüft, ob derartige staatliche Regulierungen nicht zur Abschottung von einzelnen Wirtschaftsbereichen vor Wettbewerb missbraucht werden [11, A. 283-285]. # <V:@>B5:ABV 287=0G5=>W A5<0=B8:8 28>:@5<;NT<> >1 T4=02GC DC=:FVN :>=F5?BC :0C70;L=>ABV, 0:F5=BCNG8 C203C 2;0A=5 =0 ?@8G8=0E, FV;V, C<>20E, 4>?CAB>2>ABV. &O DC=:FVO ?5@5?;VB0TBLAO 7 V=B53@0B82=>N DC=:FVTN 0@3C<5=B0FVW, 45 ?@>E>48BL :>@5;OFVO 7 B5<>N 2AL>3> 48A:C@AC. >73;O=5<> A5<0=B8:C, ?@03<0B8:C C<>2=>-=0A;V4:>28E 72 O7:V2, 45 ?@8:;04 15@5BLAO 7 :>= N=:B82><, B><C I> A0<5 F59 A?>AV1 ?V4A8;NT A5<C 3V?>B5B8G=>ABV 9 ?>;53HCT WW 4V03=>ABC20==O C =V<5FL:89 <>2V: Wir würden Recht haben, wenn wir Freund5 wären 0C70;L=VABL C =02545=V9 ?@>?>78FVW >1 T:B82=0: ?@5AC??>78FVO 28A;>2;N20==O BCB 287=0G0TBLAO 26820==O< A?5FV0;L=8E <>2=8E 70A>1V2, I> 2:07CNBL =0 AC1 T:B82=5 ?@8?CI5==O :0C70;L=>3> 72 O7:C, I> 2 B0:89 A?>AV1 ?5@5B2>@NTBLAO C :>=48FV>=0;L=89. >=48FV>=0;L=VABL 5:A?;V:>20=0 BCB ?@5B5@8B0;L=8<8 D>@<0<8 :>= N=:B820 (würden Recht haben, wären Freunde ) C ?>T4=0==V 7 ?V4@O4=8< A?>;CG=8:>< wenn. @V< 28I5 =0720=>3>, 5:A?;VF8B=V :0B53>@V0;L=V >7=0:8 2;0A=5 ?@8G8==>-=0A;V4:>2>W @5;OFVW 70 4>A;V465==O<8 .". 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" "#  1. D0=0AL52 .. 1I5AB2>: A8AB5<=>ABL, ?>7=0=85, C?@02;5=85 / .. D0=0AL52.  .: >;8B8740B.,1981.  432 A. 2. C1@O:>20 .!. ><8=0B82=K9 0A?5:B @5G52>9 45OB5;L=>AB8 / .!. C1@O:>20.   !!!  AB8BCB O7K:>7=0=8O /B2. @54. 0:04. !5@51@5==8:>2.  .: 0C:0, 1986.  149 A. 3. C@3CB .. #=V25@A0;L=5 B0 5B=>A?5F8DVG=5 ?@8G8==>-=0A;V4:>2>3> :>;0 (=0 <0B5@V0;V =V<5FL:>W B0 C:@0W=AL:>W <>2) // >2=V V :>=F5?BC0;L=V :0@B8=8 A2VBC : 71. =0C:. ?@0FL !5.  .: 8W2AL:89 =0F. C=-B, 2001.  !.114-117. 4. 0AK=>: .. 0C70;L=>ABL: 2708<>A2O7L ;8=328AB8:8 8 D8;>A>D88 // VA=8: %0@:V2AL:>3> =0FV>=0;L=>3> C=V25@A8B5BC. - ! 635.  %0@:V2: %# V<5=V .. 0@07V=0.  !. 133-138. 5. !030B>2A:89 .. 0B53>@8O >1CA;>2;5==>AB8 :0: ABC?5=L:0 ?>7=0=8O / .. !030B>2A:89 // !>2@5<5==K9 45B5@<8=87< 8 =0C:0.  >2>A818@A:: >2>A818@A:89 3>AC40@AB25==K9 C=-B.  !. 34-37. 6. !25G=8:>2 .. 0B53>@8O ?@8G8==>AB8 2 D878:5 / .. !25G=8:>2.  ., 1961.  244 A. 7. !;>2=8: C:@0W=AL:>W <>28: # 11-B8 B. / [@54. :>;.: 0:04.. .. V;>4V4 B0 V=H.]. B. VIII.  .: 0C:>20 4C<:0, 1970-1980. 6. !5;V20=>20 . !CG0A=0 ;V=32VAB8:0: B5@<V=>;>3VG=0 5=F8:;>?54VO.  >;B020: >2:V;;O  , 2006.  716 A. 8. $8;>A>DA:89 M=F8:;>?548G5A:89 A;>20@L.  .: !>25BA:0O M=F8:;>?548O, 1983.  836 A. 9. Guseva P.T. Zur Charakteristik ausgewählter Verben/verbaler Wortverbindungen, die eine Grund-Folge-Beziehung zum Ausdruck bringen // Deutsch als Fremdsprache.  Leipzig: Herder-Institut Leipzig. - !3.  1987.  S. 165-169.   .!" " " # 10.0AB5@=0: . !B8E>B2>@5=8O 8 ?>M<K / >@8A 0AB5@=0:.  .: %C4>65AB25==0O ;8B5@0BC@0, 1988.  751 c. 11. Tatsachen über Deutschland. Societäts-Verlag.  Frankfurt/Main, 1998.  568 s. Š .. 0A8=>:, 2009 # 811.111 38 >45;L 2@5<5=8 2 A>2@5<5==>< 1@8B0=A:>< D8;>A>DA:>< 8 ?>MB8G5A:>< 48A:C@A5 .. >=40@5=:>, :0=4. 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Y. ondarenko Time model in modern British philosophical and poetic discourse. The article focuses on the phenomenon of time duality (its scientific and non-scientific interpretation) in modern British philosophical and poetic discourse. The time model, a conceptual network combining the TIME concept propositional relations, such as objective, possessive, actional, identification and comparative, is featured. It is demonstrated that in terms of the range of components and their relevance to scientific or non-scientific construals of the world, the time models verbalized in British philosophical and poetic discourse of the 20th -21st cent. tend to absorb and exchange each other s components. Key words: conceptual network; non-scientific /  warm construal of the world (WCW); scientific /  cold construal of the world (CCW); time model. :B82=> @072820NI0OAO 2 =0AB>OI55 2@5<O :>3=8B82=>-:><<C=8:0B82=0O ?0@0483<0 ;8=328AB8:8 ?>72>;O5B @0AA<0B@820BL 2@5<O :0: 107>2K9 :><?>=5=B 459AB28B5;L=>AB8, >A208205<>9 2 O7K:>2KE 8 @5G52KE D>@<0E, ?>4 =>2K< C3;>< 7@5=8O. 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time. @54<5B 8AA;54>20=8O  A@02=5=85 A>AB020 <>45;59 2@5<5=8, @0725@=CBKE 2 A>2@5<5==>< 1@8B0=A:>< D8;>A>DA:>< 8 ?>MB8G5A:>< 48A:C@A5, 8 ?@>?>@F89 :><?>=5=B>2 % 8 " 2 MB8E <>45;OE.  :0G5AB25 <0B5@80;0 2 @01>B5 8A?>;L7>20=K D@03<5=BK B5:AB>2 =>259H8E 0=3;>O7KG=KE M;5:B@>==KE A;>20@59 [14; 20] 8 ?>MB8G5A:85 ?@>872545=8O =0G0;0 25:0 ". %0@48 (1840  1928) <>45@=8AB>2 ". -;8>B0 (1888  1965) 8 . 5BA0 (1865  1939), . 8=L>=0 (1869  1943), 6. . !:2095@0 (1882  1958), ?>MB0 1@8B0=A:>3> ?@>8AE>645=8O #. 45=0 (1907  1973), !. 59-LN8A0 (1904  1972), 6. 59=0 (1925  1994), . #;:>BB0 (1930), ". %LN70 (1930  1998) 8 4@. !>2@5<5==K9 0=3;89A:89 D8;>A>DA:89 48A:C@A ?@54AB02;O5B ?@>1;5<K, A2O70==K5 A> 2@5<5=5<, 2 2845 A2>5>1@07=>3> -::;5780AB0  CG5=>3>, :>B>@K9 A0< 70405B 2>?@>AK 8 A0< ?KB05BAO 40BL =0 =8E >B25B: many issues remain to be resolved. Here is a short list of the most important ones— what time actually is; (...) why time has an arrow even though the dynamical laws of the microscopic constituents of the universe appear to be incapable of distinguishing past and future; (...) ; how to analyze the metaphor of time’s flow... [20, p. 2]. B25BK =0 C:070==K5 2>?@>AK ?>72>;OB 2KO28BL :>=F5?BK-A>AB02;ONI85 A>2@5<5==>9 D8;>A>DA:>9 <>45;8 2@5<5=8. 0G=5< A >?@545;5=8O 2@5<5=8. !0<>5 ?>25@E=>AB=>5  MB>:  what accurate clocks measure [20, p. 6] (2 A5B8 :>=F5?B0  / 8<55B <5AB> @50;870F8O @5;OF88 0G5AB2> ?@54<5B=>3> D@59<0 G5@57 :>=F5?B  !", 8 A2O78 !8@:>=AB0=B 0:F8>=0;L=>3> D@59<0 ?>A@54AB2>< :>=F5?B0 '!+). >;55 3;C1>:85 >?@545;5=8O 2@5<5=8 40NB ?@54AB02;5=8O > =5< :0: > !"( !+": it is a special system of relations among instantaneous events [20, p. 6].; $  !"/: is the form of becoming [20, p. 6] 8 !'" " : time is a composition of intervals rather than of durationless instants [20, p. 6] (A;>B >;L 845=B8D8:0F8>==>3> D@59<0). >A;54=55 >?@545;5=85 25@10;87C5B :>=F5?B " +, 70?>;=ONI89 A;>B 1;0405<>5 ?>A5AA82=>3> D@59<0. 5A><=5==>9 ?@87=05BAO 4C0;L=0O ?@8@>40 2@5<5=8 (:>=F5?B #,!", 2 A;>B5 0G5AB2> ?@54<5B=>3> D@59<0):  If physical time and psychological time are two different kinds of time, then two answers are required to the question “What is time?” and some commentary is required regarding their relationships, such as whether one is more fundamental.  Many philosophers of science argue that physical time is more fundamental even though psychological time is discovered first by each of us as we grow out of our childhood, and even though psychological time was discovered first as the human beings evolved from our animal ancestors” [20, p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he logic of the term  time that is embedded in our time talk does not rule out a nonlinear structure for time, but there is no reason to believe (physical) time is actually like this or that anything has gone back in time [20, p. 9]. "0:8< >1@07><, 2 A>2@5<5==>< D8;>A>DA:>< 48A:C@A5 ?@8ACBAB2C5B 4C0;L=>ABL >1@070 2@5<5=8, :>B>@0O 8<55B =5?>A@54AB25==>5 >B=>H5=85 : 0F85=AC ('#, '!") (A;>B 0F85=A 0:F8>=0;L=>3> D@59<0): (1) With circular time, you can be assured that after your death you will be reborn.  The future will become the past.  (& ) The casual loops of Einstein s general theory or closed curves in specetime allow you to go forward continuously in time until you arrive back into your past. You might even meet your younger self.  If so, some definitions of  person will need to be revised to allow for this [20, p. 8].  >?@>A ;8=59=>AB8 2@5<5=8 =5?>A@54AB25==> A2O70= A 2>7<>6=>ABLN 53> 287C0;L=>9 8=B5@?@5B0F88 2 2845 AB@5;K (>@@5;OB :><?0@0B82=>3> D@59<0 !" ): (2) The amalgamation of the universe s irreversible processes produces the cosmic arrow of time, the master arrow. Usually this arrow is what is meant when one speaks simply of  time s arrow [20, p. 19], 87 G53> A;54C5B !", (A;>B 0G5AB2> ?@54<5B=>3> D@59<0) 8  !", 2@5<5=8, >?@545;O5<>3> O2;5=8O<8 >=B>;>388 (A5;5==>9). @5<O 2 40==>< A;CG05 A>>B=>A8BAO A $'! // ( &!!) :0: !B8<C;><  . @8 A>?>AB02;5=88 ?@8<5@>2 (1) 8 (2), <>6=> 70:;NG8BL, GB> &'!", 0AA>F88@C5BAO 2 D8;>A>DA:>9 <>45;8 2@5<5=8 A :>=:@5B=>9 !#!"& 8;8 '!",. (A;>B 0G5AB2>: !#!""!", ( /"!",)), 0 !",  A C=825@AC<>< (!;>B 0G5AB2>: # !,!",). 87C0;870F8O 2@5<5=8 2 2845 AB@5;K ?>72>;O5B >B25B8BL =0 2>?@>A > E0@0:B5@5 =0?@02;5==>AB8 2@5<5=8: Usually this arrow is what is meant when one speaks simply of  time s arrow . By the convention, we say the arrow is directed toward the future.  The arrow of time is what distinguishes events ordered by the happens-before relation from those ordered by its converse, the happens-after relation [20, p. 19]. "0:8< >1@07><, A>2@5<5==K9 D8;>A>DA:89 48A:C@A CB25@6405B, GB> 2@5<O >1;0405B A2>9AB2><  !" (A;>B 0G5AB2> ?@54<5B=>3> D@59<0), 0 B0:65 #! ( ((, !"/) 8 ##)) (!;>B 1;0405<>5 ?>A5AA82=>3> D@59<0). >A;54=89 206=K9 2>?@>A >B=>A8B5;L=> 2@5<5=8 :0A05BAO H8@>:> @0A?@>AB@0=5==>9 2 D8;>A>D88 <5B0D>@K time flow: It is as if we were floating on a river, carried by the current past the manifold of events which is spread out timelessly on the bank [20, p. 17]. AE>4O 87 B>3>, GB> :>=F5?B " 8<55B @07;8G=K5 ?@>?>78F8>=0;L=K5 A2O78 2 7028A8<>AB8 >B 48A:C@A0, 2 :>B>@>< >= @50;87C5BAO: ("): the flow is an illusion, the product of a faulty metaphor. Time exists, things change, but time doesn t flow objectively, although there may well be some objective feature of our brains that causes us to believe we are experiencing a flow of time; but in that case time flows only in a subjective sense of the term [20, p. 17] (A;>B >@@5;OB :><?0@0B82=>3> D@59<0), (%): the flow is objective, a feature of our mind-independent reality that is to be found in, say, today scientific laws, or, if it has been missed there, then in future scientific laws [20, p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here will be time; There will be time / To prepare a face to meet the faces that you meet; / There will be time to murder and create, / And time for all the works and days of hands / That lift and drop a question on your plate; / Time for you and time for me, / And time yet for a hundred indecisions, / And for a hundred visions and revisions, / Before the taking of a toast and tea. (…) / And indeed there will be time / To wonder, ‘Do I care? And ‘Do I dare?’/ Time to turn back and descend the stair, / With a bold spot in the middle of my hair… [21, p. 15]. @C38< 206=K< 8 >B=>A8B5;L=> =>2K< :0G5AB2>< 2@5<5=8 O2;O5BAO 53> E@>=8:0;L=>ABL. @5<O (M?>E0) >?8AK205BAO A C:070=85< :>=:@5B=>3> 3>40, 4=O 8;8 G0A0 [1-4;13]. /25= <>B82  45?>MB870F88 2@5<5=. "0:. =0?@8<5@, 5BA >?8AK205B 1919 3>4 2 A2>5< AB8E>B2>@5=88: Many ingenious lovely things are gone / That seemed sheer miracle to the multitude, / Protected from the circle of the moon / That pitches common things about. There stood / Amid the ornamental bronze and stone / An ancient image made of olive wood – / And gone are Phidias’ famous ivories / And all the golden grasshoppers and bees…[24, p. 175]. %0@0:B5@=K< A2>9AB2>< 2@5<5=8 B0:65 O2;O5BAO 53> =5>1@0B8<>ABL, ?@8G5< 25G=>ABL ?0@04>:A0;L=> ?@>B82>?>AB02;O5BAO 2@5<5=8: Eternity may dwindle, / Time is unwound& [24, p. 224]. >A;54=55 A2>9AB2> 2@5<5=8, >4=0:>, ?@8?8AK205BAO 5<C B>;L:> ?> >B=>H5=8N : G5;>25:C, B>340 :0: ?@8@>40, ACI55 2>:@C3 G5;>25:0, @0728205BAO F8:;8G=>. 45AL @50;87CNBAO ?@>?>78F8>=0;L=K5 A2O78 :>=F5?B0  /: ?@8@>40 2=5 G5;>25:0 (0F85=A)  F8:;8G=>ABL (0G5AB2>); G5;>25: (0F85=A)  ;8=59=>ABL (0G5AB2>). "0:, =0?@8<5@, 5BA >?8AK205B B5G5=85 2@5<5=8 687=8 G5;>25:0 2 AB8E>B2>@5=88  The Wheel : Through winter-time we call on spring, / And though the spring on summer call, / And when abounding hedges ring / Declare that winter s best of all; / And after that there s nothing good / Because the spring-time has not come  / Nor know that what disturbs our blood / Is that longing for tomb [24, p. 179]. !?>A>1 ACI5AB2>20=8O 2@5<5=8 B0:65 0=B@>?>F5=B@8G5=, @50;87C5BAO 2 :>=F5?B5 687=L G5;>25:0, :>B>@0O 2 @O45 A;CG052 87<5@O5BAO =5 548=8F0<8 2@5<5=8, 0 M:78AB5=F80;L=K<8 A>1KB8O<8: For I have known them already, known them all  / Have known the evenings, mornings, afternoons, / I have measured out my life with coffee spoons [21, p. 16]. :F8>=0;L=K9 D@59< ?@54AB02;5= A;>B>< !B8<C;, :>B>@K9 @50;87C5BAO :>=F5?B>< 1>3: & until God burns time, / Before the unlabouring starts and you [24, p. 54]; 2 B> 65 2@5<O, 8 G5;>25: ?@8ACBAB2C5B A> A2>8< M:78AB5=F8>=0;L=K< 2@5<5=5<: To see my time over again  if you can call it time, / Fidgeting uneasily under a draughty stair, / Or counting sleepless nights in the crowded Tube [23, p. 477]. %0@0:B5@=> 2 40==>< A;CG05, GB>, :0: 8 2 ?@54K4CICN M?>EC, =B8B570 2@5<5=8, 25G=>ABL 1>;55 =5 O2;O5BAO 8A:;NG8B5;L=>9 8?>AB0ALN 1>30: God in his time / Or out time will correct this [23, p. 464], :>=5F 2@5<5=8 4;O G5;>25:0 >7=0G05B ;8HL >:>=G0=85 53> 75<=>3> ACI5AB2>20=8O: When we come at the end of time / To Peter sitting in state& [24, p. 60], :@><5 B>3>, 8 G5;>25G5A:8< GC2AB20< ?@8ACI0 2=52@5<5==>ABL: Love is exempt from time& [23, p. 214]. 0F85=A>< 2@5<5=8 B@048F8>==> O2;O5BAO G5;>25:: It s time that wrote my will& [24, p. 167]; The innocent and the beautiful / Have no enemy but time& [24, p. 86]. 57C;LB0B>< ACI5AB2>20=8O 2@5<5=8 O2;O5BAO 87<5@5=85 8 >F5=820=85: What measuring Time has lit above& [24, p. 42]. >A5AA82=K9 D@59< ?@54AB02;5= B@048F8>==K<8 548=8F0<8 87<5@5=8O 8=B5@20;K: Time s wrong-way telescope, will show / A minute man ten years hence / And by distance simplified [23, p. 511]. 45AL, >4=0:>, <0=8D5AB8@C5BAO :>3=8B82=0O B@0=AD>@<0F8O, :>340 2  E>;>4=>9 <>45;8 2@5<5=8 <8=CB0  8=B5@20;, :>B>@K9 A>AB>8B 87 60 A5:C=4, 0 2  B5?;>9  687=L G5;>25:0, @0AA<0B@8205<0O 2 ?5@A?5:B825 45AOB8;5B=59 402=>AB8.  ?>MB8G5A:>9 :0@B8=5 <8@0, B0:8< >1@07><, :>=F5?B <>B828@C5B :0G5AB25==>5, 0 =5 :>;8G5AB25==>5 ?@54AB02;5=85 > 2@5<5=8. 45=B8D8:0F8>==K9 D@59< ?@54AB02;5= A;54CNI8<8 :>=F5?B0<8, 70?>;=ONI8<8 A;>B >;L: 0B@81CB @50;L=>AB8, :>B>@K9, 1;03>40@O :>3=8B82=>9 >?5@0F88 <5B0D>@870F88 <>65B 8AG570BL: & till Time be no more& [24, p. 43]; ?@52@0I0BLAO 2 ?@>AB@0=AB2>: Then Time froze / To immobility and changed to Space [23, p. 219] 8;8 A>>B=>A8BLAO A =8<: I d lived in Time and Motion and Sensation& [23, p. 319]; 2<5AB5 A B5<, 2@5<O >1>A>1;O5BAO >B <8@0, >1J548=OOAL A =8< ;8HL 2 ?@545;0E =5:>3> >4=>3> A2>9AB20, 2>7<>6=>AB8 87<5=OBLAO: Time and a world / To old to alter& [22, p. 33]. 01A>;NB=>5 2@5<O ?@54AB02;5=> 2 D>@<5 B>G=KE 40B Nineteen Hundred and Nineteen [24, p. 175]. >=F5?B M?>E0 4>2>;L=> @5?@575=B0B825=: & when the God slept in times of old [24]; Our times are blessed times, they cry& [23, p. 5]; C M?>E8 ?>O2;ONBAO O2=K5 E0@0:B5@=K5 8AB>@8G5A:85, A>F80;L=K5 ( E>;>4=K5 ) G5@BK: I have heard of a time when kings beneath bark roves / watched chimneys [23, p. 324]. >=F5?B 2@5<O A>1KB8O ?@54AB02;5= 2 A;54CNI5< 2845: My heart would brim with dreams about the times / When we bent down above the fading coals& [24, p. 40]; :>=F5?B ?>@0 @50;87C5BAO B0:: Now is the time for striping the spirit bare, / Time for the burning of days ended and done& [23, p. 103].  "5?;K5 :>=F5?BK 2@5<O 687=8 ?@54AB02;5= 2: Not a line of her writing have I, / Not a thread of her hair, / No mark of her late time as dame in her dwelling, whereby / I may picture her there& [23, p. 2], 0 M<>F8>=0;L=> ?5@568205<>5 2@5<O 2: There I sat / Imprisoned in my pity and my shame / That men and women having suffered time / Should sit in such a place& [23, p. 579]. 081>;55 @5?@575=B0B82=K< O2;O5BAO :><?0@0B82=K9 D@59<. "0:, :>@@5;OB0<8 4><5=0 2@5<O 2 ?>MB8G5A:>< 48A:C@A5 %% 25:0 O2;ONBAO 4><5=K: 682>5 ACI5AB2>: When Time began to rant and rage& [24, p. 41]; AC1AB0=F8O: Said the Skeleton lying upon the sands of Time& [23, p. 218]; 4286CI89AO >1J5:B: And time and the world are ever in flight& [24, p. 47]; 87<5=ONI0O A8;0: I feel remorse for all that time has done / To you, my love... [23, p. 214]; @5AC@A: If he commutes he loses his time / And leaves his house daily to be plundered by gunmen [23, p. 326] 8 ;0=4H0DB: as one would turn to nod good-bye to Rochefoucauld, / If the street were time and he at the end of the street& [21, p. 23]. =0;87 D>@< @50;870F88 :>=F5?B0 2@5<O 2 ?>M788 XX 25:0 405B >A=>20=8O CB25@640BL, GB> 2@5<O 0=B@>?>F5=B@8G=> 70 AG5B CA8;5=8O @>;8 G5;>25:0 2 :0G5AB25 !B8<C;0 8 ?@>B82>?>AB02;5=8O :0G5AB20 2@5<5=8 4;O =53> 8 =5682>9 ?@8@>4K. #B25@6405BAO, GB> 2@5<O 4;O M:78AB5=F88 G5;>25:0 ;8=59=>, 0 4;O ?@8@>4K  F8:;8G=>. @5<O 687=8 G5;>25:0, ?><8<> B@048F8>==KE 8=B5@20;>2, <>65B 87<5@OBLAO 1KB89=K<8 A>1KB8O<8, >=> 8<55B 8=>5, G5< ?@8@>4=>5, =0?>;=5=85. ;02=K< :@8B5@85< @07;8G5=8O 2@5<5=8 O2;O5BAO 53> 2>A?@8OB85 G5;>25:>< 2 ?@545;0E 53> 687=8 8 M<>F8>=0;L=>3> A>AB>O=8O. !>>B=>H5=85  E>;>4=KE 8  B5?;KE :><?>=5=B>2 <>45;8 2@5<5=8, @50;87>20==>9 2 ?>MB8G5A:>< 48A:C@A5 XX 2., >:07K205BAO, =5A><=5==>, 2 ?>;L7C 2B>@KE.  A@02=5=88 A D8;>A>DA:>9 <>45;LN 2@5<5=8, ?>MB8G5A:0O >1;0405B AE>4=K<8 A>AB02;ONI8<8 2 AE>4=KE D@59<0E: >@@5;OBK :><?0@0B82=>3> D@59<0 !" , " 2 D8;>A>DA:>9 8 #)!/ *"  2 ?>MB8G5A:>9; !B8<C; +( ' 2 ?5@2>9 8 '  2> 2B>@>9; AE>4=K5 4C0;L=>5 0G5AB2> !" / &'!" 8 0F85=A, '. @8 MB>< !", 2 >158E <>45;OE 0AA>F88@C5BAO A 687=LN G5;>25:0, 0 &'!", A  ?@8@>4>9 C=825@AC<0. !;54C5B >B<5B8BL, >4=0:>, GB> 2 ?>MB8G5A:>9 <>45;8 40==K5 :>=F5?BK G0AB> <5B0D>@878@>20=K, B.5. ?@8=04;560B  B5?;>9 :0@B8=5 <8@0. <5AB5 A B5<, 2 ?>MB8G5A:>9 <>45;8 ?@8ACBAB2C5B  E>;>4=>5 0G5AB2> % ,!". "0:8< >1@07><, ACI5AB2C5B 425 ?@>B82>?>;>6=KE =0?@02;5=8O D8;>35=570 ?>MB8G5A:>9 <>45;8 2@5<5=8 ?> A@02=5=8N A D8;>A>DA:>9:  ?>B5?;5=85 70 AG5B <5B0D>@870F88 55 :><?>=5=B>2 8  ?>E>;>40=85 70 AG5B ?>O2;5=8O ?@87=0:0 E@>=8:0;L=>AB8, GB> >1JOA=O5BAO B5=45=F859 : A>E@0=5=8N :><?;5<5=B0@=>3> @02=>25A8O 4C0;L=>AB8 2@5<5=8 2 48A:C@A5. >45;8 2@5<5=8, @50;87>20==K5 2 A>2@5<5==>< D8;>A>DA:>< 8 ?>MB8G5A:>< 48A:C@A5, 45<>=AB@8@CNB A1;865=85 70 AG5B 708<AB2>20=8O :>=F5?B>2 87 2=5=0CG=>9 :0@B8=K <8@0 2 =0CG=CN 8 87 =0CG=>9 :0@B8=K <8@0 2> 2=5=0CG=CN. 5@A?5:B82>9 8AA;54>20=8O O2;O5BAO A@02=8B5;L=>5 87CG5=85 <>45;59 2@5<5=8, @50;87>20==KE 2 @07;8G=KE B8?0E 48A:C@A0, :>B>@K5 <0=8D5AB8@CNB  E>;>4=CN 8  B5?;CN :0@B8=K <8@0. " "#  1. >=40@5=:> . . >=F5?BC0;L=0O <5B0<>@D>70  B5?;>9 :0@B8=K 2@5<5=8 2 A>2@5<5==>9 ?>M788 / . . >=40@5=:> // VA=8: %0@:V2. 45@6. C=-BC.  1999.  ! 461. !. 33 40. 2. >=40@5=:> . . >MB8G5A:0O @50;870F8O B5<?>@0;L=>3> :>=F5?B0  B5?;>9 :0@B8=K 2@5<5=8 2 0=3;89A:>< O7K:5 (=0 <0B5@80;5 A>2@5<5==KE ?@>872545=89) / . . >=40@5=:> // =>75<=0 DV;>;>3VO =0 <56V B8AOG>;VBL : B578 4>?>2V459 <V6=0@>4=>W =0C:>2>W :>=D5@5=FVW, ?@8A2OG5=>W 70-@VGGN D0:C;LB5BC V=>75<=8E <>2 %#.  %0@:V2 : >=AB0=B0, 2000.  !. 32 33. 3. >=40@5=:> . . 50;870F8O  B5?;>9 8  E>;>4=>9 :0@B8= 2@5<5=8 2 A>2@5<5==>9 0=3;89A:>9 ?>M788 (1990-5 3.3.) / . . >=40@5=:> // VA=8: V6=0@. A;>2 O=. C=-BC.  2001.  ". 4.  !.6.  !. 46 49. 4. >=40@5=:> . . >3=8B82=0O 8=B5@?@5B0F8O 2@5<5=8 2 A>2@5<5==>9 ?>MB8G5A:>9 :0@B8=5 <8@0 / . . >=40@5=:> // 0B5@V0;8 A5C:@. =0C:. :>=D. Ť@C3V :0@07V=AL:V G8B0==O: 420 AB>;VBBO E0@:V2AL:>W ;V=32VAB8G=>W H:>;8ť (%0@:V2, 5 ;NB>3> 2003).  %0@:V2, 2003.  !. 26 27. 5. 0: . .  ?@>1;5<5 A8=B0:A8G5A:>9 A5<0=B8:8 (A5<0=B8G5A:0O 8=B5@?@5B0F8O Ť3;C18==KEť 8 Ť?>25@E=>AB=KEť AB@C:BC@) / .. 0: // =20@80=B=K5 A8=B0:A8G5A:85 7=0G5=8O 2 AB@C:BC@5 ?@54;>65=8O.  ., 1969.  !. 77 87. 6. 01>B8=A:0O !. . >=F5?BC0;L=K9 0=0;87: "8?K D@59<>2 / !. . 01>B8=A:0O // VA=8: '5@:0A. C=-BC.  1999.  K?. 11.  !. 12 25. 7. 0F=5;LA>= !.. 0<5B:8 > ?0456=>9 B5>@88 $8;;<>@0 / !.. 0F=5;LA>= // >?@>AK O7K:>7=0=8O.  ., 1988.  ! 1.  !. 110-117. 8. 81@8: .. >4;560I55 8 ?@>1;5<0 C=825@A0;L=>9 <>45;8 / .. 81@8: // 725AB8O  !!! . !5@8O 8B5@0BC@K 8 O7K:0.  ">< 38.  ! 4.  1979.  !. 309-317. 9. C= ". !B@C:BC@0 =0CG=KE @52>;NF89 / ". C=.  . : @>3@5AA, 1977.  300 A. 10. >?>20 .. !8=B0:A8G5A:89 :>=F5?B 8 <56:C;LBC@=0O :><<C=8:0F8O / .. >?>20 // 5AB=8: #. !5@8O  8=328AB8:0 8 <56:C;LBC@=0O :><<C=8:0F8O .  2004.  ! 2.  !. 27-31. 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DV;>;. =0C: (!520AB>?>;L) !B0BBO ?@8A2OG5=0 4>A;V465==N ;V=32>:>3=VB82=8E <5E0=87<V2 D>@<C20==O :>=B@0AB82=8E AB8;VAB8G=8E 70A>1V2, 0 A0<5 284V2 :>=F5?BC0;L=>3> >:A8<>@>=C, >?5@0FV9 :>=B@0AB82=>3> <0?C20==O B0 :>3=VB82=8E ?@>F54C@, I> ;560BL 2 >A=>2V ?0@04>:A0;L=>3> <8A;5==O. #?5@H5 @>7@V7=5=> 2=CB@VH=L>:0B53>@V0;L=89 V <V6:0B53>@V0;L=89 2848 :>=F5?BC0;L=>3> >:A8<>@>=C B0 9>3> ?V42848. ;NG>2V A;>20: :>=B@0AB82=V AB8;VAB8G=V 70A>18, :>=F5?BC0;L=89 >:A8<>@>=, :>=B@0AB82=5 <0?C20==O. .. !:840=. !B0BLO ?>A2OI5=0 8AA;54>20=8N ;8=32>:>3=8B82=KE <5E0=87<>2 D>@<8@>20=8O :>=B@0AB82=KE AB8;8AB8G5A:8E A@54AB2, 0 8<5==> 284>2 :>=F5?BC0;L=>3> >:AN<>@>=0, >?5@0F89 :>=B@0AB82=>3> :0@B8@>20=8O 8 :>3=8B82=KE ?@>F54C@, ;560I8E 2 >A=>25 ?0@04>:A0;L=>3> <KH;5=8O. ?5@2K5 2K45;ONBAO 2=CB@8:0B53>@80;L=K9 8 <56:0B53>@80;L=K9 284K :>=F5?BC0;L=>3> >:AN<>@>=0 8 53> ?>4284K. ;NG52K5 A;>20: :>=B@0AB82=K5 AB8;8AB8G5A:85 A@54AB20, :>=F5?BC0;L=K9 >:AN<>@>=, :>=B@0AB82=>5 :0@B8@>20=85. O.G. Skidan. The Types of Conceptual Oxymoron. The article focuses on linguistic and cognitive mechanisms of the formation of linguistic contrastive means, including the types of conceptual oxymoron, contrastive mapping operations, cognitive procedures of paradoxical thinking. For the first time intra-categorial and cross-categorial types and subtypes of conceptual oxymoron are revealed. Key words: contrastive stylistic means, conceptual oxymoron, contrastive mapping. # ACG0A=8E =0C:>28E 4>A;V465==OE 4>2545=>, I> :0@B8=0 A2VBC >A<8A;NTBLAO ;N48=>N =5 ;8H5 <5B0D>@8G=> [2, c. 387 415], 0;5 9 <5B>=V<VG=> [8, A. 37-77] B0 =02VBL >:A8<>@>==> [1, A. 212-216; 6, A. 252-276]. !B@C:BC@0FVO 4C<:8 2V41C20TBLAO =5 BV;L:8 G5@57 0=0;>3VN 01> 0A>FV0FVN <V6 >7=0:0<8 9 2;0AB82>ABO<8 :>=F5?BC0;L=8E A:;04=8:V2 @V7=8E G8 A?V;L=8E :>=F5?B>AD5@, 0;5 9 H;OE>< 7VHB>2EC20==O ?>=OBL, ?>4V9, A8BC0FV9, A2VBV2. "0:V :>3=VB82=V >?5@0FVW <>6;82V 7024O:8 VA=C20==N ?0@04>:A0;L=>3> ?>5B8G=>3> <8A;5==O [B0< A0<>], O:5 >B@8<CT B5:AB>25 2BV;5==O 7024O:8 :>=B@0AB82=8< AB8;VAB8G=8< 70A>10< [3, A. 4]. ><V=0=B=8< C WE D>@<C20==V T :>=F5?BC0;L=89 >:A8<>@>= [7, A. 368; 1, A. 201; 3, A. 95], O: @>4>289 B@>?, 01> ?52=89 =04B@>?. 5B>N FVTW AB0BBV T @>7:@8BBO ;V=32>:>3=VB82=8E <5E0=V7<V2 D>@<C20==O :>=B@0AB82=8E AB8;VAB8G=8E 70A>1V2, 2 O:8E :>=F5?BC0;L=89 >:A8<>@>= 0:BC0;V7CTBLAO 2 A;>25A=V9 B:0=8=V EC4>6=L>3> B5:ABC. :BC0;L=VABL 40=>W B5<8 7C<>2;5=0 WW ?@8=0;56=VABN 4> ACG0A=8E ;V=32>:>3=VB82=8E 4>A;V465=L EC4>6=L>3> B5:ABC, A?@O<>20=8E =0 @>7:@8BBO :@50B82=8E <5E0=V7<V2 EC4>6=L>3> <>2;5==O H;OE>< :>=F5?BC0;L=>3> 0=0;V7C B@>?5WG=8E 70A>1V2. # :>=B5:ABV =0H>3> 4>A;V465==O 4> :>=B@0AB82=8E AB8;VAB8G=8E 70A>1V2 <8 2V4=>A8<> >:A8<>@>=, 0=B8B57C, ?0@04>:A, V@>=VN B0 3@>B5A:. >6;82VABL B0:>3> >1 T4=0==O ?>OA=NTBLAO =0O2=VABN C WE ?V4‘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c. 170-173; 3, A. 123], I> @>73;O40TBLAO O:  :>=F5?BC0;L=5 =0:;040==O (conceptual mapping), 70 4>?><>3>N O:>3> >:@5A;NTBLAO :>;> :>=F5?BC0;L=8E <5B0D>@: >@VT=B0FV9=8E, >=B>;>3VG=8E, AB@C:BC@=8E, <5B0D>@ :0=0;V2 72 O7:C B0 :>=AB@CNNG8E <5B0D>@ [2, c. 390]. &5  3>;>2=89 :>3=VB82=89 ?@>F5A, I> AC?@>2>46CT ?>HC: B0 >?@0FN20==O ;N48=>N 1C4L-O:>W V=D>@<0FVW, 1C4L-O:8E >?@54<5B=5=8E 7=0=L [4, A. 64]. # @CA;V =0H>W @>1>B8, ?>2 O70=>W 7 4>A;V465==O< A?5F8DV:8 D>@<C20==O :>=B@0AB82=8E AB8;VAB8G=8E 70A>1V2, A5@54 CAVE 284V2 <0?C20==O >A>1;82> FV:028< T :>=B@0AB82=5 [1, A. 230-233; 3, A. 122-130], ?V4‘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‘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hope you ll show me your sketches afterwards, Miss Boyd. Margaret says they are awfully good [13, A. 18]. # ?V4‘@C=BV A;>2>A?>;CG5==O awfully good ;568BL >=B>;>3VG=89 :>=F5?BC0;L=89 >:A8<>@>=  vs.   !. $>@<C20==O >:A8<>@>==>3> 28@07C 2V41C20TBLAO 2 @57C;LB0BV 0B@81CB82=>3> :>=B@0AB82=>3> <0?C20==O G5@57 :>3=VB82=C ?@>F54C@C =0:;040==O A:;04=8:V2  B0   !, <V6 O:8<8 VA=CT >=B>;>3VG=0 A?>@V4=5=VABL, 7C<>2;5=0 B8<, I> >18420 A;C3CNBL 0B@81CB0<8 A?V;L=>W :>=F5?BC0;L=>W :0B53>@VW & /!". #=0A;V4>: :>3=VB82=>W ?@>F54C@8 =0:;040==O A:;04=8: , 25@10;V7>20=89 =><V=0B82=>N >48=8F5N awfully, >B@8<CT AB0BCA V=B5=A8DV:0B>@0 (very), I> ?>A8;NT 5:A?@5A82=>-5<>B82=5 7=0G5==O >48=8FV good. V7=>284>< 2=CB@VH=L>:0B53>@V0;L=>3> :>=F5?BC0;L=>3> >:A8<>@>=C T A:0;O@=89 :>=F5?BC0;L=89 >:A8<>@>=, I> AC?@>2>46CTBLAO :>3=VB82=>N ?@>F54C@>N ?5@5E@5I5==O. 5@5E@5ICNBLAO 48AB0=B=V, A5<0=B8G=> 2V440;5=V >7=0:8, O:V =0;560BL 4> >4=VTW :>=F5?BC0;L=>W :0B53>@VW, 0;5 2V4@V7=ONBLAO ABC?5=5< O:>ABV >7=0:8. A>1;82VABN ?>1C4>28 :>=B@0AB82=8E AB8;VAB8G=8E 70A>1V2, AD>@<>20=8E =0 A:0;O@=><C :>=F5?BC0;L=><C >:A8<>@>=V, T B5, I> 7=0G5==O ;5:A8G=8E >48=8FL, O:V :>=B@0ABCNBL <V6 A>1>N, =5 ?5@5>A<8A;NNBLAO. 18420 7=0G5==O @50;V7CNBLAO 2 B5:ABV, AB2>@NNG8 B8< A0<8< =5A?>4V20=V E0@0:B5@8AB8:8, ?5@540NG8 A:;04=V 5<>FV9=V AB0=8, >A>1;82>ABV ?>254V=:8. 0?@8:;04: He was a snob, but he was also a gentleman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‘@C=BV D>@<C20==O B8E :>=B@0AB82=8E 70A>1V2, 5;5<5=B8 O:8E 7=0E>4OBLAO C 2V4=>H5==OE ?@820B82=>W >?>78FVW, G;5=8 O:>W ?>2=VABN ?@>B8;56=V 9 270T<>28:;NG=V, <V6 =8<8 =5 <>65 1CB8 A5@54=L>3> ?@><V6=>3> ?>=OBBO. "0:, C ?@8:;04V: She felt that sweet pain in her heart [14, A. 15] >:A8<>@>==5 A;>2>A?>;CG5==O A:;040TBLAO 7 42>E =><V=0B82=8E >48=8FL sweet (A>;>4:89) B0 pain (1V;L). 5@H0 2E>48BL 4> A:;04C :>=F5?BC !, 4@C30 0:BC0;V7CT 2V4GCBBO 1>;N, I> 2E>48BL 4> A:;04C :>=F5?BC !" /. B65, C ?V4‘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pain 2V41C20TBLAO 70<V=0 =530B82=>3> :>=>B0B82=>3> 7=0G5==O =0 ?>78B82=5. =H8<8 A;>20<8, A5<0  AB@0640==O , O:0 ?@8B0<0==0 >48=8FV pain, 2B@0G0TBLAO. W 7=0G5==O ?5@5>A<8A;NTBLAO G5@57 :0B53>@V0;L=> =5A?>@V4=5=5 ?>=OBBO  A>;>4:89 A<0: , >?@54<5B=5=5 C A;>2V sweet, B0 =01C20T V=H>3> 2V4BV=:C 7=0G5==O. >=OBBO  1V;L , O:5 2:;NG0T B0:V A:;04=8:8, O: AB@0640==O, A<CB>:, 3>@5, =01C20T G5@57 sweet pain =>25 7=0G5==O V >7=0G0T 1V;L, I> ?@8=>A8BL =0A>;>4C, @04VABL B0 I0ABO. &V==VA=>->@VT=B0FV9=89 :>=F5?BC0;L=89 >:A8<>@>= 0:BC0;V7CTBLAO ?5@5206=> G5@57 ;V=32>:>3=VB82=C >?5@0FVN =0@0B82=>3> :>=B@0AB82=>3> <0?C20==O, B>1B> ?@>5:FVN B@048FV9=8E, CAB0;5=8E, =>@<0B82=8E 7=0=L =0 B5:AB>289 D@03<5=B, 2 O:><C 2V418B> ?@>B8;56=V <>B828 01> V45W. "0:0 >?5@0FVO AC?@>2>46CTBLAO :>3=VB82=>N ?@>F54C@>N 2V4E8;5==O 2V4 CAB0;5=>W A8AB5<8 FV==VA=>-=>@<0B82=8E >@VT=B0FV9, 2V4 107>28E :>=F5?BC0;L=8E <5B0D>@, I> C:>@V=5=V C A2V4><>ABV ;N48=8 B0 70157?5GCNBL WW >@VT=BC20==O C ?@>AB>@V, G0AV B0 <>@0;L=8E V<?5@0B820E, B>1B> =0;560BL 4> C=V25@A0;L=>3> :C;LBC@=>3> :>4C >A<8A;5==O 1CBBO  5;8:>3> ;0=FN30 1CBBO (Great Chain of Being) (G. Lakoff, M. Turner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he Moon and Sixpence : There was in his soul some deep-rooted instinct of creation, which grew relentlessly, as a cancer may grow in the living issues [12, A. 57]. 0@04>:A0;L=VABL 28=8:0T 7024O:8 ;V=32>:>3=VB82=V9 >?5@0FVW =0@0B82=>3> :>=B@0AB82=>3> <0?C20==O, B>1B> ?@>5:FVW 7=0=L ?@> 70E2>@N20==O, I> ?@82>48BL 4> @C9=C20==O ;N48=8 (cancer), =0 B5:AB>2C A8BC0FVN, 2 O:V9 >?8ACTBLAO 740B=VABL ;N48=8 B2>@8B8, ?>@>46C20B8 ?@5:@0A=5. =0A;V4>: FL>3> B5:AB>25 2BV;5==O 4>A;V46C20=>3> :>=F5?BC, 0 A0<5 9>3> A:;04=8:0 " '!",, AC?@>2>46CTBLAO 2V4E8;5==O< 2V4 CAB0;5=>W 4C<:8 ?@> ?@8@>4C B2>@G>ABV, 2V4 =091V;LH ?@>4C:B82=>W <5B0D>@8G=>W AE5<8 WW :>=F5?BC0;V70FVW, I> <>6=0 C7030;L=8B8 C 283;O4V FV==VA=>->@VT=B0FV9=>3> :>=F5?BC0;L=>3> >:A8<>@>=C " '!",   / vs. " '!",  ##/. B65, :>=F5?BC0;L=0 AB@C:BC@0 :>=B@0AB82=8E AB8;VAB8G=8E 70A>1V2 287=0G0TBLAO O: =87:0 :>=F5?BC0;L=8E AE5<, A5@54 O:8E :>=F5?BC0;L=89 >:A8<>@>= T 4><V=CNG8<. 848 :>=F5?BC0;L=>3> >:A8<>@>=C =0:;040NBL ?52=V :>=F5?BC0;L=V >1<565==O =0 D>@<C20==O B0 V=B5@?@5B0FVN :>=B@0AB82=8E AB8;VAB8G=8E 70A>1V2. 0@04>:A0;L=5 <8A;5==O 2BV;NTBLAO 2 :>=B@0AB82=8E AB8;VAB8G=8E 70A>10E 7024O:8 ;V=32>:>3=VB82=V9 >?5@0FVW :>=B@0AB82=>3> <0?C20==O (0B@81CB82=>3>, @5;OB82=>3>, A8BC0B82=>3>, =0@0B82=>3>), I> AC?@>2>46CTBLAO @V7=8<8 :>3=VB82=8<8 ?@>F54C@0<8 (=0:;040==O, 7VHB>2EC20==O, ?5@5E@5I5==O, 2V4E8;5==O). !8AB5<0B870FVN ;V=32>:>3=VB82=8E <5E0=V7<V2, I> ;560BL C ?V4‘@C=BV D>@<C20==O :>=B@0AB82=8E AB8;VAB8G=8E 70A>1V2, V;NAB@CT AE5<0 =0 @8A. 1. 0@04>:A0;L=5 <8A;5==O V=32>:>3=VB82=V >?5@0FVW :>=B@0AB82=>3> <0?C20==O 0B@81CB82=5@5;OB82=5A8BC0B82=5=0@0B82=5 >3=VB82=V ?@>F54C@8 =0:;040==O7HB>2EC20==O?5@5E@5I5==O2V4E8;5==O >=F5?BC0;L=89 >:A8<>@>= >=B>;>3VG=895?VAB5<VG=89A:0;O@=89FV==VA=>- >@VT=B0FV9=89 >=B@0AB82=V AB8;VAB8G=V 70A>18 >:A8<>@>=V@>=VO0=B8B570?0@04>:A3@>B5A: 8A. 1. !E5<0 <5E0=V7<C D>@<C20==O :>=B@0AB82=8E AB8;VAB8G=8E 70A>1V2 8O2;5==O 284V2 :>=F5?BC0;L=>3> >:A8<>@>=C, ;V=32>:>3=VB82=8E >?5@0FV9 B0 ?@>F54C@, A;C3CT ?>OA=5==N A?5F8DV:8 D>@<C20==O B0 V=B5@?@5B0FVW :>=B@0AB82=8E AB8;VAB8G=8E 70A>1V2. V6:0B53>@V0;L=89 :>=F5?BC0;L=89 >:A8<>@>= T ?V4‘@C=BO< :>=B@0AB82=8E 25@10;L=8E 70A>1V2, O:V 2V4@V7=ONBLAO 1V;LH>N 3;818=>N C ?5@540GV 7<VAB>2=>W 0<1V20;5=B=>ABV, ?@8B0<0==>W >1@07C ?5@A>=060, B0 A2V4G0BL ?@> ?0@04>:A0;L=VABL <8A;5==O ?8AL<5==8:0-<8BFO. " "#  1. T;TE>20 .. 1@07=89 ?@>ABV@ 0<5@8:0=AL:>W ?>57VW: ;V=32>:>3=VB82=89 0A?5:B: 48A. & 4>:B>@0 DV;>;. =0C: : 10.02.04 / T;TE>20 0@8A0 20=V2=0.  ., 2002.  476 A. 2. 0:>DD 6. 5B0D>@K, :>B>@K<8 <K 6825< / 6. 0:>DD, . 6>=A>= // "5>@8O <5B0D>@K.  . : @>3@5AA, 1990.  !. 387  415. 3. 0@V=0 .!. >=B@0AB82=V B@>?8 9 DV3C@8 2 0<5@8:0=AL:V9 ?>57VW <>45@=V7<C: ;V=32>:>3=VB82=89 0A?5:B : 48A. ... :0=4. DV;>;. =0C: : 10.02.04 / 0@V=0 ;5=0 !5@3VW2=0.  ., 2004.  204 A. 4. Fauconnier G. Mental Spaces: Aspects of Meaning Construction in Natural Language / Gilles Fauconnier.  Cambridge : Cambridge University Press, 1994. – 190 p. 5. Freeman M. Metaphor and metonymy as conceptual mappings / Margaret Freeman // 6-th International Cognitive Linguistics Conference, Sweden, 10-16 July, 1999: Abstracts – Stockholm : Stockholm University Press. – 1999. – P. 58-59. 6. Gibbs R. W. Process and products in making sense of tropes / Raymond Gibbs // Metaphor and Thought / Ed. by A. Ortony. – Cambridge : Cambridge University Press. – 1993. – P. 252-276. 7. Gibbs R.W. The Poetics of Mind: Figurative Thought, Language and Understanding / Raymond Gibbs.  Cambridge : Cambridge University Press, 1999.  527 p. 8. Kövecses Z. Metonymy: Developing a Cognitive Linguistic View / Z. Kövecses, G. Radden // Cognitive Linguistics, 1998.  ! 9-1.  P. 37-77. 9. Lakoff G. Philosophy in the Flesh: The Embodied Mind and its Challenge to Western Thought / G. Lakoff, M. Johnson. – N. Y. : Basic Books, 1999. – 624 p. 10. Lakoff G. More than Cool Reason. A Field Guide to Poetic Metaphor / G. Lakoff, M. Turner. – Chicago, L. : The University of Chicago Press, 1989. – 230 p. 11. Vorobyova O.P. ‘The Mark on the Wall’ and Literary Fancy: A Cognitive Sketch / Olga Petrovna Vorobyova // Cognition and Literary Interpretation in Practice / Ed. by B. Petterson, M. Polvinen, H. Veivo.  Helsinki : Helsinki University Press.  2005.  P. 201-217. 12. Maugham W.S. The Moon and Sixpence / W.S. Maugham.  . : 5=5465@, 2002.  320 A. 13. Maugham W.S. The Magician / W.S. Maugham.  .: 5=5465@, 2004.  256 A. 14. Maugham W.S. The Painted Veil / W.S. Maugham.  .: 5=5465@, 2004.  272 A. 15. =3;89A:89 @0AA:07 XX 25:0.  . : 5=5465@, 2000.  320 A. Š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olodova. Meaning Formation in the Process of Content Interpretation of the Text of J.K. Rowling s Tales. The article is devoted to linguistic and cognitive way of content interpretation of the text of J.K. Rowling s tales. Meaning formation in the process of content interpretation of the tales’ text is based in many cases on conceptual metaphoric and metonymic schemes. Reconstruction of conceptual metaphoric and metonymic schemes from textual situations promotes the generation of megametaphor which helps to reveal the meaning of the text of J.K. Rowling’s tales. Key words: content interpretation, conceptual metaphoric and metonymic schemes, megametaphor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c. 7]. @>F54C@C ?>8A:0 B5:AB>2>3> :>=F5?B0 >ACI5AB2;O5< ?CB5< A5<0=B8G5A:>3> 0=0;870 :;NG52KE A;>2 B5:AB>2KE A8BC0F89, B> 5ABL @5?@575=B0=B>2 :>=F5?B0. ;NG52K5 A;>20, 83@0NI85 206=CN @>;L 2 ?>@>645=88 4><8=0=B=KE A<KA;>2 B5:AB0, 8 8E A<KA;>2K5 :>@@5;OBK A>740NB 2 =5< @07=>>1@0785 ;5:A8G5A:8E A2O759, ?@54?>;030NI8E >B=>H5=8O A8=>=8<88, 0=B>=8<88, <>@D>;>38G5A:>9 ?@>872>4=>AB8, A5<0=B8G5A:>9 ?@>872>4=>AB8 (AC1J5:B82=>-<>40;L=K5 A<KA;K, 7=0=8O > :>B>@KE 2K2>4OBAO 87 A5<0=B8:8 2AB@5G0NI8EAO 2 B5:AB>2KE D@03<5=B0E M<>F8>=0;L=>->F5=>G=KE A;>2, >1@07=KE A@54AB2, AB8;8AB8G5A:8E ?@85<>2), B> 5ABL ;N1K5 >B=>H5=8O, ?@8 :>B>@KE A>?>AB02;O5<K5 A;>20 >1;040NB :0:8<-=81C4L 284>< A5<0=B8G5A:>9 >1I=>AB8 [1, A. 131]. >3=8B82=>9 >A=>2>9 >A<KA;5=8O 4><8=0=B=KE B5:AB>2KE :>=F5?B>2 O2;ONBAO <5B0D>@8G5A:85 8 <5B>=8<8G5A:85 AE5<K, ?>A:>;L:C 8<5==> >=8 ?@54AB02;ONB A>1>9 B5 8450;L=K5, 01AB@0:B=K5 548=8FK, B> 5ABL A<KA;K, :>B>@K<8 G5;>25: >?5@8@C5B 2 ?@>F5AA5 <KH;5=8O, 0 02B>@, 2 A2>N >G5@54L, 2 ?@>F5AA5 A>740=8O EC4>65AB25==>3> ?@>872545=8O. 725AB=>, GB> :>=F5?BC0;L=K5 AE5<K D>@<8@CNBAO =5 2 O7K:5, 0 2 <KH;5=88 G5;>25:0, GB> 8 >15A?5G8205B A?>A>1=>ABL <KA;8BL <5B0D>@8G=>, CAB0=02;820BL 0=0;>388 <564C ACI=>ABO<8 @07=>9 ?@8@>4K 8 ?5@5>A<KA;OBL 8E 2 B5@<8=0E 4@C38E ACI=>AB59 [2, A. 120; 6, A. 191-210; 7, A. 58-59; 8, A. 252-277 8 4@.]. >3=8B82=K9 0=0;87 A5<0=B8:8 EC4>65AB25==>3> B5:AB0 8 A:07:8 2 G0AB=>AB8, ?>=8<05<>9 :0: 548=AB2> A>45@60B5;L=>-D0:BC0;L=>9, :>B>@0O A>45@68B D0:BK, A>>1I5=8O > A>1KB8OE, ?@>8AE>4OI8E 2 @50;L=>< 8;8 2K<KH;5==>< <8@5, 8 A>45@60B5;L=>-:>=F5?BC0;L=>9 8=D>@<0F88, A>>1I0NI59 G8B0B5;O< 8=48284C0;L=>-02B>@A:>5 ?>=8<0=85 >B=>H5=89 <564C O2;5=8O<8 [3, A. 28], ?>72>;O5B 2KG;5=8BL =01>@ :;NG52KE <5B0D>@ 8 <5B>=8<89 8 >1J548=ONICN 8E :;NG52CN <5B0D>@C, 2K@060NICN A<KA; B5:AB0 A:07>:. A;54 70 . !B>:2M;;><, AG8B05<, GB> DC=:F8N B0:>9 :;NG52>9 <5B0D>@K 2 B5:AB5 2K?>;=O5B <530<5B0D>@0, ?>A:>;L:C >=0 ?@54AB02;O5B A>1>9 :>=F5?BC0;L=CN AE5<C, ?@>E>4OICN G5@57 25AL B5:AB, 8 A?>A>1AB2C5B ?>=8<0=8N >1I53> A<KA;0 8;8  ACB8 B5:AB0 [9, A. 111]. "0:>9 :;NG52>9 <5B0D>@>9 2 40==KE A:07:0E O2;O5BAO <5B0D>@0 + . "5:AB>2K9 :>=F5?B +  ?@54AB02;O5B A>1>9 <530:>=F5?B, :>B>@K9 E0@0:B5@87C5B 02B>@A:89 2K1>@ :>=F5?BC0;L=KE ?@8>@8B5B>2 8 D>@<8@C5B 8=48284C0;L=>-02B>@A:CN :0@B8=C 2 EC4>65AB25==>< B5:AB5 [B0< 65, A. 16]. :BC0;870F8O 40==>3> :>=F5?B0 2 B5:AB5 A:07>: >ACI5AB2;O5BAO A ?><>HLN ;5:A8G5A:8E 548=8F: choice (It is our choices, Harry, that show what we truly are [v. II; p. 245]), chose (He was so relieved to have been chosen and not put in Slytherin [v. I; p. 91]), alternative (He had no alternative: he was going to have to return to Privet Drive, cut himself off from other wizards entirely [v. V; p. 437]), select (You should select the way by yourself, dear [v. III; p. 81]), selective (Slytherin wished to be more selective about the students admitted to Hogwarts [v. II; p. 114]), option (Cheer up, there must be an option [v. III; p. 220]), decision (that s your decision, Harry, anyway [v. V; p. 84]), decide (he s old enough to decide for himself [v. V; p. 86]), 848><K: have a knack of choosing (the trouble is, humans do have a knack of choosing precisely those things which are worst for them [v. I; p. 215]), D@075>;>38G5A:>9 548=8FK: be at the cross-roads (Harry shivered; unlike the other two, he was fully aware of being at the cross-roads [v. III; p. 149]). ><8=0B82=K5 548=8FK: choice " 2K1>@, chose " 2K18@0BL, chosen " 2K1@0==K9, alternative " 0;LB5@=0B820, option " 2K1>@, select " 2K18@0BL, selective " 2K18@0NI89, decision " @5H5=85, decide " @5H8BL, have a knack of choosing " 8<5BL A?>A>1=>ABL 2K18@0BL, be at the cross-roads " =0E>48BLAO =0 ?5@5?CBL5 " <>6=> ?>425AB8 ?>4 :>=F5?B +  1;03>40@O ;8=32>:>3=8B82=>9 ?@>F54C@5 >1>1I5=8O ?@87=0:>2, :>B>@K5 A>45@60BAO 2 A5<0=B8:5 MB8E 548=8F. 5B0D>@0 +  O2;O5BAO :;NG52>9 2> <=>38E A:07:0E 2>>1I5. ;02=K9 35@>9 =5@54:> AB>8B ?5@54 2K1>@><, G0I5 2A53> =@02AB25==K<, >?@545;ONI8< 53> <5AB> 2 <8@5 4>1@0 8 7;0.  MB>< ?@>O2;O5BAO 4840:B8G5A:0O DC=:F8O A:07:8, O2;ONI0OAO 4><8=0=B=>9 2 ?@>872545=8OE 40==>3> 60=@0. 5 O2;ONBAO 8A:;NG5=85< 8 02B>@A:85 A:07:8 6. . >C;8=3. >=F5?BC0;L=0O <5B0D>@0 +  ?@54AB02;O5B A>1>9 :;NG52CN <5B0D>@C 8 2KG;5=O5BAO 87 0=0;870 2A53> B5:AB0. A;8 ?@54AB028BL 2A5 ?OBL :=83, =0?8A0==KE 6. . >C;8=3 > 0@@8 >BB5@5, :0: >4=C 8AB>@8N, AB0=>28BAO >G5284=K<, GB> A:07:0 ?>A2OI5=0 >4=>9 >1I59 B5<5, 0 8<5==> " B5<5 2K1>@0 <564C 4>1@>< 8 7;><.  :>=F5 ?5@2>9 :=838 D@070:  There is no good and evil, there is only power&  [v. 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You did more. You delayed his return to full power and strength. You fought a man s fight. I was& prouder of you than I can say [v. V; p. 738]. >=F5?B +  2 ?@82545==>< D@03<5=B5 0:BC0;878@>20= ;5:A8G5A:>9 548=8F59 choice. 48><K face the challenge, face to face, fight a man s fight, 0 B0:65 =><8=0B82=0O 548=8F0 survive >1J5:B828@CNB :>=F5?B  ,. "0:8< >1@07><, 2KAB@08205BAO :>=F5?BC0;L=0O AE5<0 +  !",  ,. >AB865=8O N=>3> 2>;H51=8:0, :>B>@K5 ?>43>B>28;8 53> : AE20B:5, >B@065=K 2 A;>25 rise  @0AB8, ?>4=OBLAO, 0 B0:65 848><>9 delayed his return to full power and strength. =0G8B, 0@@8 >BB5@ 3>B>2 ?@>B82>AB>OBL 2>72@0I5=8N 7;0 2 <8@ :0: 2>;H51=K9, B0: 8 @50;L=K9. >4>1=K< >1@07>< 2KG;5=ONBAO 4@C385 :>=F5?BC0;L=K5 <5B0D>@8G5A:85 8 <5B>=8<8G5A:85 AE5<K, =0 >A=>25 :>B>@KE 2K2>48BAO >1>1I5==K9 A<KA; B5:AB0 A:07>: 6. . >C;8=3. >=D83C@0F88 40==KE AE5< >B>1@060NB :><?>78F8>==>-A<KA;>2CN AB@C:BC@C B5:AB0 A:07>:. 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ABC?5=O 4>:B>@0 DV;>;. =0C: : A?5F. 10.02.04  5@<0=AL:V <>28 / . . 030=>2AL:0.  ., 2003.  35 A. 5. >28:>2 . . !5<0=B8G5A:>5 ?@>AB@0=AB2> B5:AB0 8 A?>A>1K 53> G;5=5=8O / . . >28:>2 // 0B53>@870F8O <8@0: ?@>AB@0=AB2> 8 2@5<O: 0B5@80;K =0CG=>9 :>=D5@5=F88.  . : 80;>3  #, 2001.  !. 36  37. 6. Fludernik M. Metaphor and beyond: An introduction / M. Fludernik, M.Freeman // Poetics Today.  1999.  Vol. 20, ! 3.  P. 191  210. 7. Freeman M. Metaphor and metonymy as conceptual mappings / M. Freeman // 6-th International Cognitive Linguistics Conference, Sweden, 10-16 July, 1999 : Abstracts.  Stockholm : Stockholm University Press.  1999.  P. 58  59. 8. Gibbs R. W., Jr. Process and Products in making sense of tropes / R. W., Jr Gibbs // Metaphor and Thought / Ed. by A. Ortony.  Cambridge : Cambridge University Press.  1993.  P. 252  276. 9. Stockwell P. Cognitive poetics / An introduction / P. Stockwell.  L., N.Y. : Routledge, 2002.  193 @. Š .!. !>;>4>20, 2009 # 811.111. 42  '/ / ! &"#& /""/  '   ... =B>=>20 (8W2) !B0BBO ?@8A2OG5=0 >A>1;82>ABO< DC=:FV>=C20==O ?5@5;VG5==O O: ;V=32>:>3=VB82=>W :0B53>@VW 2 5:>=><VG=><C 48A:C@AV. 5@5;VG5==O @>73;O40TBLAO O: 70AV1 :>=F5?BC0;V70FVW ?>=OBBO  5:>=><VG=0 :@870 , 287=0G0NBLAO B8?8 ?5@5;VG5==O, >A>1;82>ABV 9>3> AB@C:BC@=>W V A8=B0:A8G=>W >@30=V70FVW. ;NG>2V A;>20: 25@10;L=89 AB8;L, 35B5@>35==VABL, 3><>35==VABL, 5:>=><VG=0 :@870, 5:>=><VG=89 48A:C@A, VT@0@EVG=0 AB@C:BC@0, :>3=VB82=0 :0B53>@VO, :>=F5?BC0;V70FVO, :>=F5?BC0;L=89 7<VAB, :>?C;OB82=89 72'O7>:, ;V=V9=0 AB@C:BC@0, =><V=0B82=89 AB8;L, ?5@5;VG5==O. =B>=>20 ... 5@5G8A;5=85 :0: A@54AB2> :>=F5?BC0;870F88 ?>=OB8O  M:>=><8G5A:89 :@878A . !B0BLO ?>A2OI5=0 >A>15==>ABO< DC=:F8>=8@>20=8O ?5@5G8A;5=8O :0: ;8=32>:>3=8B82=>9 :0B53>@88 2 M:>=><8G5A:>< 48A:C@A5. 5@5G8A;5=85 @0AA<0B@8205BAO :0: A@54AB2> :>=F5?BC0;870F88 ?>=OB8O  M:>=><8G5A:89 :@878A , >?@545;ONBAO B8?K ?5@5G8A;5=8O, >A>15==>AB8 53> AB@C:BC@=>9 8 A8=B0:A8G5A:>9 >@30=870F88. ;NG52K5 A;>20: 25@10;L=K9 AB8;L, 35B5@>35==>ABL, 3><>35==>ABL, 85@0@E8G5A:0O AB@C:BC@0, :>3=8B82=0O :0B53>@8O, :>=F5?BC0;870F8O, :>=F5?BC0;L=>5 A>45@60=85, :>?C;OB82=0O A2O7L, ;8=59=0O AB@C:BC@0, =><8=0B82=K9 AB8;L, ?5@5G8A;5=85, M:>=><8G5A:89 48A:C@A, M:>=><8G5A:89 :@878A. Marina Antonova. Enumeration as a means of conceptualization of the notion  economic crisis . The article is devoted to enumeration as a cognitive category viewed as a means of conceptualization of the notion “economic crisis”. The types of enumeration as well as its structural and syntactic peculiarities are defined. Key words: cognitive category, conceptual content, conceptualisation, copulative link, economic crisis, economic discourse, enumeration, heterogeneity, hierarchical structure, homogeneity, linear structure, nominative style, verbal style. 1 T:B>< 4>A;V465==O T 5:>=><VG=89 48A:C@A, ?@54<5B><  ?>=OBBO  5:>=><VG=0 :@870 . 5B0 4>A;V465==O ?>;O30T C 287=0G5==V :>3=VB82=>3> ?>B5=FV0;C ?5@5;VG5==O O: 70A>1C :>=F5?BC0;V70FVW ?>=OBBO  5:>=><VG=0 :@870 . 0B5@V0;>< A;C3CT 5;5:B@>==89 5:>=><VG=89 48A:C@A, >B@8<0=89 H;OE>< B5<0B8G=>W 281V@:8 7 @8B0=AL:>3> =0FV>=0;L=>3> :>@?CAC B0 7V AB0BBV Barry K. 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T@0@EVG=0 AB@C:BC@0 ?5@5;VG5==O E0@0:B5@87CTBLAO CA:;04=5==O< ;V=V9=>ABV G5@57 @>730;C65==O ?52=8E 5;5<5=BV2 7 CB2>@5==O< ?V4@O4=8E @O4V2. 3. !8=B0:A8G=> 5;5<5=B8 ?5@5;VGC20;L=8E @O4V2 ?>T4=0=V :>?C;OB82=8< B8?>< 72 O7:C, O:89 <>65 1CB8 0A8=45B8G=8< (157A?>;CG=8:>28<) 01> 28@065=8< A?>;CG=8:0<8 AC@O4=>ABV. ;O A?>;CG=8:V2 ?@8B0<0==0 7<V=0 A5<0=B8:8, 2 @57C;LB0BV >48= V B>9 A0<89 A?>;CG=8: <>65 28:>=C20B8 T4=0;L=C DC=:FVN, 0;LB5@=0B82=C, @>7 T4=C20;L=C B0 =04020B8 7025@H5=>ABV @O4C. A=>2=>N DC=:FVTN ?5@5;VG5==O O: ;V=32>:>3=VB82=>W :0B53>@VW T :>=F5?BC0;V70FVO O28I 4V9A=>ABV. &O DC=:FVO 4>72>;OT =5 ;8H5 A8AB5<0B87C20B8, :;0A8DV:C20B8, 45B0;V7C20B8 ?>=OBBO, 0;5 V 10G8B8 WE=N 2=CB@VH=N >@30=V70FVN, B>1B> 287=0G0B8 :>=F5?BC0;L=89 7<VAB. >=F5?BC0;V70FVO @50;V7CTBLAO B0:8<8 :>3=VB82=8<8 AB8;O<8 O:: =><V=0B82=89 (5;5<5=B8 ?5@5;VG5==O 28@065=V V<5==8:0<8 01> ?@8:<5B=8:0<8) B0 25@10;L=89 (5;5<5=B8 ?5@5;VG5==O 28@065=V 4VTA;>20<8). 5@540G0 V=D>@<0FVW 2 =><V=0B82=><C AB8;V <0T AB0B8G=89 E0@0:B5@, 0 C 25@10;L=><C AB8;V  48=0<VG=89. 8E>4OG8 7 B25@465==O, I> :>=F5?BC0;L=V E0@0:B5@8AB8:8 7 OA>2CNBLAO G5@57 7=0G5==O <>2=8E >48=8FL, O:V @5?@575=BCNBL 40=89 :>=F5?B, WE A;>2=8:>2V B;C<0G5==O B0 <>2;5==T2V :>=B5:AB8 [2, A. 31], 0=0;V7 <0B5@V0;C ?>G=5<> 7V 725@=5==O 4> A;>2=8:>28E 45DV=VFV9 B5@<V=C  5:>=><VG=0 :@870 , O:V =040NBL B8?>2V B0 7030;L=V @8A8 FL>3> O28I0: Economic crisis refers to a situation in which the  HYPERLINK "http://www.businessdictionary.com/definition/economy.html" economy of a  HYPERLINK "http://www.businessdictionary.com/definition/country.html" country  HYPERLINK "http://www.businessdictionary.com/definition/experience.html" experiences a sudden  HYPERLINK "http://www.businessdictionary.com/definition/downturn.html" downturn brought on by a  HYPERLINK "http://www.businessdictionary.com/definition/financial-crisis.html" financial crisis. An economy facing an economic  HYPERLINK "http://www.businessdictionary.com/definition/crisis.html" crisis will most likely  HYPERLINK "http://www.businessdictionary.com/definition/experience.html" experience a falling GDP, a drying up of  HYPERLINK "http://www.businessdictionary.com/definition/liquidity.html" liquidity and rising/falling  HYPERLINK "http://www.businessdictionary.com/definition/price.html" prices due to inflation/deflation. An economic crisis can take the  HYPERLINK "http://www.businessdictionary.com/definition/form.html" form of a  HYPERLINK "http://www.businessdictionary.com/definition/recession.html" recession or a  HYPERLINK "http://www.businessdictionary.com/definition/depression.html" depression. Also called real economic crisis [2]. 0=0 45DV=VFVO B5@<V=C <VAB8BL 107>2V B0 GVB:> AD>@<C;L>20=V D0E>2V 7=0==O, 4> O:8E 70;CG5=V B0:V >48=8FV ?5@5;VGC20;L=>3> @O4C O:: @0?B>289 5:>=><VG=89 A?04, A:>@>G5==O 20;>2>3> =0FV>=0;L=>3> ?@>4C:BC, 72C65==O ;V:2V4=>ABV B0 ?04V==O/7@>AB0==O FV=, A?@8G8=5=8E DV=0=A>2>N :@87>N, V=D;OFVTN/45D;OFVTN. conomic crisis  a long-term economic state characterized by unemployment and low prices and low levels of trade and investment [ HYPERLINK "http://www.thefreedictionary.com/economic+crisis" 3]. "5@<V=  5:>=><VG=0 :@870 , 2 FV9 45DV=VFVW, 287=0G0TBLAO ?5@5;VG5==O< >7=0:, O:V E0@0:B5@87CNBL B0:89 AB0= 5:>=><V:8, 0 A0<5: 157@>1VBBO, =87L:V FV=8, =87L:89 @V25=L B>@3V2;V B0 V=25AB8FV9. # 28I5=02545=8E A;>2=8:>28E 45DV=VFVOE B5@<V=C  5:>=><VG=0 :@870 :0B53>@VO ?5@5;VG5==O A;C3CT AB@C:BC@C20==N ?@>D5AV9=8E 7=0=L, I> 40T <>6;82VABL 287=0G8B8 :><?>=5=B8 :>=F5?BC0;L=>3> 7<VABC 40=>3> ?>=OBBO. "0: O: 5;5<5=B8 707=0G5=8E ?5@5;VGC20;L=8E @O4V2 ?@54AB02;5=V ;8H5 5:>=><VG=8<8 ?>=OBBO<8, W< ?@8B0<0==0 B5<0B8G=0 3><>35==VABL. >=OBBO  5:>=><VG=0 :@870 C 48A:C@AV 28E>48BL 70 <56V 9>3> B;C<0G5==O C A;>2=8:0E, 0465 :>=:@5B=5 7=0G5==O, O:>3> =01C20T F5 ?>=OBBO, 0:BC0;V7CT >48= 7 0A?5:BV2 A;>2=8:>2>3> 287=0G5==O. "0: A0<> V :>6=89 48A:C@A82=89 :>=B5:AB @5?@575=BCT ;8H5 G0AB8=C :>=F5?BC0;L=8E E0@0:B5@8AB8: =5>1EV4=8E 4;O :><C=V:0FVW. V4?>2V4=>, 7=0GCI>ABV =01C20T ?@>1;5<0 7 OAC20==O :><?>=5=BV2 :>=F5?BC0;L=>3> 7<VABC ?>=OBBO  5:>=><VG=0 :@870 . 0 >A=>2V 0=0;V7C ?5@5;VGC20;L=8E @O4V2 <>6;828< T 287=0G5==O B0:8E :><?>=5=BV2 O:: ACB=VABL O28I0  5:>=><VG=0 :@870 , =0A;V4:8 WW 4VW B0 70E>48 A?@O<>20=V =0 ?>4>;0==O 5:>=><VG=>W :@878. >73;O=5<> WE 45B0;L=VH5. !CB=VABL ?>=OBBO  5:>=><VG=0 :@870 . 0A0<?5@54 707=0G8<>, I> 35>3@0DVG=5 ?>H8@5==O B0 3;>10;L=VABL 5:>=><VG=>W :@878 282>48BL WW =0 A2VB>289 I015;L. ;0A=5, A2VB>20 :@870 <>65 CA2V4><;N20B8AL O: O28I5 1V;LH <>@0;L=5, =V6 ?>;VB8G=5 G8 5:>=><VG=5: `;The world crisis is thus in my view basically a moral rather than a political or economic crisis' [1]. >=F5?BC0;V70FVO ?>=OBBO  :@870 4>AO30TBLAO 7024O:8 >4=>G0A=V9 @50;V70FVW 42>E :0B53>@V9: O:>ABV V ?5@5;VG5==O. ;5<5=B8 ?5@5;VG5==O, O:8< 2;0AB820 35B5@>35==VABL, 28@065=V ?@8:<5B=8:0<8, CB>G=NNBL F5 ?>=OBBO A?@8ONG8 9>3> =>2><C @>7C<V==N. !8=B0:A8G=> 5;5<5=B8 ?>T4=0=V :>?C;OB82=8< B8?>< 72 O7:C, 28@065=8< A?>;CG=8:>< or, I> 28:>=CT 0;LB5@=0B82=C DC=:FVN, B0 3@0<0B8G=>N AB@C:BC@>N rather than, O:0 0:F5=BCT <>@0;L=89 0A?5:B 5:>=><VG=>W :@878. 0 =0O2=>ABV =0;56=>3> @53C;N20==O 5:>=><VG=0 :@870 <>65 =01C20B8 AB0BCAC :0B0;V70B>@0 7<V=: If a radical public response to the crisis (as opposed to an essentially conservative technocratic elitist one, which is happening anyway) can be aroused and mobilized quickly, and if this public response can bring together our common concerns to address the roots of this economic crisis, redress the persistence of global poverty and inequality between nations and classes (calling for real global justice via redistribution of global wealth), urgently discipline finance to invest in productive purposes for the common good again (if necessary for example by nationalization of the banks, or by legislation that directs mandatory investment strategy), and use government powers to attack the global climate change crisis and bring jobs, income, and human security through a massive and immediate 'Global New Deal' in the renewable energy sphere, then this crisis will in truth be the catalyst for change [4]. 5@5;VG5==O @>7:@820T ACB=VABL ?>=OBBO  5:>=><VG=0 :@870 O: :0B0;V70B>@0 7<V= G5@57 =0:;040==O C<>28, I> ACA?V;L=0 @50:FVO 28O28BLAO D0:B>@><, O:89 >1 T4=0T V A:5@CT 7CA8;;O =0 ?>4>;0==O ?5@H>?@8G8= 5:>=><VG=>W :@878, CAC=5 =0ABC? A2VB>2>W 1V4=>ABV, A?@8G8=5=89 :@87>N V 2V4=>28BL @V2=>203C <V6 =0FVO<8 V :;0A0<8, A:5@CT DV=0=AC20==O =0 7030;L=5 1;03>, 7<CA8BL 45@602=V V=AB8BCFVW 28:>@8AB0B8 2;04C 4;O ?>4>;0==O 3;>10;L=>W 7<V=8 :;V<0BC V 2V4=>2;5==O @>1>G8E <VAFL, ?@81CB:V2 B0 157?5:8. 8B>@8G=8< :>=B5:AB>< 40=>3> 28A;>2;N20==O T ?@8G8==>-=0A;V4:>2V 2V4=>H5==O (if & then). A>1;82VABL DC=:FV>=C20==O ?5@5;VG5==O ?>;O30T 2 9>3> =0:;040==V =0 6>@AB:C 3@0<0B8G=C AB@C:BC@C 28A;>2;N20==O.  @57C;LB0BV :>?C;OB82=89 72'O7>: <V6 5;5<5=B0<8 ?5@5;VGC20;L=>3> @O4C <0T A:;04=89 E0@0:B5@, 28@065=89 0A8=45B8G=>-A?>;CG=8:>28< ?>T4=0==O<. V;LH B>3>, A?>;CG=8: and 28:>=CT 42V DC=:FVW  D>@<CT 5;5<5=B8 7 A5@548=8 B0 ?>T4=CT WE <V6 A>1>N. V=V9=0 AB@C:BC@0 A0<>3> ?5@5;VG5==O CA:;04=5=0 @>730;C65==O< 5;5<5=BC ?5@5;VGC20;L=>3> @O4C, 7 CB2>@5==O< ?V4@O4=>3> @O4C, 2 @57C;LB0BV 25@10;L=V 5;5<5=B8 270T<>4VNBL 7 =><V=0B82=8<. 0A;V4:8 5:>=><VG=>W :@878. >=F5?BC0;V70FVO ?>=OBBO  5:>=><VG=0 :@870 4>AO30TBLAO ?@54AB02;5==O< 9>3> O: D0:B>@C, O:89 ?@872>48BL 4> 703>AB@5==O =5@V2=>ABV <V6 :;0A0<8 B0 5B=VG=8<8 3@C?0<8 V 35=45@=>W =5@V2=>ABV: Sharp inequalities between different classes and ethnic groups and between men and women are often exacerbated by economic crisis [1]. 5@5;VG5==O, 2 FL><C ?@8:;04V, 28:>=CT DC=:FVN 45B0;V70FVW B0 CB>G=5==O. ;5<5=B0< ?5@5;VGC20;L=>3> @O4C, O:V A?5F8DV:CNBL @V7=V 0A?5:B8 68BBO ;N48=8, ?@8B0<0==0 B5<0B8G=0 35B5@>35==VABL. A>1;82VABN A8=B0:A8G=>3> ?>T4=0==O 5;5<5=BV2 T 7<V=0 A5<0=B8:8 A?>;CG=8:0 and, O:89 3@0<0B8G=> ?>T4=CT 5;5<5=B8 @O4C, 0;5 @>7 T4=CT WE A5<0=B8G=>. ;5<5=B8 ?5@5;VGC20;L=>3> @O4C DV:ACNBL ?@>1;5<8 C ACA?V;L=V9 AD5@V, B0:V O:: ?V4;VB:>20 ?@>AB8BCFVO, =0@:>B8G=0 70;56=VABL, =0A8;;O 2 @>48=V, 71V;LH5==O O:8E A?@8G8=5=5 4VTN 5:>=><VG=>W :@878: The economic crisis is reflected in increasing levels of teenage prostitution, drug abuse and domestic violence [1]. 5@5;VGC20;L=89 @O4 A:;040TBLAO 7 B@L>E B5<0B8G=> 3><>35==8E 5;5<5=BV2, ?>T4=0=8E :>?C;OB82=8< 72 O7:><.  40=><C 28?04:C :>=AB0BCT<> =091V;LH ?@>ABC @50;V70FVN AB@C:BC@8 ?5@5;VG5==O, O:0 T ;V=V9=>N =5CA:;04=5=>N. $C=:FVO A?>;CG=8:0 AC@O4=>ABV and ?>;O30T 2 =040==V 7025@H5=>ABV ?5@5;VGC20;L=><C @O4C. 5@5;VG5==O ?@>1;5<, B0:8E O:: B@C4=>IV 7 B@0=A?>@B>< C AV;LAL:8E @09>=0E, 45DVF8B 5=5@3>70157?5G5==O, 71V;LH5==O :V;L:>ABV 3>;>4=8E 4VB59, B0 WE 28EV4 =0 =5:20;VDV:>20=C @>1>BC C <VAB0E, @>7:@820T 2?;82 5:>=><VG=>W :@878 =0 O:VABL >A2VB8: The general economic crisis has also brought the usual gamut of problems external to education, but which none the less limit its effectiveness: transport difficulties, especially for rural areas; cuts in electricity supplies; more hungry children coming to school; more urban children selling chewing gum and newspapers in the streets [1]. 2'O7>: <V6 5;5<5=B0<8 ?5@5;VGC20;L=>3> @O4C T :>?C;OB82=8< 157A?>;CG=8:>28<. "0: O: 5;5<5=B8 T ?>H8@5=8<8, 4;O WE ?>T4=0==O 26820TBLAO :@0?:0 7 :><>N.  FV;><C AB@C:BC@0 ?5@5;VGC20;L=>3> @O4C T ;V=V9=>N. 0E>48 A?@O<>20=V =0 ?>4>;0==O 5:>=><VG=>W :@878. @87>289 AB0= 5:>=><V:8, ?5@54CAV<, ?>B@51CT 7;03>465=8E 4V9 C@O4V2 ?> 2@53C;N20==N 5:>=><VG=>W A8BC0FVW: Or will the state resume a permanent role in proactively guiding and restraining the markets, disciplining capital and investment, and redistributing wealth, income, and property in the interest of the welfare and security of all citizens? [4]. ;5<5=B8 ?5@5;VGC20;L=>3> @O4C ?>7=0G0NBL 4VW 2;048, B0:V O:: A:5@>2C20==O B0 >1<565==O @8=:V2, 2?>@O4:C20==O :0?VB0;C B0 V=25ABC20==O, ?5@5@>7?>4V; AB0B:V2, ?@81CB:V2 V 2;0A=>ABV, I> A?@8ONBL ?>:@0I5==N AB0=C 5:>=><V:8 :@0W=8. ;5<5=B8 ?5@5;VG5==O ?>T4=0=V 0A8=45B8G=>-A?>;CG=8:>28< B8?>< :>?C;OB82=>3> 72 O7:C. !?>;CG=8: and 28:>=CT 42V DC=:FVW  D>@<CT 5;5<5=B8 7 A5@548=8 V ?>T4=CT WE <V6 A>1>N. !B@C:BC@0 ?5@5;VG5==O T VT@0@EVG=>N. 0;CG5==O ACA?V;LAB20 4> ?>4>;0==O A2VB>2>W :@878 2V4V3@0T =5 <5=H 206;82C @>;L C ?>@V2=O==V 7 ?>;VB8G=8<8 B0 C@O4>28<8 70E>40<8: I expect, and advocate, not only continued and massive public intervention in the course of this unfolding global crisis, to sustain aggregate demand, send relief to the needy, vulnerable and desperate, and restore a semblance of stability to the global system, but I also expect and advocate a shift to a new global economics and a new global politics [4]. >=F5?BC0;V70FVO ?>=OBBO  :@870 74V9A=NTBLAO ?5@5;VG5==O< H;OEV2 1>@>BL18 7 5:>=><VG=>N :@87>N, B0:8E O:: ?V4B@8<:0 AC:C?=>3> ?>?8BC, =040==O 4>?><>38 1V4=8<, 2@07;828<, 157=04V9=8< B0 2V4=>2;5==O AB01V;L=>ABV A2VB>2>W A8AB5<8, 0 B0:>6 ?5@5EV4 4> =>2>W A2VB>2>W 5:>=><V:8 V ?>;VB8:8. =>2C A?>AB5@V30T<> =0:;040==O ?5@5;VG5==O =0 6>@AB:C 3@0<0B8G=C AB@C:BC@C 28A;>2;N20==O not only & but also, O:0 T =>AVT< 42>E ?5@5;VGC20;L=8E @O4V2. 5@H89 7 O:8E <0T VT@0@EVG=C AB@C:BC@C, CB2>@5=C @>730;C65==O< 4@C3>3> 5;5<5=BC @O4C, I> ?@872>48BL 4> 270T<>4VW 25@10;L=8E >48=8FL 7 =><V=0B82=8<8. 4=8< V7 A?>A>1V2 ?>4>;0==O :@878 T @53C;N20==O A8AB5<=>3> @878:C O: ?@8G8=8 WW ?>O28: 'Systemic risk' has been systematically underestimated in the reigning or 'hegemonic' economic ideas and policies. The true costs to the economic (and social) system of excessively risky 'betting' behaviour, the risk of business failure, loan default, economic downturn, overleveraging, and 'ponzi finance' (a term that originated in Boston, and basically refers to 'pyramid scheme' type practices in finance) have been marginalized and downgraded [4]. >=F5?BC0;V70FVO ?>=OBBO  5:>=><VG=0 :@870" 74V9A=NTBLAO ?5@5;VG5==O< ?@8G8= ?>O28 :@878, B0:8E O:: @878: :><5@FV9=>W =5240GV, =528:>=0==O 7>1>2 O70=L ?>2 O70=8E 7 ?>78:0<8, 5:>=><VG=89 A?04, =04<V@=5 :@548BC20==O, DV=0=AC20==O >=FV. ;5<5=B8 ;V=V9=>3> ?5@5;VG5==O ?>T4=0=V :>?C;OB82=8< 72 O7:><. C?>;CG=8: and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 25@8=F52 !.!. 8B>@8:0 :0: ?>4E>4 : >1>1I5=8N 459AB28B5;L=>AB8 / !.!. 25@8=F52 // 8B>@8:0 8 8AB>:8 52@>?59A:>9 ;8B5@0BC@=>9 B@048F88.  . : (:>;0  /7K:8 @CAA:>9 :C;LBC@K , 1996.  !. 158 190. 2. >;4K@52 .. >3=8B82=0O A5<0=B8:0: C@A ;5:F89 ?> 0=3;89A:>9 D8;>;>388 / .. >;4K@52.  "0<1>2 : 74-2> "0<1>2A:>3> C=825@A8B5B0, 2000.  123 A. 3. 0;L?5@8= . . !B8;8AB8:0 0=3;89A:>3> O78:0: CG51=8: / . . 0;L?5@8=  . : KAH. H:>;0, 1981.  334 A. 4. !0;LB52AL:0 ... >3=VB82=0 AB@C:BC@0 7=0G5==O V<5=V :>=F5?BC :@870 / ... !0;LB52AL:0 // VA=8: %0@:V2. =0F. C=-BC V<5=V .. 0@07V=0.  2009.  ! 837.  !. 49 51. 5. !B8;8AB8:0 0=3;89A:>3> O7K:0: [CG51=8: 4;O ABC45=B>2 8=AB8BCB>2 8 D0:C;LB5B>2 8=. O7.] / .. >@>E>2A:89, .. >@>1L520, .. 8E>H5@AB, .. "8<>H5=:>  . : KAH. H:>;0, 1991.  272 A. 6. '510=>2 !.. !5<0=B8:0 >?8A0B5;L=KE B5:AB>2: "8?>;>38G5A:89 0A?5:B / !.. '510=>2, ./. 0@BK=5=:>.  !1. : 74-2> !0=:B-5B5@1C@3A:>3> C=825@A8B5B0, 1999.  424 A.   .!" " " # 1. British National Corpus (BNC) [;5:B@>==89 @5AC@A].  568< 4>ABC?C 4> :>@?CAC:  HYPERLINK "http://www.natcorp.ox.ac.uk/" http://www.natcorp.ox.ac.uk/ 2. BusinessDictionary.com [;5:B@>==89 @5AC@A].  568< 4>ABC?C 4> A;>2=8:0:  HYPERLINK "http://www.businessdictionary.com/" http://www.businessdictionary.com/ 3. Dictionary.com [;5:B@>==89 @5AC@A].  568< 4>ABC?C 4> A;>2=8:0: http://dictionary.reference.com/ 4. Gills Barry K. The Swinging of the Pendulum: The Global Crisis and Beyond / Barry K. Gills [;5:B@>==89 @5AC@A].  568< 4>ABC?C:  HYPERLINK "http://www.stwr.org/global-financial-crisis/the-swinging-of-the-pendulum-the-global-crisis-and-beyond.html" http://www.stwr.org/global-financial-crisis/the-swinging-of-the-pendulum-the-global-crisis-and-beyond.html Š ... =B>=>20, 2009 # 811.111 42 "+ % " !"   HOME / HOUSE  ! / .. 02K45=:> (%0@L:>2)  AB0BL5 8AA;54C5BAO @0480;L=0O :0B53>@8O   HOME / HOUSE, >1J5:B828@>20==0O A@54AB20<8 A>2@5<5==>3> 0=3;89A:>3> O7K:0; >?@545;ONBAO :>3=8B82=K5 E0@0:B5@8AB8:8 25@10;L=>9 <0=8D5AB0F89 40==>9 :0B53>@88 2  E>;>4=>9 8  B5?;>9 :0@B8=0E <8@0, 55 AC1>@48=0B=K5 :0B53>@88, A>>B25BAB2CNI85 :064><C 87 O45@=KE :>=F5?B>2, @0AH8@5=8O AC1:0B53>@89 8 ;5:A8G5A:85 A@54AB20 @5?@575=B0F88. ;NG52K5 A;>20: :0@B8=0 <8@0, :0B53>@8O, :>=F5?B, AC1:0B53>@8O. I.V. Davydenko. The Aognitive characteristics of HOME / HOUSE in the english worldview. The article studies the radial category HOME / HOUSE represented in modern English; cognitive features of the manifestation of this category are determined within the “warm” and “cold” worldview, its subcategories corresponding to each basic consept with subsequent sub- subcategories and their lexical represintation. Key words: category, concept, subcategory, worldview. .. 02845=:>. >3=VB82=V E0@0:B5@8AB8:8   HOME / HOUSE 2 0=3;V9AL:V9 <>2=V9 :0@B8=V A2VBC. # AB0BBV 4>A;V46CTBLAO @04V0;L=0 :0B53>@VO   HOME / HOUSE, >1 T:B82>20=0 70A>10<8 ACG0A=>W 0=3;V9AL:>W <>28; 287=0G0NBLAO :>3=VB82=V E0@0:B5@8AB8:8 25@10;L=>W <0=VD5AB0FVW :0B53>@VW 2  E>;>4=V9 B0  B5?;V9 :0@B8=0E A2VBC, WW AC1>@48=0B=V :0B53>@VW C 2V4?>2V4=>ABV 4> :>6=>3> 7 107>28E :>=F5?BV2, @>7H8@5==O AC1:0B53>@V9 B0 ;5:A8G=V 70A>18 @5?@575=B0FVW. ;NG>2V A;>20: :0@B8=0 A2VBC, :0B53>@VO, :>=F5?B, AC1:0B53>@VO, . >3=8B82=>-:><<C=8:0B82=0O ?0@0483<0 ;8=328AB8G5A:8E 8AA;54>20=89 D>@<8@C5BAO 2 :>=F5 %% 8 O2;O5BAO >4=>9 87 4><8=8@CNI59 2 A>2@5<5==>9 ;8=328AB8:5, GB> 8 >1CA;02;8205B 0:BC0;L=>ABL 40==>3> 8AA;54>20=8O :>3=8B82=KE A2>9AB2 :0B53>@88 , <0=8D5AB8@>20==>9 2 0=3;89A:>< O7K:5. 1J5:B>< 8AA;54>20=8O 871@0=0 :0B53>@8O   HOME / HOUSE, >1J5:B828@>20==0O A@54AB20<8 A>2@5<5==>3> 0=3;89A:>3> O7K:0. &5;L 8AA;54>20=8O  2KO2;5=85 :>3=8B82=KE E0@0:B5@8AB8: 8 <>45;8@>20=85 :0B53>@88   HOME / HOUSE 2 0=3;89A:>< O7K:5. 0B5@80; 0=0;870 ?>G5@?=CB 87 A;>20@59 [7; 8; 9] A>2@5<5==>3> 0=3;89A:>3> O7K:0.  @01>B5 25@8D8F8@C5BAO 38?>B570 > :0B53>@80;L=>< AB0BCA5   HOME / HOUSE 8 55 @0480;L=>< AB@>5=88. >=OB85 4>< >B=>A8BAO : 107>2K< :C;LBC@=K< ?>=OB8O<, A>AB02;ONI8< F828;870F8>==CN >A=>2C 1KB8O =0@>40. > 40==K< ;5:A8:>3@0D88, A8<2>;8:0 4><0 70=8<05B 206=>5 <5AB> 2 :0@B8=5 <8@0: Ť4><  >A2>5==>5 <5AB> 8 >18B5;L G5;>25:0; >= 2KABC?05B 2 :0G5AB25 A8<2>;0 :>A<>A0 :0: C?>@O4>G5==>3> ?@>AB@0=AB20. >< >B>645AB2;O5BAO A @>4><, A E@0<>< (2 MB>9 A2O78 8=>340 A>45@68B 0;B0@L 4;O 4><0H=53> :C;LB0, =0?@8<5@, 2 @8<A:>9 B@048F88; B0:65 2 @>;8 0;B0@O <>65B 2KABC?0BL 4><0H=89 >G03). C4CG8 68;8I5< G5;>25:0, 2 A2>59 ?@>AB@0=AB25==>9 >@30=870F88 4>< C?>4>1;O5BAO G5;>25G5A:><C >@30=87<C: @07;8G=K5 53> G0AB8 >B>645AB2;ONBAO A G;5=0<8 8 >@30=0<8 B5;0 (:@KH0  3>;>20, >:=0  3;070, >G03  A5@4F5 4><0).  =5:>B>@KE MB=>-:C;LBC@=KE B@048F8OE 68;8I5 @0745;O5BAO <564C ?>;0<8, GB> >B@0605B ?@54AB02;5=8O > 4C0;L=>9 AB@C:BC@5 <8@>740=8O, => 2 F5;>< 4>< A2O7K205BAO A 65=A:8< =0G0;><, <0B5@8=A:8< ;>=><.  4CE>2=>< ?;0=5 4>< <>65B @0AA<0B@820BLAO :0: E@0=8;8I5 @>4>2>9 <C4@>AB8 G5;>25G5AB20, B@048F88. 1I0O A8<2>;8:0 4><0 4>?>;=O5BAO 7=0G5=85< @07;8G=KE 0@E8B5:BC@=KE M;5<5=B>2: B0:, =0?@8<5@, 425@L 8 ?>@>3 2KABC?0NB :0: A8<2>;K ?5@5E>40 87 2=CB@5==53>, >A2>5==>3> ?@>AB@0=AB20 2 <8@ 2=5H=89, 2@06451=K9 8 =5C?>@O4>G5==K9, 8 B. ?.ť (:C@A82 <>9  ..) [7]. >=OB8O A;C60B A>45@60B5;L=>9 >A=>2>9 :>=F5?B>2 8 >1@07>20==KE :>=F5?B0<8 :0B53>@89. @>F5AAK :0B53>@870F88 8 :>=F5?BC0;870F88  @07;8G=K5 284K :>3=8B82=>9 45OB5;L=>AB8, ?@8G5< ?5@28G=>ABL :0B53>@870F88 8;8 :>=F5?BC0;870F88 5I5 48A:CB8@C5BAO ;8=328AB0<8.  =0H59 @01>B5, 2A;54 70 .!. C1@O:>2>9 [3], 8AE>48< 87 ?5@28G=>AB8 ?@>F5AA>2 :0B53>@870F88, GB> >1CA;>28;> =0H5 D>:CA8@>20=85 =0 0=0;875 :0B53>@88 4>< 8 AB@C:BC@8@>20=88 55 C@>2=59 8 AC1-C@>2=59.  @0AA<0B@8205BAO :0: :0B53>@8O, 85@0@E8G5A:8 ?>4G8=5==0O :>=F5?BC0;L=>9 >1;0AB8 ' / !" "/ 2 :>3=8B82=>9 :0@B8=5 <8@0. 0B53>@870F8O  Ť?@>F5AA >1@07>20=8O 8 2K45;5=8O A0<8E :0B53>@89, G;5=5=85 2=5H=53> 8 2=CB@5==53> <8@0 G5;>25:0 A>>1@07=> ACI=>AB=K< E0@0:B5@8AB8:0< 53> DC=:F8>=8@>20=8O 8 1KB8O, C?>@O4>G5==>5 ?@54AB02;5=85 @07=>>1@07=KE O2;5=89 G5@57 A2545=85 8E : <5=LH5<C G8A;C @07@O4>2 8;8 >1J548=5=89 8 B.?., 0 B0:65  @57C;LB0B :;0AA8D8:0F8>==>9 (B0:A>=><8G5A:>9) 45OB5;L=>AB8ť [2, A. 42].  O7K:>2>9 :0B53>@870F88 ?@>O2;O5BAO A?>A>1=>ABL O7K:0 ?@5>1@07>2K20BL 459AB28B5;L=>ABL 8 ?>@>640BL A?5F8D8G5A:CN :0@B8=C <8@0, =5 O2;ONICNAO B>G=>9 :>?859 <8@0 @50;L=>3> [6]. 0B53>@870F8O >ACI5AB2;O5BAO ?>A@54AB2>< >A;>2;820=8O >?@545;5==KE AB@C:BC@ 7=0=8O, >1J5:B828@CO 53> 8 45;0O 4>ABC?=K< 4;O 0=0;870. .!. C1@O:>20 3>2>@8B > B><, GB> ŤD>@<>9 >1J5:B820F88 :0B53>@88 2 O7K:5 O2;O5BAO 55 8<O, 8 2=5 A;>25A=>3> >7=0G820=8O :0B53>@88 :0: B0:>2>9 =5 ACI5AB2C5Bť [3, A. 307]. <5=0<8 :0B53>@88  2 0=3;89A:>< O7K:5 O2;ONBAO ;5:A5<K home (n.) 8 house (n.), :>B>@K5 >1;040NB 2A59 ?>;=>B>9 A5<0=B8G5A:8E ?@87=0:>2 ?>=OB8O 4><0, 45<>=AB@8@CO 2KA>:CN G0AB>B=>ABL 8 AB8;8AB8G5A:CN =59B@0;L=>ABL, GB> ?>72>;O5B AG8B0BL 8E (home 8 house) G0AB8G=K<8 A8=>=8<0<8 8 ?@54?>;0305B @0480;L=>ABL 0=0;878@C5<>9 :0B53>@88. !5<=K9 A>AB02 ;5:A5< home 8 house A>45@68B =081>;LH55 G8A;> :@8B5@80;L=KE A2>9AB2 ?>=OB8O 4><, 0 8E A8=>=8<K  dwelling, mansion, family, motherland, nest, hearth 8 B.4. >1;040NB =5?>;=K< =01>@>< 7=0G5=89, ?@8ACI8E A;>20< home 8 house. ;0AA8D8:0B>@>< 8AA;54C5<>9 :0B53>@88 O2;O5BAO :>=F5?B )  HOME / HOUSE, :>B>@K9 A;C68B <5=B0;L=>9 @5?@575=B0F859 8 :>3=8B82=K< >@85=B8@>< 40==>9 :0B53>@88. A>15==>AB8 <5=B0;L=>9 @5?@575=B0F88 :>=-F5?B0 ) 2 0=3;89A:>9 / >1CA;>2;5=K 53> >1@07=>ABLN, 2>AE>4OI59 : MB8<>=0< ?@>B>B8?8G5A:8E 8<5= :>=F5?B0  (.Gk.) kei  Ťto lie, settle downť (4;O home), (O.E.) hus  Ťdwelling, shelter, houseť (4;O house) [8]. !;>20@L A8=>=8<>2 3>2>@8B > A;54CNI8E >A=>2=KE @07;8G8OE <564C ;5:A5<0<8 home 8 house: house is the building or structure in which one lives; home is the place one lives in with the pleasant connotation or family ties included [9]. "0:8< >1@07>< 2 A>2@5<5==>< 0=3;89A:>< O7K:5 :0B53>@8O  8<55B 420 8<5=8: house 8 home, <5B>=8<8G5A:8 A2O70==K5 =0 3;C18==>< C@>2=5 >B=>H5=85< D>@<0 Žđ A>45@60=85. 1=0@C65==K5 >A>15==>AB8 O7K:>2>3> 2>?;>I5=8O ?>72>;ONB ?@54?>;>68BL, GB> MB> :0B53>@8O, 2 :>B>@>9 420 >1I8E 7=0G5=8O home 8 house  AB@>5=85 / AB@C:BC@0 8 A5<LO  D>:CA8@CNBAO 2 @07;8G=KE 4><5=0E. 1=0@C65==K5 >1I85 7=0G5=8O A2O70=K A 42>O:8< A?>A>1>< <8@>2>A?@8OB8O, >B@065==K< 2> <=>38E D8;>A>DA:8E A8AB5<0E 8 <5B>4>;>38G5A:8E :>=F5?F8OE  >1J5:B82=>9 (=0CG=>9, @0AAC4>G=>9, ŤE>;>4=>9ť) 8 AC1J5:B82=>9 (=5=0CG=>9, >A=>20==>9 =0 GC2AB20E, ŤB5?;>9ť). HOME ?@>D8;8@C5BAO 2 ?@545;0E B5?;>9 :0@B8=K <8@0 (40;55  "), 0 HOUSE  E>;>4=>9 :0@B8=K <8@0 (40;55  %) (A@.: 0=3;89A:0O ?>3>2>@:0: men make houses, women make homes >B@0605B <KA;L > B><, GB> HOME 8 HOUSE >B=>AOBAO : @07=K< >1;0ABO< >?KB0, A>>B25BAB25==>, : @07=K< :0@B8=0< <8@0  B5?;>9 8 E>;>4=>9 8;8 ŤCE>2=>9ť 8 Ť0B5@80;L=>9ť). % >1;0405B A2>9AB20<8 >1J5:B82=>AB8, =57028A8<>AB8 >B 02B>@0, 8<<0=5=B=>AB8, C?>@O4>G5==>AB8, 45B5@<8=8@>20==>AB8. !B@C:BC@C % A>AB02;ONB 70:>=K 8;8 70:>=>?>4>1=K5 AC645=8O. ;02=K< :@8B5@85< >B1>@0 :><?>=5=B>2 % O2;O5BAO 8E A>>B25BAB285 70:>=><5@=>ABO<, 2K2545==K< 2 @0<:0E A0<>9 %. 8@>2>77@5=G5A:0O ?0@0483<0 2>A?@8OB8O >1CA;>2;8205B ?>B5@N 2AO:>9 8=48284C0;L=>AB8, ?@8 MB>< % >AB05BAO G5;>25G5A:8< 7=0=85<, ?>MB><C >=0 =5 ;8H5=0 AC1J5:B82=>AB8, GB> 45;05B 55 >3@0=8G5=> ŤB5?;>9ť [1]. !?5F8D8:0 " >1CA;>2;5=0 B8?>< >B@065=8O G5@57 =55 459AB28B5;L=>AB8.  " 7=0=85  D@03<5=B 2=CB@5==59 687=8, ?5@56820=8O, >48= 87 0A?5:B>2 Ť687=5==>3> <8@0ť [1]. 5:A8G5A:85 7=0G5=8O A;>2 home 8 house O2;ONBAO A>2>:C?=>ABLN A5<0=B8G5A:8E 7=0G5=89.  A>45@60=88 ;5:A8G5A:>3> 7=0G5=8O @07;8G05BAO A>45@60B5;L=>5 O4@>, 8;8 8=B5=A8>=0;, 8 ?5@8D5@8O A5<0=B8G5A:8E ?@87=0:>2  8<?;8:0F8>=0;. > .. 8:8B8=C, @>4>20O G0ABL 8=B5=A8>=0;0 =07K205BAO 38?5@A5<>9 (0@E8A5<>9), 284>20O G0ABL  38?>A5<>9 (48DD5@5=F80;L=K<8 ?@87=0:0<8) [5]. !5<0=B8G5A:85 ?@87=0:8 2 8=B5=A8>=0;5 ;5:A8G5A:8E 7=0G5=89 home 8 house A2O70=K 38?5@>-38?>=8<8G5A:8<8 >B=>H5=8O<8. 0AA<>B@5=85 A5<0=B8G5A:>9 AB@C:BC@K ?>72>;O5B 2K45;8BL 107>2K5 548=8FK  home, house 8 548=8FK AC1>@48=0B=>3> C@>2=O, :>B>@K5 2 A2>N >G5@54L >B:@KBK 4;O 45B0;870F88 8 8<5NB @0AH8@5=8O. =CB@8 :0B53>@88   HOME / HOUSE 2K45;ONBAO AC1:0B53>@88 !" "/,  # ., :>B>@K5, 2 A2>N >G5@54L, 8<5NB @0AH8@5=85 2 A>>B25BAB288 A> 7=0G5=8O<8, A3@C??8@>20==K<8 ?> @>4>2K< ?@87=0:0<: ˇ 4;O AC1:0B53>@88 !" "/ (home)  MB>: 1. PLACE OF LIVING; 2. ENVIRONMENT; 3. PLACE OF CARE, PROTECTION; 4. PLACE OF BIRTH; 5. PLACE OF STORAGE; 6. STARTING POINT; 7. GOAL. ˇ 4;O AC1:0B53>@88  # . (house)  MB>: 1. UNIT OF PEOPLE; 2. ESTABLISHMENT, INSTITUTION; 3. SHELTER; 4. DYNASTY; 5. ASTROLOGICAL SIGN. =B5=A8>=0;L=K5 ?@87=0:8 A;>2 home 8 house (B. 5. ?>=OB8O, 2E>4OI85 2 A>45@60=85 8=B5=A8>=0;0 =0 ?@020E A5<) ?>72>;ONB ?@54?>;030BL =0;8G85 4@C38E ?>=OB89  ?@87=0:>2, A>AB02;ONI85 B0: =07K205<K5 Ť8<?;8:0F8>==K5 7=0G5=8Oť [5, A. 33-34]. =0G5=8O, 2E>4OI85 2 :064CN 87 AC1:0B53>@89, 8<?;8F8@CNB ?@87=0:8, A>AB02;ONI85 ?5@8D5@8N (8<?;8:0F8>=0;) ;5:A8G5A:8E 7=0G5=89 A;>2 home 8 house 8 A>>B25BAB2CNB 40;L=59H8< @0AH8@5=8O< :0B53>@88   HOME / HOUSE. =K<8 A;>20<8, :>=F5?BK, 2E>4OI85 2 :064CN 87 AC1:0B53>@88, A>>B25BAB2CNB ;5:A8G5A:8< 7=0G5=8O<, A>AB02;ONI8< ?5@8D5@8N, B.5. 8<?;8:0F8>=0;.  >1>1I5==>< 2845 0=0;878@C5<0O :0B53>@8O 2:;NG05B 425 AC1:0B53>@88, GL8 107>2K5 :>=F5?BK  !" "/,  # .  ?@>5F8@CNBAO 2 " 8 % A>>B25BAB25==>.  A2>N >G5@54L, :0640O 87 AC1:0B53>@89 8<55B @07=>5 :>;8G5AB2> @0AH8@5=89 (@8A. 1). 1@07>20=85 @0AH8@5=89 >B >4=>3> D>:CA0 2>7<>6=> ?> @07=K< >A=>20=8O< (2 @07=K5 AB>@>=K). !C1>@48=0B=K9 C@>25=L @0480;L=>9 :0B53>@88   HOME / HOUSE A 55 ?>A;54CNI8<8 @0AH8@5=8O<8 8<55B A;54CNI89 284, A>>B25BAB2CNI89 38?5@A5<0< 8 A5<0< 0=0;878@C5<KE ;5:A5<. !" "/ (home): 1. PLACE OF LIVING: a. residence (place of permanent living, place of temporary living, place where one has lived for a long time, dwelling of an animal); b. structure; c. shelter; 2. PLACE OF BIRTH: a. person’s native place or country; b. native habitat; c. place where smth is discovered, founded, developed, promoted; 3. PLACE OF CARE: a. institution providing care and protection; 4. PLACE OF STORAGE: a. place where smth is stored; 5. ENVIRONMENT; 6. STARTING POINT: a. starting position of the cursor; 7. GOAL: a. mental/emotional destination, b. destination in games.  # . (house): UNIT OF PEOPLE: a. unit of related people (family, dynasty); b. unit of non-related people (audience or patrons of an establishment, quorum of an assembly); 2. INSTITUTION: a. place of entertainment etc. (theatre, parliament); b. business institution (commercial firm, publishing house, gambling casino); c. religious institution (church); d. official institution (legislative or deliberative assembly, hall or chamber in which an assembly meets); 3. SHELTER (primary shelter, shelter or habitation for a wild animal); 4. DYNASTY (empire, clan, ancestry); 5. ASTROLOGICAL SIGN: a. the sign of the Zodiac; b. one of the 12 parts in which the heavens are divided in astrology. KO2;5==K5 A5<0=B8G5A:85 A2>9AB20 ;5:A5<  8<5= :0B53>@88   HOME / HOUSE  @0A:@K20NB @0480;L=K9 E0@0:B5@ <0=8D5AB8@C5<>9 :0B53>@88 (A@. Ť5A;8 2A5 7=0G5=8O <=>3>7=0G=>3> A;>20 A2O70=K A =8< >4=8< 8 B5< 65  F5=B@0;L=K< 7=0G5=85<, B> B0:0O <=>3>7=0G=>ABL =07K205BAO @0480;L=>9ť [3, A.169]). 0480;L=0O :0B53>@8O, ?> <=5=8N 6. 0:>DD0, AB@C:BC@=> ?@54AB02;O5B A>1>9 Ť2<5AB8;8I5, 0 55 AC1:0B53>@88, 2 A2>N >G5@54L, O2;ONBAO 2<5AB8;8I0<8 2=CB@8 1>;LH53> 2<5AB8;8I0. B;8G8B5;L=>9 G5@B>9 @0480;L=>9 :0B53>@88 ?@87=05BAO B>, GB> >=0 AB@C:BC@8@>20=0 B0:65 AE5<>9 &"    $ /ť [4, A. 373]. 0==0O AE5<0 O2;O5BAO >1I8< ?@8=F8?>< >@30=870F88 :0B53>@88 , >1JOA=ONI8< >B=>H5=8O 55 F5=B@0;L=KE 8 =5F5=B@0;L=KE G;5=>2: O4@0, AC1:0B53>@89 8 8E @0AH8@5=89 (@8A.1). A5 @0AH8@5=8O 8 AC1:0B53>@88 A2O70=K A F5=B@0;L=K< M;5<5=B><, GB> E0@0:B5@=> 4;O @0480;L=>9 :0B53>@88, G;5=K :>B>@>9 =0E>4OBAO 2 @>4>-284>2KE >B=>H5=8OE. @04C0;L=>ABL :0B53>@80;L=KE ?@87=0:>2 ?@>O2;O5BAO 2 @07<KB>AB8 3@0=8F <564C AC1:0B53>@8O<8 8 @0AH8@5=8O<8, 2 G0AB=>AB8, 2 G0AB8G=>< ?5@5A5G5=88 AC1:0B53>@89. ! C < < 8 @ C O, <>6=> A45;0BL 2K2>4, GB> ?>=OB89=0O :0B53>@8O   HOME / HOUSE, F5=B@0;L=K< G;5=>< 8 :;0AA8D8:0B>@>< :>B>@>9 O2;O5BAO :>=F5?B ), >@30=87>20=0 AE5<>9 &"    $ / 8 2:;NG05B AC1:0B53>@89  !" "/ 8  # . (G;5=K :>B>@KE 2KABC?0NB :0: 8=20@80=BK ?> A@02=5=8N A =01>@0<8 ?@87=0:>2 8=KE G;5=>2 :0B53>@88), A5<L @0AH8@5=89 AC1:0B53>@88 !" "/ (home) 8 ?OBL  AC1:0B53>@88  # . (house). 07>2K9 C@>25=L :0B53>@88  8<55B 420 O4@0  !" "/ /  # ., A2O70==K5 A B5?;>9 8 E>;>4=>9 :0@B8=0<8 <8@0. B45;L=K5 3@0=8FK AC1>@48=0B=KE :0B53>@89 @07<KBK. 0AH8@5=8O AC1>@48=0B=KE :0B53>@89 <>B828@CNBAO >4=>9 87 :>3=8B82=KE <>45;59, A>>B25BAB2CNI59 >?@545;5==>9 38?5@A5<5 ;5:A5< home / house, 2K45;ONBAO ?> A<KA;>2K< A2O7O< 25@10;87CNI8E 8E ;5:A5< 8 8<5NB 48DDC7=K9 E0@0:B5@. 5@A?5:B82>9 40;L=59H53> 8AA;54>20=8O O2;O5BAO 45B0;870F8O A2>9AB2 :0B53>@88  8 2KO2;5=85 ;8=32>:>3=8B82=KE E0@0:B5@8AB8: 8E @0AH8@5=89.  8A. 1. >45;L :0B53>@88   HOME / HOUSE " "#  1. >=40@5=:> ..  / :0: ;8=32>:>3=8B82=K9 D5=><5= 2 0=3;>O7KG=>9 :0@B8=5 <8@0 : <>=>3@0D8O / .. >=40@5=:>.  %0@L:>2 : %# 8<5=8 .. 0@078=0, 2009.  377 A.;  181;8>3@0D8O: A. 291-336. 2. @0B:89 A;>20@L :>3=8B82=KE B5@<8=>2 / [C1@O:>20 .!., 5<LO=:>2 .., 0=-:@0F ..., C78=0 ..].  . : 74-2> #, 1996.  245 A. 3. C1@O:>20 .!. /7K: 8 7=0=85: 0 ?CB8 ?>;CG5=8O 7=0=89 > O7K:5: G0AB8 @5G8 A :>3=8B82=>9 B>G:8 7@5=8O. >;L O7K: 2 ?>7=0=88 <8@0 / .!. C1-@O:>20 / , =-B O7K:>7=0=8O.  . : /7K:8 A;02O=A:>9 :C;LBC@K, 2004.  560 A. 4. 0:>DD 6. 5=I8=K, >3>=L 8 >?0A=K5 25I8: 'B> :0B53>@88 O7K:0 3>2>@OB =0< > <KH;5=88 / 6. 0:>DD ; ?5@. A 0=3;.  . : /7K:8 A;02O=A:>9 :C;LBC@K, 2004.  792 A. 5. 8:8B8= .. 5:A8G5A:>5 7=0G5=85 2 A;>25 8 A;>2>A>G5B0=88 : A?5F:C@A ?> >1I59 8 0=3;89A:>9 ;5:A8:>;>388 / .. 8:8B8=.  ;048<8@ : 74-2> , 1974.  222 A. 6. !5?8@ -. 71@0==K5 B@C4K ?> O7K:>7=0=8N 8 :C;LBC@>;>38 / -. !5?8@.  . : @>3@5AA, #=825@A, 1993.  655 A. 7. 568< 4>ABC?0 : http://sigils.ru/ 8. 568< 4>ABC?0 : http://www.etymonline.com/ 9. 568< 4>ABC?0 : http://dictionary.reference.com/ Š .. 02K45=:>, 2009 # 811.111 42 ?5@0FV9=V <>4CA8 :>=F5?BC PERSONAL NAME .. (5AB0:>20 (%0@:V2) !B0BBO ?@8A2OG5=0 <>45;N20==N AB@C:BC@8 :>=F5?BC PERSONAL NAME C 283;O4V >?5@0FV9=8E <>4CAV2. 87=0G5=> >A=>2=V A5<0=B8G=V B0 V<?;V:0FV9=V >7=0:8 :>=F5?BC PERSONAL NAME. >73;O=CB> D@59<>2C AB@C:BC@C 40=>3> :>=F5?BC. ;NG>2V A;>20: :>=F5?B PERSONAL NAME, :>=F5?B>AD5@0, >?5@0FV9=V <>4CA8, D@59<>20 AB@C:BC@0, E0@0:B5@8AB8:8 :>=F5?BC. .. (5AB0:>20. ?5@0F8>==K5 <>4CAK :>=F5?B0 ŤPERSONAL NAMEť. !B0BLO ?>A2OI5=0 <>45;8@>20=8N AB@C:BC@K :>=F5?B0 PERSONAL NAME ?CB5< >?5@0F8>==KE <>4CA>2. ?@545;5=K >A=>2=K5 A5<0=B8G5A:85 8 8<;8:0F8>==K5 ?@87=0:8 :>=F5?B0 PERSONAL NAME. 0AA<>B@5=0 D@59<>20O AB@C:BC@0 40==>3> :>=F5?B0. ;NG52K5 A;>20: :>=F5?B PERSONAL NAME, :>=F5?B>AD5@0, >?5@0F8>==K5 <>4CAK, D@59<>20O AB@C:BC@0, E0@0:B5@8AB8:8 :>=F5?B0. O.N. Shestakova. Operating modi of the concept  PERSONAL NAME . The article deals with modeling the structure of the concept PERSONAL NAME by means of operating modi. Basic semantic and implicative characteristics have been defined. Frame structure of the concept has been considered. Key words: concept characteristics, concept PERSONAL NAME, operating modi, frame structure, sphere of the concept. 5B>N @>1>B8 T <>45;N20==O AB@C:BC@8 ;V=32>:C;LBC@=>3> :>=F5?BC PERSONAL NAME, 0:BC0;V7>20=>3> 2 0=3;><>2=><C EC4>6=L><C 48A:C@AV. :BC0;L=VABL 4>A;V465==O :>=F5?BC PERSONAL NAME 7C<>2;5=0, 7 >4=>3> 1>:C, 206;828< <VAF5< 4>A;V46C20=>3> :>=F5?BC 2 :0@B8=V A2VBC ?@54AB02=8:V2 0=3;><>2=>W ;V=32>:C;LBC@8.  V=H>3> 1>:C, 0:BC0;L=VABL E0@0:B5@87CTBLAO 70AB>AC20==O< <5B>4>;>3VW B0 <5B>48: =>2VB=L>3> :>3=VB82=>-48A:C@A82=>3> ?V4E>4C, I> 4>72>;ONBL 74V9A=8B8 O:VA=89 :>=F5?BC0;L=89 0=0;V7, F5 V T >1 T:B>< 4>A;V465==O, 9>3> ?@54<5B>< T 287=0G5==O >?5@0FV9=8E <>4CAV2 :>=F5?BC PERSONAL NAME. # =0H><C 4>A;V465==V 0=0;V7 :>=F5?BC PERSONAL NAME 74V9A=NTBLAO 7 ?>78FV9 :>3=VB82=>-48A:C@A82=>W ?0@0483<8, I> B;C<0G8BL :>=F5?B O: AB0= <5=B0;L=VE V ?A8EVG=8E @5AC@AV2 A2V4><>ABV V=482V40 C ?@>F5AV <>2;5==T2>-@>7C<>2>W 4VO;L=>ABV ?V4 G0A ?@>4C:C20==O/V=B5@?@5B0FVW 48A:C@AC, 0 48A:C@A 287=0TBLAO T48=8< ?@8@>4=8< A5@54>28I5< VA=C20==O :>=F5?BC [6, A. 9]. ;O 0=0;V7C :>=F5?BC 70AB>A>20=0 <5B>48:0 >?5@0FV9=8E <>4CAV2 .. V:VBV=0. . . V:VBV= <>45;NT AB@C:BC@C :>=F5?BC C 283;O4V >?5@0FV9=8E <>4CAV2 O: ?V4AB@C:BC@, I> 0:BC0;V7CNBL ?52=V :><?>=5=B8 9>3> ?>B5=FV9=>3> 7<VABC V @50;V7CNBL @V7=V DC=:FVW C <>2;5==T2>-@>7C<>2V9 4VO;L=>ABV [7, A. 153]. # A8AB5<0B870FV9=><C <>4CAV :>=F5?B 1C4CTBLAO H;OE>< A:;040==O ?5@5;V:C 9>3> ACB=VA=8E >7=0:. >@<0B82=89 <>4CA 2V4@V7=OTBLAO 2V4 A8AB5<0B870FV9=>3> B8<, I> ?5@5410G0T A?V22V4=5A5==O :>=F5?BC0;L=8E >7=0: <V6 A>1>N O: B8?>28E G8 =5B8?>28E 4;O 28O2;5==O Ť=>@<0B82=8E B0 5:AB@5<0;L=8E ?@54AB02=8:V2ť [9, A. 55]. >@<0B82=89 <>4CA T A?>A>1>< 2=CB@VH=L>W >@30=V70FVW :>=F5?BC 70 ?@8=F8?>< ?@>B>B8?C, I> <>6=0 ?>40B8 C 283;O4V D@59<>2>W AB@C:BC@8. # :0B53>@870FV9=><C <>4CAV 7=0E>4OBL A2>T 2V4>1@065==O 7>2=VH=V 72 O7:8 :>=F5?BC, :>;8 :>=F5?B AB0T >@30=V70FV9=8< F5=B@>< 2V4?>2V4=>W ?>=OBV9=>W :0B53>@VW [9, A. 55]. 5B>48:0 >?5@0FV9=8E <>4CAV2 H8@>:> 70AB>A>2CTBLAO 4;O AB@C:BC@C20==O :>=F5?BV2 C ACG0A=V9 :>3=VB82=V9 ;V=32VAB8FV [5, A. 8]. >73;O40NG8 :>=F5?B PERSONAL NAME C @0<:0E A8AB5<0B870FV9=>3> <>4CAC, 22060T<> 70 4>FV;L=5 725@=CB8AO 4> 0=0;V7C A;>2=8:>28E 45DV=VFV9 V<5==8:0 name, >A:V;L:8 A0<5 B0:8< G8=>< <>6=0 >B@8<0B8 2V4><>ABV ?@> ACB=VA=V >7=0:8 V<5=V. <VAB>2=89 <V=V<C< :>=F5?B0 ?@54AB02;5=> 2 A;>20@=8E 45DV=VFVOE [4, A. 147].  0=3;V9AL:8E A;>2=8:0E-B570C@CA0E [11; 12; 13] 7=0E>48<> B0:V 287=0G5==O ;5:A5<8 Ťnameť: word by which individual person, animal, place, or thing, is spoken of or to; word denoting any object of thought, esp. one applicable to many individuals; person as known, famed, or spoken of; all who go under one name, family, clan, people; reputation; merely nominal existence, practically non-existent thing; a word or words by which a person, place or thing is known; a noted person; a word or term by which a person or thing is commonly and distinctively known; mere outward appearance or form as opposed to fact (in name); a word, title, or phrase descriptive of character, usually abusive or derogatory; reputation, esp, if unspecified, good reputation; a famous person or thing; a member of Lloyd’s who provides part of the capital of a syndicate and shares in its profits or losses but does not arrange its business. 0 @57C;LB0B0<8 45DV=VB82=>3> 0=0;V7C 0=3;><>2=8E ;5:A8:>3@0DVG=8E 465@5; 284V;OT<> >A=>2=V A5<0=B8G=V >7=0:8 V<5=V :>=F5?BC PERSONAL NAME, ;5:A5<8 name: =07820==O ;N48=8: His name really is George Washington. @5?CB0FVO ;N48=8: He wanted to protect his good name. V< O 2V4><>W ;N48=8, WW A;020: They studied all the great names in the history of France. @>48=0, @V4 70 G>;>2VG>N ;V=VTN: He had no sons and there was no one to carry on his name. >1@07;82V ?@V728AL:0: Sticks and stones may break my bones but names can never hurt me! 5:A8G=V 7=0G5==O A;V2 C :>3=VB82=><C 0A?5:BV T A:;04=8<8 CB2>@5==O<8, AB@C:BC@0 O:8E 2V4>1@060T 72 O7:8 B0 2V4=>H5==O :>=F5?BC0;L=8E A8AB5< A2V4><>ABV. !B@C:BC@C ;5:A8G=>3> 7=0G5==O CB2>@5=>, ?5@H 70 2A5, ;>3VG=8<8 72O7:0<8, C F5=B@V O:8E 7=0E>48BLAO V=B5=AV>=0;L=5 O4@>, V O:V >E>?;NNBL B0:>6 V<?;V:0FV9=V >7=0:8, O:V CB2>@NNBL ?5@8D5@VN. <?;V:0FVO >7=0: <>65 1CB8 >1>2O7:>2>N (6>@AB:>N / 28A>:> 2V@>3V4=>N / 28A>:> 9<>2V@=>N) V A;01:>N (2V;L=>N) [8, c. 74]. 091V;LH =01;865=>N 4> O4@0 AD5@>N T A8;L=89 V<?;V:0FV>=0;, I> ?>4V;OTBLAO =0 6>@AB:89 V<?;V:0FV>=0;, 28@065=89 AC:C?=VABN >7=0:, I> =5 2V4>1@065=V 2 V=B5=AV>=0;V 7=0G5==O ?@O<>, 0;5 ?>2O70=V 7 =8< >1>2 O7:>2>N V<?;V:0FVTN, B0 28A>:> 9<>2V@=89 V<?;V:0FV>=0; O:89 ?@54AB02;5=89 AC:C?=VABN >7=0:, I> V<?;V:CNBLAO 7 1V;LH>N 2V@>3V4=VABN ?@8 ?52=><C V=B5=AV>=0;V. 572060NG8 =0 B5, I> V=B5=AV>=0; B0 V<?;V:0FV>=0; >18420 T G0AB8=0<8 7=0G5==O, <V6 =8<8 VA=CT ACBBT20 @V7=8FO. =B5=AV>=0;  F5 70:@8B0 6>@AB:0 AB@C:BC@0 :V=F52>W <=>68=8 >7=0:. <?;V:0FV>=0;  2V4:@8B0 9<>2V@=0 AB@C:BC@0 =5:V=F52>W <=>68=8 >7=0: [8, c. 74-75]. 5>1EV4=> ?V4:@5A;8B8, I> <V6 V=B5=AV>=0;>< B0 V<?;V:0FV>=0;>< V<5=V G0AB> =5<0T 6>@AB:>W @V7=8FV 9 2V4B0: V=B5=AV>=0;L=5 O4@> 7=0G5==O <>65 ?>ABC?>2> ?5@5E>48B8 4> V<?;V:0FV9=>3> ?>;O. [8, A. 74]. 7=0:8 A8;L=>3> V<?;V:0FV>=0;0 =01;865=V 4> V=B5=AV>=0;L=>3> O4@0, >4=0: =5 2E>4OBL 4> =L>3>. !;01:89 V<?;V:0FV>=0; 70;CG0T >7=0:8, I> 9<>2V@=> <>6CBL 1CB8 ?@8ACB=V 01> =02?0:8 2V4ACB=V C ;5:A8G=><C 7=0G5==V ?52=>3> A;>20 [8, A. 72-76]. ;O 284V;5==O V=B5=AV>=0;0 A:>@8ABCT<>AO 0=0;V7>< A;>2=8:>28E 45DV=VFV9 V<5=V :>=F5?BC PERSONAL NAME. 65 287=0G5=V 28I5 >7=0:8 :>=F5?BC PERSONAL NAME, 0 A0<5 =07820==O ;N48=8, WW @5?CB0FVO, A;020, @>48=0, >1@07;82V ?@V728AL:0,  V A:;040NBL V=B5=AV>=0; 7=0G5==O ;5:A5<8-V<5=V :>=F5?BC V, 2V4?>2V4=>, O4@> :>=F5?BC PERSONAL NAME. !8;L=89 B0 A;01:89 V<?;V:0FV>=0;8 287=0G0T<> H;OE>< 0=0;V7C :>@?CAC ?@8:;04V2 B0 2AB0=>2;5==O G0AB>B=>ABV :>6=>W 7 V<?;V:0FV9=8E >7=0:. 0<8 1C;> @>73;O=CB> 73 ?@8:;048 28:>@8AB0==O V<5=V 40=>3> :>=F5?BC 2 British National Corpus [10]. 0 4>?><>3>N ;V=32>AB0B8AB8G=>3> 0=0;V7C [1] 287=0G5=> B0:V V<?;V:0FV9=V >7=0:8 :>=F5?BC PERSONAL NAME, O:-B>: =0;56=VABL (27,3%):  HYPERLINK "http://thetis1.bl.uk/BNCbib/CR.html" \l "CRE" CRE 371 And when, on occasion, his name did creep into a scandal-sheet or a confessional biography, he was invariably painted as the patron saint of lost souls. =0720 (20,5%):  HYPERLINK "http://thetis1.bl.uk/BNCbib/CB.html" \l "CBW" CBW 426 The practice will keep the name Hook Harris. 7304C20==O (20,5%):  HYPERLINK "http://thetis1.bl.uk/BNCbib/H8.html" \l "H89" H89 1714 She died in great pain, swollen out like a hogshead, leaving behind her the name of great lasciviousness. 2;040 (16,4%):  HYPERLINK "http://thetis1.bl.uk/BNCbib/HA.html" \l "HAE" HAE 2330 It was a name that would go down in history. 2:07V2:0 (8,2%):  HYPERLINK "http://thetis1.bl.uk/BNCbib/CE.html" \l "CEJ" CEJ 386 The evidence from the Acts of the Apostles suggests that baptism in the earliest days of the Church was in the name of Jesus only. DV:B82=VABL (4,1%):  HYPERLINK "http://thetis1.bl.uk/BNCbib/HX.html" \l "HXX" HXX 851 Having established his rule over the English at least in name, another pressing need was the reward of his army. :0=4840BC@0 (1,3%):  HYPERLINK "http://thetis1.bl.uk/BNCbib/FY.html" \l "FYY" FYY 2044 He takes the band off and starts to sort through; he ticks off one more name from the Yearbook's list of radio stations, and then copies its telephone number across onto his checklist. 7=0:8 V=B5=AV>=0;C B0 A8;L=>3> V<?;V:0FV>=0;C :>=F5?BC PERSONAL NAME, <V6 O:8<8 =5<0T GVB:>3> :>@4>=C B0 :V;L:VABL O:8E T :V=F52>N, >1C<>2;NNBL 7<VAB V450;V7>20=>W :>3=VB82=>W <>45;V >A>18AB>3> V< O ;N48=8. V;L:VABL >7=0: A;01:>3> V<?;V:0FV>=0;C :>=F5?BC PERSONAL NAME =5 T :V=F52>N, I> A2V4G8BL ?@> 2V4:@8BC 48=0<VG=C AB@C:BC@C >AB0==L>3>. ?8A >7=0:, O:V CB2>@NNBL V=B5=AV>=0; B0 V<?;V:0FV>=0; :>=F5?BC PERSONAL NAME, 287=0G0NBL >1AO38 =>@<0B82=>3> <>4CAC :>=F5?BC. ;O A?V22V4=5A5==O <V6 A>1>N 2AB0=>2;5=8E >7=0: 70AB>A>2CT<> <5B>48:C D@59<>2>3> <>45;N20==O :>=F5?BC !.. 01>B8=AL:>W, O:0 284V;OT ?OBL 107>28E D@59<V2, I> <0NBL <>48DV:0FVW B0 CB2>@NNBL D@59<>2C <5@56C, 0 A0<5: ?@54<5B=89 D@59<, V45>3@0DVG=89 D@59<, ?>A5AA82=89 D@59<, 0:FV>=0;L=89 D@59< B0 :><?0@0B82=89 D@59<. !;>B8 D@59<V2 <VABOBL 0:B0=BV2, I> =04V;5=V ?52=8<8 0@3C<5=B=8<8 @>;O<8 (70 $V;;<>@>< 12). $@59<8 =0720=V Ť107>28<8ť, 2 72O7:C 7 B8<, I> 2>=8 45<>=AB@CNBL =091V;LH 7030;L=V ?@8=F8?8 :0B53>@870FVW B0 >@30=V70FVW 25@10;V7>20=>W V=D>@<0FVW [2; 3]. "0:V <V6D@59<>2V <5@56V <>6CBL 28:>@8AB>2C20B8AO 4;O AB@C:BC@C20==O V=D>@<0FVW, O:0 ?@54AB02;5=0 ;5:A8G=8< ?>;5<, G8 >:@5<>N >48=8F5N [2, A. 84]. 0 !.. 01>B8=AL:>N [2, A. 89-90], <8 287=0T<>, I> 107>2V D@59<8 28:>@8AB>2CNBLAO O: Ť1C4V25;L=V 1;>:8ť 4;O 2V4B2>@5==O :>=F5?BC0;L=>3> >AB>20 704;O <5=B0;L=>3> CO2;5==O BVTW G8 V=H>W AD5@8 ;N4AL:>3> 4>A2V4C, O:0, 2 A2>N G5@3C, 287=0G0T :V;L:VABL B0:8E 1;>:V2 8 WE O:VA=89 A:;04. @8 FL><C :>=F5?BC0;L=0 AB@C:BC@0 7=0G5==O A;>20 <0T 2V4:@8BVABL, B><C I> <>65 @>7H8@N20B8AO 70 @0EC=>: ?>40;LH>W Ť=041C4>28ť. >73;O=5<> V< O ;N48=8 (personal name): "0:A>=><VG=89 D@59<  )-284 (personal name) T )-@V4 (part of a full name).  HYPERLINK "http://thetis1.bl.uk/BNCbib/AH.html" \l "AHU" AHU 958 Of course if your first name is Sebastian and your last name is Coe, then the scientists' method is a good one to follow, but if you're just an average slob like me, then my method is not a bad alternative. @54<5B=89 D@59<  ) (personal name) T !", (one, two etc.), T (formal, informal etc.)  HYPERLINK "http://thetis1.bl.uk/BNCbib/AR.html" \l "ARK" ARK 2546 He reserved two rooms in the name James Gage and arranged to meet Paula in the dining-room; VA=CT " (changes, does not change)  HYPERLINK "http://thetis1.bl.uk/BNCbib/CH.html" \l "CH6" CH6 2613 The former love, who did not want his name revealed, said Suzannah had two grown-up sons; VA=CT " (England, Washington), VA=CT " (then, now)  HYPERLINK "http://thetis1.bl.uk/BNCbib/CJ.html" \l "CJH" CJH 357 To me and thousands more the name of Wester Ross lives on. ><?0@0B82=89 D@59<  " (known, forgotten) )-@5D5@5=B (personal name) T O: 18 " (known) )-:>@@5;OB (A;020)  HYPERLINK "http://thetis1.bl.uk/BNCbib/AS.html" \l "ASJ" ASJ 395 ...we hurried to bring to his notice the only name which seems to have power in Syria, that famous name of the hydra-headed, the indispensable , the world-wide Cook. >A5A82=89 D@59<  )-FV;5 (personal name) <0T )-G0AB8=8 (nickname, short name, derivate).  HYPERLINK "http://thetis1.bl.uk/BNCbib/EX.html" \l "EX7" EX7 30 To think that your name was She until you were about four. :FV>=0;L=89 D@59<  %"-035=A (human) 4VT (changes, mentions) =0 )->1 T:B (personal name).  HYPERLINK "http://thetis1.bl.uk/BNCbib/A9.html" \l "A9F" A9F 457 At a meeting yesterday to draft tactics after the resignation of the Prime Minister, Mr Ladislav Adamec, the Forum's leaders were believed to have discussed putting Mr Havel's name forward for the post of head of state.  HYPERLINK "http://thetis1.bl.uk/BNCbib/K8.html" \l "K8T" K8T 1654 Daphne treated them all with the same disdain, confiding in me that her one true love was still serving on the Western Front; not that she once mentioned his name in my presence. ">1B>, ?@8 0=0;V7V ;5:A8G=>3> 7=0G5==O 284V;5=V 2 @57C;LB0BV :><?>=5=B=>3> 0=0;87C A5<8 A?V22V4=>AOBLAO 7 2C7;0<8 9 2V4=>H5==O<8 C D@59<>2V9 <5@56V, I> 28ABC?0NBL O: 4><5=8 4;O :>6=>3> 7 ?@54AB02;5=>3> A5<0<8 :>=F5?BV2. &V :>=F5?B8, C A2>N G5@3C, ?>T4=CNBLAO C <560E :>=F5?B>AD5@8. >73;O=5<> <5@56=C AB@C:BC@C :>=F5?B>AD5@8 PERSONAL NAME, I> T ?>=OBV9=>N >A=>2>N 4;O 2V4?>2V4=>3> ;5:A8:>-A5<0=B8G=>3> ?>;O V<5==8:V2 ACG0A=>W 0=3;V9AL:>W <>28. &O :>=F5?B>AD5@0 D>@<CTBLAO H;OE>< A?V2?>;>65==O B@L>E >A=>2=8E 4><5=V2: )-V< O, I> =0;568BL ;N48=V, %"-;N48=0 7 O:8<>AL V< O< (4>1@8< G8 ?>30=8<), %"-;N48=0, I> 40T V< O, V<5=CT. ><5=8 ?>2 O70=V <V6 A>1>N G5@57 B@8 0:FV>=0;L=V D@59<0: (1) %"-035=A (parents) @>18BL )->1 T:B/@57C;LB0B (give name, christen) 4;O %"-15=5DVFVO=B0 (human)  HYPERLINK "http://thetis1.bl.uk/BNCbib/CC.html" \l "CCA" CCA 1689 4 We will acknowledge your contribution by including your name as --; in the credits of the video;  HYPERLINK "http://thetis1.bl.uk/BNCbib/FP.html" \l "FPM" FPM 2232 Strike his name from the list. (2) %"-035=A (human) 4VT (changes, conceals) =0 )->1 T:B (personal name)  HYPERLINK "http://thetis1.bl.uk/BNCbib/KB.html" \l "KB7" KB7 15630 Well we give his name didn't we?  HYPERLINK "http://thetis1.bl.uk/BNCbib/ED.html" \l "EDJ" EDJ 271 He's got this really boring name  Stuart Hughes; (3) ) (name) 4VT:  HYPERLINK "http://thetis1.bl.uk/BNCbib/H8.html" \l "H85" H85 964 By some freak of the acoustics his name seemed to echo round and round the chamber.  HYPERLINK "http://thetis1.bl.uk/BNCbib/K5.html" \l "K55" K55 2660 The name of the dead man is not being released until relatives are contacted.  AB@C:BC@V >A=>2=>3> 4><5=C   )-V< O, I> =0;568BL ;N48=V  ?@54AB02;5=V ?@54<5B=89, ?>A5A82=89 B0 :><?0@0B82=89 D@59<8: @54<5B=89 D@59<. ) T " (D>@<0, 4>268=0 V B.V=.): long name, pronounced name, original name; ) T !", several middle names/nicknames; ) VA=CT ": imagined name. @54<5B=89 D@59< + :><?0@0B82=89 D@59< " (D>@<0) )-@5D5@5=B T O: 18 " (D>@<0) )-:>@@5;OB: A bad name brings bad fame. >A5A82=89 D@59< + ?@54<5B=89 D@59< )-FV;5 <0T )-G0AB8=C: derivate, moniker; )-FV;5 <0T " )-G0AB8=C: diminutive name, funny nickname.  AB@C:BC@V 4><5=C  %"-;N48=0 7 O:8<>AL V< O< T ?>A5A82=89, ?@54<5B=89 B0 0:FV>=0;L=89 D@59<8. >A5A82=89 D@59< %"-;N48=0 <0T )-V< O/@5?CB0FVN: a good name, Freud s name. @54<5B=89 D@59< %"-;N48=0 T " (@V4, ?@>D5AVO): boy s name. :FV>=0;L=89 D@59< %"-035=A " V<5=CT )->1 T:B: cursed name, sacral name. %"-035=A " <0T )->1 T:B: foreign name. %"-035=A " (>A>1;820 ?>4VO, G0A) <0T )->1 T:B: a child s sobriquet, gamer s nicknames, precedent names. %"-035=A <0T )->1 T:B 4;O " (284 4VO;L=>ABV): subculture monikers, computer nicknames. !B@C:BC@>N 4><5=0  %"-;N48=0, I> 40T V< O, V<5=CT T 0:FV>=0;L=89 D@59<: %"-035=A (10BL:8) 4VNBL =0 )->1 T:B (<0;O): named after his grandfather. "0:8< G8=><, :>=F5?B PERSONAL NAME O2;OT A>1>N A8AB5<C ?>2 O70=8E <V6 A>1>N >7=0:, I> A?V22V4=>AOBLAO 7 2C7;0<8 9 2V4=>H5==O<8 C 2V4?>2V4=V9 D@59<>2V9 <5@56V.  ?5@A?5:B82V ?;0=CTBLAO @>73;O=CB8 AB@C:BC@C :>=F5?BC PERSONAL NAME 2 5;5:B@>==><C 48A:C@AV. VB5@0BC@0 1. >;>28= .. /7K: 8 AB0B8AB8:0 / .. >;>28=.  .: @>A25I5=85, 1971.  27 A. 2. 01>B8=A:0O !.. >=F5?BC0;L=K9 0=0;87 O7K:0: D@59<>2K5 A5B8 / !.. 01>B8=A:0O // >20. 0C:>2>-B5>@5B8G=89 G0A>?8A 7 <>2>7=02AB20.  ! 9.  @>1;5<8 ?@8:;04=>W ;V=32VAB8:8 / V4 @54. I5=:> .!.  45A0: AB@>?@8=B, 2004.  !. 81-92. 3. 01>B8=A:0O !.. >=F5?BC0;L=K9 0=0;87: B8?K D@59<>2 / !.. 01>B8=A:0O // VA=8: '5@:0A. C=-BC, 1999.  8?. 11.  !. 3-17. 4. 0@0A8: .. /7K:>2>9 :@C3: ;8G=>ABL, :>=F5?BK, 48A:C@A / .. 0@0A8:.  >;3>3@04 : 5@5<5=0, 2002.  477 A. 5. C=L>20 ".. 5:A8:0;V7>20=89 :>=F5?B  / 2 ACG0A=V9 0=3;V9AL:V9 <>2V: AB@C:BC@0 V :><1V=0B>@8:0: 48A. ... :0=4. DV;>;. =0C:: 10.02.04 / ".. C=L>20.  ., 2006.  348 A. 6. 0@B8=N: .. >=F5?B C 48A:C@A82=V9 ?0@0483<V / .. 0@B8=N: // VA=8: %0@:V2. =0F. C=-BC V<. .. 0@07V=0.  2006.  ! 725.  !. 9-12. 7. 8:8B8= .. C@A ;8=328AB8G5A:>9 A5<0=B8:8 / .. 8:8B8=.  !1 : 0CG=K9 F5=B@ ?@>1;5< 480;>30, 1996.  760 A. 8. 8:8B8= .. A=>2K ;8=328AB8G5A:>9 B5>@88 7=0G5=8O : CG51. ?>A>185 / .. 8:8B8=.  . : KAH. H:., 1988.  168 A. 9. 8:8B8= .. 0725@=CBK5 B578AK > :>=F5?B0E / .. 8:8B8= // >?@. :>3=8B82=>9 ;8=328AB8:8.  2004.  ! 1.  !. 53-64. 10. British National Corpus (BNC) [;5:B@>==89 @5AC@A].  568< 4>ABC?0:  HYPERLINK "http://www.natcorp.ox.ac.uk/" http://www.natcorp.ox.ac.uk/ 11. Collins English Dictionary.  London : Harper Collins Publishers, 2006.  704 p. 12. Hornby A. S. Oxford Advanced Learner s Dictionary / A. S. Hornby.  Oxford : Oxford University Press, 1995.  1430 p. 13. New Webster s Dictionary and Thesaurus of the English Language.  London : Lexico Publications, Inc., 1993.  1248 p. Š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 0@B8=N:. >7<56C20==O 48A:C@AC V B5:ABC 7 ?>78FV9 V=B53@0FV9=>3> ?V4E>4C. # AB0BBV 2AB0=>2;NNBLAO :@8B5@VW @>7<56C20==O 48A:C@AC B0 B5:ABC 7 ?>78FV9 V=B53@0FV9=>3> ?V4E>4C. 8A:C@A B;C<0G8BLAO O: ?@>F5A V=B5@0:B82=>W, V=B5@AC1 T:B=>W 270T<>4VW A2V4><>AB59, A?@O<>20=89 =0 :>=AB@CN20==O <>2=8E 7=0:V2, 0 B5:AB  O: <0B5@V0;L=89 AB8<C; 28=8:=5==O 48A:C@AC. ;NG>2V A;>20: 48A:C@A, D>@<0;L=89, DC=:FV>=0;L=89 (A8BC0B82=89, A5<V>B8G=89) B0 V=B53@0FV9=89 ?V4E>48, B5:AB. A.P. Martynyuk. Differentiating discourse and text on the basis of the integrational approach. This paper provides criteria of differentiating discourse and text on the basis of the integrational approach. Discourse is viewed as a subject-subject process of interaction of minds aimed at constructing language signs, while text is considered as a stimulus for such interaction. Key words: discourse, structural, functional (situational, semiotic) and integrational approaches, text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 198]: AB@C:BC@=>5 ?@54AB02;5=85 O7K:0 2 2845 C@>2=59 >1>A=>2K205BAO :>=AB8BC5=B0<8 MB8E C@>2=59, 0 DC=:F8>=0;L=>5  A?>A>10<8 2708<>459AB28O <564C 548=8F0<8, 2K?>;=ONI8<8 >?@545;5==CN DC=:F8>=0;L=CN @>;L, 8 :>=B5:AB>< [32, A. 198].  A8;C MB>3> DC=:F8>=0;L=>5 ?> A2>59 ACB8 >B=>H5=85 O7K:0 : <8@C 2 48A:C@A5 =5 O2;O5BAO 7040==K<, AB0B8G=K< [18, A. 142];  >=> ?>AB>O==> A>7405BAO 8 ?>445@68205BAO :><<C=8:0=B0<8, ?>A:>;L:C 2K?>;=O5B >?@545;5==CN DC=:F8N [32, A. 205], 8 MB0 DC=:F8O 20@L8@C5B 2 7028A8<>AB8 >B :>=B5:AB0 48A:C@A0. >=OB85 :>=B5:AB0 A>AB02;O5B 3;02=K9 ?@54<5B @07=>3;0A89 D>@<0;8AB>2 8 DC=:F8>=0;8AB>2. @8 D>@<0;L=>< ?>4E>45 :>=B5:AB >3@0=8G5= 4@C38<8 O7K:>2K<8 548=8F0<8, 0 ?@8 DC=:F8>=0;L=>< >= 2:;NG05B <5=B0;L=K9 8 A>F80;L=K9  687=5==K9 <8@ :><<C=8:0=B>2 [18, A. 140]. $>@<0;L=>5 ?@54AB02;5=85 > 48A:C@A5 :0: >  O7K:5 2KH5 C@>2=O ?@54;>65=8O ( language above the sentence or the clause [35, A. 1]) @50;87C5BAO 2 B0:>3> @>40 >?@545;5=8OE:  >4 48A:C@A>< <& > 1C4CB ?>=8<0BLAO 420 848 =5A:>;L:> ?@54;>65=89, =0E>4OI8EAO 4@C3 A 4@C3>< 2 A<KA;>2>9 A2O78 [11, A. 10];  48A:C@A  B5:AB A2O7=>9 @5G8, A>AB>OI89 87 ?>A;54>20B5;L=>AB8 :><<C=8:0B82=KE 548=8F O7K:0, ?@52KH0NI8E ?> >1J5<C ?@>AB>5 ?@54;>65=85, :>B>@>5 =0E>48BAO 2 A<KA;>2>9 A2O78, 2K@065==>9 ;8=328AB8G5A:8<8 A@54AB20<8 [5, A. 19]. >4>1=>5 B>;:>20=85 ?>@>6405B ?@>B82>?>AB02;5=8O ?8AL<5==K9 B5:AB :: CAB=K9 48A:C@A, <>=>;>38G5A:89 B5:AB :: 480;>38G5A:89 48A:C@A, :>B>@K5, 2?@>G5<, ;53:> ?@5>4>;520NBAO ?@8 1>;55 3;C1>:>< ?@>=8:=>25=88 2 ACBL 0=0;878@C5<KE O2;5=89. 5@2>5 ?@>B82>?>AB02;5=85 =>A8B C?@>I5==K9 E0@0:B5@, B0: :0: A2>48B 25AL >1J5< @0AA<0B@8205<KE ?>=OB89 : 42C< D>@<0< O7K:>2>9 45OB5;L=>AB8, 0 2B>@>5  CA;>2=K9, B0: :0: ;N10O @5G520O 45OB5;L=>ABL, 2 B>< G8A;5 8 <>=>;>38G5A:0O, 480;>38G=0 ?> ?@8@>45, :0:, A>1AB25==>, 8 O7K:, 8 A>7=0=85 [2, A. 303-306]. @8 DC=:F8>=0;L=>< ?>4E>45 48A:C@A B@0:BCNB H8@>:>, ?>42>4O ?>4 MB> ?>=OB85 2A5, GB> 3>2>@8BAO 8;8 ?8H5BAO ([3, A. 3]; A<. 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(52G5=:>, . . >@>7>20 // VA=8: %0@:V2AL:>3> =0FV>=0;L=>3> C=V25@A8B5BC V<5=V . . 0@07V=0.  2003.  ! 586.  !.33-38. 29. /7K:>7=0=85. >;LH>9 M=F8:;>?548G5A:89 A;>20@L / [?>4 >1I59 @54. . . /@F52>9].  . : >;LH0O >AA89A:0O -=F8:;>?548O, 1998.  685 A. 30. Brown G. Discourse analysis / Brown G., Yule G.  Cambridge : Cambridge Univ.Press, 1983.  288 p. 31. Fasold R. Sociolinguistics of language / Fasold R. – L.; N.Y. : Longman, 1990. – 201 p. 32. Harder P. Partial autonomy: Ontology and methodology in cognitive linguistics / P. Harder // Cognitive linguistics: Foundations, scope, methodology. – [Ed. By Th. Janssen, G. Redecker]. – Berlin, N.Y. : Mouton de Gruyter, 1999. – P. 195-222. 33. Ostman J. Discouse analysis / J. Ostman, T. Virtanen // Handbook of pragmatics: Manual. – Amsterdam, Phil. : John Benjamins, 1995. – P. 239-253. 34. Shiffrin D. Approaches to discourse / Shiffrin D. – Oxford; Cambridge : Blackwell, 1994.  470 p. 35. Stubbs M. Discourse analysis: the sociolinguistic analysis of natural language / Stubbs M.  Oxford : Blackwell, 1983.  272 c. Š .. 0@BK=N:, 2009 # 811.112 42 37 " ' "/ / &"  " 57C3;0 . ., :0=4. DV;>;. =0C: (%0@:V2) !B0BBO ?@8A2OG5=0 0=0;V7C AB@C:BC@ @8B>@8G=>3> 70?8B0==O. # =V<5FL:><>2=><C 4V0;>3VG=><C 48A:C@AV FV AB@C:BC@8 @50;V7CNBL V<?;VF8B=V <>2;5==T2V 0:B8: :>=25=FV>=0;V7>20=V (V=48@5:B=V) <>2;5==T2V 0:B8 0A5@B82=>3>, 48@5:B82=>3>, :><VA82=>3> B0 5:A?@5A82=>3> B8?V2, B0 V<?;V:0B82=V (?>;VV<?;V:0B82=V <>2;5==T2V 0:B8 7 V@>=VG=8< ?5@5>A<8A;5==O V 157 =L>3>). ;NG>2V A;>20: 48A:C@A, V;;>:CFVO, V<?;VF8B=89 <>2;5==T289 0:B, ?@>?>78FVO, @8B>@8G=5 70?8B0==O. . . 57C3;0O. 8B>@8G5A:85 2>?@>AK :0: 8<?;8F8B=K5 @5G52K5 0:BK. !B0BLO ?>A2OI5=0 0=0;87C AB@C:BC@ @8B>@8G5A:>3> 2>?@>A0.  =5<5F:>O7KG=>< 480;>38G5A:>< 48A:C@A5 MB8 AB@C:BC@K @50;87CNB 8<?;8F8B=K5 @5G52K5 0:BK: :>=25=F8>=0;878@>20==K5 (:>A25==K5) @5G52K5 0:BK 0AA5@B82=>3>, 48@5:B82=>3>, :><8AA82=>3> 8 M:A?@5AA82=>3> B8?>2, 8 8<?;8:0B82=K5 (?>;88<?;8:0B82=K5 @5G52K5 0:BK A 8@>=8G5A:8< ?5@5>A<KA;5=85< 8 157 =53>). ;NG52K5 A;>20: 48A:C@A, 8;;>:CF8O, 8<?;8F8B=K9 @5G52>9 0:B, ?@>?>78F8O, @8B>@8G5A:89 2>?@>A. L.R. Bezugla. Rhetorical questions as implicit speech acts. The article deals with analysis of rhetorical question structures. In German dialogical discourse these structures realize implicit speech acts: conventionalized (indirect) speech acts of assertive, directive, commissive and expressive types, and implicative (poly-implicative speech acts with ironical meaning and without it). Key words: discourse, illocution, implicit speech act, proposition, rhetorical question. =B@>?>F5=B@8G=89 ?>3;O4 =0 4>A;V46C20=V O28I0, O:89 ?0=CT 2 ACG0A=V9 ;V=32VAB8FV, 7=0E>48BL ?@>O2 C ?>A8;5==V C2038 4> 282G5==O A<8A;V2, O:V 2 E>4V @50;V70FVW 4V0;>3VG=>3> 48A:C@AC 70;8H0NBLAO  ?><V6 @O4:V2 , 0;5 <0NBL ACBBT25 7=0G5==O 4;O 9>3> 7<VAB>28E, B5;5>;>3VG=8E, ;V=32>AB@0B53VG=8E V V=B5@0:FV9=8E ?>:07=8:V2. >A;V465==O V<?;VF8B=8E A<8A;V2 =0HB>2ECTBLAO =0 ?8B0==O, G8 T 2>=8 28@065=8<8 2 48A:C@AV. V4?>2V4L :@8TBLAO 2 A5<V>B8G=><C ?V4E>4V 4> ?@>1;5<8. /:I> A<8A; =5 ‘@C=BCTBLAO =0 7=0:C, 2V= =5 T A<8A;><. 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c. 133; 8, c. 269], :>B@V 287=0G0NBLAO O:  :>=AB@C:FVW, I> 1C4CNBLAO =5 70 0:B82=> 4VNG8<8 ?@028;0<8, 0 70 ABV9:8<8 <>45;O<8 V4V><0B8G=>3> E0@0:B5@C, O:V 70:@V?8;8AO 2 <>2V [8, c. 279]. # =V<5FL:V9 <>2V @8B>@8G=V 70?8B0==O <0NBL B0:V 107>2V <>45;V: 1. Verb& (vielleicht / etwa / denn / eigentlich / halt) & nicht& ? +> Verb & : (1) Mrschitzka: Mir scheint, du bist angeheitert und siehst schwarz. Szamek: Schwarz ist noch viel zu weiß. Mrschitzka: Hättest halt das Fräulein Tochter nicht dem Schicksal überlassen wollen? (+> Du hast die Tochter dem Schicksal überlassen sollen) Szamek: Dem Schicksal? Mrschitzka: Hast doch gesagt. (Horváth: Hin und her, S. 246) 2. Verb … (vielleicht / etwa / denn / eigentlich) …? +> Verb … nicht (Kann man …? Man kann nicht …): (2) Leiper: Arbeiten wollen die nicht. Das ists. Wenn schlechte Zeiten kommen – Sorm unterbricht: Wir haben keine schlechte Zeiten! Komm mir nicht immer mit diesen dummen Argumenten. Arbeitest du vielleicht? (+> Du arbeitest nicht) Die Hälfte von meiner Arbeit ist, deine Fehler wieder gerad biegen. Ich will das Geschäft, bevor dus kaputt gemacht hast. (Sperr, S. 271) 3. Wer / Wem / Wen … (schon / auch / überhaupt / denn / eigentlich / wohl / bloß) …? +> Niemand …: (3) Der Mann: Und zu niemandem ein Wort, auf gar keinen Fall! Knarrpanti: Aber mein Herr! Wer, wenn ich ihm von unserem Geheimnis erzählte, würde mir denn glauben? (+> Niemand würde mir glauben) Die Leute wollen doch für alles eine Erklärung. (Stolper, S. ?) 4. Was … (schon / auch / überhaupt / denn / eigentlich / wohl / bloß) …? +> Nichts …: (4) Albert: Gut. jetzt wette ich! Hundert gegen eins! Silberling: Abgemacht! Auch hundert gegen zwei! Nicolo: Zu gewagt! Albert braust auf: Was versteht denn ihr schon davon? (+> Ihr versteht nichts davon) (Horváth: Die Bekannte aus der Seine, S. 142) 5. Warum / Weshalb soll … (denn / eigentlich) … (nicht)? +> Es soll (nicht) …: (5) Anni: So was passiert nicht alle Tage, drum muß man es feiern. Heinz: Warum denn nicht? (+> Wir sollten feiern) (Kroetz, S. 245) 6. Wozu … (auch / denn / eigentlich / überhaupt) …? +> Es gibt keinen Sinn zu …: (6) Der Mann: Du hast recht. Wozu noch mehr Porzellan zerschlagen? (+> Es hat keinen Sinn, mehr Porzellan zu zerschlagen) Bekannte: Findest du? Ich finde das ganz und gar nicht. (Stolper, S. 81) 7. Seit wann … (schon / auch / überhaupt / denn / eigentlich)? +> Nie …: (7) Janne: Ich freu mich trotzdem über die Blumen. Arno: Sehr logisch. Janne: Seit wann sind Blumen logisch? (+> Blumen sind nie logisch) Nicht einmal Papierrosen sind logisch. (Bieler, S. 28) 8. Wo … (schon / überhaupt / denn / eigentlich / wohl / bloß) … (hin)? +> Nirgendwo … (hin): (8) Härtl: Das würd ich nicht machen. Aufsteigen werden wir schon. Einen Einfluß werden wir nicht bekommen. Wo willst du hin, wenn du kündigst? (+> Du kannst nirgendwohin, wenn du kündigst) Ich hab mir das auch überlegt. (Sperr, S. ?) 9. Wer …(schon / denn / eigentlich / überhaupt) …? +> Ich …: (9) Szamek: Bring noch ein Gefäß, vielleicht trinkt auch der Mrschitzka – Eva: Und ich? Szamek: Wer hat hier Nachtdienst? Du oder ich? (+> Ich habe Nachtdienst, Du hast kein Nachtdienst) Apropos Nachtdienst: grad hab ich es deinem Konstantin ausdrücken lassen, dass du heut Nacht nicht rüberkommen tust. (Horváth: Hin und her, S. 215) 10. Wer … (schon / denn / eigentlich / überhaupt) …? +> Du / ihr / Sie …: (10) Anni: Will aber ned abtreiben. Heinz: Leise. Anni: Wer hat angefangen davon? (+> Du hast angefangen davon) Heinz: Weils mir keine Ruh laßt. (Kroetz, S. ?) :@5A;5=V <>45;V T 107>28<8 2 B><C @>7C<V==V, I> 2>=8 <>6CBL <>48DV:C20B8AO. 09G0AB>B=VH8<8 WE <>48DV:0FVO<8 T 5;V?B8G=V :>=AB@C:FVW, O:V CB2>@NNBLAO 2V4 <>45;59 O: A?5FV0;L=>-?8B0;L=>W AB@C:BC@8 (5), B0: V 7030;L=>-?8B0;L=>W, =0?@8:;04: (11) Janne: Waren Sie schon mal verheiratet? Arno: Ja. Ein Jahr. Janne: Ob Sie überhaupt mit jemandem zusammenleben können? (+> Sie können mit niemandem zusammenleben) Arno: Warum denn nicht? (+> Ich kann) (Bieler, S. 30) !B@C:BC@8 B8?V2 1-8 :20;VDV:CNBLAO O: =530B82=V @8B>@8G=V 70?8B0==O, AB@C:BC@8 B8?V2 9 B0 10  O: ?>78B82=V @8B>@8G=V 70?8B0==O [9, A. 315]. 0O2=VABL AB@C:BC@ ?>78B82=>3> B8?C T 0@3C<5=B>< =0 :>@8ABL A?@>ABC20==O 4C<:8 1030BL>E 4>A;V4=8:V2, I> C , 28@065=8E @8B>@8G=8<8 70?8B0==O<8, 2V41C20TBLAO ?5@5>A<8A;5==O ?@>?>78FVW 7 =530B82=>W 2 ?>78B82=C B0 =02?0:8 =0 >A=>2V <0:A8<8 O:>ABV .. @09A0, B>1B> ?>78B82=5 70 D>@<>N ?8B0==O 28@060T =530B82=5 AC465==O, 0 =530B82=5 ?8B0==O  ?>78B82=5 AC465==O [3; 16, A. 125]. 8 ?@8T4=CT<>AO 4> 4C<:8, I> @8B>@8G=V 70?8B0==O <0NBL :>=25=FV>=0;V7>20=C D>@<C 7024O:8 ;5:A8:0;V70FVW WE=VE D>@<0;L=>-AB@C:BC@=8E 5;5<5=BV2, F5 9 70157?5GCT 02B><0B8G=5 A?@89=OBBO ?8B0==O O: B25@465==O [12, c. 259]. 0 :>@8ABL 2V4ACB=>ABV 2 @8B>@8G=8E 70?8B0==OE ?@>?>78FV9=>3> ?5@5>A<8A;5==O 3>2>@8BL B0:>6 B>9 D0:B, I> G0AB:0 nicht C =8E DC=:FV>=CT =5 O: =530B82=0, 0 O: <>40;L=0 (=5=03>;>H5=0), I> =5 2?;820T =0 ?@>?>78FV9=89 7<VAB 28A;>2;5==O (1, 5) [10, A. 277; 11]. >40;L=V G0AB:8 2V4V3@0NBL C @8B>@8G=8E 70?8B0==OE V;;>:CB82=> <>48DV:CNGC @>;L, 4;O ?@>?>78FV9=>3> 7<VABC 2>=8 T <0;>7=0GCI8<8. 8B>@8G=V 70?8B0==O 70157?5GCNBL =5 ?@>?>78FV9=5, 0 V;;>:CB82=5 ?5@5>A<8A;5==O <>2;5==T2>3> 0:BC, A0<5 B><C WE B0:>6 =07820NBL  <>2;5==T2>0:B>28<8 V4V><0<8  AB@C:BC@0<8, 70 4>?><>3>N O:8E @50;V7CNBLAO V=48@5:B=V  [15; 17, c. 62]. 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FV==V 0A5@B828 9 >FV==V 5:A?@5A828 @>7@V7=OT<> 70 V=B5=FVTN <>2FO: ?5@;>:CB82=0 FV;L <>2FO, O:89 @50;V7CT 0A5@B82,  7<CA8B8 04@5A0B0 ?>2V@8B8, I> p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c. 126]. @>2V4=C @>;L 2V4V3@0T ?@>B8@VGGO <V6 ?@5AC?>78FVTN, 5:A?;V:>20=>N C 28A;>2;5==V, V 28EV4=8< ?@8?CI5==O< ?8B0==O, I> 7040TBLAO D>@<>N ?8B0;L=>3> @5G5==O, C B0:89 A?>AV1 04@5A0=B G5@57 :>=B5:AB ?8B0==O =02'O7CT 04@5A0B>2V 2V4?>2V4L [4, c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nicht (1, 5), schon (4), auch, wohl, bloß, vielleicht (2, 13), denn (3, 4, 5), eigentlich, halt (1), überhaupt (11), =530B82=V 709<5==8:8, =5287=0G5=>->A>1>2V 709<5==8:8 (11, 12), ?>@V2=O;L=89 ABC?V=L ?@8:<5B=8:0, <>40;L=V 4VTA;>20 (11, 12), C<>2=89 A?>AV1 4VTA;>20 (1, 3), 157>A>1>2V 709<5==8:8 es, man (12); A8=B0:A8G=V: :>=AB@C:FVW Ist es ein Wunder, dass p?, Wen wundert es, dass p?, Ist es verwunderlich, dass p?, Kann man sich wundern, dass p? B>I>, ?0@5=B5B8G=V 5;5<5=B8 Glaubst du& , Meinst du& , 5;V?B8G=V D>@<C;8 Wozu auch?, Warum (auch / denn) nicht? (5), Wo / Was (denn) sonst?, Was dann?, Wäre das nicht?, Wer weiß?, Was bringt s?, Wer sagt, dass p?, Was verlangst du mehr? Was soll s schon? Ist denn nicht?, V=25@AVO (10), AC1>@48=0FV9=89 72'O7>: @5G5=L (3, 12, 13), V=DV=VB82=V :>=AB@C:FVW Warum / Wozu& Inf? (6). @>B5, 70 4>?><>3>N @8B>@8G=8E 70?8B0=L <>6CBL @50;V7>2C20B8AO V  7 ?@>?>78FV9=8< ?5@5>A<8A;5==O<. &5 ?>;VV<?;V:0B82=V , O:V, =0 2V4<V=C 2V4 :>=25=FV>=0;V7>20=8E  (C B.G. V=48@5:B=8E), ?>B@51CNBL ;0=FN6>: C<>282>4V2, 7 >4=>3> 1>:C, V AC<VI0NBL V;;>:CB82=C B0 ?@>?>78FV9=C V<?;V:0FVN, 7 V=H>3> [2, A. 207]. @8 @50;V70FVW B0:8E  A?>G0B:C 2V41C20TBLAO V;;>:CB82=5 ?5@5>A<8A;5==O  ?8B0==O ?5@5>A<8A;NTBLAO C B25@465==O, 0 ?>BV< 4> 28@065=>W ?@>?>78FVW 4><8A;NTBLAO I5 >4=0, V<?;VF8B=0, ?@>?>78FVO 7 ?52=>N V<?;VF8B=>N V;;>:CFVTN. &5 <>65 1CB8, =0?@8:;04, 0A5@B82 (Ich liebe Sie (12)) 01> 5:A?@5A82-4>:V@ (Du verbietest deinen Arbeitern, dass sie in die Gewerkschaft eintreten (13)): (12) Arno: Ich bin wirklich froh, daß wir jetzt hier so sitzen und reden. Aber ich kann mich bei Ihnen auch nicht entschuldigen. Kann man sich denn dafür entschuldigen, dass man jemanden liebt? (+>Man kann sich nicht dafür entschuldigen, dass man jemanden liebt + Ich liebe Sie) Janne: Nein. (Bieler, S. 36) (13) 13>2>@NTBLAO ?8B0==O, G><C @>1VB=8:8 94CBL 4> DV@<8-:>=:C@5=B0. Sorm: Es geht nicht immer um Geld. Er hat mehr zu bieten. Und: verbietet er seinen Arbeitern vielleicht, daß sie in die Gewerkschaft eintreten? (+> Er verbietet seinen Arbeitern nicht, dass sie in die Gewerkschaft eintreten + Du verbietest deinen Arbeitern, dass sie in die Gewerkschaft eintreten) Laiper: Hab ich das getan? (Sperr, S. 270) 024O:8 2;0AB82>ABV ?5@54020B8 B25@465==O @8B>@8G=V 70?8B0==O <>6CBL 28@060B8 V@>=VG=V A<8A;8. >;VV<?;V:0B82=V  7 V@>=VG=8< ?5@5>A<8A;5==O< E0@0:B5@87CNBLAO =0O2=VABN =530B82=>W >FV=:8 V V;;>:CFVW 3;C7C20==O, O:0 282>48BLAO V7 28A;>2;5==O =0 >A=>2V B0: 720=>3>  =0:;040==O ?>;O@=>AB59 : Ť/: 2V4><>, V@>=VG=5 28A;>2;5==O @>7C<VTBLAO C A<8A;V, ?@>B8;56=><C 9>3> 1C:20;L=><C 7=0G5==N; C B>9 A0<89 G0A @8B>@8G=V 70?8B0==O V A0<V ?> A>1V @>7C<VNBLAO C A<8A;V, ?@>B8;56=><C 1C:20;L=><C 7=0G5==N =0O2=>W 2 =8E ?@>?>78FVW. V=CA =0 <V=CA 40T ?;NA, V ?>;O@=VABL =0 ?>25@E=V 7=8:0T, 0 2A5@548=V 28A;>2;5==O 28O2;OTBLAO  42VGV ?>;O@=8< ť [7]. # =0ABC?=><C 48A:C@A82=><C D@03<5=BV >1'T:B>< =530B82=>W >FV=:8 28ABC?0T A0< <>25FL (A0<>V@>=VO): (14) 02;VG5: ?@>?>=CT >ABO=B8=C ?5@59B8 :>@4>= 9 ?>OA=8B8 ?@8:>@4>==V9 A;C61V, I> ?5@51C20B8 =0 FV9 AB>@>=V 2V= =5 <0T ?@020. Konstantin: Ich hinüber? In Uniform? <..> Ausgeschlossen! Ich darf ja nicht mal auf die Brücke und derweit ist die doch nur neutral! Jetzt erst noch auf das andere Ufer – das ist grotesk! Havlicek: Und ich bin vielleicht nicht grotesk? (+> Ich bin grotesk) Großer Gott, wie kompliziert! Konstantin: Völkerrecht, Herr! Haag und Genf. (Horváth: Hin und her, S. 224) !?@><>6=VABL @8B>@8G=8E 70?8B0=L 4> @50;V70FVW ;8H5 V<?;VF8B=8E  70A2V4GCT WE=V9 48A:C@A82=89 E0@0:B5@, >A:V;L:8 @8B>@8G=V 70?8B0==O 7024O:8 A2>W9 A8=B0:A8G=V9 A?5F8DVFV 70157?5GCNBL @5B@>- V ?@>A?5:B82=V 48A:C@A82=V 72 O7:8,  1C4CG8 BVTN :;NG>2>N ;0=:>N 48A:C@AC, :>B@0  71C46CT , ?@>4C:CT (C AC:C?=>ABV 7 V=H8<8 5;5<5=B0<8 48A:C@AC) V<?;VF8B=89 48A:C@A82=89 ;0=FN6>: [7]. V4AC<>2CNG8 28:;045=V ?>;>65==O, 707=0G8<>, I> @8B>@8G=V 70?8B0==O, 45<>=AB@CNG8 A?5F8DVG=V 2;0AB82>ABV <>2=>3> 28@065==O, 28ABC?0NBL C =V<5FL:><>2=><C 4V0;>3VG=><C 48A:C@AV O: V<?;VF8B=V : :>=25=FV>=0;V7>20=V (V=48@5:B=V)  0A5@B82=>3>, 5:A?@5A82=>3>, :><VA82=>3> B0 48@5:B82=>3> B8?C, B0 V<?;V:0B82=V (?>;VV<?;V:0B82=V  7 V@>=VG=8< ?5@5>A<8A;5==O V 157 =L>3>). 5@A?5:B828 4>A;V465==O 287=0G0NBLAO =5>1EV4=VABN ?>3;81;5=>3> 282G5==O AB@C:BC@=8E <>45;59 @8B>@8G=8E 70?8B0=L 7 C@0EC20==O< >A>1;82>AB59 48A:C@A82=>W V<?;V:0FVW 2 WE=V9 @50;V70FVW, 0=0;V7C AB@0B53VG=8E 0A?5:BV2 WE 26820==O C 48A:C@AV, 0 B0:>6 70;CG5==O 4V0E@>=VG=>3> ?V4E>4C 4> @>73;O4C @5;520=B=8E O28I. " "#  1. 0F528G $.!. A=>28 :><C=V:0B82=>W ;V=32VAB8:8 : ?V4@CG=8: / $.!. 0F528G.  . : :045<VO, 2004.  342 A. 2. 57C3;0 . . 5@10;V70FVO V<?;VF8B=8E A<8A;V2 C =V<5FL:><>2=><C 4V0;>3VG=><C 48A:C@AV : <>=>3@0DVO / . . 57C3;0.  %0@:V2 : %0@:V2AL:89 =0F. C=-B V<5=V .. 0@07V=0, 2007.  332 A. 3. @09A . >38:0 8 @5G52>5 >1I5=85; ?5@. A 0=3;. .. "C@>2A:>3> // >2>5 2 70@C156=>9 ;8=328AB8:5.  .: @>3@5AA, 1985.  K?. 16.  !. 217 237. 4. 0A;5==8:>20 .. 5AB> @8B>@8G5A:>3> 2>?@>A0 2 0=B@>?>F5=B@8G5A:>9 ?0@0483<5 / .. 0A;5==8:>20 // =B@>?>F5=B@87< 2 O7K:5 8 @5G8.  !1. : 74-2> !.-5B5@1. C=-B0, 2003.  !. 68 75. 5. 0@E><5=:> .$. ><<C=8:0B82=>-AB8;8AB8G5A:85 0A?5:BK @8B>@8G5A:>3> 2>?@>A0 / .$. 0@E><5=:> // 5AB=8: 852. C=-B0.  1987.  K?. 21.  !. 40 42. 6. !028F:89 .. A=>2K >1I59 B5>@88 848><0B8:8 : <>=>3@0D8O / .. !028F:89.  . : =>78A, 2006.  208 A. 7. (0BC=>2A:89 .. 8B>@8G5A:85 2>?@>AK :0: D>@<0 03@5AA82=>3> @5G52>3> ?>2545=8O / .. (0BC=>2A:89 / 3@5AA8O 2 O7K:5 8 @5G8.  . : 74-2> #, 2004.  !. 19 37. 8. (254>20 ... G5@:8 ?> A8=B0:A8AC @CAA:>9 @073>2>@=>9 @5G8 / ... (254>20.  . : 74-2>  !!! , 1960.  377 A. 9. Dieße-Runte Th. Lexikalische und grammatische Mittel zur Markierung des rhetorischen Gebrauchs von W-Fragesätzen im Deutschen / Th. Dieße-Runte // Neue Fragen der Linguistik. – Tübingen : Niemeyer, 1992. – Bd. 1. – S. 316–320. 10. Grésillon A. Zum linguistischen Status rhetorischer Fragen / A. Grésillon // Zeitschrift für germanistische Linguistik. – 1980. – Heft 8. – S. 273–289. 11. Hentschel E. Ist das nicht interessant? Zur Funktion verneinter Fragen / E. Hentschel // Literaturwissenschaft und Linguistik. – 1986. – Heft 16. – Nr. 64. – S. 73–86. 12. Kocsány P. Rhetorische Fragen und Rhetorizität / P. Kocsány // Sprache und Kognition – Sprache als Interaktion. – Fr./M. : Lang, 1995. – S. 236–264. 13. Meibauer J. Rhetorische Fragen / J. Meibauer. – Tübingen : Niemeyer, 1986. – 292 S. 14. Rehbock H. Rhetorische Fragen im Gespräch / H. Rehbock // Gespräche zwischen Alltag und Literatur. – Tübingen : Niemeyer, 1984. – S. 151–180. 15. Sadock J.M. Speech Act Idioms / J.M. Sadock // Papers from the eighth regional meeting of the Chicago Linguistic Society. – Chicago : Chicago Linguistic Society, 1972. – P. 329–339. 16. Sadock J.M. Toward a Linguistic Theory of Speech Acts / J.M. Sadock. – N.Y. : Academic Press, 1974. – 168 p. 17. Searle J.R. Indirekte Sprechakte / J.R. Searle ; üb. von A. Kemmerling // ders. : Ausdruck und Bedeutung. – Fr./M. : Suhrkamp, 1982. – S. 57–79.   .!" " " # 1. Bieler M. Drei Rosen aus Papier / Manfred Bieler // Hörsspiele.  B. : Henschel, 1964.  S. 7 39. 2. Horváth Ö. v. Die Unbekannte aus der Seine / Ödon von Horváth // ders. Gesammelte Werke. Bd. 3 : Komödien.  Fr./M : Suhrkamp, 1978. – S. 139–200. 3. Horváth Ö. v. Hin und her / Ödon von Horváth // ders. Gesammelte Werke. Bd. 3 : Komödien. – Fr./M : Suhrkamp, 1978. – S. 201–272. 4. Kroetz F.-X. Oberösterreich / Franz-Xaver Kroetz // Spectaculum 18. – Fr./M. : Suhrkamp, 1973. – S. 271–297. 5. Sperr M. Landshuter Erzählungen / Martin Sperr // Wunschkonzert: Stücke aus der BRD, Österreich und der Schweiz. – M. : Raduga, 1983. – S. 265–330. 6. Stolper A. Konferenz mit Knarrpanti / Armin Stolper // ders. Die Karriere des Seiltänzers. Neun Erzählungen und ein Stück.  Rostock : Hinstorff, 1981.  S. 49 93. Š . . 57C3;0, 2009 # 811.112 42 37 "&,   / !./ (=0 <0B5@V0;V =V<5FL:><>2=>3> ?>;VB8G=>3> 48A:C@AC) .$. C1;8:, :0=4. DV;>;. =0C: (%0@:V2) # AB0BBV =0 <0B5@V0;V ?@><>2 45?CB0BV2 1C=45AB03C $  4>A;V46CTBLAO <5E0=V7< CB2>@5==O A<8A;C 28A;>2;N20==O 7 <5B>N >1 T:B82V70FVW ?@>F5AC 9>3> V=B5@?@5B0FVW. #B>G=NTBLAO ?>=OBBO V=B5=FV>=0;L=>W 1078 28A;>2;N20==O, 2AB0=>2;NTBLAO WW B@8G;5==0 AB@C:BC@0. A=>2=0 C2030 ?@84V;OTBLAO V=B5=FV>=0;L=><C 0=0;V7C =5?@O<8E 28A;>2;N20=L. ;NG>2V A;>20: V=B5=FV>=0;L=0 1070 28A;>2;N20==O, V=B5@?@5B0FVO A<8A;C 28A;>2;N20==O, =5?@O<5 28A;>2;N20==O, =V<5FL:><>2=89 ?>;VB8G=89 48A:C@A. .$. C1;8:. =B5=F8>=0;L=K9 0=0;87 =5?@O<>3> 2KA:07K20=8O (=0 <0B5@80;5 =5<5F:>O7KG=>3> ?>;8B8G5A:>3> 48A:C@A0).  AB0BL5 =0 <0B5@80;5 @5G59 45?CB0B>2 1C=45AB030 $  8AA;54C5BAO <5E0=87< >1@07>20=8O A<KA;0 2KA:07K20=8O A F5;LN >1J5:B82870F88 ?@>F5AA0 53> 8=B5@?@5B0F88. #B>G=O5BAO ?>=OB85 8=B5=F8>=0;L=>9 107K 2KA:07K20=8O, CAB0=02;8205BAO 55 B@5EG;5==0O AB@C:BC@0. A=>2=>5 2=8<0=85 C45;O5BAO 8=B5=F8>=0;L=><C 0=0;87C =5?@O<KE 2KA:07K20=89. ;NG52K5 A;>20: 8=B5=F8>=0;L=0O 1070 2KA:07K20=8O, 8=B5@?@5B0F8O A<KA;0 2KA:07K20=8O, =5?@O<>5 2KA:07K20=85, =5<5F:>O7KG=K9 ?>;8B8G5A:89 48A:C@A. I.F. Bublyk. Intentional analysis of indirect utterance (on the material of German political discourse). The investigation of the mechanism of utterance sense formation is analyzed on the material of the speeches of German Bundestag MPs. The purpose of the research is to objectify the interpretation of the utterance sense. The main attention is paid to intentional analysis of indirect utterances. The notion of intentional utterance basis has been specified and its trinomial structure has been determined. Key words: intentional utterance basis, utterance sense interpretation, indirect utterance, German political discourse. !CG0A=89 @>728B>: ACA?V;LAB20 7 9>3> V=D>@<0B870FVTN 7C<>2;NT 206;82VABL 2<V==O A?V;:C20B8AO, 0=0;V7C20B8 >B@8<0=C V=D>@<0FVN, ?@>=8:0NG8 C WW A5=A, O:89 G0AB> 1C20T ?@8E>20=8<. # FL><C 72 O7:C >A>1;82C 0:BC0;L=VABL <0NBL 4>A;V465==O, A?@O<>20=V =0 2AB0=>2;5==O 70:>=><V@=>AB59 DC=:FV>=C20==O ?@8E>20=8E A<8A;V2 C 48A:C@A0E @V7=8E B8?V2. >:@5<0, 4>A;V46CNBLAO ?@03<0;V=32VAB8G=V 0A?5:B8 V<?;VF8B=8E A<8A;V2 C @>7<>2=><C 48A:C@AV [2]. @>B5, @>72V4>: C FL><C =0?@O<:C AB>A>2=> ?>;VB8G=>3> 48A:C@AC I5 1@0:CT. 1 T:B>< @>73;O4C 40=>W AB0BBV T <5E0=V7< 287=0G5==O A<8A;C 28A;>2;N20==O C AD5@V ?>;VB8G=>W :><C=V:0FVW. @54<5B>< 4>A;V465==O ?>AB0T V=B5@?@5B0FVO A<8A;C =5?@O<8E 28A;>2;N20=L =V<5FL:8E ?>;VB8G=8E 4VOGV2. 5B>N AB0BBV T 282G5==O <5E0=V7<V2 CB2>@5==O B0 28B;C<0G5==O A<8A;V2 =5?@O<8E 28A;>2;N20=L =0 >A=>2V ?@03<0;V=32VAB8G=>3> 0=0;V7C WE=L>W V=B5=FV>=0;L=>W AB@C:BC@8. 0B5@V0; 4>A;V465==O AB0=>28;8 AB5=>3@0DVG=V 72VB8 ?;5=0@=8E 70AV40=L 1C=45AB03C $ . @03<0;V=32VAB8G=89 0=0;V7 =5?@O<8E 28A;>2;N20=L 702648 A?>=C:0T @>7<V@:>2C20B8 =04 WE=V< A<8A;><, V, 2V4?>2V4=>, =04 <5E0=V7<>< 9>3> 2AB0=>2;5==O. @8 FL><C ;V=32VAB8 AE8;ONBLAO 4> 287=0==O B>3> D0:BC, I> =0O2=VABL C 28A;>2;N20==OE V<?;VF8B=8E A<8A;V2, O:V CG0A=8: :><C=V:0FVW ?>28=5=, B0: 18 <>28B8, @>7H8D@C20B8 =0 >A=>2V D>=>28E 7=0=L B0 ;>3VG=8E 70:>=V2 <8A;5==O, T A:>@VH5 ?@028;><, =V6 28=OB:>< [12]. "0:, A<8A; <5B0D>@8G=>3> 28A;>2;N20==O 282>48BLAO 70 4>?><>3>N 70;CG5==O 7=0=L ?@> >1 T:B82=V 2;0AB82>ABV ?@54<5BV2 B0 O28I, =5>GV:C20=89 :0;0<1C@=89 A<8A; 3@8 A;V2 V=B5@?@5BCTBLAO H;OE>< 7VAB02;5==O :><?>=5=BV2 7<VABC 28A;>2;N20==O 7 D>=>28<8 ;V=32VAB8G=8<8 B0 ;VB5@0BC@=8<8 7=0==O<8, @>7C<V==O 6 V@>=VG=8E A<8A;V2 4>AO30TBLAO 70 C<>28 =0O2=>ABV C A;CE0G0 V=D>@<0FVW ?@> CG0A=8:V2 :><C=V:0FVW O: >A>18AB>3> E0@0:B5@C, B0: V AB>A>2=> 0:BC0;L=8E AB>AC=:V2 <V6 =8<8, 0 B0:>6 =0 >A=>2V 2V4><>AB59 ?@> =>@<8 ?>254V=:8 2V4?>2V4=>W A>FV0;L=>W 3@C?8. 02545<> ?@8:;048 >A<8A;5==O =5?@O<8E 28A;>2;N20=L C AD5@V ?>;VB8G=>W :><C=V:0FVW. "0:, 28A;>2;N20==O Sie bestreiten den Menschen das lebensnotwendige Existenzminimum, um diese Gelder in den schwarzen Löchern des Haushalts verschwinden zu lassen.  (8 2V4<>2;OTB5 ;N4O< C =5>1EV4=><C 4;O VA=C20==O <V=V<C<V, I>1 4>72>;8B8 F8< 3@>H0< I57=CB8 C G>@=8E 4V@:0E 1N465BC) [19879] 28:;8:0T C 04@5A0B0 =530B82=5 AB02;5==O 4> AD>@<>20=>3> 1N465BC O: 4> =5=04V9=>3> =0 >A=>2V 68BBT2>3> 4>A2V4C ?@> 4V@O289 <VH>:, B0 O: B0:>3>, I> 4> B>3> 6 703@>6CT =0A5;5==N, 70 @0EC=>: @>7H8@5==O <5B0D>@8 Haushaltslöcher >7=0G5==O< schwarz, 1> F5 28:;8:0T 0A>FV0FVW V7 >1;0ABV 0AB@>=><VW, 45 B5@<V= ŤG>@=0 4V@:0ť ?>7=0G0T @04V>7V@:8, I> ?>3;8=0NBL A2VB;>2V E28;V, 0 B><C T =52848<8<8 V =5157?5G=8<8. 8A;>2;N20==O Der Wettbewerb, von dem Sie ständig reden, hat bisher nichts gerichtet, sondern höchstens zugrunde gerichtet.  (>=:C@5=FVO, ?@> O:C 8 ?>ABV9=> 3>2>@8B5, 4> FL>3> G0AC =VG>3> =5 2;04=0;0, 0 =02?0:8  4> :@0N @>7;04=0;0) [21463] ?>A8;NT 5<>FV9=VABL :@8B8:8 4V9 ?>;VB8G=8E >?>=5=BV2 70 @0EC=>: ?@>B8AB02;5==O C <560E >4=>3> @5G5==O 42>E 7=0G5=L 4VTA;>20 richten. @8 FL><C C ?5@HV9 G0AB8=V 28A;>2;N20==O F5 4VTA;>2> 28:>@8AB>2CTBLAO C 7=0G5==V Ť2;04=0B8ť, 0 C 4@C3V9 G0AB8=V <>25FL ?@8T4=CT 4> 4VTA;>20 richten ?@8A;V2=8: zugrunde, 70 @0EC=>: G>3> AB2>@NTBLAO :><VG=89 5D5:B @0?B>2>3> ?5@5B2>@5==O ?>?5@54=L>3> A<8A;C =0 ?@O<> ?@>B8;56=89, 1> A;>2>A?>;CG5==O zugrunde richten >7=0G0T Ť@>7;04=0B8, 73C18B8ť, 0 >B65 D>@<CT =530B82=5 AB02;5==O A;CE0G0 4> >1 T:BC 28A;>2;N20==O. @>=VG=0 ?>E20;0 =0 04@5AC ?>;VB8G=>3> AC?5@=8:0, I> 72CG8BL C 28A;>2;N20==V Ich bewundere Ihr souveränes Urteilsvermögen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ŤAB0=C A?@02ť. "0:, D@075>;>3V7< einen Eiertanz aufführen (@>7<>2=5, 60@BV2;825  1CB8 A?@8B=8<; 1C:20;L=>: 28:>=C20B8 B0=5FL A5@54 OTFL, I> @>7:;045=> =0 ?V4;>7V) <>65 A?@89<0B8AO A;CE0G5< O: ?>78B82=0 >FV=:0 4VO;L=>ABV >1 T:B0 28A;>2;N20==O, O:I> A?@8B=VABL @>7C<VB8 O: 2?@02=VABL B0 2<V==O. !0<5 B0:5 7=0G5==O DV:ACT B;C<0G=89 A;>2=8: =V<5FL:>W <>28 Duden [10]. 4=0:, O:I> A?@8B=VABL ?@8@V2=OB8 4> 740B=>ABV E8B@C20B8 B0 28:@CGC20B8AO 7 <5B>N >1<0=C, B> 28=8:0T <>6;82VABL V=B5@?@5B0FVW 28A;>2;N20==O 7 F8< D@075>;>3V7<>< 2 =530B82=><C A<8A;V, =0?@8:;04: Wenige Tage danach beginnt dann schon der Eiertanz  Herr Kollege Solms hat es schon angesprochen  zuerst 49 Prozent, dann 45 Prozent  je nachdem, wie Sie es gerade haben wollen und wer gerade als Ansprechpartner auftritt.  ('5@57 45:V;L:0 4=V2 ?>G8=0NBL 28:@CGC20B8AO  ?0= !>;L<A C65 :0702 ?@> F5  A?>G0B:C 49%, ?>BV< 45%  70;56=> 2V4 B>3>, O: W< E>G5BLAO, V 7 :8< O:@07 2545BLAO @>7<>20) [20732]. Sie haben mit diesem Eiertanz Ihre Unglaubwürdigkeit offenbart, und Sie haben mit diesen Äu˛erungen zur Steuerpolitik vor allem Ihr Chaos in den eigenen Reihen offenbart.  (!2>W<8 E8B@>I0<8 8 28O28;8 AC<=V2=VABL 0H8E A;V2, V ?5@H 70 2A5 FV 28A;>2;N20==O ?>:070;8, O:89 157;04 ?0=CT C 0H8E 2;0A=8E @O40E) [20733]. "@510 2V47=0G8B8, I> ?8B0==O ?@> ACB=VABL D5=><5=C ŤA<8A;ť 4>A8BL =5@>7@>1;5=5 B0 =5ABV9:5 C A2>T<C 287=0G5==V [7, A. 6], E>G0 ?>HC: 2V4?>2V4V =0 70?8B0==O, I> B0:5 ŤA<8A;ť, 0 B0:>6, O: F5 ?>=OBBO A?V22V4=>A8BLAO 7 B0:8<8 ?>=OBBO<8 O: Ť7=0:ť B0 Ť7=0G5==Oť 254CBL =0C:>2FV @V7=8E 3C<0=VB0@=8E 48AF8?;V=: DV;>A>D8, ?A8E>;>38, A>FV>;>38, <>2>7=02FV. 8 ?V4B@8<CT<> 4C<:C .!. V:VBV=>W ?@> B5, I> B5:AB, 0 >B65 V 28A;>2;N20==O O: <V=V<0;L=89 B5:AB, <0T 420 ?>;NA8.  >4=>3> 1>:C, B5:AB 702648 ?5@5410G0T ?52=C A8AB5<C 7=0:V2, I> <0NBL ?@8B0<0==V W< 7=0G5==O, 7 V=H>3> 6, B5:AB 702648 2BV;NT 704C< <>2FO, 2V= AB2>@NTBLAO 7 ?52=>N V=B5=FVTN, 0 B><C 702648 2ABC?0T C 2V4=>A8=8 7 V=H8<8 B5:AB0<8 V <>65 1CB8 7@>7C<V;8< BV;L:8 C 28?04:C >A<8A;N20==O F8E 2V4=>A8= [6, A. 70]. C<:C ?@> B5, I> A<8A; 2V4>1@060T B0 =5A5 2 A>1V 68BBT2V 2V4=>A8=8 ;N48=8, 2V4AB>NT B0:>6 .. !09:> [7, A. 7]. /: 2V4><>, @CHV9=>N A8;>N, I> A?>=C:0T ;N48=C 4> A?V;:C20==O, 4> ?@>4C:C20==O 28A;>2;N20=L T :><C=V:0B82=89 =0<V@ 01> V=B5=FVO. 3V4=> 7 ".. 40<LO=F [1, A. 73], ?>HC: A<8A;C T ?>HC: V=B5=FV>=0;L=>ABV 28A;>2;N20==O.  FL>3> 28?;820T, I> BV;L:8 28A;>2;N20==O, 0 =5 >:@5<89 <>2=89 7=0: <>65 <0B8 A<8A;. !0<5 A<8A; 28A;>2;N20==O  F5 B5, I> 2BV;NTBLAO 01> V=B5@?@5BCTBLAO CG0A=8:0<8 :><C=V:0FVW. C<:0 ?@> B5, I> A<8A; ?@O<> ?>2'O70=89 7 V=B5=FVTN T, =0 =0H ?>3;O4, 4C65 ?;V4=>N. >=0 2V4:@820T 4;O 4>A;V4=8:0 H;OE 4> 7=0E>465==O >1 T:B82=>3>, 0 =5 V=BCWB82=>3> <5E0=V7<C 287=0G5==O A<8A;C 28A;>2;N20==O. V4><>, I> V=B5=FVO 28A;>2;N20==O <0T A:;04=C AB@C:BC@C. !?8@0NG8AL 7>:@5<0 =0 @>1>B8 ".. 0@V=>W [4, A. 10], ". . #H0:>2>W [9, A. 13] B0 . 5;;5@0 [11, A. 216], <8 284V;OT<> 2 V=B5=FV>=0;L=V9 107V 28A;>2;N20==O B@8 0A?5:B8, 0 A0<5: V=D>@<0B82=89, A>FV0;L=>-@53C;OB82=89 B0 5AB5B8G=89. &5 >7=0G0T, I> 28A;>2;N20==O <>65 1CB8 AB2>@5=> 04@5A0B>< 7 =0<V@><, ?>-?5@H5, 28A;>28B8 AC465==O ?@> 4V9A=VABL, ?>-4@C35, 28A;>28B8 A2>N B>G:C 7>@C, ?V4B@8<0B8 :>3>AL, 01>, =02?0:8, ?@8=878B8, ?>-B@5BT, 7 =0<V@>< AB2>@8B8 70 4>?><>3>N A2>3> 28A;>2;N20==O ?52=89 5AB5B8G=89 5D5:B, 28:>@8AB>2CNG8 @V7=V AB8;V <>2;5==O, >D>@<;NNG8 A2>T AC465==O GVB:> V OA=> 01> 6 ?@8E>20=>, AB@>3> B0 0@3C<5=B>20=> 01> EC4>6=L>, >1@07=>. @>0=0;V7CT<> 7 F8E ?>78FV9 =0ABC?=5 28A;>2;N20==O: Es ist diese Koalition, die sich weder in ihren Zielen noch in ihren Handlungsmöglichkeiten einig ist.  (&5 B0 :>0;VFVO, 2 @O40E O:>W 0=V 2 FV;OE, 0=V 2 4VOE =5<0T T4=>ABV) [12, 19472]. =D>@<0B82=89 0A?5:B FL>3> 28A;>2;N20==O A:;040T =0<V@ ?>2V4><8B8 ?@> B5, I> A5@54 CG0A=8:V2 :>0;VFVW =5<0T T4=>ABV. ;NG>28< A;>2>< FVTW V=B5=FVW T ?@8:<5B=8: einig C ?>T4=0==V 7 70?5@5G5==O< weder& noch. 50;V7CNG8 A>FV0;L=>-@53C;OB82=89 0A?5:B V=B5=FV>=0;L=>W 1078 28A;>2;N20==O, <>25FL =0<030TBLAO ?>3V@H8B8 V<V46 45O:>W 3@C?8 ?>;VB8:V2, I> <>6=0 AB25@46C20B8 7 >3;O4C =0 B5, I> 7030;L=>287=0=8< =54>;V:>< :>6=>3> :>;5:B82C T 2V4ACB=VABL >4=>AB09=>ABV, 1> F5 702648 7=86CT 5D5:B82=VABL 4V9. )> AB>ACTBLAO 5AB5B8G=>3> 0A?5:BC 0=0;V7>20=>3> 28A;>2;N20==O, <>6=0 2V47=0G8B8 >D>@<;5==O 9>3> 70 4>?><>3>N ?@O<8E <>2=8E 70A>1V2, 7=0G5==O O:8E 157?>A5@54=L> @50;V7CNBL ?5@HV 42V V=B5=FVW <>2FO. /: 22060T .. 5;LGC:, ?>4V1=V A<8A;8 <>6sCBL 1CB8 >D>@<;5=V 70 4>?><>3>N @V7=8E <>2=8E 7=0:V2. @8 FL><C 2>;>4V==O A<8A;>< ?@>O2;OTBLAO C <>2FO C 740B=>ABV ?>-@V7=><C 28A;>28B8 >4=C V BC 6 4C<:C, 0 C A;CE0G0  C @>7C<V==V AE>6>ABV A<8A;V2 7>2=VH=L> @V7=8E 28A;>2;N20=L [5, A. 10-11], I>, C A2>N G5@3C, <>65 1CB8 4>AO3=CB> H;OE>< ?5@5D@07C20==O B0 7=0E>465==O :;NG>28E A;V2, A5<0=B8:0 O:8E :>=AB8BCNT >A=>2=89 7<VAB 28A;>2;N20==O. !0<5 =0 FL><C =03>;>HCT ".. 40<LO=F, :>;8 3>2>@8BL, I> Ť& <>6;82VABL ?>2B>@8B8, 2V4=>28B8 28EV4=C <>B820FV9=>-FV;L>2C AB@C:BC@C, 0;5 @V7=8<8 (A5<V>B8G=8<8) 70A>10<8 ;568BL 2 >A=>2V 4VO;L=>ABV ?5@5:;040G0, & 0 B0:>6 ?@54AB02=8:0 =87:8 V=H8E ?@>D5AV9, I> 74V9A=NNBL :C;LBC@=C B0 <V6:C;LBC@=C 270T<>4VN, AB2>@NNBL B0 ?V4B@8<CNBL A<8A;>2V 72 O7:8 <V6 ;N4L<8ť [1, A. 76]. &N >1AB028=C ?V4:@5A;NT B0:>6 .. 2T3V=F52 [3, A. 170], =03>;>HCNG8, I> ?>H8@5=8< 70A>1>< ŤC;>2;N20==Oť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iese Koalition handelt uneinig.  (>0;VFVO 4VT =5>4=>AB09=>..) In der Koalition gibt es alles andere als Einigkeit.  ( :>0;VFVW T I> 7023>4=>, 0;5 BV;L:8 =5 T4=VABL.) In der Koalition sagt der eine hü und der andere hott.  ( FV9 :>0;VFVW >48= :065 =>->!, 0 V=H89  B?@C-C!) Die Koalition ist zerstritten.  (>0;VFVO ?5@5A20@8;0AO.) Das Durcheinander in der Koalition ist wirklich perfekt!  (57;04 C FV9 :>0;VFVW ?@>AB> GC4>289!) V9A=>, 2 V=D>@<0B82=><C B0 A>FV0;L=>-@53C;OB82=><C 0A?5:B0E A<8A;8 F8E ?5@8D@07 71V30NBLAO 7V A<8A;>< 28EV4=>3> 28A;>2;N20==O. ;5 O:I> 27OB8 4> C2038 B@5BN A:;04>2C V=B5=FV>=0;L=>W 1078 28A;>2;N20==O, 0 A0<5 5AB5B8G=C, I> 2BV;NT 5<>FV9=>->1@07=C AD5@C >A>18AB>ABV 02B>@0 28A;>2;N20==O, B> ?>10G8<>, I> A0<5 C FL><C 0A?5:BV =02545=V ?5@8D@078 =5 @V2=>FV==V 28EV4=><C 28A;>2;N20==N. # ?5@8D@070E 1 B0 4 4C<:C AD>@<C;L>20=> ?@O<> B0 AB8A;> V FO >1AB028=0, <>6;82>, 2V4>1@060T 1060==O <>2FO 75:>=><8B8 G0A =0 283>;>H5==O A2>3> 28A;>2;N20==O. 5@8D@070 3 <VAB8BL <5B0D>@8G=V 7<VAB8, ?5@8D@07C 2 ?>1C4>20=> 7 28:>@8AB0==O< CAB0;5=>3> 28@07C B0 @8B>@8G=>3> ?@89><C ?>1C4>28 D@078 2V4 ?@>B8;56=>3>, I> =02>48BL =0 4C<:C ?@> B5, I> <>25FL :5@CTBLAO =0<V@>< ?@>45<>=AB@C20B8 A2>T =5>@48=0@=5 <8A;5==O B0 :@0A=><>2=VABL. # ?5@8D@07V 5 <>25FL ?@8E>2CT A2V9 =0<V@ ?>3V@H8B8 V<V46 >?>=5=B0 7024O:8 V@>=VG=><C AE20;5==N. @>2545=89 0=0;V7 4>72>;OT AB25@46C20B8, I> ;8H5 C@0EC20==O CAVE A:;04>28E V=B5=FV>=0;L=>W 1078 28A;>2;N20==O 40T 7<>3C V=B5@?@5BC20B8 9>3> A<8A; 2V@=> B0 C ?>2=><C >1AO7V. 0 =0HC 4C<:C, B0:89 ?V4EV4 =040T 4> @C: 4>A;V4=8:0 >1 T:B82=89 V=AB@C<5=B ?@03<0;V=32VAB8G=>3> 0=0;V7C 28A;>2;N20==O B0 T ?5@A?5:B82=8< 4;O 70AB>AC20==O, >A>1;82> C 28?04:C A:;04=8E 4;O V=B5@?@5B0FVW =5?@O<8E 28A;>2;N20=L. 5@A?5:B82>N ?>40;LH8E @>72V4>: C FL><C =0?@O<:C T ?>H8@5==O 70?@>?>=>20=>W <5B>48:8 =0 4>A;V465==O <5E0=V7<V2 CB2>@5==O V<?;VF8B=8E A<8A;V2 2 =V<5FL:><>2=><C ?>;VB8G=><C 48A:C@AV =0 <0B5@V0;V ?>;VB8G=>3> V=B5@2 N. " "#  1. 40<LO=F ".. ><<C=8:0B82=K5 <5E0=87<K ?>=8<0=8O: 7=0:, 7=0G5=85, A<KA;. =B5=F8O :0: A<KA;>20O 4><8=0=B0 :><<C=8:0B82=>3> 0:B0 (B 7=0:0 8 7=0G5=8O  : A<KA;C) / ".. 40<LO=F // 8@ ?A8E>;>388.  2008.  !2.  !. 71-80. 2. 57C3;0 . . 5@10;V70FVO V<?;VF8B=8E A<8A;V2 C =V<5FL:><>2=><C 4V0;>3VG=><C 48A:C@AV: >=>3@0DVO / . . 57C3;0.  %0@:V2 : %# V<5=V .. 0@07V=0, 2007.  332 A. 3. 2538=F52 .. /7K: 8 ;8=328AB8G5A:0O B5>@8O / ..2538=F52.  M : 74-2> >A:. C=-B0, 2001. 248 A. 4. 0@8=0 ".. 56;82>ABL :0: ?@54<5B ;8=328AB8G5A:>3> 87CG5=8O / ".. 0@8=0 // ><<C=8:0B82=>5 ?>2545=85. 56;82>ABL :0: :><<C=8:0B82=0O :0B53>@8O.  K?. 17.  >@>=56 : AB>:8, 2003.  !. 10-22. 5. 5;LGC: .. ?KB B5>@88 ;8=328AB8G5A:8E <>45;59 / .. 5;LGC:.  . : 0C:0, 1974.  314 A. 6. 8:8B8=0 .!. =0G5=85 ?@>B82 A<KA;0: ?>;NAK 0=0;870 B5:AB0 / .!. 8:8B8=0 // 8@ ?A8E>;>388.  2008.  ! 2.  !. 60-71. 7. !09:> -.. =0G5=85, 7=0:, A<KA;, A8<2>; :0: @>6405<K5 G5;>25:>< 8 >1@07CNI85 53> / -. . !09:> // 8@ ?A8E>;>388.  2008.  !2.  !. 3-13. 8. "5;8O .. CAA:0O D@075>;>38O: !5<0=B8G5A:89, ?@03<0B8G5A:89 8 ;8=32>:C;LBC@>;>38G5A:89 0A?5:BK / .. "5;8O.  . : /7K:8 @CAA:>9 :C;LBC@K, 1996.  288 A. 9. 545=85 ?>;8B8G5A:8E 48A:CAA89. A8E>;>38G5A:89 0=0;87 :>=D;8:B=KE 2KABC?;5=89 / [#H0:>20 ".., 0BK=>2 .., 02;>2 .., 02;>20 ..].  . : :045<8O, =AB8BCB ?A8E>;>388 , 1995.  155 A. 10. Duden. Universalwörterbuch.  5., überarb. Aufl.  0Manheim et al. : Dudenverl., 2003. – 1892 S. 11. Keller R. Zeichentheorie: zu einer Theorie semiotischen Wissens / R. Keller. – Tübingen; Basel : Francke, 1995. – 276 S. 12. Linke A. Konzepte des Impliziten: Präsuppositionen und Implikaturen / A. Linke, M. Nussbaumer // Text- und Gesprächslinguistik: ein internationales Handbuch zeitgenössischer Forschung. Hrsg. von K. Brinker, G. Antos, W. Heinemann, S. F. Sager. – Berlin; New York : de Gruyter, 2000.– S.435–448. !!   .!" " " # 13. Verhandlungen des Deutschen Bundestages, 13.Wahlperiode, Stenographische Berichte, Bd. 191-193, Bonn 1998, S. 19349  23176. Š .$. C1;V:, 2009 # 811.111 42 !", '   #""    /   !% $"#  "# . 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tushka A.S. Disparity of man and woman to the utilitarian norms as a source of laughter effect of the English-language anecdote. This article is devoted to the research of cognitive mechanisms of the creation of laughter effect of the English-language anecdote, which are based on the disparity of characters of man and woman to the utilitarian norms. The results of the analysis of linguistic objectification of stereotype presentations of representatives of English-language lingo-culture demonstrate quantitative and high-quality asymmetry. The found quantitative and high-quality asymmetry reflects the most socially meaningful gender-specific demands to the man and woman as to the members of English-language society. Key words: English-language anecdote, gender stereotypes, norms of safety, norms of realism, norms of reasonableness, utilitarian norms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 33-35]. 1 T:B0<8 A<VE>2>W @5?@575=B0FVW 0=5:4>BV2, I> 2V41820NBL 2V4?>2V4=VABL G>;>2V:0 9 6V=:8 <0:A8<V =>@< @50;V7<C !;V4 CA2V4><;N20B8 @50;L=89 AB0= @5G59 T G>;>2V: B0 6V=:0, I> 28AB02;ONBL A515 =0 ?>A<VE>28AL:>, =5 CA2V4><;NNG8 A2>3> >4V>7=>3> AB0=>28I0. > B0:8E =0;560BL, =0A0<?5@54, G>;>2V:, I> T 65@B2>N 4@C68=8, O:0 =5 2V4?>2V40T 5B0;>==V9 D5<V=V==V9 @>;V 15@538=V 4><0H=L>3> 2>3=8I0 G5@57 =51060==O 3>A?>40@N20B8 (1), =52V@=VABL (2), :>@8A;82VABL (3), =04<V@=C FV:02VABL (4), 53>W7< (5) B>I>, 9 A?@89<0T B0:89 AB0= @5G59 O: =>@<C: (1)  I can see you are a married man now?  How?  Because you have no buttons off your coat.  Yes, that s the first thing my wife did  taught me how to sew them on [4]. (2) I got a good one on you, Mike. What do you mean? I went by your last night, and you forgot to pull your shades down. And I saw your wife kissing you. Had a good laugh on that. Ha, ha, but the joke’s on you, Joe! How’s that? I wasn’t home last night [1]. (3) So you and your wife had your picture taken together, did you? I’ll bet that was sweet. How did the photographer pose you? The photographer said he wanted us to look natural, so he posed my wife with her hand in my pocket [1]. (4) You’re not scared, are you? No. As long as I have this rabbit’s foot – I’m okay. Do you think a rabbit’s foot is lucky? It surely is. My wife came across it in my pants’ pocket, and she thought it was a mouse [1]. (5) Does your wife object to your smoking in the house? Oh, she objects to my smoking anywhere; she says it’s too expensive having both of us do it [1]. , =02?0:8, 28A<VNTBLAO 4@C68=0, I> T 65@B2>N G>;>2V:0, =5045:20B=>3> <0A:C;V==V9 A8<2>;VG=V9 @>;V ;8F0@O, =0A0<?5@54, G5@57 9>3> 53>W7< 9 =51060==O ?@84V;OB8 C203C 4@C68=V: (6) Our gas range exploded and blew mother and father out of the house together. That s terrible. Yeah, but it made mother very happy. Made your mother very happy? Yeah  that was the first time they d left the house together in twenty years [1]. !?5F8DV:0 <>2=>W >1 T:B820FVW FVTW <0:A8<8 70:>@V=5=0 C ?A8E>;>3VG=8E >A>1;82>ABOE <V6>A>18ABVA=8E @>;59 G>;>2V:0 B0 4@C68=8. /: =52V4?>2V4=V 707=0G5=V9 <0:A8<V 28A<VNNBLAO =04>W4;8289 70;8FO;L=8:, O:89 =5 CA2V4><;NT, I> =5?>B@V1=89 4V2G8=V, 9 ?>:8=CB0 70;8FO;L=8:>< 4V2G8=0, I> =0<030TBLAO ?5@5:>=0B8 A515 C B><C, I> A0<0 ?@89<0T @VH5==O: (7) I stood beneath my girl’s window singing and serenading her, and she threw me a flower. What made the bump on your head? She forgot to take the flower out of the pot [2]. (8) He objected to my clothes, my friends and my singing. Then he married another girl, so I made up my mind to have nothing to do with him [1]. 1 T:B>< >A<VO==O AB0T 9 ;8F0@, I> ?5@59<0TBLAO A;C6V==O<  ?@5:@0A=V9 40<V , ?>@V2=. (9), 45 :><V7< T @57C;LB0B>< 1C:20;L=>W V=B5@?@5B0FVW D@075>;>3V7<C to go through fire and water/?@>9B8 2>3>=L V 2>4C: (9) Why are you wearing a fireman s hat and a bathing suit? I promised my girl to I d go through fire and water for her [1]. /: =52V4?>2V4=89 FV9 <0:A8<V 28A<VNTBLAO V G>;>2V:, I> =5 CA2V4><;NT @50;L=>3> ?>;>65==O @5G59 G5@57 7;>26820==O 0;:>3>;5<: (10) How did you get arrested? Well, my friend told me when I got home late to take off my clothes and shoes and sneak up the stairs quietly. Well, how could you get arrested doing that? When I got upstairs I found it was the elevated station [1]. (11) He was so drunk, he spent all night throwing pennies in the sewer and looking up at the clock on the City Hall to see how much he weighed [1]. 0:A8<0 =>@< @50;V7<C 5 A;V4 ?@89<0B8 =5>14C<0=8E @VH5=L >1 T:B82>20=0 2 0=5:4>B0E, ?5@A>=06V O:8E AB>OBL =0 ?>@>7V >4@C65==O. >:@5<0, >1 T:B>< >A<VO==O AB0T 4V2G8=0, I> 70 1C4L-O:8E >1AB028= ?@03=5 289B8 70<V6, ?>@V2=. 0=5:4>B (12), A<VE>289 5D5:B O:>3> 70A=>20=89 =0 =52V4?>2V4=>ABV ?>254V=:8 =570<V6=L>W 6V=:8 >GV:C20==O< G>;>2V:0-;8F0@O:  ?@5:@0A=0 40<0 ;04=0 289B8 70<V6 70 ?5@H>3> =57=09><FO, EB> >A2V4G8BLAO ?> B5;5D>=C: (12) A man really loved a woman, but he was just too shy to propose to her. Now he was up in his years and neither of them had ever been married. Of course, they dated about once a week for the past six years, but he was so timid he just never got around to suggesting marriage much less living together. But one day, he became determined to ask her the question. So he calls her on the phone, “June.” “Yes, this is June.” “Will you marry me?” “Of course, I will! Who’s this?” [2].  4@C3>3> 1>:C, FO <0:A8<0 T @5;520=B=>N 4;O 4V2G8=8, I> ?@89<0T @VH5==O ?@> H;N1, =5 15@CG8 4> C2038 DV=0=A>289 AB0= <091CB=L>3> G>;>2V:0 9 =5 CA2V4><;NNG8, I> 2V4 9>3> DV=0=A>2>W A?@><>6=>ABV 70;568BL 1;03>?>;CGGO WW A0<>W B0 WW 4VB59, ?>@V2=. (13), 45 :><V7< T =0A;V4:>< :0;0<1C@C: (13) It s a dollar and sense wedding. What do you mean? He hasn t a dollar and she hasn t a sense [1]. )>4> G>;>2V:0, B> 28E>4OG8 V7 ?@5AC?>78FV9 ?@0:B8G=> CAVE ?@>0=0;V7>20=8E 0=5:4>BV2 FVTW 3@C?8, 2;0A=5 @VH5==O ?@> 2ABC? C H;N1 @>7FV=NTBLAO 4;O =L>3> O: ?><8;:>25. V4?>2V4=>, G>;>2V: <0T 7@>18B8 28A=>2>:, I> 9><C 27030;V =5 A;V4 >4@C6C20B8AO: (14) I want to congratulate you. This is one of the happiest days of your life. But I m not getting married until tomorrow. That s why I say today is one of your happiest days [1]. @03<0B8G=0 DC=:FVO B0:8E 0=5:4>BV2 ?>;O30T, 7 >4=>3> 1>:C, C :0@=020;V70FVW ?0B@V0@E0;L=8E FV==>AB59, 7>:@5<0, V=AB8BCBC H;N1C 27030;V, 0 7 4@C3>3>,  C @53C;OFVW A>FV0;L=>W ?>254V=:8 G>;>2V:0 9 6V=:8 C 2V4?>2V4=>ABV 7 CB8;VB0@=8< =>@<0<8 =0 ?V4‘@C=BV ?>GCBBO-AB02;5==O 7=52038 4> 0:B0=B0, I> 45<>=AB@CT ?>254V=:C, 1573;C74C 7 B>G:8 7>@C 2;0A=8E V=B5@5AV2. 0:A8<0 =>@< 157?5:8 !;V4 1CB8 >15@56=8< AB>ACTBLAO, =0A0<?5@54, G>;>2V:0, I> 28O2;OT =04<V@=C 7045@8:C20BVABL, O:0 <>65 :>HBC20B8 9><C =5?@8T<=>AB59, ?>@V2=. (15), 45 A<VE>289 5D5:B AB2>@NTBLAO :0;0<1C@>< =0 >A=>2V 1C:20;L=>W V=B5@?@5B0FVW :><?>=5=B0 cold/ E>;>4=89 C A:;04V D@075>;>3V7<C to knock smb cold/ 2V4?@028B8 :>3>AL C =>:40C=: (15) When two bodies come together, is heat generated? No, sir. I hit a guy yesterday and he knocked me cold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s it necessary for a man to have his face lifted. If he is patient it will grow up through his hair [1]. (17) She had her face lifted so many times the doctor ran out of skin, so he took some skin off her right thumb and grafted it on to her nose. Now, every time she goes hiking, her nose shoves to the right [1]. (18) What’s the matter with her? Just had her face lifted. Wasn’t the operation successful? Yes, the operation was all right, but she had it lifted so many times, her face is out of focus [1]. 1 T:B>< A<VE>2>W @5?@575=B0FVW AB0T B0:>6 6V=:0, O:0 7<V=NT 7>2=VH=VABL =0ABV;L:8 G0AB>, I> >B>GCNGV WW =5 2?V7=0NBL. !<VE>289 5D5:B B0:8E 0=5:4>BV2 ?>;O30T C 3V?5@1>;V70FVW F8E 7<V= 4> 2B@0B8 6V=:>N A2>TW V45=B8G=>ABV (=5<>6;82> A:070B8, 1;>=48=:0 2>=0 G8 1@N=5B:0, >A:V;L:8 :>65= @07 2>=0 283;O40T ?>-V=H><C): (19) Was that a new girl I saw you with last night? No? Just the old one painted over [1]. (20) I ve never met your wife; she s a blonde, isn t she? I m not sure. She s visiting a beauty shop this afternoon [1]. 8A<VNTBLAO 6V=:0, I> ?@>2>48BL =04B> 1030B> G0AC C A0;>=0E :@0A8, ?>@V2=. (21), 45 :><V7< T @57C;LB0B>< ?>@CH5==O G>;>2V:>< ?@8=F8?C 22VG;82>ABV (=0BO:, I> ?>EV4 C A0;>= :@0A8 =5 7<V=82 WW =0 :@0I5, AB028BL ?V4 C40@ A0<>>FV=:C 4@C68=8): (21) I just got back from the beauty parlour. I was there three hours. Too bad that you stayed so long and then didn t get waited on [1]. )5 >4=VTN <0:A8<>N =>@< @>7AC4;82>ABV, >1 T:B82>20=>N C B5:AB0E 4>A;V46C20=8E 0=5:4>BV2, T 5 A;V4 =04B> ?5@59<0B8AO >4565N, ?>@V2=. (22), 45 :><V7< T @57C;LB0B>< ?>@V2=O==O G>;>2V:0, I> G0AB> <V=OT >456C 7 =5<>2;O<, O:89 ?>B@51CT G0AB>W 7<V=8 ?V43C7=8:V2 (B0:5 ?>@V2=O==O 0:F5=BCT 1573;C74VABL ?>254V=:8 4>@>A;>3> G>;>2V:0, O:89 >?V:CTBLAO 4@V1 O7:>28<8 7 B>G:8 7>@C 5B0;>==>3> G>;>2V:0 @5G0<8), 01> (23), 45 A<VE>289 5D5:B AB2>@NTBLAO ?>@CH5==O< ?@8=F8?C @5;520=B=>ABV ?5@A>=065<-6V=:>N (A;>2>A?>;CG5==O to change twice C A:;04V 28A;>2;5==O 1V;5B5@0 V=B5@?@5B>20=> =5N O: 7<V=8B8 >456C, C B>9 G0A O: 04@5A0B @>7C<VT 9>3> O: 7@>18B8 ?5@5A04:C): (22) Bob: I want to apologize for my appearance this evening. This was rather unexpected and I didn t have an opportunity to dress. You know I always like to dress for the occasion  sometimes I change my clothes four or five times a day – if the occasion demands. Pete: Bragging, huh? Well, that’s nothing – I’ve got a brother who changes his clothes four or five times an hour if the occasion demands. Bob: How old is he? Pete: Six months [6]. (23) Ticket seller: You’ll have to change twice before you get to New York. Lady: Goodness me! And I’ve only brought the clothes I be standing up in! [1] 0:A8<0 !;V4 ?V:;C20B8AO ?@> A2>T 74>@>2 O >1 T:B82>20=0 0=5:4>B0<8 ?@> 7;VA=V 728G:8 G>;>2V:0, B0:V O: :C@82> 01> 0;:>3>;L, 0 B0:>6 ?>BO3 4> 6V=>:. !<VE>289 5D5:B B0:8E 0=5:4>BV2 AB2>@NTBLAO =5045:20B=>N 7 B>G:8 7>@C =>@< 157?5:8 ?>254V=:>N G>;>2V:0: (24) Well, doc, what must I do? You’re not going to like it, but you will have to give up smoking for good. Oh, that’s easy! I’ve done that dozens of times! [1] (25) He drank so much whisky that when the mosquitoes it him they died of alcoholic poisoning [5]. (26) (Two pedestrians knocked down by auto) Didja get her number? How could I get her number when she was going so fast? Nice looking girl, wasn’t she? Yeah, didja see her beautiful brown eyes? [1] # ?@8:;04V (27) A<VE>289 5D5:B ?>A8;NTBLAO :0;0<1C@>< =0 >A=>2V :@0A=><>2=>3> V<5=V ?5@A>=060 Jig-Saw/ <>70W:0: (27) They call him Jig-Saw  every time a girl looks at him he goes to pieces [1]. ><V7< (28), I> V;NAB@CT 3V?5@1>;V7>20=89 <5B0D>@8G=89 28A;V2-AB5@5>B8? ?@> B5, I>  6V=>G0 :@0A0 =02VBL <5@B2>3> ?V4=V<5 T =0A;V4:>< =52V4?>2V4=>ABV 4V9 ?5@A>=06V2 >=B>;>3VG=8< =>@<0<: (28) You know, in Egypt they have a peculiar superstition. They re afraid of burying alive, so when a man dies they bury him for sixty days and then dig him up, place him on a cold slab, and have twenty beautiful girls dance around him for two hours. What good does that do? Well, if he doesn t get up  he s sure to be dead [3]. <VAB B0:8E 0=5:4>BV2 ?V4B25@46CT 28A=>2>: ?@> B5, I> 0=3;><>2=89 A>FVC< 28AC20T 1V;LH 6>@AB:V 28<>38 4> <>@0;L=>ABV 6V=:8, =V6 G>;>2V:0: 6V=:0, I> =04B> FV:028BLAO G>;>2V:0<8 AB0T >1 T:B>< <>@0;L=>-5B8G=>W >FV=:8 =5?@8?CAB8<>, 28E>4OG8 7 V=B5@5AV2 A>FVC<C, 0 G>;>2V:-101=8:  CB8;VB0@=>W >FV=:8 H:V4;82>, 28E>4OG8 7 V=B5@5AV2 2;0A=5 G>;>2V:0. @03<0B8G=0 DC=:FVO 0=5:4>BV2 ?@>0=0;V7>20=>W 3@C?8 @50;V7>20=0 O: @53C;OFVO ?>254V=:8 G>;>2V:0 9 6V=:8 C 2V4?>2V4=>ABV 7 28<>30<8 CB8;VB0@=8E =>@< =0 >A=>2V D>@<C20==O ?>GCBBO-AB02;5==O 7=52038 4> 0:B0=B0, I> 45<>=AB@CT 1573;C74C ?>254V=:C. B65, ?@>0=0;V7>20=V 0=5:4>B8 28:>=CNBL 42V ?@03<0B8G=V DC=:FVW: :0@=020;V70FVW B@048FV9=8E AV<59=8E FV==>AB59 B0 B@048FV9=8E 35=45@=8E 5B0;>=V2 9 @53C;OFVW A>FV0;L=>W ?>254V=:8. 53C;OB82=0 DC=:FVO, I> @50;V7CTBLAO G5@57 D>@<C20==O ?>GCBBO-AB02;5==O 7=52038 4> 35=45@=>3> 0:B0=B0, I> 45<>=AB@CT 1573;C74C ?>254V=:C 7 B>G:8 7>@C CB8;VB0@=8E =>@< 9, 2V4?>2V4=>, T >1 T:B>< =530B82=>W CB8;VB0@=>W >FV=:8 H:V4;82>, @53;0<5=BCT ?>254V=:C V=482V40, >@VT=BCNG8 9>3>/WW =0 4>B@8<0==O 2V4?>2V4=8E =>@<. 57C;LB0B8 0=0;V7C <>2=>W >1 T:B820FVW AB5@5>B8?=8E CO2;5=L ?@54AB02=8:V2 0=3;><>2=>W ;V=32>:C;LBC@8 ?@> 2V4?>2V4=VABL ?>254V=:>28E E0@0:B5@8AB8: G>;>2V:0 9 6V=:8 CB8;VB0@=8< =>@<0< 45<>=AB@CNBL :V;L:VA=C V O:VA=C 0A8<5B@VN. '>;>2V: T >1 T:B>< A<VE>2>W @5?@575=B0FVW 9 2>4=>G0A =530B82=>W CB8;VB0@=>W >FV=:8 H:V4;82> O: ?>@CH=8: 6 <0:A8< CB8;VB0@=8E =>@<, 0 6V=:0  4. 8:;NG=> G>;>2V: 28A<VNTBLAO 70 =52V4?>2V4=VABL <0:A8<0< =>@< 157?5:8 (7045@8:C20BVABL) B0 @>7AC4;82>ABV (:C@V==O, =04<V@=5 26820==O 0;:>3>;N, ?>BO3 4> 6V=>:, I> AB0=>28BL 703@>7C 4;O 74>@>2 O).  @5?@575=B0FVW CB8;VB0@=8E =>@< :V;L:VA=> ?5@52060NBL 0=5:4>B8 ?@> G>;>2V:0. &5 >7=0G0T, I> G>;>2V: ?5@5206=> AB0T >1 T:B>< CB8;VB0@=>W >FV=:8, O:0 70A=>20=0 =0 V=B5@5A0E V=482V40, C =0H><C 28?04:C,  2;0A=5, G>;>2V:0. 5@A?5:B82 C ?>40;LH8E 4>A;V465=L A:;045 0=0;V7 =52V4?>2V4=>ABV G>;>2V:0 9 6V=:8 <>@0;L=>-5B8G=8< =>@<0<. " "#  1. <8B@5=:> . . =5:4>B :0: @07=>284=>ABL @5G52KE 60=@>2 / . . <8B@5=:>, . !. C@A>20 // Studia Germanica et Romanica: =>75<=V <>28. 0@C1V6=0 ;VB5@0BC@0. 5B>48:0 28:;040==O.  2004.  ">< 1, ! 3.  !. 5-16. 2. 0@0A8: . . /7K:>2>9 :@C3: ;8G=>ABL, :>=F5?BK, 48A:C@A / 0@0A8: . .  >;3>3@04 : 5@5<5=0, 2002.  477 A. 3. >1O:>20 . . >=F5?BC0;V70FVO B0 :0B53>@870FVO 3C<>@C / . . >1O:>20 // VA=8: !C<AL:>3> 45@602=>3> C=V25@A8B5BC.  2006.  ". 1., ! 11('95).  !. 35-39. 4. >1O:>20 . . @50B82=5 :>=AB@CN20==O 2B>@8==8E CB2>@5=L 2 0=3;><>2=><C 48A:C@AV: [<>=>3@0DVO] / >1O:>20 . .  V==8FO : >20 :=830, 2007.  123 A. 5. 528F:89 . -. ><8G5A:>5: 83@05< O7K:>< / . -. 528F:89 // >38G5A:89 0=0;87 O7K:0. /7K:>2K5 <5E0=87<K :><87<0 / [>B2. @54. . . @CBN=>20].  . : 74-2>  =4@8: , 2007.  C. 295-308. 6. Attardo S. Joke as a text type / S. Attardo, J. Ch. Chabanne // Humour.  1992.  5-1/2.  P. 165-176. 7. Attardo S. Linguistic theories of humour / Attardo S.  Berlin-N.Y. : Mouton de Gruyter, 1994.  386 p. 8. Chiaro D. The Language of jokes. Analysing verbal play / !hiaro D.  L., N.Y. : Routledge, 1992.  129 p. 9. Nash W. The language of humour / Nash W. L.-N.Y. : Longman, 1985.  200 p. 10. Raskin V. Semantic mechanisms of humour / Raskin V.  Dordrecht-Boston-Lancaster : D. Reidel, 1985.  284 p.   .!" " " # 1. Meiers M. 5600 jokes for all occasions / M. Meiers, J. Knapp.  New York : Crown Publishers, 1980.  605 p. 2. http://iilsr.iatp.by/ru/publication/ HYPERLINK "http://iilsr.iatp.by/ru/publication/otherbred/sites/enative/anecdotes.htm" otherbred/sites/enative/anecdotes.htm : [;5:B@>==89 @5AC@A].  =0720 7 B8BC;. 5:@0=C. 3.  HYPERLINK http://iteslj.org/c/jokes.html http://iteslj.org/c/jokes.html : [;5:B@>==89 @5AC@A]  =0720 7 B8BC;. 5:@0=C. 4.  HYPERLINK "http://sixsense.ru/page143.html" http://sixsense.ru/page143.html : [;5:B@>==89 @5AC@A]  =0720 7 B8BC;. 5:@0=C. 5.  HYPERLINK http://www.english4u.dp.uamodules.phpname=Anecdotes.docx http://www.english4u.dp.uamodules.phpname=Anecdotes.docx : [;5:B@>==89 @5AC@A]  =0720 7 B8BC;. 5:@0=C. 6.  HYPERLINK http://www.native-english.ru/downloads/etc/jokes.zip http://www.native-english.ru/downloads/etc/jokes.zip : [;5:B@>==89 @5AC@A]  =0720 7 B8BC;. 5:@0=C. Š .!. BCH:0, 2009 # 811.111 42 , !" #"# -$#&, # " ACKNOWLEDGEMENTS  !#'!# # ## !# ! .. /@E>, :0=4. DV;>;. =0C: (%0@:V2) 0=0 AB0BBO @>7?>G8=0T A5@VN 4>A;V465=L 48A:C@A82=>3> :><?>=5=B0 ACKNOWLEDGEMENTS C ACG0A=><C 0=3;><>2=><C 48A:C@AV @V7=8E 60=@V2, 7>:@5<0, D>:CACTBLAO DC=:FV>=C20==O :><?>=5=B0 ACKNOWLEDGEMENTS C =0C:>2><C 48A:C@AV, I> 0=0;V7CTBLAO =0 ?@8:;04V =0C:>2>W AB0BBV B0 48A5@B0FVW 7 <5B>N 2AB0=>2;5==O 9>3> AB@C:BC@=8E, ?@03<048A:C@A82=8E B0 ;V=32>:C;LBC@=8E E0@0:B5@8AB8:. # AB0BBV 70?@>?>=>20=> <>45;L AB@C:BC@=>-DC=:FV>=0;L=>3> 0=0;V7C :><?>=5=B0 ACKNOWLEDGEMENTS, I> <0T B@8@V2=52C AB@C:BC@C  AB@C:BC@=89, A5<0=B8G=89 B0 DC=:FV>=0;L=89 @V2=V, :>65= 7 O:8E ?@>0=0;V7>20=> 70 2V4?>2V4=8<8 :@8B5@VO<8. ;NG>2V A;>20: 48A:C@A82=89 :><?>=5=B ACKNOWLEDGEMENTS, AB@C:BC@=>-DC=:FV>=0;L=89 0=0;V7, AB@C:BC@=89, A5<0=B8G=89, DC=:FV>=0;L=89 @V2=V. .. /@E>. >45;L AB@C:BC@=>-DC=:F8>=0;L=>3> 0=0;870 :><?>=5=B0 ACKNOWLEDGEMENTS 2 A>2@5<5==>< 0=3;>O7KG=>< =0CG=>< 48A:C@A5. 0==0O AB0BLO =0G8=05B A5@8N 8AA;54>20=89 48A:C@A82=>3> :><?>=5=B0 ACKNOWLEDGEMENTS 2 A>2@5<5==>< 0=3;>O7KG=>< 48A:C@A5 @07=KE 60=@>2, 2 G0AB=>AB8, D>:CA8@C5BAO DC=:F8>=8@>20=85 :><?>=5=B0 ACKNOWLEDGEMENTS 2 =0CG=>< 48A:C@A5, 0=0;878@C5<>< =0 ?@8<5@5 =0CG=>9 AB0BL8 8 48AA5@B0F88 A F5;LN CAB0=>2;5=8O 53> AB@C:BC@=KE, ?@03<048A:C@A82=KE 8 ;8=32>:C;LBC@=KE E0@0:B5@8AB8:.  AB0BL5 ?@54;>65=0 <>45;L AB@C:BC@=>-DC=:F8>=0;L=>3> 0=0;870 :><?>=5=B0 ACKNOWLEDGEMENTS, 8<5NI0O B@5EC@>2=52CN AB@C:BC@C  AB@C:BC@=K9, A5<0=B8G5A:89 8 DC=:F8>=0;L=K9 C@>2=8, :064K9 87 :>B>@KE ?@>0=0;878@>20= ?> A>>B25BAB2CNI8< :@8B5@8O<. ;NG52K5 A;>20: 48A:C@A82=K9 :><?>=5=B ACKNOWLEDGEMENTS, AB@C:BC@=>-DC=:F8>=0;L=K9 0=0;87, AB@C:BC@=K9, A5<0=B8G5A:89, DC=:F8>=0;L=K9 C@>2=8. A.V. Yarkho. The model of the structural-functional analysis of the ACKNOWLEDGEMENTS component in the contemporary Angloamerican scientific discourse. This research starts a series of papers on the discursive component of ACKNOWLEDGEMENTS in the modern contemporary Angloamerican discourse of various genres, the functioning of ACKNOWLEDGEMENTS in the scientific discourse being primarily focused within the framework of the research article and the thesis with the aim of establishing its structural, pragma-discursive and linguocultural characteristics. The paper presents a three-level model of the structural-functional analysis of the ACKNOWLEDGEMENTS component (structural, semantic and functional levels), each of the levels being analyzed according to the respective criteria. Key words: discursive component of ACKNOWLEDGEMENTS, structural-functional analysis, structural, semantic, functional levels. 0=5 4>A;V465==O T ?5@H8< 7 70?;0=>20=>W =0<8 A5@VW 4>A;V465=L, ?@8A2OG5=8E 0=0;V7C 48A:C@A82=>3> :><?>=5=B0 ACKNOWLEDGEMENTS C @V7=8E 60=@0E ACG0A=>3> ?8AL<>2>3> B0 CA=>3> 0=3;><>2=>3> 48A:C@AC. >:@5<0, 40=0 AB0BBO D>:CACT DC=:FV>=C20==O 707=0G5=>3> :><?>=5=B0 C B0:><C 60=@V 48A:C@AC O: =0C:>289 ?8AL<>289 B0 CA=89 48A:C@A. :BC0;L=VABL @>1>B8 7C<>2;5=0 O: A0<8< >1 T:B>< 4>A;V465==O, I> 4>AV =5 ?V4;O302 :><?;5:A=><C =0C:>2><C 28A2VB;5==N C <560E 48A:C@A82=>3> B0 DC=:FV>=0;L=>3> 0=0;V7C B0 28O2;OTBLAO :;NG>28< :><?>=5=B>< 48A:C@AC @V7=8E 60=@V2, B0: V =5>1EV4=VABN 2AB0=>2;5==O ;V=32>:C;LBC@=>W A?5F8DV:8 ACKNOWLEDGEMENTS 4;O 0=3;>-0<5@8:0=AL:>W A?V;L=>B8. 030;L=C <5BC 4>A;V465==O, B0:8< G8=><, AB0=>28BL 2A51VG=89 0=0;V7 DC=:FV>=C20==O :><?>=5=B0 ACKNOWLEDGEMENTS C @V7=8E 60=@0E 0=3;><>2=>3> ?8AL<>2>3> B0 CA=>3> 48A:C@AC, H;OE>< ?>A;V4>2=>3> 28A2VB;5==O DC=:FV>=C20==O 40=>3> :><?>=5=B0 C 2V4?>2V4=8E 48A:C@A82=8E 60=@0E. 0B5@V0;>< 40=>3> 4>A;V465==O A;C3C20;8 02B5=B8G=V D@03<5=B8 =0C:>2>3> 48A:C@AC, I> B8?>2> ?>AB0NBL 48A:C@A82=8< A5@54>28I5< 4;O :><?>=5=B0 ACKNOWLEDGEMENTS. B65, >1 T:B>< 4>A;V465==O T 48A:C@A82=89 :><?>=5=B ACKNOWLEDGEMENTS C ACG0A=><C 0=3;><>2=><C =0C:>2><C 48A:C@AV. @54<5B>< 4>A;V465==O 28ABC?0NBL AB@C:BC@=V, ?@03<048A:C@A82=V B0 5B=>:C;LBC@=V E0@0:B5@8AB8:8 :><?>=5=B0 ACKNOWLEDGEMENTS C 0=3;><>2=><C =0C:>2><C 48A:C@AV. !BC?V=L 4>A;V46C20=>ABV ;V=32VAB8G=>W ?@>1;5<8, I> 0=0;V7CTBLAO 2 =0HV9 @>1>BV, 28O2;OTBLAO =54>AB0B=V< 4;O AB25@465==O ?@> ?>2=>FV==5 :><?;5:A=5 =0C:>25 >A<8A;5==O :><?>=5=B0 ACKNOWLEDGEMENTS O: C =0C:>2><C 48A:C@AV, B0: V C 48A:C@AV 2 FV;><C: 4>A;V465==O ACKNOWLEDGEMENTS 4> B5?5@VH=L>3> G0AC 1C;> ?5@5206=> >1<565=> 01> @0<:0<8 ?52=>3> 48A:C@A82=>3> 60=@C, 01> >4=>1>:VABN 28:;NG=> AB@C:BC@=>3> / A5<0=B8G=>3> / 5:AB@0;V=32VAB8G=>3> 0=0;V7C 40=>3> :><?>=5=B0 [4]. >=OBBO ACKNOWLEDGEMENTS <>65 26820B8AO AB>A>2=> 4>A8BL @V7=8E AD5@ ;N4AL:>W 4VO;L=>ABV, 0 A0<5: C AD5@V >1@07>B2>@G>3> <8AB5FB20 B0 =0C:>2V9 ;VB5@0BC@V  287=0==O 24OG=>ABV 70 4>?><>3C C AB2>@5==V 28B2>@C <8AB5FB20 G8 =0C:>2>W ?@0FV; C N@8A?@C45=FVW  70O20 ?@> 01> 287=0==O 2;0A=>W 4VW 4;O =040==O W9 ;530;L=>3> AB0BCAC; C A>FV0;L=V9 AD5@V  ?8AL<>25 28@065==O 24OG=>ABV 70 ?>40@C=>:, 4>?><>3C G8 A?V2GCBBO; C :><? NB5@=8E ?@>3@0<0E 4;O ?>2V4><;5==O ?@> ?@89=OBBO 40=8E. # 40=V9 @>1>BV 725@B0T<>AO 4> :><?>=5=B0 ACKNOWLEDGEMENTS C @>7C<V==V 28@07C 24OG=>ABV 70 4>?><>3C-:>=B@81CFVN C ?@>D5AV9=V9 4VO;L=>ABV. 0 2V4<V=C 2V4 02B>@AB20, ACKNOWLEDGEMENTS ?>7=0G0T, I> >A>10 G8 >@30=V70FVO >A>18AB> =5 AB2>@N20;8 ?@>5:B, 0;5 7@>18;8 A2V9 2=5A>:  =040;8 =0BE=5==O, 70>E>G5==O, :@8B8:C 01> DV=0=A>2C 4>?><>3C B0 V=. 02B>@>2V 48A:C@A82=>3> A5@54>28I0 ?5@51C20==O :><?>=5=B0 ACKNOWLEDGEMENTS [2]. /: V F8BC20==O, ACKNOWLEDGEMENTS 287=0NBL 2?;82>2V 2=5A:8 4> ?@>5:BC; 0;5 =0 2V4<V=C 2V4 F8BC20==O  D>@<0;L=>3> 28@07C ŤV=B5;5:BC0;L=>3> 1>@3Cť,  ACKNOWLEDGEMENTS T C 7=0G=> 1V;LHV9 <V@V >A>18AB8<8, >48=8G=8<8 28@065==O<8 24OG=>ABV, ?@8 FL><C ACKNOWLEDGEMENTS 22060TBLAO >4=8< 7 3>;>2=8E A?>A>1V2 287=0==O ŤV=B5;5:BC0;L=>3> 1>@3Cť, :>=F5?BC0;L=>W ?V4B@8<:8. 8A:C@A82=89 :><?>=5=B ACKNOWLEDGEMENTS T =52V4 T<=>N G0AB8=>N B5:ABV2 C <560E @V7=><0=VB=8E 48A:C@A82=8E 60=@V2. 09G0ABVH5 ACKNOWLEDGEMENTS O2;OT A>1>N =525;8:89 @>74V; =0 ?>G0B:C G8 =0?@8:V=FV B5:ABC, 45 02B>@ 28A;>2;NT ?>4O:C 70 4>?><>3C C AB2>@5==V ?@>5:BC. ACKNOWLEDGEMENTS >E>?;NT H8@>:5 :>;> 270T<>2V4=>A8= <V6 >A>10<8, 035=FVO<8, V=AB8BCB0<8 B0 =02VBL 4>A;V4=8FL:8<8 ?@0FO<8. 091V;LH ?>H8@5=0 AE5<0 :;0A8DV:0FVW ACKNOWLEDGEMENTS  70 B8?>< 4>?><>38 [4], O:0 <>65 <0B8 D>@<C: 1) <>@0;L=>W ?V4B@8<:8; 2) DV=0=A>2>W ?V4B@8<:8; 3) @540:B>@AL:>W 4>?><>38/ 4>?><>38 ?@8 ?C1;V:0FVW; 4) 4>?><>38 ?@8 ?@575=B0FVW <0B5@V0;V2 (=0?@8:;04, =0 :>=D5@5=FVW); 5) B5E=VG=>W ?V4B@8<:8; 6) :>=F5?BC0;L=>W ?V4B@8<:8 G5@57 V=B5;5:BC0;L=5 A?V2@>1VB=8FB2>. >@O4 7V 728G09=>N ?>4O:>N, ACKNOWLEDGEMENTS <VAB8BL C 2V4?>2V4=8E 28?04:0E 287=0==O 02B>@AL:>3> ?@020. "0:89 B8? 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CE5<C 1). !" #"# /$ , ,>@VT=B0FV9=89 :@8B5@V9<>2=89 :@8B5@V9:@8B5@V9 ABC?5=O :;VH>20=>ABV ACKNOWLEDGEMENTS!"'/!! ,04@5A0B8 ACKNOWLEDGEMENTS2848 ?V4B@8<:8V=B5@B5:ABC0;L=V 5;5<5=B8 ACKNOWLEDGEMENTS$#&, ,AB@0B53VW =530B82=>W 22VG;82>ABVAB@0B53VW ?>78B82=>W 22VG;82>ABV !E5<0 1. >45;L 48A:C@A82=>3> :><?>=5=B0 ACKNOWLEDGEMENTS &V @V2=V, C A2>N G5@3C, A:;040NBLAO 7 ?V4@V2=V2, I> <VABOBL =0ABC?=V :@8B5@VW: !" #"# / $ , @V25=L 2:;NG0T >@VT=B0FV9=89, <>2=89 :@8B5@VW B0 :@8B5@V9 ABC?5=O :;VH>20=>ABV ACKNOWLEDGEMENTS. 0 >@VT=B0FV9=8< :@8B5@VT< 287=0G0TBLAO <VAF5 @>7B0HC20==O ACKNOWLEDGEMENTS C B5:ABV (?5@54C20==O, V=B5@- G8 ?>AB?>78FVO I>4> >A=>2=>3> B5:ABC, A=>A:0, B>I>). 0 <>2=8< :@8B5@VT< @>73;O40NBLAO ;5:A8G=V, 3@0<0B8G=V B0 A8=B0:A8G=V 70A>18 28@065==O ACKNOWLEDGEMENTS. @8B5@V9 ABC?5=O :;VH>20=>ABV ACKNOWLEDGEMENTS 70;568BL 2V4 :V;L:>ABV  :@>:V2 , I> A:;040NBL 28@065==O ?>4O:8; B0:8< G8=><, AB0T <>6;828< 287=0G8B8 >4=>-, 42>-, B@8ABC?5=52V B0 =02VBL 1V;LH :;VH>20=V ACKNOWLEDGEMENTS; !"'/!! @V25=L D>:CACT 04@5A0BV2 ACKNOWLEDGEMENTS, 2848 ?V4B@8<:8, 70 O:C 4O:CNBL, B0 V=B5@B5:ABC0;L=V 5;5<5=B8 ACKNOWLEDGEMENTS; $#&, @V25=L 45<>=AB@CT V=B5=FVN 04@5A0=B0 ACKNOWLEDGEMENTS, I> 0:BC0;V7CTBLAO 70 4>?><>3>N AB@0B53V9 =530B82=>W B0 ?>78B82=>W 22VG;82>ABV [3]. 0A0<?5@54, C <560E 40=>W @>1>B8 ?@>AB568<> DC=:FV>=C20==O :><?>=5=B0 ACKNOWLEDGEMENTS 73V4=> 70?@>?>=>20=>W <>45;V C ACG0A=><C 0=3;><>2=><C =0C:>2><C ?8AL<>2><C B0 CA=><C 48A:C@AV. ><?>=5=B ACKNOWLEDGEMENTS C =0C:>2><C 48A:C@AV T ?@54AB02;5=8< 4C65 H8@>:>  D0:B8G=>, 2V= T =52V4 T<=>N G0AB8=>N B0:8E B8?>28E 60=@V2 ?8AL<>2>3> B0 CA=>3> =0C:>2>3> 48A:C@AC, O: =0C:>20 AB0BBO, <0B5@V0;8 :>=D5@5=FVW, 4>A;V4=8FL:89 ?@>5:B, <>=>3@0DVO, 48A5@B0FVO, 02B>@5D5@0B 48A5@B0FVW, 0=>B0FVW =0C:>28E AB0B59, :=83 B0 <>=>3@0DV9, =0C:>20 5=F8:;>?548G=>-4>2V4:>20 ;VB5@0BC@0 B0 =0C:>20 ?@><>20, 28ABC? =0 =0C:>2V9 :>=D5@5=FVW, CA=5 =0C:>25 ?>2V4><;5==O, ?C1;VG=89 70E8AB 48A5@B0FVW B0 V=. 2V4?>2V4=> [1]. >A;V48<> <>45;L DC=:FV>=C20==O :><?>=5=B0 ACKNOWLEDGEMENTS C =0C:>2><C 48A:C@AV 2 <560E 60=@V2 =0C:>2>W AB0BBV B0 48A5@B0FVW. 0C:>20 AB0BBO. 0 D>@<0;L=><C @V2=V 70 >@VT=B0FV9=8< :@8B5@VT< A?>AB5@V30T<> AB@C:BC@C20==O 48A:C@AC H;OE>< @>7<VI5==O :><?>=5=B0 ACKNOWLEDGEMENTS C B8?>2>-AB0=40@B=8E <VAFOE  7=0E>48<> :><?>=5=B ACKNOWLEDGEMENTS C 28=>A:0E =0 ?>G0B:C AB0BBV 01> >:@5<8< @>74V;>< 01> 0170F5< =0?@8:V=FV AB0BBV.  >48=8G=8E 28?04:0E ACKNOWLEDGEMENTS @>7<VICTBLAO O: =0 ?>G0B:C AB0BBV (?5@54C20==O), B0: V =0?@8:V=FV (?>AB?>78FVO); C ?5@H><C 28?04:C F5, O: ?@028;>, ?>4O:0 70 DV=0=A>2C 4>?><>3C, C 4@C3><C  70 V=B5;5:BC0;L=C. @0DVG=5 284V;5==O :><?>=5=B0 ACKNOWLEDGEMENTS <>65 283;O40B8 O: ?V4703>;>2>: ŤACKNOWLEDGEMENTSť ?>;C68@=8< H@8DB>< 01> :C@A82><, 0;5 C 1030BL>E 28?04:0E B0:89 ?V4703>;>2>: 2V4ACB=V9. # B0:><C @07V >@VT=B8@>< 4;O 284V;5==O ACKNOWLEDGEMENTS C >:@5<89 @>74V; AB0T 70?@>20465==O B8?>28E, D>@<C;L=8E :>=AB@C:FV9, I> O2=> 2:07CNBL =0 ?@8ACB=VABL :><?>=5=B0 ACKNOWLEDGEMENTS C B5:ABV. # =0C:>2><C 48A:C@AV A?>AB5@V30T<> 4>A8BL 25;8:89 ABC?V=L :;VH>20=>ABV :><?>=5=B0 ACKNOWLEDGEMENTS. !BC?V=L :;VH>20=>ABV 70;568BL, 2>G5284L, B0:>6 2V4 =0C:>2>W 30;C7V 4>A;V465==O. "0:, =0?@8:;04, :>@>B:V, >4=>- G8 42>ABC?5=52V ACKNOWLEDGEMENTS 10G8<> ?5@5206=> C AB0BBOE <548G=>3> A?@O<C20==O, C B>9 G0A O: 02B>@8 4>A;V465=L 7 5:>=><V:8, <0@:5B8=3C, 1V7=5AC, ?>;VB>;>3VW B0 DV;>A>DVW 28O2;ONBLAO 1V;LH AE8;L=8<8 4> @>73>@=CB>3> ACKNOWLEDGEMENTS C G>B8@8, ? OBL B0 1V;LH5  :@>:V2 . 0 <>2=8< :@8B5@VT< =0 ;5:A8G=><C @V2=V A?>AB5@V30T<> 26820==O 4VTA;V2 to thank, to appreciate, to acknowledge, to express one s gratitude/ thanks. 0 3@0<0B8G=><C @V2=V ?@>A;V46CTBLAO H8@>:5 28:>@8AB0==O 35@C=4VO =0 ?>7=0G5==O B8?C 4>?><>38 (sharing, giving, encouraging, designing and implementing B0 V=.) B0 D>@< C<>2=>3> A?>A>1C 4;O 71V;LH5==O ABC?5=O 22VG;82>ABV 28A;>2;N20==O (would like to acknowledge, would wish to express gratitude B0 V=.). 0 A8=B0:A8G=><C @V2=V  4><V=CNBL 157>A>1>2V :>=AB@C:FVW 2 >4=>ABC?5=528E ACKNOWLEDGEMENTS, 45 28=>A8BLAO ?>4O:0 70 DV=0=A>2C ?V4B@8<:C. 0 :@8B5@VT< ABC?5=O :;VH>20=>ABV ACKNOWLEDGEMENTS <>6;82> 28O28B8 =0ABC?=V B8?>2V D>@<C;L=V :>=AB@C:FVW =0 ?>7=0G5==O ?>4O:8: I/We (would like to) acknowledge… I must/would like to thank… The authors wish to thank/ The author thanks… I/We (especially) thank… We appreciate (the contribution of)… I am/We are (very) grateful to… I am very obliged/indebted to… Special thanks… Earlier versions of this [report] benefit from comments by… I would like to express my thanks to… We acknowledge the dedicated effort of… 0 A5<0=B8G=><C @V2=V ?>@O4>: 28A;>2;5==O 24OG=>ABV 2AB0=>2;NTBLAO 2 70;56=>ABV 2V4 B>3>, EB> V 70 I> >B@8<CT ?>4O:C. 4@5A0B0<8 ACKNOWLEDGEMENTS <>6CBL 1CB8: 1) 2AV, EB> ?@89<02 CG0ABL C @>1>BV; 2) 28I89 =02G0;L=89 70:;04, 4>A;V4=8FL:0 1070; 3) =0C:>2V :5@V2=8:8 B0 0:045<VG=V @04=8:8; 4) :>;538, C B><C G8A;V V 284025FL; 5) 0=>=V<=V @5D5@5=B8; 6) CG0A=8:8 B5<0B8G=8E A5<V=0@V2 B0 48A:CAV9; 7) BV, EB> 70157?5G82 B5E=VG=C ?V4B@8<:C; 8) A?>=A>@8 ?@>5:BC; 9) ?5@5:;040GV, ;V=32VAB8G=V @04=8:8. >4O:0 28A;>2;NTBLAO, 2V4?>2V4=>, 70 V=B5;5:BC0;L=C, B5E=VG=C B0 DV=0=A>2C ?V4B@8<:C. 0 ?@>B8;56=VABL F8B0B0< 01> ?>A8;0==O<, C ACKNOWLEDGEMENTS C 40=><C 60=@V 48A:C@AC 2V4ACB=V ?>A8;0==O =0 :>=:@5B=V ?@0FV G8 =02VBL WE AB>@V=:8. >4O:0 28A;>2;NTBLAO =0 4>2>;V 7030;L=8E 70A040E, 4>A8BL =5;53:> 287=0G8B8, =0A:V;L:8 <0T 7=0G5==O AB0BCA ;N48=8, O:V9 4O:CNBL, C =0C:>2><C A?V2B>20@8AB2V. 09G0ABVH5 ?@8 ?>V<5==V9 ?>4OFV, V<5=0 B0 ?@V728I0 28:;045=V C 0;D02VB=><C ?>@O4:C, 157 @>7@V7=5==O AB0BV G8 ?>A048: We thank David Becher, Rabikar Chatterjee, Harry DeAngelo, Linda DeAngelo, Shane Johnson, Steven Kaplan, Gershon Mandelker, Kevin Murphy, Mican Officer, Annette Poulsen, Robert Stambaugh (the editor), Shawn Thomas, Karen Wruck& [11] # V=H8E 28?04:0E 2840TBLAO, I> C ?5@HC G5@3C 4O:CNBL 6V=:0<: The author thanks Fiona Adamson, Risa Brooks, Nora Bensabel, Alex Cooley, Rachel Epstein, Greg Gause, Jonathan Kirshner, Jack Snyder, David Lake, Jim Lebovic& [14] ;5 7030;L=0 A8AB5<0 =5 28=8:0T, B><C I> =5@V4:V 28?04:8, :>;8 V G>;>2V:8, V 6V=:8 ?5@5<560NBLAO 157 1C4L-O:>3> ?>@O4:C: Earlier versions of this report benefit from comments by Nathan Brody, Linda S. Gottfredson, Robert A. Gordon, Lloyd G. Humphreys, Earl Hunt, Arthur R. Jensen, Julian C. Stanley, and Rose Mary Webb. [3] 0 2840<8 ?V4B@8<:8 2 >:@5<V A5<0=B8G=V 3@C?8 GVB:> 28>:@5<;NNBLAO :>=AB@C:FVW, I> 70AB>A>2CNBLAO 4;O ?>4O:8 70 V=B5;5:BC0;L=C B0 DV=0=A>2C 4>?><>3C, 0 A0<5: V=B5;5:BC0;L=0 4>?><>30:  participated by their objections and expansions  provided helpful materials and indispensable views/ (helpful/ thoughtful) discussions, (insightful/critical) comments and suggestions – discussed many points – provided many helpful comments/ support and guidance throughout the project/ assistance with data/ research assistance – provided the English version of the paper - cooperation and interest in the study – gave close attention to our work and significant intellectual and moral support – provided constructive criticism/ helpful suggestions for improvement – critical reading of the manuscript/ earlier draft/ manuscript revision <0B5@V0;L=0 4>?><>30:  This material is based upon work supported by XX under Grant No XX  This research was supported/ funded by&  The support aspects [& ] were coordinated through XX by XX.  The packaging of this RM was facilitated through… – Partial support was provided by… – This study was financially supported by… – This work was sponsored by… – (Financial) support (for this study) was provided by… – The authors received financial support from… – XX was partially supported by a grant from … =B5@B5:ABC0;L=V 5;5<5=B8 ACKNOWLEDGEMENTS 2 40=><C B8?V 48A:C@AC A?>AB5@V30NBLAO =0 @V2=V ?>A8;0=L =0 ?>?5@54=V ?@0FV 02B>@0 ACKNOWLEDGEMENTS 01> =0 ?>?5@54=V @540:FVW B5:ABC, 5;5<5=B>< O:>3> T ACKNOWLEDGEMENTS: An earlier working paper version circulated under the title  Financial Development, Financial cConstraints and the Volatility of Industrial Output (2004) . [10] 0 DC=:FV>=0;L=><C @V2=V A?>AB5@V30T<> AB@0B53VV =530B82=>W  (10), (7), (1)  B0 ?>78B82=>W 22VG;82>ABV (2), (7), (12), (14), (15). >G5284L, V=B5=FVTN 04@5A0B0, >:@V< >1>2 O7:>2>3> 28@065==O ?>4O:8, T B0:>6 ?>40;LH5 A?V2@>1VB=8FB2>, 7 <5B>N G>3> 28:>@8AB>2CTBLAO 4>A8BL 25;8:0 :V;L:VABL AB@0B53V9 ?>78B82=>W 22VG;82>ABV. 8A5@B0FVO. A>1;82VABN DC=:FV>=C20==O ACKNOWLEDGEMENTS C 40=><C 60=@V 48A:C@AC T B5, I>, 7 >4=>3> 1>:C, 2V= AB0=>28BL AB0;89 B0 =57<V==89 :><?>=5=B 1C4L-O:>W 48A5@B0FVW, 0 7 V=H>3>  70A>18 28@065==O ?>4O:8 B0 04@5A0B8 ACKNOWLEDGEMENTS 28O2;ONBLAO 4>AB0B=L> @V7=><0=VB=8<8. 0 D>@<0;L=><C @V2=V 70 >@VT=B0FV9=8< :@8B5@VT< ACKNOWLEDGEMENTS C 48A5@B0FVW B@048FV9=> AB0=>28BL GVB:> 287=0G5=89 @>74V; =0 >:@5<><C 0@:CHV V7 2;0A=8< 703>;>2:><. &59 @>74V;, 70728G09, @>7B0H>20=89 1;86G5 4> 7025@H0;L=>W G0AB8=8 48A5@B0FVW, ?VA;O 7030;L=8E 28A=>2:V2, 0;5 ?5@54 A?8A:>< ?>A8;0=L. # 4C65 =57=0G=V9 :V;L:>ABV 28?04:V2 7=0E>48<> ACKNOWLEDGEMENTS C ?5@54<>2V (PREFACE)  482. [16] A>1;82VABN ACKNOWLEDGEMENTS C FL><C B8?V 48A:C@AC T 4C65 25;8:89 ABC?V=L :;VH>20=>ABV 28@065==O ?>4O:8 (2 A5@54=L><C 5-7  :@>:V2 , 2 >:@5<8E 28?04:0E AO30T 10). 0 <>2=8< :@8B5@VT< A?>AB5@V30NBLAO BV 6 ;5:A8G=V B0 3@0<0B8G=V 5;5<5=B8, I> 9 C 48A:C@AV =0C:>2>W AB0BBV. V4<V==V @8A8, ?@8B0<0==V A0<5 60=@C 48A5@B0FVW, ?@54AB02;5=V <5=H >DVFV9=8< B>=>< 28A;>2;N20==O 70 @0EC=>: 2V4?>2V4=8E ;5:A8G=8E >48=8FL (joy, love,  girl talk , keep the funk alive!, etc). 0 A8=B0:A8G=><C @V2=V 7 O2;OTBLAO 25;8:0 :V;L:VABL ?0@0;5;L=8E :>=AB@C:FV9 4;O 70?>1V30==O ?>2B>@V2 D>@<C; ?>4O:8: I would like to express my sincere gratitude to: Susanne Bredenberg, enthusiastic co-author and wonderful friend, for all the nice times in the lab and at the golf course. All my friends for lots of fun times. Hasse and Birgitta for being so wonderful, always caring for me. My parents, Gunnar and Gunvor, for being the best parents one could ever wish for and for your love and support throughout the years. ... [12] 0 A5<0=B8G=><C @V2=V, O: V 2 60=@V =0C:>2>W AB0BBV, ACKNOWLEDGEMENTS ?>:;8:0=89 28@060B8 ?>4O:C 2AV<, EB> ?@89<02 CG0ABL C 4>A;V465==V B0 A?@8O2 =0C:>2><C ?@>3@5AC. 0728G09, ?>4O:C >B@8<CNBL C =0ABC?=><C ?>@O4:C: =0C:>289 :5@V2=8: (WE <>65 1CB8 45:V;L:0): Professor Christer Nyström, my supervisor, for his encouragement and confidence in me and for sharing his deep knowledge and expertise in powder technology with me. Dr Helena Lennholm, my co-supervisor, for her positive attitude and support, for inspiring and creative discussions and for her friendship and faith in me. [7]; A?V202B>@8 B0 :>;538 C 4>A;V4=8FL:8E F5=B@0E B0 ;01>@0B>@VOE: The staff at Medivir AB for a pleasant atmosphere during my nine-months at your lab and afterwards, especially thanks to the super-chemist Jussi Kangasmetsä for all the good advice. [1]; V=B5;5:BC0;L=V @04=8:8 B0 A?V2@>7<>2=8:8: Marianne Petr9n-Mallmin for sharing her knowledge and for co-writing of papers. Margareta HedstrFm for stimulating discussions. Eva Bornefalk and Helena Salvesen for encouraging discussions. [4]; :>=AC;LB0=B8 7 ?8B0=L, I> AB>ACNBLAO 4>A;V465==O: Rajni Dyal, for teaching me the laboratory work, and Margareta Halin-Lejonklou, for help with the immunohistochemical stainings. [6]; :>=AC;LB0=B8 7 ;V=32VAB8G=8E ?8B0=L: Maud Marsden, for excellent linguistic revision of the manuscripts, making them readable. [9]; >1A;C3>2CNG89 ?5@A>=0; 1V1;V>B5: B0 4>A;V4=8FL:8E 107: Information Science & Library, R&D Södertälje for professional work and excellent service. [17]; ?5@A>=0;, I> 70157?5GCT B5E=VG=C ?V4B@8<:C: The PDC at KTH for computational support and facilities. Special thanks to Nils Smeds who worked so hard on MacroModel when we were the only users. [13]; ?5@A>=0;, I> 70157?5GCT 04<V=VAB@0B82=C ?V4B@8<:C: Per-Olow Sjödén, the head of the Section of Caring Science, for providing a highly professional, generous, and really creative environment. [15]; ABC45=B8, I> 4>?><030NBL ?V4 G0A =0?8A0==O 48A5@B0FVW: All the students involved as part of their master s thesis in various parts of the research projects on eating disorders, for stimulating discussions and questions: Marie-Louise Petterson, Malin Levin, Anna Lindström, Lotta Nyblad, and Maja Fläcke. [5]; C @07V =5>1EV4=>ABV ?@>2>465==O <548G=>3> 5:A?5@8<5=BC G8 4>A;V465==O ;N459  ?0FVT=B8 ;V:0@5=L B0 WE @V4=V: I would like to express my sincere gratitude to all patients and their relatives, without whose participation, interest and patience this study would not have been accomplished. [8] B0 V=. V4<V==>N @8A>N 48A:C@A82=>3> :><?>=5=B0 ACKNOWLEDGEMENTS C B0:><C 60=@V =0C:>2>3> 48A:C@AC O: 48A5@B0FVO T 28A>:89 ABC?V=L 5<>FV9=>W =0?>2=5=>ABV, I> <>65 28@060B8AO O: C 4>:;04=><C >?8AV 157?>A5@54=L>3> 2=5A:C B>3>, :><C 4O:CNBL, C ?@>5:B, B0: V C 4C65 @>73>@=CB><C @>74V;V, 45 ?>4O:0 28A;>2;NTBLAO =5 ABV;L:8 70 ?@>D5AV9=C, A:V;L:8 70 5<>FV9=C ?V4B@8<:C: 02B>@ 7304CT V<5=0 1030BL>E 4@C7V2, ACAV4V2 ?> :V<=0BV, @>48GV2, :>E0=8E V =02VBL 4><0H=VE B20@8=: My parents in law, Inger Gustafsson and Tage Boqvist, for kind hospitality and good times. Malin Fjaestad and Anna Runberg, for  girl talk” in cosy coffee shops and for being such great friends always caring for me. All my other friends outside the department, especially my ”horse friends” at Karbytorp (four- as well as two-legged), for enriching my life in many ways. Dino, my beauty, for filling my life with so much joy and trouble. Mia, my sister and best friend in hard times and party times, what would I do without you? My parents, Eva and Göran, and my grandmother Anna, for always being there for me, supporting me, no matter what. I will do my best to spend more time enjoying the smell of the flowers through the path of life. Kjelle, my great love, gourmet-chčf and companion through life – you are simply the best! [7] My friends outside the lab, in Västerĺs and in Uppsala, have also given me many happy moments during this time. You are all great friends! My family + Kajsa, the dog: Thank you for being there! Finally, to Emil: for always, always making me smile in the blackest and bluest of times, and for constantly teaching me that there is more to life than this. [2]  =02545=8E ?@8:;04V2 AB0T >G5284=8<, I> 02B>@8 0=3;>-0<5@8:0=AL:>3> 48A5@B0FV9=>3> ACKNOWLEDGEMENTS 45<>=AB@CNBL 28A>:89 @V25=L 5<>FV9=>W 2V4:@8B>ABV. >4O:0 70 DV=0=A>2C ?V4B@8<:C B@048FV9=> 7025@HCT ACKNOWLEDGEMENTS B0 @V7:> :>=B@0ABCT 70 B>=0;L=VABN 28A;>2;N20==O 7 1V;LH Ť62028<8ť 28A;>20<8 =0 04@5AC 4@C7V2 B0 :>;53: Financial support from AstraZeneca (Sweden), Pharmacia Corporation (Sweden), the Knut and Alice Wallenberg Foundation, IF Foundation for Pharmaceutical Research, the CD Carlsson Fund and the CR Leffman Scholarship Fund is gratefully acknowledged. [12] 0 @0EC=>: 28A>:>3> ABC?5=N V=482V4C0;V70FVW :><?>=5=B0 ACKNOWLEDGEMENTS C 60=@V 48A5@B0FVW B0 <0:A8<0;L=>3> =01;865==O 9>3> 7<VABC 4> >A>18AB>3> 68BBO 02B>@0 7@>AB0T 702C0;L>20=VABL V=B5@B5:ABC0;L=8E 5;5<5=BV2 ACKNOWLEDGEMENTS 4;O 7030;L=>W 0C48B>@VW. 5>1V7=0=89 G8B0G ACKNOWLEDGEMENTS =02@O4G8 @>7C<VT ?>A8;0==O =0 25A5;V 25GV@:8, 4@C6=V @>7<>28 70 :5;8E>< 28=0 G8 2V4G094CH=V B0=FV ?>A5@54 =>GV C ;01>@0B>@VW. 0 DC=:FV>=0;L=><C @V2=V 7 =530B82=8E AB@0B53V9 H8@>:> 70AB>A>2CTBLAO ;8H5 (10), O:C ?>:;045=> C >A=>2C DC=:FV>=C20==O :><?>=5=B0 ACKNOWLEDGEMENTS. !?>AB5@V30T<> B0:>6 H8@>:5 70AB>AC20==O AB@0B53V9 ?>78B82=>W 22VG;82>ABV, 0 A0<5 (2), (7), (8), (11), (12), (13), (14), (15). "0:8< G8=><, >G5284=>N AB0T V=B5=FVO 04@5A0=B0 ACKNOWLEDGEMENTS I>4> ?V4B@8<0==O A2>3> ?>78B82=>3> V<V46C B0 ?@03=5==O 4> ?>40;LH>3> A?V2@>1VB=8FB20 7 :>;530<8 V =0;03>465==O B0 ?V4B@8<0==O >A>18AB8E AB>AC=:V2 7 1;87L:8<8. 5@A?5:B82>N V ?@>4>265==O< 40=>3> 4>A;V465==O T ?>A;V4>2=89 0=0;V7 DC=:FV>=C20==O 48A:C@A82=>3> :><?>=5=B0 ACKNOWLEDGEMENTS 73V4=> 70?@>?>=>20=>W <>45;V C @V7=8E 60=@0E ACG0A=>3> ?8AL<>2>3> B0 CA=>3> 0=3;><>2=>3> 48A:C@AC (7>:@5<0, 2 0:045<VG=><C, :V15@-48A:C@AV B0 V=.), I> A;C3C20B8<5 ?@54<5B>< ?>40;LH8E ?C1;V:0FV9. " "#  1. ;LG5=:> . . B8:5B 0=3;><>2=>3> =0C:>2>3> 48A:C@AC.  .: 0C:>20 =830, 2002.  287 A. 2. Acknowledgement // Wikipedia, the Free Encyclopaedia.   HYPERLINK "http://en.wikipedia.org/wiki/Acknowledg5ment_(creative_arts)" http://en.wikipedia.org/wiki/Acknowledg5ment_(creative_arts) 3. Brown P., Levinson S. Politeness: Some Universals in Language Usage.  Cambridge: CUP.  1987.  345 p. 4. Giles C. Lee, Councill Isaac G. Who gets acknowledged: Measuring scientific contributions through automatic acknowledgment indexing // PNAS  2004.  Vol. 101, No. 51.  P. 17599 17604.   .!" " " # 1. Alterman, M. Design and Synthesis of HIV-1 Protease Inhibitors.  Acta Universitatis Upsaliensis, 2001. – Pg. 53-54. 2. Andersson, A. Surface Phenomena in Li-Ion Batteries. – Acta Universitatis Upsaliensis, 2001. – Pg. 48. 3. April Bleske-Rechek, David Lubinski, and Camilla O. Benbow. Meeting the Educational Needs of Special Populations // Psychological Science. – Vol.15, No. 4. – Pg. 223. 4. Ekman, A. Hips at risk. Osteoporosis and Prevention of Hip Fractures. – Acta Universitatis Upsaliensis, 2001. – Pg. 60. 5. Ghaderi, A. Eating disorders. Prevalence, incidence, and prospective risk factors for eating disorders among young adult women in the general population. – Acta Universitatis Upsaliensis, 2001. – Pg. 60-61. 6. Granberg, D. Bronchial Carcinoids. – Acta Universitatis Upsaliensis, 2001. – Pg. 52-54. 7. Gustafsson, C. Solid State Characterisation and Compaction Behaviour of Pharmaceutical Materials. – Acta Universitatis Upsaliensis, 2000. – Pg.52-53. 8. Hellström, K. On self-efficacy and balance after stroke. – Acta Universitatis Upsaliensis, 2002. – Pg. 51-52. 9. Järvi, A.. Carbohydrate-rich foods in the treatment of the insulin resistance syndrome. Studies of the importance of the glycaemic index and dietary fibre. – Acta Universitatis Upsaliensis, 2001. – Pg. 64-65. 10. Borja Larrain. Do Banks Affect the Level and Composition of Industrial Volatility? // The Journal of Finance, Vol. LXI, No 4, August 2006. – p. 1897. 11. Kenneth M. Lehn and Mengxin Zhao. CEO Turnover after Acquisitions: Are Bad Bidders Fired? // Journal of Finance, Vol. LXI, No 4, August 2006. – Pg. 1759. 12. Mattsson, S. Pharmaceutical Binders and Their Function in Directly Compressed Tablets. – Acta Universitatis Upsaliensis, 2000. – Pg. 55-56. 13. Schaal, W. Computational Studies of HIV-1 Protease Inhibitors. – Acta Universitatis Upsaliensis, 2002. – Pg. 63-64. 14. Anna Seleny. Tradition, Modernity, and Democracy: The Many Promises of Islam // Perspectives on Politics, September 2006, Vol. 4, No. 3. – Pg.481. 15. Söderlund, A. Physiotherapy Management, Coping and Outcome Prediction in Whiplash Associated Disorders (WAD). – Acta Universitatis Upsaliensis, 2001. – Pg. 51-52. 16. Wänstrand, O. Wear Resistant Low Friction Coatings for Machine Elements – Possibilities and Limitations. – Dissertation for the Degree of Doctor of Philosophy in Materials Science. – Acta Universitatis Upsaliensis, 2000. 17. Welin-Berger, K. Formulations, Release and Skin Penetration of Topical Anesthetics. – Acta Universitatis Upsaliensis, 2001. – Pg. 42. Š .. /@E>, 2009 # 811.112 42  ! &/  &,# #&!"'# !# ! .. >;C1 (%0@:V2) !B0BBO ?@8A2OG5=0 2AB0=>2;5==N <>2=8E 70A>1V2, 70 4>?><>3>N O:8E C =V<5FL:><>2=><C ?C1;VF8AB8G=><C 48A:C@AV 28@060NBLAO ?52=V @V7=>2848 48A:@8<V=0FVW.  OA>20=> ACBL <>2=>W 48A:@8<V=0FVW, @>73;O=CB> 72 O7>: AB@0B53VW 48A:@8<V=0FVW 7 ?>=OBBO< 48A:C@AC C?5@5465==O. >18BLAO 28A=>2>:, I> ?52=V ;5:A8G=V, 3@0<0B8G=V, AB8;VAB8G=V B0 V=HV V=48:0B>@8 48A:@8<V=0FVW <>6CBL 2?;820B8 =0 =040==O 28A;>2;5==N V<?;VF8B=>3> A<8A;C. ;NG>2V A;>20: 48A:@8<V=0FVO, 48A:C@A, V<?;VF8B=VABL, V=48:0B>@, C?5@5465==O. .. >;C1. /7K:>20O 48A:@8<8=0F8O 2 =5<5F:>O7KG=>< ?C1;8F8AB8G5A:>< 48A:C@A5. !B0BLO ?>A2OI5=0 CAB0=>2;5=8N O7K:>2KE A@54AB2, A ?><>ILN :>B>@KE 2 =5<5F:>O7KG=>< ?C1;8F8AB8G5A:>< 48A:C@A5 2K@060NBAO @07;8G=K5 284K 48A:@8<8=0F88. #AB0=>2;5=0 ACBL O7K:>2>9 48A:@8<8=0F88, @0AA<>B@5=0 A2O7L <564C AB@0B538O<8 48A:@8<8=0F88 8 ?>=OB85< 48A:C@A0 ?@54C15645=8O. 5;05BAO 2K2>4, GB> >?@545;5==K5 ;5:A8G5A:85, 3@0<<0B8G5A:85, AB8;8AB8G5A:85 8 4@C385 8=48:0B>@K 48A:@8<8=0F88 <>3CB ?@84020BL 2KA:07K20=8N 8<?;8F8B=K9 A<KA;. ;NG52K5 A;>20: 48A:@8<8=0F8O, 48A:C@A, 8<?;8F8B=>ABL, 8=48:0B>@, ?@54C15645=85. I.A. Golub. Language discrimination in German journalistic discourse. The article deals with determination of language means with help of which in German journalistic discourse different kinds of discrimination can be expressed. The essence of the language discrimination is determined; the connection between discrimination strategies and the notion of prejudice discourse is analyzed. A conclusion is made that certain lexical, grammatical, stylistic and other markers of discrimination can influence acquisition of some implicit meaning in the utterances. Key words: discrimination, discourse, implicity, marker, prejudice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Ť<>20 V ?>;VB8:0 B0 <>20 2 ?>;VB8FVť [1]. !0< B5@<V= Ť48A:C@A C?5@5465==Oť =0;568BL ". 0= 59:C, O:89 709<02AO AB@0B53VG=8<8 0A?5:B0<8 @0A8ABAL:>3> 48A:C@AC [7]. @>B5, ?@>1;5<0 287=0G5==O 70A>1V2 28@065==O 48A:@8<V=0FVW C <>2V 9 =040;V 70;8H0TBLAO =528@VH5=>N, 0 A0<5, =5 7 OA>20=>, O:V <>2=V 70A>18 28:>@8AB>2CNBLAO C =V<5FL:><>2=><C ?C1;VF8AB8G=><C 48A:C@AV 4;O 28@065==O AB@0B53VW 48A:@8<V=0FVW, =5 287=0G5=V WE :V;L:VA=V B0 O:VA=V ?>:07=8:8. 5B0 FVTW AB0BBV  >:@5A;8B8 :>;> <>2=8E 70A>1V2, 70 4>?><>3>N O:8E C =V<5FL:><>2=><C ?C1;VF8AB8G=><C 48A:C@AV 28@060NBLAO @V7=>2848 48A:@8<V=0FVW. 1 T:B>< 4>A;V465==O T =V<5FL:><>2=V 28A;>2;5==O, O:V 2V4>1@060NBL AB@0B53VN 48A:@8<V=0FVW B0 282G0NBLAO =0 ?@54<5B 2AB0=>2;5==O 2V4?>2V4=8E <>2=8E 70A>1V2. >A;V465==O ?@>2>48;>AO =0 <0B5@V0;V =V<5FL:><>2=>W ?@5A8 :V=FO XX  ?>G0B:C XXI AB. 7 ?>;VB8G=>W B5<0B8:8. V4 A>FV0;L=>N 48A:@8<V=0FVTN @>7C<VT<> :0B53>@V0;L=89 ?>3;O4 =0 ;N48=C 7 B>G:8 7>@C =0FV>=0;L=>ABV B0 WW =530B82=5 >FV=N20==O [9, A.13]. 0B53>@V0;L=89 ?>3;O4  F5 <>2=5 Ť?>A8;0==Oť =0 ;N48=C 70 4>?><>3>N A>FV0;L=8E :0B53>@V9, =0?@8:;04: ŤT2@59ť, ŤBC@>:ť, ŤF830=ť B0 V=. # FL><C 28?04:C ;N48=0, ?@> O:C 945BLAO, A?@89<0TBLAO =5 O: >:@5<89 V=482V4CC<, 0 O: =>AV9 ?52=>W A>FV0;L=>W :0B53>@VW. >A8;0==O <>65 28@060B8AO Ť?@O<>ť, V7 70AB>AC20==O< 728G09=>W =0728 A>FV0;L=>W :0B53>@VW, 01> Ť=5?@O<>ť, :>;8 =0 ?>E>465==O 40=>W ;N48=8 =0BO:CTBLAO H;OE>< 2:07C20==O =0 35>3@0DVG=C =072C: Korea ist ein unterentwickeltes Land, B>1B> 4;O :0B53>@870FVW <>25FL 70AB>A>2CT B0:B8:8 ?@O<>3> (Was hat ein Türke hier zu suchen?) B0 =5?@O<>3> ?>A8;0==O (Polen ist komisch). @V< FL>3>, <8 2AB0=>28;8 9 V=HV B0:B8:8: 287=0G5=5 ?>7=0G5==O (Da wo ihr herkommt), ?@O<5 725@B0==O (Ihr lernt das nie), 0CB>-@5D5@5=FV9=5 ?>A8;0==O (Wir Deutschen sollten uns nicht für dumm verkaufen lassen), 0=0D>@8G=5 ?>A8;0==O (Die lassen es sich gut gehen), =5?5@A>=VDV:>20=5 ?>A8;0==O (Alles, was von drüben kommt, ist arbeitsscheu), 48AB0=FV9=V 2:07V2=V 709<5==8:8 (Die dort sind ganz anders). >@O4 V7 :0B53>@870FVTN, <V=V<0;L=>N A5<0=B8G=>N A:;04>2>N A>FV0;L=>W 48A:@8<V=0FVW T >FV=N20==O. 0728G09, >FV=N20==O ?@54AB02=8:V2 ?52=>W =0FV>=0;L=>ABV 2V41C20TBLAO 70 4>?><>3>N 28@07V2 7 =530B82=>N :>=>B0FVTN. 0H <0B5@V0; 4>72>;OT 284V;8B8 B0:V B0:B8:8 >FV=N20==O: =530B82=5 ?>7=0G5==O :0B53>@VW (Scheinasylanten, Wirtschaftsflüchtlinge), ?@8?8AC20==O =530B82=8E O:>AB59 (Die sind faul), =530B82=5 AB02;5==O 4> ?52=8E AB>@V= ;N4AL:>W 4VO;L=>ABV (Die arbeiten nicht gerne), =530B82=89 >?8A 4VW (Ausländer bummeln bei der Arbeit), ?V4A8;5==O H;OE>< ?5@5;V:C (Bei mir arbeitet ein Ausländer: klein, stark und dumm), ?V4?>@O4:C20==O (Das sind Faulpelze), 35=5@0;V70FVO (Ausländer sind alles Faulpelze; Ausländer bummeln immer bei der Arbeit), ?>78B82=5 7>1@065==O (Er ist ein fleißiger Ausländer), 5:A?;VF8B=5 ?>@V2=O==O (Ausländer machen ihre Arbeit nicht gleich gut wie Deutsche). AB0==V9 ?@8:;04 V;NAB@CT 5:A?;VF8B=5 28@065==O AB@0B53VW 48A:@8<V=0FVW, >A:V;L:8 ;5:A8:0;V7CNBLAO CAV B@8 5;5<5=B0 ?>@V2=O==O: >1842V A>FV0;L=V :0B53>@VW, I> ?V4;O30NBL ?>@V2=O==N, B0 :@8B5@V9 ?>@V2=O==O. 2060T<> 206;828< 2V4>:@5<8B8 ?>=OBBO Ť48A:@8<V=0FVOť B0 Ť>1@070ť. /:I> >FV=N20==O AB>ACTBLAO :0B53>@VW 2 FV;><C (Alle Ausländer sind faul) 01> :>=:@5B=>W ;N48=8 O: ?@54AB02=8:0 FVTW :0B53>@VW (Er ist so faul wie jeder Ausländer), <8 <0T<> A?@02C 7 48A:@8<V=0FVTN. /:I> 6 >FV=N20==N ?V4;O30T ?52=0 V=482V4C0;L=0 >7=0:0 ;N48=8, I> =5 <0T 6>4=>3> 2V4=>H5==O 4> A>FV0;L=>W :0B53>@VW,  7 >1@07>N. >2=0 48A:@8<V=0FVO @50;V7CTBLAO C 48A:C@AV C?5@5465==O. !>FV0;L=89 ?A8E>;>3 >@4>= ;?>@B, :;0A8: 4>A;V465=L ?@>1;5< C?5@5465=L, 40T B0:5 287=0G5==O C?5@5465==O: C?5@5465==O  F5 2>@>6VABL, I> ;568BL 2 >A=>2V <V6;N4AL:8E 2V4=>A8= V A?@O<>20=0 ?@>B8 FV;>W 3@C?8 01> >:@5<8E G;5=V2 ACA?V;LAB20 [4]. ". 0= 59: 45B0;L=> @>73;O=C2 @>;L 70A>1V2 <0A>2>W V=D>@<0FVW C @>7?>2AN465==V @0A87<C. @>0=0;V7C202H8 B8AOGV 3075B=8E, B5;52V7V9=8E B0 @04V>-=>28= 2 @8B0=VW B0 >;;0=4VW, 2V= 4>E>48BL 28A=>2:C, I> =09G0ABVHV B5<8, O:V AB>ACNBLAO @0A87<C 2 ?@5AV, 2V4?>2V40NBL ?5@52060NG8< 5B=VG=8< C?5@5465==O<, I> 28@060NBLAO C ?>2AO:45==8E @>7<>20E: V<<V3@0FVO O: 2B>@3=5==O, V<<V3@0=B8 V 1V65=FV O: ?0@078B8, 465@5;> 7;>G8==>ABV B0 =0A8;LAB20, 0 B0:>6 B@C4=>IV A?@89=OBBO V=H>W :C;LBC@8 [7]. #?5@5465==O BVA=> ?>2 O70=V 7V AB5@5>B8?0<8, FV==>ABO<8, ?@8=F8?0<8 :>6=>W >:@5<>W =0FVW. 0 287=0G5==O< . . !B5@=V=0, FV==>ABV  F5 A>FV0;L=V, A>FV0;L=>-?A8E>;>3VG=V V45W B0 ?>3;O48, I> WE 4>B@8<CTBLAO 2AO =0FVO V 2>=8 ?5@540NBLAO 2V4 ?>:>;V==O 4> ?>:>;V==O. &V==>ABV  F5 B5, I> 0?@V>@V >FV=NTBLAO 5B=VG=8< :>;5:B82>< O: I>AL Ť4>1@5ť V Ť?@028;L=5ť B0 T 27V@F5< 4;O =0A;V4C20==O B0 28E>20==O. @8=F8?8  F5 :>=:@5B=V AB5@5>B8?8 <8A;5==O B0 ?>254V=:8; Ť7030;L=0 4C<:0, CO2;5==O, ?5@5:>=0==O, AB0;V 728G:8 2 4VO;L=>ABV, 2>=8 >1C<>2;NNBL @>7C<V==O 4V9A=>ABVť [2, A. 108-109]. @>B5 =0 4C<:C CB >40:, O:0 @07>< 7 V=H8<8 A?V2@>1VB=8:0<8 V45=AL:>3> C=V25@A8B5BC 709<0;0AL 4>A;V465==O< ?@>1;5< C?5@5465=L 2 ?VA;O2>T==V9 2AB@VW, A0<5 AB5@5>B8?8 74V9A=NNBL DC=:FVN T48=>3> <>2=>3> @53C;N20==O 4;O C?5@5465=8E ;N459, 2>=8 T >1>2 O7:>28<8 :><?>=5=B0<8 A;>2=8:>2>3> 70?0AC =0 ?>7=0G5==O 45O:>W <5=H>ABV 01> 3@C?8 0CBA0945@V2 7V 2AVTN ?@8B0<0==>N F8< <>2=8< >48=8FO< ?0;VB@>N =528<>2;5=8E =530B82=8E >FV=>:, I> <0NBLAO =0 C207V" [1]. !B@0E ?5@54 2AV< GC68<, ?5@54 =0?;82>< V=>75<FV2 V 7;>G8==VABN, ?5@54 157@>1VBBO< V =0A8;LAB2>< =0@>AB0T C 70EV4=><C ACA?V;LAB2V. A5 1V;LH 28@07=> ?>7=0G0NBLAO 2 2AB@VW >1@078 2>@>3V2, 7>:@5<0 F5 2V41C20TBLAO V C AD5@V >DVFV9=>3> 48A:C@AC. &5 FV;:>< C73>46CTBLAO 7 CA2V4><;5==O< A515, I> ?>A8;NTBLAO, B>1B> A2>TW =0FV>=0;L=>W V45=B8G=>ABV, 7 B>G=>N E0@0:B5@8AB8:>N V=A0945@V2 V 0CBA0945@V2, I> 40TBLAO 2V4?>2V4=> A8BC0FVW. "8  F5 <8"  F5 30A;> ?V4B@8<CT V=H89: "'>25= ?>2=89!", 2=0A;V4>: G>3> @>7?>2AN46CTBLAO AB@0E ?5@54 70A8;;O< V=>75<FV2 2 2AB@VW. "0BL:V2I8=C B@510 70E8I0B8",  707=0G0TBLAO 2 70A>10E <0A>2>W V=D>@<0FVW 0@V=BVW. A>1;82> ?><VB=> 1C;0 2 ?C1;VG=><C 48A:C@AV 1990 @. AC?5@5G=VABL <V6 59D>@VTN 7 ?@82>4C ?04V==O 70;V7=>W 702VA8 V C?5@5465==O<8, O:V 7'O28;8AO, O: BV;L:8 02AB@V9FV 7VB:=C;8AO 7 ?@0:B8G=8<8 ?@>1;5<0<8 V<<V3@0=BV2 [1, c 96]. >AB02;ONG8 ;5:A8G=V 70A>18, I> <>B82CNBL 01> ?@>AB> ?>OA=NNBL 45O:V 4VW, (=0?@8:;04, <5B0D>@0 Ť'>25= ?>2=89ť), AB5@5>B8?8 A;C3CNBL 70:@V?;5==N C?5@5465=L. # B0:89 A?>AV1 <>20 A;C3CT @>7?>2AN465==N C?5@5465=L, C?5@5465==O D>@<CNBLAO V @50;V7CNBLAO 70 4>?><>3>N <>28. [1, c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ie Ausländer), B0: V >FV=N20==O, I> 4> =5W 2V4=>A=5 (sind faul), V45BLAO ?@> 5:A?;VF8B=C 48A:@8<V=0FVN, 2 72>@>B=><C 28?04:C  ?@> V<?;VF8B=C. V4?>2V4=> 4> FL>3> V <>2=V 70A>18 @50;V70FVW AB@0B53VW 48A:@8<V=0FVW ?>4V;ONBLAO =0 5:A?;VF8B=V B0 V<?;VF8B=V. :A?;VF8B=0 48A:@8<V=0FVO @50;V7CTBLAO 70 4>?><>3>N ;5:A5<, O:V 28@060NBL =530B82=C >FV=:C (Alles, was von drüben kommt, ist arbeitsscheu). @>B5, =0H <0B5@V0; 70A2V4GCT, I> 5:A?;VF8B=0 48A:@8<V=0FVO C ?C1;VF8AB8G=><C 48A:C@AV =5 T ?>H8@5=8< O28I5<. &5 >1C<>2;NTBLAO >A>1;82>ABO<8 <5=B0;VB5BC =V<FV2. "0:>6 >?8BC20==O V=D>@<0=BV2 ?V4B25@48;>, I> 5:A?;VF8B=0 48A:@8<V=0FVO 2 ?@5AV T <0;>9<>2V@=>N 7 ?@8G8= ?>;VB8G=>3> E0@0:B5@C. )>4> V<?;VF8B=>W 48A:@8<V=0FVW, ?@8T4=CT<>AO 4> 4C<:8 $. 03=5@0, O:89 707=0G0T, I> 28A;>2;5==O B>4V T V<?;VF8B=8<, :>;8 C G8B0G0 01> A;CE0G0 28=8:0T 2@065==O, I> 9><C (28A;>2;5==N) 1@0:CT 5:A?;VF8B=>ABV (28@07=>ABV, OA=>ABV) [9, A. 45]. >7C<V==O O: V<?;VF8B=>W, B0: V 5:A?;VF8B=>W V=D>@<0FVW C B5:ABV A2V4G8BL ?@> :C;LBC@=C 3@0<>B=VABL G8B0G0. ;O ?>7=0G5==O <>2=8E 70A>1V2, I> 2:07CNBL =0 =0O2=VABL AB@0B53VW 48A:@8<V=0FVW C =V<5FL:><>2=><C 48A:C@AV, <8 :>@8ABCT<>AO B5@<V=><  V=48:0B>@ , O:89 1C2 C2545=89 C ?@03<0;V=32VAB8:C 6.. ABV=>< (speech devices) [5, A.74]. 06;82> ?V4:@5A;8B8, I> V=48:0B>@ =5 ?>28=5= 2AB0=>2;N20B8 >4=>7=0G=5 01> =02VBL >1>@>B=5 >4=>7=0G=5 2V4=>H5==O <V6 28@07>< V 7<VAB><. "5@<V= ŤV=48:0B>@ť @>7C<VTBLAO O: Ť2:07V2:0ť, 0 =5 O: Ť>4=>7=0G=0 >7=0:0ť, B>1B> 72'O7>: <V6 V=48:0B>@>< V D5=><5=>< =5 T =V >4=>7=0G=8<, =V 72>@>B=> >4=>7=0G=8< [9, A. 100]. >2=V V=48:0B>@8 V<?;VF8B=>W 48A:@8<V=0FVW, 70DV:A>20=V C =0H><C :>@?CAV, <>6=0 ?>4V;8B8 =0 G>B8@8 @V7=>2848: V=B>=0FV9=V, @8B>@8G=V, <>@D>-A8=B0:A8G=V B0 ;5:A8G=V 70A>18. 5@H0 3@C?0 =5 T @5;520=B=>N 4;O =0H>3> 4>A;V465==O, >A:V;L:8 2>=> ?@>2>48BLAO =0 <0B5@V0;V ?8AL<>2>3> ?C1;VF8AB8G=>3> 48A:C@AC. 8B>@8G=V 70A>18 ?@54AB02;5=V B0:8<8 DV3C@0<8 <>2;5==O O: =0BO:, V@>=VO, <5B0D>@0, 3V?5@1>;0 B0 ;VB>B0. @8<V@><, 3V?5@1>;VG=8< T 28A;>2;5==O So viele Ausländer hier. Ich kann nicht glauben, dass das Deutschland ist! 5B0D>@8G=5 ?5@5>A<8A;5==O V;NAB@CT 28A;>2;5==O Die Ausländer überfluten unser Land. Das Boot ist voll. > <>@D>-A8=B0:A8G=8E 70A>1V2 =0;560BL :><C=V:0B82=89 B8? @5G5==O, ?>@O4>: A;V2, 5;V?A B0 C<>2=89 A?>AV1 4VTA;>20: Dabei könnte er froh sein, dass er hier leben kann. 5:A8G=V V=48:0B>@8  A?>;CG=8:8, 2V4=>A=V 709<5==8:8, 5?VAB5<VG=V 28@078, 4>?><V6=V B0 <>40;L=V 4VTA;>20, ?@8:<5B=8:8, G0AB:8, A?>;CG=8:8 B0 A?>;CG=V ?@8A;V2=8:8. A>1;82>3> 7=0G5==O =01C20T 2 48A:C@AV C?5@5465==O 28:>@8AB0==O >FV==8E ?@8:<5B=8:V2: In meiner Firma arbeiten noch immer viele Türken, sie arbeiten alle ordentlich. :@5<V >A>1>2V 709<5==8:8 <>6CBL <0B8 DC=:FVN 71;865==O 01> 2V440;5==O. >A;V4=8:8 ?V4:@5A;NNBL, I> 2 ?52=8E <560E 20@V0FVO >A>1>28E 709<5==8:V2 <>65 <0B8 <>2=>-?A8E>;>3VG=5 7=0G5==O. 8:>@8AB0==O =54>FV;L=8E 709<5==8:V2 B0:>6 <0T A2>T B;C<0G=5 7=0G5==O [10, A. 21]. ". 0= 59: >A>1;82C C203C ?@84V;OT DC=:FVW 2V440;5==O C 45O:8E 709<5==8:0E (these, those, such), O:V 2V= =07820T demonstratives of distance. V= :>=AB0BCT, I> FV 709<5==8:8 =09G0ABVH5 28:>@8AB>2CNBLAO 7 B@5BL>N >A>1>N <=>68=8 7 <5B>N ?>A8;0==O =0 <5=H8=8 [6, A. 137], =0?@8:;04: Those people will never be able to understand that. '0AB:8 B0 <>40;L=V A;>20 O: ;5:A8G=V V=48:0B>@8 48A:@8<V=0FVW 2:07CNBL =0 B>=0;L=VABL 28A;>2;5==O  7=5206;825, 70@>7C<V;5 AB02;5==O 4> V=>75<FV2 01>, =02?0:8, A?V2GCBBO B0 A>;V40@=VABL 7 =8<8: Natürlich wollen wir ein gutes Miteinander zwischen Deutschen und Ausländern in diesem Land, wobei klar ist, dass jeder Ausländer hier nach seinen eigenen kulturellen oder religiösen Vorstellungen leben kann; Man muss doch ganz offen und nüchtern feststellen, dass jeder Deutsche, der einen Verwaltungsgerichtsprozess führt und verliert, die Konsequenzen tragen muss, dass aber bei Ausländern, die als Asylbewerber hierher kommen und nicht als politisch Verfolgte anerkannt werden, die Konsequenz ausbleibt; '0AB>B=8<8 T :><1V=0FVW 45:V;L:>E V=48:0B>@V2 48A:@8<V=0FVW, I> A?@8G8=OT 71V;LH5==O WE=L>W 2?;82>2>W A8;8: Von Bucaram weiß man, dass er täglich joggt, daneben auch leidlich singen und tanzen kann  wie aber sein Regierungsprogramm aussieht, bleibt bis heute ein Buch mit sieben Siegeln. !;V4 70C2068B8, I> ?@>2V4=8< A5@54 G8==8:V2 @50;V70FVW V<?;VF8B=>ABV C 48A:C@AV T 48A:C@A82=89 :>=B5:AB, =0 G><C =03>;>HCNBL 6.. ABV= B0 .. @09A [5, 8]. 57 48A:C@A82=>3> :>=B5:ABC V=B5@?@5B0FVO V<?;VF8B=8E A<8A;V2 C 48A:C@AV T =5<>6;82>N, >A:V;L:8 2V= 2V4V3@0T 28@VH0;L=C @>;L 2 @50;V70FVW 7=0G5=L V A<8A;V2 C 1C4L-O:><C B8?V 48A:C@AC. =0;V7 V=48:0B>@V2 48A:@8<V=0FVW 4>72>;82 284V;8B8 B0:V A5<0=B8G=V @V7=>2848 48A:@8<V=0FVW O: =530B82=0, ?>78B82=0 48A:@8<V=0FVO B0 0=B848A:@8<V=0FVO. 530B82=0 48A:@8<V=0FVO  :;0A8G=89 28?04>: 48A:@8<V=0FVW, :>;8 :0B53>@V0;L=89 ?>3;O4 :><1V=CTBLAO 7 =530B82=>N >FV=:>N: Wir dürfen nicht darüber hinwegtäuschen oder verwischen, dass natürlich alle Menschen gleich sind, und dass wir uns auch allen Menschen verpflichtet fühlen, aber das eben Frankreich für die Franzosen zuständig ist, Polen für die Polen, Italien für die Italiener, und die Bundesrepublik Deutschland für die Deutschen, und zwar für alle Deutschen; Sächsischen Akzent darf der Boy ruhig sprechen (viel schlechter versteht man Türken auch nicht), denn nicht jeder kann sich einen akzentfreien DDR-Diener leisten; Immer mehr Ausländer überschwemmen Deutschland, vergewaltigen deutsche Frauen, doch das wird in den Medien totgeschwiegen. >78B82=0 48A:@8<V=0FVO  B>9 28?04>:, :>;8 :0B53>@V0;L=89 ?>3;O4 :><1V=CTBLAO 7 ?>78B82=>N >FV=:>N, O:0 T 4;O <>2FO =5728G09=>N. # B0:89 A?>AV1 <>25FL 28@060T A2>T =530B82=5 AB02;5==O 4> ?52=>W :0B53>@VW V=>75<FV2: Vor allem aber  das wirklich vor allem – die Freude der Flüchtlinge, bei uns zu sein, in der Freiheit, in einem Lande, das ihnen nicht Perspektivpläne, sondern Perspektiven, das ihnen Zukunft bietet; Die Flüchtlinge und Umsiedler erwiesen sich sogar als die eigentlichen Motoren aller gesellschaftlichen Veränderung in der DDR; Ich finde, die Türken in den Geschäften in Kreuzberg sind sogar sehr freundlich; Er ist ein fleißiger Ausländer. &V 28A;>2;5==O 45<>=AB@CNBL ?>78B82=C 48A:@8<V=0FVN, >A:V;L:8, E>G0 2 =8E =5 5A?;V:CTBLAO =530B82=5 AB02;5==O 4> 1V65=FV2, 0;5 <>25FL <0T =0 C207V V<?;V:0BC@C Ť0728G09 F5 =5 T B0:, 0;5& ť. &59 V<?;VF8B=89 A<8A; ?5@540TBLAO 70 4>?><>3>N B0:8E ?@89<5==8:V2 7 ?V4A8;N20;L=>N DC=:FVTN O: wirklich B0 sogar, 01> =02VBL 157 4>4020==O ?V4A8;N20;L=8E 5;5<5=BV2, O: 2 >AB0==L><C ?@8:;04V. =B848A:@8<V=0FVO ?@54AB02;5=0 28A;>2;5==O<8, O:V <0NBL B0: A0<C AB@C:BC@C, O: V =530B82=0 48A:@8<V=0FVO, 0;5 2 B>9 A0<89 G0A 2>=8 48AB0=FV9>20=V 2V4 :0B53>@V0;L=>3> ?>3;O4C 01> =530B82=>W >FV=:8: Vergessen wird auch, dass Ausländer nicht nur bei uns lernen oder studieren, sondern auch unsere jungen Leute im Ausland Bildung erwerben. Vergessen wird manchmal, dass persönliches Glück, die Liebe, nicht vor Ländergrenzen halt macht; Und letztlich: Ausländer kann jeder von uns werden, er muß nur die Grenze passieren; Gerade Ausländer haben es besonders schwer, mit der neuen Situation zurechtzukommen.  >AB0==L><C ?@8:;04V 70 4>?><>3>N G0AB:8 gerade 2:07CTBLAO =0 >A>1;82C A8BC0FVN, 2 O:V9 >?8=8;8AL V=>75<FV, B0 0?5;NTBLAO 4> A?V2GCBBO. FV=N20==O =5 T >4=>7=0G=> =530B82=8<, 0;5 2A5 6 2>=> 2:07CT =0 <0B5@V0;L=C =5740B=VABL =0720=>W :0B53>@VW V=>75<FV2 V C @07V 7<V=8 281>@C A;V2 =01C;> 1 =530B82=>3> A<8A;C. @>B5 26820==O B0:8E 28@07V2, O: haben es besonders schwer B0 zurechtzukommen A?>=C:0T 4> @>7C<V==O 9 A?V2GCBBO B0 ?>2 O7CT F5 28A;>2;5==O 7 0=B848A:@8<V=0FVTN. "0:8< G8=><, =0< 240;>AO 7 OAC20B8 ACBL <>2=>W 48A:@8<V=0FVW, 287=0G8B8 42V WW ?@>2V4=V A:;04>2V  <>2=C :0B53>@870FVN B0 >FV=N20==O, @>73;O=CB8 72 O7>: AB@0B53VW 48A:@8<V=0FVW 7 ?>=OBBO< 48A:C@AC C?5@5465==O, 284V;8B8 @8B>@8G=V, <>@D>-A8=B0:A8G=V B0 ;5:A8G=V @V7=>2848 V=48:0B>@V2 48A:@8<V=0FVW, ?@>0=0;V7C20B8 WE 2?;82 =0 =040==O 28A;>2;5==N V<?;VF8B=>3> A<8A;C, 284V;8B8 B@8 A5<0=B8G=V @V7=>2848 48A:@8<V=0FVW  ?>78B82=C, =530B82=C B0 0=B848A:@8<V=0FVN. > ?5@A?5:B82 4>A;V465==O 2V4=>A8<> ?>3;81;5==O 0=0;V7C >:@5<8E @V7=>284V2 48A:@8<V=0FVW, 2AB0=>2;5==O 70:>=><V@=>AB59 WE @50;V70FVW, 0 B0:>6 @>73;O4 ;V=32>:C;LBC@=8E V ;V=32>?@03<0B8G=8E 2;0AB82>AB59 V<?;VF8B=>W 48A:@8<V=0FVW 2 ?>@V2=O;L=><C 0A?5:BV 7 <5B>N 287=0G5==O C=V25@A0;L=8E V 5B=>A?5F8DVG=8E E0@0:B5@8AB8: 48A:@8<V=0FVW 2 =V<5FL:V9, C:@0W=AL:V9 B0 @>AV9AL:V9 ?@5AV. " "#  1. >40: . /7K:. 8A:C@A. >;8B8:0 / CB >40: ; ?5@. A 0=3;. 8 =5<.  >;3>3@04 : 5@5<5=0, 1997.  144 A. 2. !B5@=8= . . ><<C=8:0B82=>5 ?>2545=85 2 AB@C:BC@5 =0F8>=0;L=>9 :C;LBC@K / . . !B5@=8= // -B=>:C;LBC@=0O A?5F8D8:0 O7K:>2>3> A>7=0=8O.  . : / , 1996.  !. 97 112. 3. (52G5=:> .!. @>1;5<8 B8?>;>3VW 48A:C@AC / .!. (52G5=:>, .. >@>7>20 // 8A:C@A O: :>3=VB82=>-:><C=V:0B82=89 D5=><5=. " %0@:V2 : >=AB0=B0, 2005. " !. 233 236. 4. Allport G. The Nature of Prejudice / G. Allport.  N.J. : Addison Wesley, 1954. - 537 p. 5. Austin J.L. How to do things with words / J.L. Austin. – Cambridge/Mass. : Harvard Univ. Press, 1962. – 166 p. 6. Dijk T. van. Prejudice in Discourse. An Analysis of Ethnic Preju Cognition and Conversation / T. van Dijk. – Amsterdam : Routledge, 1984. – 170 p. 7. Dijk T. van. Rassismus heute: Der Diskurs der Elite und seine Funktion f(r die Reproduktion des Rassismus : Diss. / T. van Dijk. – Duisburg, 1991 ; [DISS-Texte, Nr. 14]. 8. Grice H.P. Logic and Conversation / H.P. Grice // ders. Studies in the Way of Words. – Cambridge (Mass.), L. : Harvard Univ. Press, 1991. – P. 22–40. 9. Wagner F. Implizite sprachliche Diskriminierung als Sprechakt. Lexikalische Indikatoren impliziter Diskriminierung in Medientexten / F. Wagner. – Tübingen : Narr, 2001. – 180 S. 10. Wiener M. Language within Language: Immediacy, a Channel in Verbal Communication / M. Wiener, A. Mehrabian. – New York : Wiley, 1968. – 214 p. Š .. >;C1, 2009 # 811.111 42 !!" & !" #"#  " !" % $ &% " " "!" (=0 <0B5@V0;V B5:ABV2 V=B5@=5B =>28= :>@?>@0FVW BBC) >7>;C? .!. (L2V2) !B0BBO AB028BL 70 <5BC 282G5==O B8?>;>3VW A5<0=B8G=>W AB@C:BC@8 B0 >A=>2=8E :><?>78FV9=8E ?0@0<5B@V2 0=3;><>2=8E B5:ABV2 =B5@=5B =>28=. !B@C:BC@=>-A5<0=B8G=V >A>1;82>ABV F8E B5:ABV2 @>73;O=CB> C :>=B5:ABV WE=L>W DC=:FV>=0;L=>W A?@O<>20=>ABV B0 ?@03<0B8G=>W CAB0=>2:8 7 C@0EC20==O< :><C=V:0B82=>W <5B8, A?5F8DV:8 =>AVO V=D>@<0FVW B0 270T<>4VW CG0A=8:V2 :><C=V:0B82=>3> 0:BC. ;NG>2V A;>20: =B5@=5B =>28=8, <54V0-48A:C@A, <54V0-B5:AB, A5<0=B8G=0 <0:@>AB@C:BC@0. M.S. Kozolup. The Peculiarities of the Structure, Composition and Semantics of English Web News Texts. The article aims at studying the typical semantic structure and basic compositional features of English web news texts. The structural and semantic peculiarities of these texts are regarded in connection with their functionality and pragmatics. The communication purpose, specific properties of the medium and interrelations between the participants of the communication process have been taken into account. Key words: internet news, media discourse, media test, semantic macrostructure. .!. >7>;C?. A>15==>AB8 :><?>78F8>==>9 AB@C:BC@K 8 A5<0=B8:8 0=3;>O7KG=KE 8=D>@<0F8>==KE =B5@=5B B5:AB>2. !B0BLO ?>A2OI5=0 87CG5=8N B8?>;>388 A5<0=B8G5A:>9 AB@C:BC@K 8 >A=>2=KE ?0@0<5B@>2 :><?>78F88 0=3;>O7KG=KE B5:AB>2 =B5@=5B =>2>AB59. !B@C:BC@=>-A5<0=B8G5A:85 >A>15==>AB8 40==KE B5:AB>2 @0AA<0B@820NBAO 2 A2O78 A 8E DC=:F8>=0;L=>9 >@85=B0F859 8 ?@03<0B8G5A:>9 CAB0=>2:>9 A CG5B>< :><<C=8:0B82=>9 F5;8, A?5F8D8:8 =>A8B5;O 8=D>@<0F88 8 2708<>459AB28O CG0AB=8:>2 :><<C=8:0B82=>3> 0:B0. ;NG52K5 A;>20: =B5@=5B =>2>AB8, <5480-48A:C@A, <5480-B5:AB, A5<0=B8G5A:0O <0:@>AB@C:BC@0. 0A>18 <0A>2>W V=D>@<0FVW () 2V4V3@0NBL 206;82C @>;L C 68BBV ACG0A=>3> ACA?V;LAB20.  WE 4>?><>3>N D>@<CTBLAO 3@><04AL:0 4C<:0, ?@>?03CNBLAO ?52=V A8AB5<8 FV==>AB59, AB2>@NNBLAO 2V4?>2V4=V :0@B8=8 A2VBC. 0 >AB0==V @>:8 =01C;8 ?>H8@5==O B0: 720=V ŤV=D>@<0FV9=Vť B5>@VW @>728B:C ACA?V;LAB20, :>B@V @>73;O40NBL 7@>AB0==O  B0 ?>40;LH5 24>A:>=0;5==O 70A>1V2 <0A>2>W :><C=V:0FVW () O: >A=>2=V D0:B>@8, I> 287=0G0NBL <091CB=V E0@0:B5@8AB8:8 A2VB>2>W A?V;L=>B8 [5, A. 19]. # A2VB;V B0:8E B5=45=FV9 4>A;V465==O D5=><5=C <0A>2>W :><C=V:0FVW B0 70A>1V2 <0A>2>W V=D>@<0FVW, O: >4=>3> 7 WW 0A?5:BV2, =01C20T 2A5 1V;LH>W 0:BC0;L=>ABV B0 V=B5@48AF8?;V=0@=>3> E0@0:B5@C. !L>3>4=V <8 A?>AB5@V30T<> ?>2>@>B 2V4 282G5==O <>28, V 7>:@5<0 <>28  O: 70<:=CB>W A8AB5<8 4> 4>A;V465==O <>28 C WW G8A;5==8E 72 O7:0E B0 DC=:FVOE [10, A. 13]. @>1;5<>N <0A>2>W :><C=V:0FVW 7030;>< B0 @V7=8<8 ;V=32VAB8G=8<8 0A?5:B0<8 70A>1V2 <0A>2>W V=D>@<0FVW 7>:@5<0 709<0NBLAO ACG0A=V 2VBG87=O=V B0 70@C1V6=V 4>A;V4=8:8 . !5@068<, .!>;30=8:, ". >1@>2>;LA:0O, . >G5?F>2, . 5;;, ". 20= 59:, . @VAB5;, . 0::;N5= B0 V=HV, >4=0: H284:89 ?@>3@5A V=D>@<0FV9=8E B5E=>;>3V9 C ?>T4=0==V V7 ACG0A=8<8 3;>10;V70FV9=8<8 ?@>F5A0<8 2V4:@820NBL CA5 =>2V =54>A;V465=V 4V;O=:8, AB02;OBL =>2V 7040GV ?5@54 ;V=32VAB0<8, A>FV>;>30<8, :C;LBC@>;>30<8, ?A8E>;>30<8 B0 V=H8<8 2G5=8<8 3C<0=VB0@=>3> =0?@O<:C. 4=8< V7 =091V;LH AB@V<:> ?@>3@5ACNG8E 0A?5:BV2 ACG0A=>W :><C=V:0FVW T :><C=V:0FVO 7 4>?><>3>N <5@56V =B5@=5B. <V=8 C ACA?V;L=V9 A2V4><>ABV, :C;LBC@V, <>2V, O:V <0NBL <VAF5 C 72 O7:C V7 ?>H8@5==O< B0 24>A:>=0;5==O< =B5@=5B-B5E=>;>3V9, T ?5@A?5:B82=8< =0?@O<:>< ACG0A=8E 4>A;V465=L. !0<5 B><C >1 T:B>< 0=0;V7C >1@0=> ?@>1;5<8 >A>1;82>AB59 V=D>@<0FV9=8E =B5@=5B-B5:ABV2. 5B>N 40=>3> 4>A;V465==O T 282G5==O B8?>;>3VW A5<0=B8G=>W AB@C:BC@8 B0 :><?>78FVW 0=3;><>2=8E B5:ABV2 V=D>@<0FV9=8E ?>2V4><;5=L =0 web-AB>@V=:0E <V6=0@>4=8E V=D>@<0FV9=8E 035=BAB2 B0, 7>:@5<0, @8B0=AL:>W :>@?>@0FVW !. 0B5@V0;>< 4;O 4>A;V465==O A;C3C20;8 B5:AB8 =>28= !, O:V 7 O2;O;8AO =0 web-AB>@V=FV  HYPERLINK "http://news.bbc.co.uk/" http://news.bbc.co.uk/ 7 1 15@57=O 2008 ?> 1 :2VB=O 2009 @>:C. =B5@=5B-B5:AB8 T >4=VTN V7 D>@< <54V0-B5:ABV2. >=OBBO <54V0-B5:AB 7 O28;>AO 2V4=>A=> =5402=> V ?>B@51CT GVB:>3> 287=0G5==O B0 A?V22V4=5A5==O V7 B0:8<8 ?>=OBBO<8 O: ŤB5:ABť, Ť48A:C@Ať B0 Ť<54V0-48A:C@Ať. A=CT 1030B> 45DV=VFV9 B5:ABC. >73;O=5<> 4;O ?@8:;04C >4=5 V7 :;0A8G=8E 287=0G5=L FL>3> ?>=OBBO =02545=5 . 0;L?5@V=8<: Ť"5:AB  F5 B2V@ <>2>B2>@G>3> ?@>F5AC, O:><C 2;0AB820 7025@H5=VABL, >1 T:B82>20=89 C 283;O4V ?8AL<>2>3> 4>:C<5=B0, ;VB5@0BC@=> >1@>1;5=89 2V4?>2V4=> 4> B8?C FL>3> 4>:C<5=B0, B2V@, I> A:;040TBLAO 7 =0728 (703>;>2:0) V @O4C >A>1;828E >48=8FL (=04D@07>28E T4=>AB59), >1 T4=0=8E @V7=8<8 B8?0<8 ;5:A8G=>3>, 3@0<0B8G=>3>, ;>3VG=>3>, AB8;VAB8G=>3> 72 O7:C, <0T ?52=C FV;5A?@O<>20=VABL V ?@03<0B8G=C CAB0=>2:Cť [3, A. 18]. &5 287=0G5==O B5:ABC GVB:> 0:F5=BCT 9>3> ;V=32VAB8G=C ?@8@>4C B0 25@10;L=89 E0@0:B5@. @8 ?5@5=5A5==V C AD5@C <0A-<54V0 :>=F5?FVO B5:ABC (<54V0-B5:ABC) =01;860TBLAO 4> A5<V>B8G=>3> B@0:BC20==O FL>3> ?>=OBBO, I> ?5@5410G0T ?>A;V4>2=VABL 1C4L-O:8E, 0 =5 ;8H5 25@10;L=8E 7=0:V2 [6, A. 29]. 0 4C<:C /. 0AC@A:>3> <54V0-B5:AB VA=CT C 45:V;L:>E AD5@0E, C 45:V;L:>E A5@54>28I0E: C ?0?5@>2V9 D>@<V, C 72C:>2V9, C 2V7C0;L=V9. 024O:8 ACG0A=8< <0A-<54V0 B5:AB =01C20T =>28E <>6;82>AB59. "0:0 1030B>?;0=>2VABL, 1030B><V@=VABL B5:ABC ?@872>48BL 4> AB2>@5==O A?@024V ?>;VD>=VG=>3> :><C=V:0B82=>3> ?@>4C:BC [8, A. 3]. V25=L <0A>2>W :><C=V:0FVW =040T ?>=OBBN ŤB5:ABť =>28E 2V4BV=:V2, >1C<>2;5=8E <54V9=8<8 2;0AB82>ABO<8 B>3> G8 V=H>3> . ;O 4>AO3=5==O ?52=8E :><C=V:0B82=8E FV;59 B0 ?@03<0B8G=8E CAB0=>2>: =54>AB0B=L> =0O2=>ABV <>2=8E >48=8FL B0 WE ?>T4=0==O C B5:ABV. 57 B0: 720=>3> Ť:><C=V:0B82=>3> D>=Cť A?V;:C20==O =5 <>65 1CB8 5D5:B82=8<. >=F5?FVO :><C=V:0B82=>3> D>=C BVA=> ?>2 O70=0 7 :0B53>@VTN 48A:C@AC, O:0 >1 T4=CT 2 >4=5 FV;5 25@10;L=C A:;04>2C :><C=V:0FVW B0 WW 5:AB@0;V=32VAB8G=V :><?>=5=B8 O: A>FV>-:C;LBC@=>3> B0: V A8BC0B82=>-:>=B5:AB=>3> E0@0:B5@C [6, A. 34]. 0 A;>20<8 ".. 20= 59:0 Ť48A:C@A =5 T ;8H5 V7>;L>20=>N B5:AB>2>N G8 4V0;>3VG=>N AB@C:BC@>N. !:>@VH5 F5 A:;04=5 :><C=V:0B82=5 O28I5, O:5 2:;NG0T 2 A515 V A>FV0;L=89 :>=B5:AB, I> 40T CO2;5==O O: ?@> CG0A=8:V2 :><C=V:0FVW (B0 WE E0@0:B5@8AB8:8), B0: V ?@> ?@>F5A8 AB2>@5==O V A?@89=OBBO ?>2V4><;5==Oť [4, A. 113]. >=F5?FVO <54V0-48A:C@AC, =0 4C<:C ". >1@>A:;>=A:>W, >E>?;NT G8A;5==V 5:AB@0;V=32VAB8G=V D0:B>@8, ?>2 O70=V 7 >A>1;82>ABO<8 AB2>@5==O <54V0-?>2V4><;5==O, 9>3> >45@6C20G0, 72>@>B=>3> 72 O7:C, :C;LBC@>>1C<>2;5=8E A?>A>1V2 :>4C20==O B0 45:>4C20==O, 0 B0:>6 A>FV0;L=>-VAB>@8G=>3> B0 ?>;VB8:>-V45>;>3VG=>3> :>=B5:ABC [7, A. 23]. )>4> @>7<56C20==O ?>=OBL Ť<54V0-B5:ABť B0 Ť<54V0-48A:C@Ať, =5>1EV4=> 707=0G8B8, I> <54V0-B5:AB A:;040T 48A:@5B=C >48=8FN <54V0-48A:C@AC, >A:V;L:8 A0<5 :>=F5?FVO <54V0-B5:ABC 4>72>;OT 2?>@O4:C20B8 B0 AB@C:BC@C20B8 AB@V<:89 @CE <54V0?>B>:C V=D>@<0FV9=>3> ACA?V;LAB20 [7, A. 23].  ?>78FVW DC=:FV>=0;L=>W ;V=32VAB8:8 B5:AB O: ?5@54CAV< V=D>@<0B82=0 B0 :><C=V:0B82=0 >48=8FO ?>B@51CT E0@0:B5@8AB8: A2>TW AB@C:BC@8 C DC=:FV>=0;L=>-A<8A;>2><C ?;0=V [1, A. 73]. $C=:FV>=0;L=>-A<8A;>289 B8? <>2;5==O, 70 .!.0;3V=>N, T <>2;5==T28< A?>A>1>< ?5@540GV V=D>@<0FVW, A2>T@V4=>N <>45;;N :><C=V:0FVW. > AC:C?=>ABV :>=AB@C:B82=8E >7=0: <>2;5==T2>3> 0:BC, O:V D>@<CNBL <>45;L :><C=V:0FVW 2>=0 2V4=>A8BL: 1) :><C=V:0B82=C =0AB0=>2C, 2) ?@54<5B 01> 7<VAB :><C=V:0FVW, 3) >7=0:8 A8BC0FVW 2 <560E O:>W 74V9A=NTBLAO :><C=V:0FVO, 4) A>FV0;L=C E0@0:B5@8AB8:C CG0A=8:V2 :><C=V:0FVW. !C:C?=VABL 40=8E >7=0: AB2>@NT A8AB5<C <>2;5==T28E A8BC0FVW, 0 B8? <>2;5==T2>W A8BC0FVW 287=0G0T :>=:@5B=C <>45;L :><C=V:0FVW 01> ?>2V4><;5==O. # <560E :>6=>3> B8?C <>2;5==T2>W A8BC0FVW D>@<CNBLAO 4>AB0B=L> AB0=40@B=V D>@<8 @50;V70FVW WE C B5:ABV. >@>46CTBLAO AB5@5>B8?=VABL <>2;5==T2>W ?>254V=:8, O:0 2V4>1@060TBLAO 2 =>@<0E <>2;5==T2>W >@30=V70FVW B5:ABC. "5:AB =01C20T BVTW D>@<8, O:0 4>?><030T 9><C 28:>=0B8 :><C=V:0B82=5 70240==O. '8< AB0=40@B=VH8< T B5:AB, B8< OA:@02VH5 28O2;ONBLAO 9>3> >7=0:8, B8< 1V;LH ?5@5410GC20=>N T 9>3> D>@<0 [1, A. 74-75]. "5:AB8 =>28=, =0 4C<:C >4=VTW V7 ?@>2V4=8E 4>A;V4=8FL <54V0-B5:ABV2 "..>1@>A:;>=A:>W, 2V47=0G0NBLAO @5B5;L=> 2V4?@0FL>20=>N, 28A>:>>@30=V7>20=>N B0 =04728G09=> ABV9:>N AB@C:BC@>N, I> 4>72>;OT @>73;O40B8 FV B5:AB8 O: 3;>10;L=> :;VH>20=V B5:AB8 <0A>2>W V=D>@<0FVW [5, A. 75]. C?8=8<>AO 45B0;L=VH5 =0 :>=AB@C:B82=8E 0A?5:B0E ?>@>465==O B5:ABV2 =B5@=5B-=>28= () B0 WE ?@>O2V2 C D>@<0;L=8E 7<VAB>2>-AB@C:BC@=8E E0@0:B5@8AB8:0E F8E B5:ABV2. 0 A2>TN :><C=V:0B82=>N <5B>N 01> 02B>@AL:>N V=B5=FVTN, I> @50;V7CTBLAO G5@57 ?@03<0CAB0=>2:C B5:ABC, =B5@=5B-=>28=8 ?@54AB02;ONBL A>1>N V=D>@<0FV9=89 B8? B5:ABC, A?@O<>20=89 =0 @50;V70FVN 3>;>2=>W DC=:FVW  ?>2V4><;5==O. ><C 2;0AB82V 48=0<VG=VABL, V=D>@<0B82=VABL, ?@03=5==O 4> >1 T:B82=>ABV B0 =59B@0;L=>3> AB8;N 28:;04C. !5@54 >A=>2=8E ?>;>65=L I>4> ?>;VB8:8 B0 FV==>AB59 :>@?>@0FVW !, 7045:;0@>20=8E =0 WE=V9 >DVFV9=V9 web-AB>@V=FV C @>74V;V  Policies, Guidelines and Reports 7=0E>48<> 70O2C ?@> B5, I> 4>AB>2V@=VABL V=D>@<0FVW, B25@4VABL ?>78FV9 B0 =5C?5@5465=VABL T 3>;>2=8<8 ?@8=F8?0<8 6C@=0;VAB8:8 !:  Accurate, robust, independent, and impartial, journalism is the DNA of the BBC& the BBC s continuing commitment to impartiality is one of its most important core values and is the reason why the BBC remains one of the most trusted sources of information in our society [16, A.4]. "0:0 =59B@0;L=VABL B0 45?5@A>=VDV:>20=VABL =>28= 28O2;OTBLAO C 2V4ACB=>ABV 2 =8E >A>18 02B>@0: 02B>@AB2> B5:ABV2  :>@?>@0FVW ! T :>;5:B82=8<, V< O 02B>@0 =V:>;8 =5 707=0G0TBLAO, 0 >?>2V4L 702648 2545BLAO 2V4 B@5BL>W >A>18. @V< B>3>, C B5:AB0E =>28= 2V4ACB=V >FV=>G=V 5;5<5=B8, 2;0AB82V 45O:8< V=H8< B8?0< <54V0-48A:C@AC. >:@5<0, F5 28O2;OTBLAO C <0965 ?>2=V9 2V4ACB=>ABV 5<>FV9=> 7010@2;5=>W ;5:A8:8, AC?5@;0B82V2, AB8;VAB8G=8E DV3C@, I> 26820NBLAO 4;O ?>A8;5==O 5<>FV9=>W =0?@C38, B>I>. # =>28=0E B0:>6 <>6=0 A?>AB5@V30B8 ?V4A8;5==O 4VTA;V2=>W A8=B03<0B8:8, >A:V;L:8 4VTA;>2>, O:5 =5A5 C A>1V ?@548:0FVN, :@0I5 28@060T 72'O7>: >?>2V4V 7 4V9A=VABN [5, A. 87]. 0 A8=B0:A8G=><C @V2=V B5:AB8 =>28= 2V47=0G0NBLAO ?>H8@5=8< 26820==O< ?0A82=8E B0 157>A>1>28E :>=AB@C:FV9. @03=5==O 4> >1 T:B82=>W ?>40GV V=D>@<0FVW B0:>6 28O2;OTBLAO C 25;8:V9 :V;L:>ABV F8B0B B0 ?>A8;0=L =0 465@5;0 V=D>@<0FVW, =0?@8:;04: the Austrian ministry said, president Obama on Thursday offered, experts believe, Dr. Chase explained. >73;O=5<> B5?5@ >A>1;82>ABV ?@54<5BC B0 7<VABC :><C=V:0FVW B5:ABV2 , WE :>=F5?BC0;L=89 ?@>ABV@, I> @50;V7CTBLAO G5@57 A5<0=B8G=89 0A?5:B B5:ABV2, WE <54V0-B>?V:. <VAB>289 0A?5:B B5:ABV2 =>28= C 7=0G=V9 <V@V 7040TBLAO B0: 720=>N FV==VABN =>28=8 (news value) [5, A. 13], I> 287=0G0TBLAO =87:>N D0:B>@V2, B0:8E O: =>287=0, 0:BC0;L=VABL, ?@>AB>@>20 01> ?A8E>;>3VG=0 =01;865=VABL 4> 04@5A0B0, <>6;82V =0A;V4:8 4;O <0A>2>W 0C48B>@VW, D0:B>@ ;N4AL:>W FV:02>ABV, B>I> [5, A. 72]. "@048FV9=>, V=D>@<0FV9=V ?>2V4><;5==O 3@C?CNBL 70 7<VAB>< 2V4?>2V4=> 4> 42>E 48E>B><VG=8E :0B53>@V9:  hard news (?>2V4><;5==O 7 B25@4>N D0:B>;>3VG=>N >A=>2>N, O:V 2V4?>2V40NBL =0 70?8B0==O ŤI>?ť, Ť45?ť, Ť:>;8?ť)   soft news (?>2V4><;5==O ?>1C4>20=V =0 D0:B>@V ;N4AL:>3> V=B5@5AC V 7>@VT=B>20=V =0 B5, I>1 28:;8:0B8 A?V2GCBBO, ?>482, 70E>?;5==O, B>I>) B0  local news   foreign news [5, A. 74]. @V< B>3>, >:@5<V ?>2V4><;5==O A?V22V4=>AOBL 7 B0:8<8 ABV9:8<8 <54V0-B>?V:0<8 (B5<0B8G=8<8 1;>:0<8) O: ?>;VB8:0, 1V7=5A, :C;LBC@0, >A2VB0, A?>@B, B>I>. 0 web-AB>@V=FV =>28= :>@?>@0FVW BBC: BBC NEWS/ News Front Page 28:>@8AB0=> ?>4V1=V AB@0B53VW :;0A8DV:0FVW >:@5<8E B5:ABV2 =>28= 2V4?>2V4=> 4> 42>E ?@8=F8?V2  35>3@0DVG=>3> (70 <VAF5< ?>4VW) B0 B5<0B8G=>3>, ?@8 FL><C 70AB>A>2CTBLAO V=B53@>20=89 ?V4EV4 4> B0:>W :;0A8DV:0FVW. "0:, ?>;VB8G=V =>28=8 73@C?>20=> C >:@5<V @C1@8:8 70 35>3@0DVG=8< ?@8=F8?>< V ?>40=> C 0;D02VB=><C ?>@O4:C: Africa, Americas, Asia-Pacific, Europe, Middle East, South Africa, UK. =HV V=D>@<0FV9=V ?>2V4><;5==O 73@C?>20=V 70 B5<0B8G=8< ?@8=F8?>< V ?@54AB02;5=V C ?>@O4:C ?>ABC?>2>3> ?5@5E>4C 2V4 :0B53>@VW hard news 4> :0B53>@VW soft news: Business, Health, Science & Environment, Technology, Entertainment, Also in the news. "5?5@ 725@=5<>AL 4> A5<0=B8G=>W AB@C:BC@8 >:@5<8E V=D>@<0FV9=8E ?>2V4><;5=L. # WW >A=>2C 70:;045=> B0: 720=89 Ť?@8=F8? ?5@525@=5=>W ?V@0<V48ť, 73V4=> 7 O:8< AB0BBO ?>G8=0TBLAO V7 28A=>2:C, 40;V ?>40TBLAO =09206;82VH0 V=D>@<0FVO V =0@5HBV ?>2V4><;ONBLAO 4@V1=V 45B0;V ?>4VW [14]. "0:89 AB8;L T 5D5:B82=8< C <0A-<54V0 V >A>1;82> C web-=>28=0E, >A:V;L:8 G8B0G <>65 7C?8=8B8AO C 1C4L-O:89 <><5=B G8B0==O, =5 ?@>:@CGCNG8 AB>@V=:8, V 2A5 >4=> C 9>3> ?0<'OBV 70;8H8BLAO =09206;82VH0 V=D>@<0FVO, ?>40=0 C AB0BBV. # FL><C :>=B5:ABV 20@B> B0:>6 ?@83040B8 ?>=OBBO AB@C:BC@8 @5;520=B=>ABV, 70?@>20465=5 2V4><8< 4>A;V4=8:>< 48A:C@AC =>28= ".. 20= 59:><. 0 4C<:C 2G5=>3>, AB@C:BC@0 @5;520=B=>ABV 287=0G0T @>7B0HC20==O 5;5<5=BV2 B5:ABC =>28= B0 2:07CT G8B0G52V, O:0 V=D>@<0FVO C B5:ABV T 1V;LH 206;82>N B0 7=0GCI>N [4, A. 229]. V4?>2V4=> 4> ?@8=F8?C ?5@525@=5=>W ?V@0<V48, 01> AB@C:BC@8 @5;520=B=>ABV, =09206;82VH0 A5<0=B8G=0 ?@>?>78FVO 01> 3>;>2=0 B5<0 ?>2V4><;5==O  ?@54AB02;5=0 C 703>;>2:C. 03>;>2:8 ?@>0=0;V7>20=8E =0<8 B5:ABV2  2V47=0G0NBLAO 28A>:>N D>@<0;L=>N AB5@5>B8?=VABN. &5 ?5@5206=> :>@>B:V (4 6 A;V2) AC1 T:B=>-?@548:0B=V :>=AB@C:FVW, O:V =07820NBL 3>;>2=C ?>4VN ?>2V4><;5==O, =0?@8:;04:  Eurozone industrial output drops ,  France air gunman injuries eight ,  Russian officials predict growth . '5@57 A2>N AB@C:BC@=C >1<565=VABL 703>;>2>: ?5@5206=> =5 <VAB8BL V=D>@<0FVW ?@> G0A, <VAF5 B0 V=HV 206;82V 0A?5:B8 ?>4VW. &O V=D>@<0FVO ?@54AB02;5=0 C ?V4703>;>2:C (22545==V)  :>@>B:><C (15 25 A;V2), 3@0DVG=> 284V;5=><C 68@=8< H@8DB><, :>=AB@C:B82=><C 5;5<5=BV B5:ABC, O:89 @07>< V7 703>;>2:>< DC=:FV>=CT O: @57N<5 ?>2V4><;5==O, =5A5 C A>1V 9>3> :>@>B:89 7<VAB. =0;V7 281V@:8 B5:ABV2  ?>:0702, I> ?V4703>;>2:8 ?5@5206=> <VABOBL V=D>@<0FVN ?@> =093>;>2=VHC ?>4VN, WW <VAF5 B0 >A=>2=8E CG0A=8:V2, =0?@8:;04:  A man has been bludgeoned to death by a group of Australian motorcycle gang members in full view of dozens of people at Sydney airport [2] =>4V ?@8ACB=O 2:07V2:0 =0 ?@8G8=8 G8 ?5@54C<>28 3>;>2=>W ?>4VW, 0 B0:>6 =0 465@5;> V=D>@<0FVW:  Security forces in the Tibetan city of Lhasa are rounding up dissidents, exiled Tibetans say, as a deadline approaches for protesters to surrender [1]. '0A ?>4VW <>65 5:A?;V:C20B8AO, 0;5 G0ABVH5, G0A>20 @5D5@5=FVO 74V9A=NTBLAO ;8H5 G5@57 4VTA;V2=C D>@<C (?5@5206=> F5 284>-G0A>20 D>@<0 3@C?8 Present), I> V<?;VF8B=> 28@060T 0:BC0;L=VABL (=>287=C) V=D>@<0FV9=>3> ?>2V4><;5==O. >40;LH5 @>73>@B0==O A5<0=B8:8 B5:ABC 2V41C20TBLAO =0 1V;LH =87L:8E @V2=OE <0:@>AB@C:BC@8 (B5@<V= ".. 20= 59:0 [4, A. 129]), 45 ?>ABC?>2> 22>4OBLAO =5>1EV4=V ?>4@>18FV ?@> <VAF5, G0A, CG0A=8:V2, 4>40B:>2V >1AB028=8, ?@8G8=8 B0 =0A;V4:8 ?>4VW. "CB 0:BC0;V7CNBLAO B0:V A5<0=B8G=V :0B53>@VW O: ?>4VW, ?@8G8=8, =0A;V4:8, C<>28, 25@10;L=V @50:FVW, D>=, :><5=B0@V, B0 V=. A=>2=89 B5:AB ?@>0=0;V7>20=8E ?>2V4><;5=L G0AB> 4V;8BLAO =0 45:V;L:0 (2 3) 2V4>:@5<;5=8E, AB@C:BC@=> 284V;5=8E 1;>:V2, :>65= 7 O:8E <0T A2V9 <V=V-703>;>2>:. # B5:AB0E 7 B0:>N AB@C:BC@>N D0:B>;>3VG=0 V=D>@<0FVO ?@> 3>;>2=C ?>4VN @>73>@B0TBLAO C ?5@H><C 1;>FV, ?VA;O 22545==O, 0 =0ABC?=V G0AB8=8 B5:ABC <>6CBL 7>A5@546C20B8AO =0 @50;L=8E G8 <>6;828E =0A;V4:0E 3>;>2=>W ?>4VW, 25@10;L=8E @50:FVOE 01> :><5=B0@OE, ?@54AB02;5=8E C D>@<V F8B0B 28A;>2;N20=L >AV1, 4>B8G=8E 4> ?>4V9, 0 B0:>6 D>=>2V9 V=D>@<0FVW, B0:V9 O: :>=B5:AB G8 ?5@54VAB>@VO ?>4VW. 0B53>@VO D>=C, >4=0:, ?@54AB02;5=0 C B5:AB0E  C <5=HV9 <V@V, =V6 C V=H8E <0A <54V0, I> 7C<>2;NTBLAO 3V?5@B5:AB>2>N ?@8@>4>N =B5@=5BC. 0 A;>20<8 /. V;LA5=0, web  F5 V=D>@<0FV9=5 @5D5@5=FV9=5 A5@54>28I5 [14], 0 B><C 6C@=0;VAB0< ?@>ABVH5 AB2>@N20B8 ?>A8;0==O =0 V=HV AB0BBV, =V6 I>@07C 718@0B8 D>=>2C V=D>@<0FVN 4;O :>6=>W =>2>W AB0BBV. @8@>40 =>AVO ?>2V4><;5==O, 0 B0:>6 A8BC0FVO, 2 <560E O:>W 74V9A=NTBLAO :><C=V:0FVO, =0:;040NBL 7=0G=89 2V418B>: =0 D>@<0;L=>-AB@C:BC@=V ?0@0<5B@8 B5:ABC. 0 4C<:C . 5;;0, <54V0-B5:AB8 40;5:> 2V4V9H;8 2V4 B@048FV9=>3> CO2;5==O ?@> B5:AB O: ?@> A;>20, =04@C:>20=V =0 ?0?5@V G>@=8;><, V =01C;8 H8@H8E 7=0G5=L, O:V B0:>6 2:;NG0NBL CA=5 <>2;5==O, <C78:C, 72C:>2V 5D5:B8, 2V7C0;L=V >1@078, B>I>. Ť54V0-B5:AB8, B0:8< G8=><, 2V4>1@060NBL =0O2=V B5E=>;>3VW, I> 28:>@8AB>2CNBLAO 4;O WE ?@>4C:C20==Oť [11, A. 3]. >A;V4=8: <54V0-B5:ABV2 . @VAB5; =03>;>HCT, I> 0:AV><>N :><C=V:0FVW T =5>1EV4=VABL B>3>, I>1 :>@8ABC20GV CA2V4><;N20;8 A8;L=V V A;01:V AB>@>=8 >1@0=>3> =8<8 70A>1C :><C=V:0FVW, I>1 <0:A8<0;L=> 5D5:B82=> @50;V7C20B8 A2>W :><C=V:0B82=V FV;V [12, A. 24]. =D>@<0FV9=V <54V0-B5:AB8 O: :><?;5:A=V ?>;V:>4>2V ?@>4C:B8 >@30=V7>20=V 2V4?>2V4=> 4> ?@8=F8?C AB2>@5==O <0:A8<0;L=>W 7@CG=>ABV 4;O >45@6C20G0 ?>2V4><;5==O. "CB 206;828<8 T B0:V 0A?5:B8 O: 0@EVB5:B>=V:0 web-AB>@V=:8, :>@5;OFVO 25@10;L=8E B0 =525@10;L=8E 5;5<5=BV2 B5:ABC, =0O2=VABL V=B5@- B0 3V?5@B5:ABC0;L=8E 72 O7:V2 G5@57 A8AB5<C ?>A8;0=L, B0 V=. >A;V465==O :><?;5:A=>W <C;LB8<54V9=>W 3V?5@B5:BA>2>W AB@C:BC@8  =5 2:;040TBLAO C <56V 40=>W ?@0FV V ?>B@51CT >:@5<>3> 4>A;V465==O. )5 >4=8< D0:B>@>< 2?;82C =0 ;V=32VAB8G=V ?0@0<5B@8 48A:C@AC T E0@0:B5@8AB8:8 B0 2V4=>H5==O CG0A=8:V2 :><C=V:0FVW. 70T<>4VO CG0A=8:V2 :><C=V:0FVW G5@57 <0A-<54V0 287=0G0TBLAO 1) :>;5:B82=8< 02B>@AB2>< B5:ABC; 2) B5@8B>@V0;L=>N 2V440;5=VABN 04@5A0=B0 B0 04@5A0B0; 3) 48DC7=VABN B0 <0A>2VABN 0C48B>@VW, 0 B0:>6 2V4ACB=VABN A?5FV0;L=>W ?V43>B>2:8 04@5A0B0 4> @>7C<V==O B5:ABC [2, A. 77]. >28=8 ! 04@5A>20=V ;N4O< @V7=8E =0FV>=0;L=>AB59, 2V:C, AB0BV, ?>;VB8G=8E B0 @5;V3V9=8E ?5@5:>=0=L, ;N4O< 7 @V7=8< A2VB>3;O4>< B0 @V7=>N 48A:C@A82=>N :><?5B5=FVTN. &5 AB028BL ?5@54 02B>@AL:8< :>;5:B82>< =5;53:5 70240==O AB2>@5==O <0:A8<0;L=> ?@>AB8E, 4>ABC?=8E, 7@>7C<V;8E B0 >4=>7=0G=8E B5:ABV2, O:V ?>:;8:0=V 28:;8:0B8 ?> <>6;82>ABV >48=0:>2V @50:FVW 2 CAVE @5F8?VT=BV2. !0<5 B><C AB8;L V=D>@<0FV9=8E ?>2V4><;5=L ! =59B@0;L=89, >DVFV9=89, ?@8ACB=VABL 5<>FV9=> 7010@2;5=>W B0 >FV=>G=>W ;5:A8:8 72545=0 4> <V=V<C<C, A8=B0:A8G=V AB@C:BC@8 ?@>ABV V >4=>B8?=V. V4AC<>2CNG8, 707=0G8<>, I> AB@C:BC@=>-A5<0=B8G=V >A>1;82>ABV 48A:C@AC  287=0G0NBLAO =87:>N B0:8E :>=AB@C:B82=8E >7=0: O: :><C=V:0B82=0 <5B0 ?>2V4><;5==O, B5<0 :><C=V:0FVW, <>6;82>ABV =>AVO V=D>@<0FVW B0 270T<>4VO CG0A=8:V2 :><C=V:0B82=>3> 0:BC. "5:AB8 V=D>@<0FV9=8E ?>2V4><;5=L 2V47=0G0NBLAO 28A>:>N ABV9:VABN D>@<0;L=>W AB@C:BC@8. E=O :><?>78FVO 2:;NG0T B0:V >1;V30B>@=V :><?>=5=B8 O: 703>;>2>:, ?V4703>;>2>: (22545==O) B0 >A=>2=C G0AB8=C B5:ABC. =20@V0=B8 >AB0==L>W <>6CBL <VAB8B8 2V4 >4=>3> 4> B@L>E B5<0B8G=8E 1;>:V2 V7 2;0A=8<8 <V=V-703>;>2:0<8. <VAB ?>2V4><;5==O @>73>@B0TBLAO 70 ?@8=F8?>< ?5@525@=5=>W ?V@0<V48, 2V4?>2V4=> 4> O:>3> =0928I89 B0 =09206;82VH89 B>?V: 28@060TBLAO C 703>;>2:C, 25@H8=0 FV;VA=>W <0:@>AB@C:BC@8 B5:ABC 2V4>1@065=0 C 22545==V, 0 >A=>2=89 B5:AB @50;V7CT 1V;LH =87L:89 @V25=L <0:@>AB@C:BC@8, 2:;NG0NG8 V=D>@<0FVN ?@> G0A, <VAF5, CG0A=8:V2, ?@8G8=8 B0 =0A;V4:8 3>;>2=8E ?>4V9, 25@10;L=V @50:FVW, B>I>. "0:8< G8=>< 2V41C20TBLAO ;V=V9=5 @>73>@B0==O A5<0=B8G=>W <0:@>AB@C:BC@8 B5:ABC  73>@8 4>=87C . V?5@B5:BAC0;L=VABL B0 <C;LB8<54V9=VABL =B5@=5BC =0:;040NBL 2V418B>: =0 D>@<0;L=>-AB@C:BC@=V ?0@0<5B@8 B5:ABV2 . >A;V465==O A?V22V4=>H5=L 25@10;L=8E B0 =525@10;L=8E :><?>=5=BV2 C F8E B5:AB0E B0 WE 2?;82 =0 @50;V70FVN >:@5<8E <>2=>-?>=OBV9=8E :0B53>@V9 T ?5@A?5:B82=8< =0?@O<:>< <091CB=VE 4>A;V465=L. " "#  1. 0;38=0 .!. "5>@8O B5:AB0 : CG51=>5 ?>A>185 / .!. 0;38=0.  .: 74-2> # Ť8@ :=838ť, 1998.   210 A. 2. >;:>2 .. ><?>78F8O B5:AB>2 <0AA>2>9 8=D>@<0F88 / .. >;:>2 // A?5:BK >1I59 8 G0AB8G=>9 ;8=328AB8G5A:>9 B5>@88 B5:AB0.  .: 0C:0, 1982.  C. 75-102. 3. 0;L?5@8= . . "5:AB :0: >1J5:B ;8=328AB8G5A:>3> 8AA;54>20=8O / . . 0;L?5@8=.  .: 0C:0, 1981.  245 A. 4. 59: ".. 20=. /7K:. >7=0=85. ><<C=8:0F8O / ".. 20= 59:.  .: @>3@5AA, 1989.  312 A. 5. >1@>A:;>=A:0O ".. >?@>AK 87CG5=8O <5480B5:AB>2 / ".. >1@>A:;>=A:0O.  . : 48B>@80; # !!, 2005.  288 A. 6. >1@>A:;>=A:0O ".. 548048A:C@A :0: >1J5:B ;8=328AB8:8 8 <56:C;LBC@=>9 :><<C=8:0F88 / ".. >1@>A:;>=A:0O // 5AB=8: #. !5@.10. C@=0;8AB8:0.  . : #.  2006.  !2.  !. 20-33. 7. >1@>A:;>=A:0O ".. 5480B5:AB: B5>@8O 8 <5B>4K 87CG5=8O / ".. >1@>A:;>=A:0O // 5AB=8: #. !5@.10. C@=0;8AB8:0.  . : #.  2005.  !2.  !. 28-34. 8. 0AC@A:89 /.. 5480B5:AB 2 A>2@5<5==KE ! / /.. 0AC@A:89 // 5AB=8: #. !5@.10. C@=0;8AB8:0.  . : #.  2005.  !2.  !. 3-6. 9. !5@068< .!. 8A:C@A O: A>FV>;V=320;L=5 O28I5: <5B>4>;>3VO, 0@EVB5:B>=V:0, 20@V0B82=VABL : <>=>3@0DVO / .!. !5@068<; 703. @54. . V7C=0.  . : 8W2. =0F. C=-B V<5=V "0@0A0 (52G5=:0, 2002.  392 A. 10. !>;30=8: ./.  AB@C:BC@5 8 206=59H8E ?0@0<5B@0E ?C1;8F8AB8G5A:>9 @5G8 (O7K:0 !) / ./. !>;30=8: // /7K: A>2@5<5==>9 ?C1;8F8AB8:8.  [2-5 874., 8A?@.].  . : $;8=B0: 0C:0, 2007.  !.13-30. 11. Bell A. Approaches to Media Discourse / A. Bell.  Oxford : Blackwell Publishers, 1998.  304 p. 12. Crystal D. Language and the Internet / D. Crystal.  Cambridge : Cambridge University Press, 2001.  258 p. 13. Dominick J. The Dynamics of Mass Communication / J. Dominick.  [3rd ed.].  NY, 2007.  624 p. 14. 8;LA5= /. 5@525@=CBK5 ?8@0<84K 2 :815@?@>AB@0=AB25 [-;5:B@>==K9 @5AC@A] / /. 8;LA5=.  568< 4>ABC?0:  HYPERLINK "http://www.webmascon.com/topics/text/18a.asp" http://www.webmascon.com/topics/text/18a.asp 15. BBC World Front Page. About the BBC World  [5;5:B@>==89 @5AC@A]  568< 4>ABC?C:  HYPERLINK "http://www.bbcworld.com/Pages/About.aspx 1" http://www.bbcworld.com/Pages/About.aspx 16. The Neil Report. Statement by the Board of Governors.  27 p. [;5:B@>==89 @5AC@A]  568< 4>ABC?C:  HYPERLINK "http://www.bbc.co.uk/info/policies/text/neil_report.html" http://www.bbc.co.uk/info/policies/text/neil_report.html   .!" " " # BBC News. China Holds Tibetan Dissidents [;5:B@>==89 @5AC@A]  568< 4>ABC?C:  HYPERLINK "http://news.bbc.co.uk/2/hi/asia-pacific/5317412.stm 2" http://news.bbc.co.uk/2/hi/asia-pacific/5317412.stm 2. BBC News. Deadly Brawl at Sydney Airport  [5;5:B@>==89 @5AC@A]  568< 4>ABC?C:  HYPERLINK "http://news.bbc.co.uk/2/hi/asia-pacific/7957863.stm" http://news.bbc.co.uk/2/hi/asia-pacific/7957863.stm Š .!. >7>;C?, 2009 # 811.111 42    !# " ,!" #  /# # "   .. 0C<C: (CFL:) # AB0BBV 4>A;V46CTBLAO ?@>1;5<0 70;CG5==O <0@:5@V2 AC1 T:B82=>W <>40;L=>ABV C ?@O<><C <>2;5==T2><C 0:BV ?>@048 =0 <0B5@V0;V ACG0A=>W 0=3;V9AL:>W <>28.  OA>20=>, I> ?@O<0 5:A?;V:0FVO ?>@048 C<>6;82;NT <>2FO 2V425@B> A?>=C:0B8 A;CE0G0 4> 28:>=0==O @5:><5=4>20=>W 4VW. 0@V0B82=VABL ;5:A8G=8E <0@:5@V2 =0FV;5=0 =0 4>AO3=5==O <>2F5< 1060=>3> ?5@;>:CB82=>3> 5D5:BC. ;NG>2V A;>20: <0@:5@8 AC1 T:B82=>W <>40;L=>ABV, <>25FL, ?5@;>:CB82=89 5D5:B, ?>@040, ?@O<89 <>2;5==T289 0:B, A;CE0G. .. 0C<C:. 0@:5@8 AC1J5:B82=>9 <>40;L=>AB8 2 ?@O<>< @5G52>< 0:B5 A>25B0.  AB0BL5 0=0;878@C5BAO ?@>1;5<0 ?@82;5G5=8O <0@:5@>2 AC1J5:B82=>9 <>40;L=>AB8 =0 <0B5@80;5 A>2@5<5==>3> 0=3;89A:>3> O7K:0. @O<0O M:A?;8:0F8O A>25B0 ?>72>;O5B 3>2>@OI5<C >B:@>25==> ?@82;5GL A;CH0B5;O : 8A?>;=5=8N @5:><5=40F88. 07=>>1@07=>ABL ;5:A8G5A:8E <0@:5@>2 =0?@02;5=0 =0 4>AB865=85 3>2>@OI8< 65;05<>3> ?5@;>:CB82=>3> MDD5:B0. ;NG52K5 A;>20: 3>2>@OI89, <0@:5@K AC1J5:B82=>9 <>40;L=>AB8, ?5@;>:CB82=K9 MDD5:B, ?@O<>9 @5G52>9 0:B, A;CH0B5;L, A>25B. O.V. Naumuk. Markers of subjective modality in direct speech act of advice. The article highlights the functioning of the makers of subjective modality in direct advice speech act. The direct expression of advice gives the speaker an opportunity to make the addressee follow the recommended action. The variation of the markers is aimed at the achieving of the desired perlocutionary effect. Key words: addressee, advice, direct speech act, markers of subjective modality, perlocutionary effect, speaker. !CG0A=0 ?@03<0;V=32VAB8:0 0:F5=BCT C203C =0 4>A;V465==V <>2=8E 70A>1V2 ?@O<>3> 28@065==O @V7=8E <>2;5==T28E 0:BV2 (0;0=4V=0 .$., 0@G52A:V .., C;8:>20 .., 8@>=GC: ".., Tsui A. B.M., Leech G., Svartvik J.), >4=0: 2V4ACB=V< T 0=0;V7 2?;82C <0@:5@V2 AC1 T:B82=>ABV <>40;L=>ABV (!). 2060NG8 =0 B5, I> 4>A;V465==O 4VT2>ABV ! C ?@O<><C <>2;5==T2><C 0:BV ?>@048 @0=VH5 =5 74V9A=N202AO, F5 7C<>2;NT 0:BC0;L=VABL =0H>W AB0BBV. 1 T:B>< 0=0;V7C T ! C <>2;5==T2><C 0:BV () ?>@048. >AO3=5==O <5B8  7 OAC20==O 2?;82C <0@:5@V2 AC1 T:B82=>W <>40;L=>ABV =0 DC=:FV>=C20==O  ?>@048  ?;0=CTBLAO 7024O:8 28@VH5==N B0:8E 70240=L: V45=B8DV:0FVO 2;0A=5 !, WE >A>1;82>AB59 2 <560E  ?>@048 B0 7 OAC20==O ?@8G8=8 70;CG5==O <>2F5< B>3> G8 V=H>3> <0@:5@C. V7=><0WBBO ?>70<>2=8E G8==8:V2 DC=:FV>=C20==O 28A;>2;N20=L-?>@04 7C<>2;NT FV;C =87:C 270T<>4VNG8E <V6 A>1>N ?@O<8E B0 =5?@O<8E 70A>1V2 28@065==O ?>@048. 81V@ <>2=8E 70A>1V2 4;O 5:A?;V:0FVW ?@O<>3>  ?>@048 70;568BL 2V4 V=B5=FVW <>2FO, 2V4 =>@< <>2;5==T2>3> 5B8:5BC, E0@0:B5@=8E 4;O :>6=>W >:@5<>W A8BC0FVW. # ?@O<><C  ?>@048 V;;>:CB82=0 A8;0 157?>A5@54=L> A?V22V4=>A8BLAO 7V AB@C:BC@=>-A5<0=B8G=8< 7<VAB>< 28A;>2;N20==O. <VAB ?>@048 <VAB8BL 4VTA;>2>  @048B8 , V=0:H5 :06CG8,  ?>@048 @50;V7CTBLAO :>=AB0B82><, 45 ?5@D>@<0B82=5 4VTA;>2>  advise 268B5 C ?5@HV9 >A>1V >4=8=8 4V9A=>3> A?>A>1C B0 70728G09 AC?@>2>46CTBLAO 48@5:B82><, 0@3C<5=B0FVTN B>I>. 0@B> 707=0G8B8, I> ?@O<5 28@065==O ?>@048 4VTA;>2>< advise 40T <>6;82VABL <>2F52V 70?@>?>=C20B8 A;CE0G52V >4=C 7 0;LB5@=0B82 4;O 28@VH5==O VA=CNG>W ?@>1;5<8. :@V< B>3> advise AC?@>2>46CTBLAO 45B0;L=8< >3;O4>< A8BC0FVW A;CE0G0 7 <5B>N >B@8<0==O ?5@52038 C ?>4>;0==V B@C4=>IV2, :>B@V 28=8:;8. 0?@8:;04: (1) "That's not good enough, Jake. You'll be a drunk, bankrupt, disbarred lawyer, living in a house trailer. You will be publicly disgraced. All of your friends, except me and Lucien, will forget about you. She'll never come back. It's over, Jake. As your divorce lawyer, I advise you to file first. Do it now, tomorrow, so she'll never know what hit her." [7, c.173] # =02545=><C ?@8:;04V <>25FL  N@8AB, O:89 A?5FV0;V7CTBLAO =0 ?8B0==OE @>7V@20==O H;N1V2, 45B0;L=> 0=0;V7CT AV<59=C A8BC0FVN 04@5A0B0 V @048BL =5309=> ?>40B8 =0 @>7;CG5==O 7 >3;O4C =0 ?>254V=:C 9>3> 4@C68=8.  >:@5<8E 28?04:0E ?@O<89  ?>@048 4>?CA:0T C O:>ABV <>48DV:0B>@V2 70;CG5==O 70A>1V2 28@065==O AC1 T:B82=>W <>40;L=>ABV: =52?52=5=>ABV / 4>AB>2V@=>ABV / I8@>ABV, B0:8E O: let me, would, must, have to, strongly, certainly, really, sincerely, with all my heart (482. B01;. 1.). "01;8FO 1 0@:5@8 AC1 T:B82=>W <>40;L=>ABV C ?@O<><C  ?>@048 <0@:5@8let mewouldmusthave tostronglycertainlyreallysincerelywith all heartAL>3>1A>;NB=0 G0AB>B=VABL1941571611353916193826785V4=>A=0 G0AB>B=VABL (C %)24,712020,517,194,962,032,424,843,31100% #:070=V <>48DV:0B>@8 A?@8ONBL ?>A8;5==N V;;>:CB82=>W A8;8 B0 4>?><030NBL AC1 T:B>2V ?>@048 ?@825@=CB8 C203C A?V2@>7<>2=8:0 4> A?>=C:0==O, 0465 ?>@O4 7 :><C=V:0B82=8< =0<V@>< <>2FO V 9>3> 5<>FV9=8< AB02;5==O< 4> 28A;>2;5=>3> AC1 T:B82=>-<>40;L=5 7=0G5==O CB2>@NT ?@03<0B8G=89 7<VAB @5G5==O [1, c. 274]. =0;V7 D0:B8G=>3> <0B5@V0;C ?>:07CT, I> 4>AO3=5==O 1060=>3> ?5@;>:CB82=>3> 5D5:BC 28I5 70 C<>28 ?@8ACB=>ABV <0@:5@V2 AC1 T:B82=>W <>40;L=>ABV C ?@O<><C  ?>@048 (482. B01;. 2.). "01;8FO 2 >AO3=5==O ?5@;>:CB82=>3> 5D5:BC C ?@O<><C  ?>@048 70 ?@8ACB=>ABV / 2V4ACB=>ABV <0@:5@V2 AC1 T:B82=>W <>40;L=>ABV  C  70 ?@8ACB=>ABV ! C  70 ?@8ACB=>ABV ! C  70 2V4ACB=>ABV ! C  70 2V4ACB=>ABV !73949312120732,022,1213,5252,31(45   4>AO3=5==O ?5@;>:CB82=>3> 5D5:BC,   =54>AO3=5==O ?5@;>:CB82=>3> 5D5:BC,   ?@O<89 <>2;5==T289 0:B ?>@048, !  <0@:5@8 AC1 T:B82=>W <>40;L=>ABV). "0:5 @V7=><0=VBBO ?@O<>3> 28@065==O 28A;>2;5=L ?>@048 4VTA;>2><  advise 40T 7<>3C ?>OA=8B8 V=B5=FVN AC1 T:B0 A?>=C:C20=>W 4VW. 8:>@8AB0==O <>48DV:0B>@0-<0@:5@0 let 70A2V4GCT, I> <>25FL =5 =0206CTBLAO 70=04B> :0B53>@8G=> 28A;>28B8 ?>@04C, 0 B0:B>2=> 28@060T @5:><5=4>20=C 4VN :>=AB@C:FVTN Let me advise you, O:0 =040T 28A;>2;5==N B>=C ?@>E0==O ?@> 4>72V; =0 ?>@04C. 0?@8:;04: (2) Cephelo and his small band began their descent out of the hills. Cephelo rode back to the wagon and stopped beside Wil. "This is where we part company, Healer," he announced. He pointed to the crossroads. "Your way lies south, down the smaller road. The path is clear-simply stay on it. You should reach the rim of the Hollows before nightfall." Wil started to speak, and the Rover quickly held up his hand. "Before you say anything, let me advise you not to ask that I go with you. That was not our bargain, and I have other obligations that I intend to satisfy." "I was about to ask you if we might have some provisions to take with us," Wil informed him coolly. [5, c.76] # =02545=><C ?@8:;04V >?8ACTBLAO A8BC0FVO, :>;8 20B06>: 10=48 =0<030TBLAO @>74V;8B8 ;N459 =0 42V 3@C?8. "0:0 ?>254V=:0 !5D5;> =5>E>G5 A?@89<0TBLAO >B>GCNG8<8. V4B0:, >48= V7 G;5=V2 10=48 >25@ C 7=0: ?@>B5ABC 28A;>2;NT ?>@04C !5D5;>  =5 A?>=C:0B8 :><0=4C A;V4C20B8 70 =8<. 0@:5@ let me 40T 7<>3C 28A;>28B8 ;0:>=VG=> ?>@04C 4> 04@5A0B0, AB0BCA O:>3> T 28I8< 70 AB0BCA <>2FO. 0@:5@ would 2:07CT, I> <>25FL @>73;O40T ?>4VW 7 ?5@A?5:B828 B5?5@VH=L>3> G0AC, ?@>5:BCNG8 WE C <091CB=T:  / 1 @0482. VT2VABL ?@O<>3> 28@065==O ?>@048 ŤI would advise youť E0@0:B5@87CTBLAO B8<, I> <>25FL @>18BL ?@8?CI5==O ?@> <>6;82V ?>4VW, 2G8=:8, ?>254V=:C A2>3> A?V2@>7<>2=8:0. V4B0: AC1 T:B A?>=C:0==O <0T =0<V@ 70AB5@53B8 A2>3> A?V2@>7<>2=8:0 2V4 G>3>AL =5?@8T<=>3> B0 ?>30=>3>, I> =0 4C<:C ?5@H>3> <>65 >GV:C20B8 A;CE0G0 C 28?04:C 9>3> =5>10G=>W B0 =5@>7206;82>W ?>254V=:8. 0?@8:;04: (3)  [...] If he is coming out here to see you, I would advise you to leave. [9, c. 229-230] (4) I would advise caution how you emphasize your use of the term KGB. [10, c. 84] 0=89 <0@:5@ 28:>@8AB>2CTBLAO 4;O ?V4:@5A;5==O 4><V=0=B=>W ?>78FVW <>2FO C ?@>F5AV V=B5@0:FVW, 9>3> ?@020 28@VHC20B8 ?>40;LH89 EV4 ?>4V9. "0:0 B0:B8:0 <>2FO @5:><5=4>20=>W 4VW =040T A?>=C:0==N 72CG0==O :0B53>@8G=>W 701>@>=8. 02545<> ?@8:;048: (5) "Besides, there ain't no way I'm gonna sit this one out not with the cap'n in trouble-and with all due respect, Lieutenant, I'd advise you not to try to change my mind. You ain't nearly big enough-or mean enough." He waited until Armstrong gave a small, reluctant nod of agreement, then raised his voice again. [4, c.101] (6) "Very well, if you want proper authority, I'll get it! A call to General Blitzkrieg should settle this. I'd advise you all not to do anything rash until I get back." [4, c. 104] #A:;04=5==O ?5@D><0B82=>3> 4VTA;>20 advise <>40;L=8<8 4VTA;>20<8 must, can, have to 70157?5GCT 28:>=0==O C<>2 CA?VH=>ABV <>2;5==T2>3> 0:BC, I> =5A5 V=D>@<0FVN ?@> AB02;5==O <>2FO V A?@8OT @50;V70FVW ?@8=F8?C 22VG;82>ABV [2, c.16]. @8ACB=VABL <>40;L=>3> <0@:5@0 must C ?@O<><C  ?>@048 ?V4A8;NT 7=0G8<VABL 28:>=0==O A;CE0G5< @5:><5=4>20=>W 4VW B0 ?V4:@5A;NT <>@0;L=89 >1>2 O7>: 04@5A0=B0 240B8AO 4> ?>@048. 5@54CAV< F5 AB>ACTBLAO 70AB5@565==O ?0@B=5@0 ?> :><C=V:0FVW 2V4 =5?@8T<=8E 4;O =L>3> ?>4V9. 0?@8:;04: (7) "But I must advise you that this mission is risky. You might lose your life, your love, or your very soul. […] " [2, c. 183] (8) "We constructed it centuries ago, from the scattered islets of the region. It is low on magic by our preference. But on the mainland you will see a great deal of magic, if you wish. However, I must advise you that much of it is dangerous to the uninitiated. [3, c.18] 0 2V4<V=C 2V4 <0@:5@0 must, <0@:5@ have to 28@V7=OTBLAO =0A0<?5@54 B8<, I> =030;L=VABL @5:><5=4>20=>W 4VW >1C<>2;5=0 =5 ?@>AB> @>7AC4;82VABN <>2FO B0: 7@>18B8, 0;5 9 B8<8 >1AB028=0<8, O:V A:;0;8AO =0 <><5=B 28@065==O A?>=C:8. 06;828< T B0:>6 V B5, I> 2 40=><C 28?04:C <>40;L=5 4VTA;>2>  to have to 2V4?>2V4=> 4> A2>WE 7<VAB>28E >A>1;82>AB59, 70A2V4GCT D0:B, I> <>25FL T T48=>N >A>1>N, O:0 <>65 AB0B8 ?>B5=FV9=8< AC1 T:B>< =040==O ?>@048 C <><5=B V=B5@0:FVW. 0?@8:;04: (9) "I have to advise we don t send the marines in. Given the size of the courtroom and the number of possessed, I’d estimate marine casualties of at least fifty per cent." "Agreed," the First Admiral datavised back. "The marines don’t go in. But are you certain everyone in there is now possessed?" [8, c.479] (10) Fernandez asked few questions and wrote steadily. Finally, she pushed the yellow pad aside. “All right. I think I have enough to get the picture. You're feeling slighted and ignored. And your question is, do you have a harassment case?” “Yes,” he said, nodding. “Well. Arguably you do. It's a jury case, and we don't know what would happen if we went to trial. But based on what you have told me here, I have to advise you that your case is not strong.” Sanders felt stunned. “Jesus.” “I don't make the law. I'm just telling you frankly, so you can arrive at an informed decision. Your situation is not good, Mr. Sanders.” Fernandez pushed back from her desk and began to stuff papers into her briefcase. “I have five minutes, but let me review for you what sexual harassment actually is, under the law, because many clients aren't clear about it. [6, c. 70] # =02545=8E ?@8:;040E ?@>AB56CTBLAO =040==O ?>@048 N@8AB>< A2>T<C :;VT=B>2V, O:89 718@0TBLAO 2G8=8B8 ?@>B870:>==V 4VW (9) / 728=C20GCTBLAO C A5@9>7=><C 7;>G8=>2V (10). >@040 7C<>2;5=0 A:;04=VABN A8BC0FVW, 2 O:V9 >?8=82AO 04@5A0B. 0@:5@ have to 268B89 4;O 5:A?;V:0FVW A?>=C:0==O B0 ?V4:@5A;NT, I> <>25FL T T48=8< @04=8:>< 70 40=8E >1AB028=. 0@:5@  strongly 26820TBLAO <>2F5< ?@8 28@065==V ?@O<>W ?>@048 7 <5B>N =040B8 :0B53>@8G=>ABV 28A;>2;5=><C A?>=C:0==N. "0:89 AB25@46C20;L=89 B>= ?>@048 A2V4G8BL ?@> 2?52=5=VABL <>2FO C 28A;>2;5=V9 V=D>@<0FVW, I> T 70?>@C:>N O:><>30 H284H>3> 28:>=0==O 04@5A0B>< @5:><5=4>20=>W 4VW. 0?@8:;04: (11) "I d strongly advise no further exposure to antagonistic environments for a while, as well. You can function at a reasonably normal level now, Erick, but only if you don’t stress your metabolism. Do not ignore warnings from your metabolic monitor program. Nanonic packages are not to be regarded as some kind of infallible safety net." "Understood." [8, c. 269] 0O2=VABL C ?@O<><C  ?>@048 <>48DV:0B>@V2-<0@:5@V2: certainly, really, sincerely B0:>6 2:07CT =0 2?52=5=VABL C A?>=C:0==V. 8:>@8AB>2CNG8 5<>FV9=>-5:A?@5A82=89 <0@:5@ certainly, <>25FL <0T =0 <5BV 70FV:028B8 04@5A0B0 C ?>@04V, B>4V O: really, sincerely ?5@540NBL I8@VABL =0<V@C @5:><5=4C20B8 ?52=C 4VW. 0?@8:;04: (12 "I would certainly advise we pursue that avenue, ma am. [...] [8, c.567] (13) 'I really advise you all to return home,' said Granny Weatherwax. [8, c.212] (14)  I sincerely advise you to surrender at once. [1, c.67] 0 40=><C 5B0?V 4>A;V465==O ?@8E>48<> 4> 28A=>2:C I>, ?@O<89  ?>@048 2:07CT 2V425@B> =0 V=B5=FVN <>2FO A?>=C:0B8 A;CE0G0 4> 28:>=0==O @5:><5=4>20=>W 4VW. 0;CG5==O @V7=8E ;5:A8G=8E <>48DV:0B>@V2 (let me  24, 71%, would  20%, must  20, 50%, have to  17, 19%, strongly  4, 96%, certainly  2, 03%, really  2,42%, sincerely  4, 84%, with all my heart  3, 31%) 5:A?;V:CT I8@5 ?@03=5==O <>2F5< 15=5D0:B82=>ABV 4;O A?V2@>7<>2=8:0 B0 =0 18, 5% ?V428ICT <>6;82VABL 4>AO3=5==O 1060=>3> ?5@;>:CB82=>3> 5D5:BC, 0 =V6 70 C<>28 2V4ACB=>ABV 40=8E <0@:5@V2. @>3=>7C20==O <>2F5< <>6;82>ABV 28:>=0==O / =528:>=0==O A?>=C:C20=>W 4VW 7<CHCT 9>3> 24020B8AO 4> =5?@O<>3> 28@065==O  ?>@048, I> A:;040T ?5@A?5:B82C ?>40;LH>3> 4>A;V465==O. " "#  ;5D8@5=:> . $. !?>@=K5 ?@>1;5<K A5<0=B8:8 : <>=>3@0D8O / 8:>;09 $54>@>28G ;5D8@5=:>.  .: =>78A, 2005.  326 A. 2. 8:8D>@>20 .. ><C==8:0B82=>-A5<0=B8G5A:0O 3@C??0 2KA:07K20=89, @50;87CNI8E 8=B5=F8N Ť?@54;030=8Oť (2 A>2@5<5==>< 0=3;89A:>< O7K:5) : 02B>@5D. 48A. =0 A>8A:0=85 CG5=>9 AB5?5=8 :0=4. D8;>;. 0C: : A?5F. 10.02.04 Ť5@<0=A:85 O7K:8ť / .. 8:8D>@>20.  852, 1987.  19 A.   .!" " " # Anderson P. The High Crusade.  New York : Baen Books, 1960.  338 p. 2.Anthony P. Geis of the Gargoyle. – New York : Berkley Books, 1998. – 731 p. 3. Anthony P. Ill Wind. – New York : Berkley Books, 1999. – 668 p. 4.Asprin R. Phule’s paradise. – New York : Penguin Books, 1999. – 346 p. 5. Brooks T. Elfstones of Shannara. – New York : Penguin Books, 1982. – 276 p. 6.Crichton M. Disclosure. – New York : Ballantine Books, 1995. – 202 p. 7. Grisham J. Street Lawyer. – New York : A Dell Book, 2003. – 450 p. 8.Hamilton P.F. The Netronium Alchemist. – New York : Harper Paperbacks, 1999. – 228 p. 9. Ludlum R. The Bourne ultimatum.  New York : Bantam Books, 1993.  454 p. 10. Lumley B. The Source.  New York : Bantam Books, 1999.  271 p. Š .. 0C<C:, 2009 # 811.111 42 EXPRESSION OF UNCERTAINTY THROUGH HESITATION MARKERS IN CONFLICT TALK IN ENGLISH Sh. H. Paronyan (Yerevan) Hesitation is the linguistic formulation of a cognitive state – uncertainty in the process of verbal interaction. Hesitation markers have been treated as metacommunicative expressions of the speaker’s doubt, lack of confidence, words that soften the illocutionary force of the utterance, make the claims more polite. Hesitation phenomenon can also be regarded as a regulative procedural language strategy employed by speakers in order to control the process of interaction: to make a careful choice of words, to correct or reformulate something said before, etc. We claim that hesitation can also be treated as the linguistic expression of cognitive efforts employed by the speaker in order to regulate the process of interpersonal communication in conflict talk. Key words: conflict talk, cooperative strategy, hesitation, hesitation markers, metacommunicative expressions of doubt. (.%. 0@>=O=. 8@07 =52?52=5=>ABV 70 4>?><>3>N <0@:5@V2 E578B0FVW 2 0=3;V9AL:><C :>=D;V:B=><C A?V;:C20==V. 0300==O (E578B0FVO) T <>2=8< 28@07>< :>3=VB82=>3> AB0=C  AC<=V2C 2 ?@>F5AV <>2=>W 270T<>4VW. 0@:5@8 E578B0FVW B@0:BC20;8AO O: <5B0:><C=V:0B82=V 28@078 AC<=V2C 9 2V4ACB=>ABV 2?52=5=>ABV, O: A;>20, I> ?><'O:HCNBL V;;>:CB82=C A8;C 28A;>2;5==O, 4>40NBL C2VG;82>ABV 28<>30< <>2FO. /28I5 E578B0FVW B@0:BCTBLAO B0:>6 O: @53C;NNG0 ?@>F54C@=0 <>2=0 AB@0B53VO, O:0 28:>@8AB>2CTBLAO <>2F5< 4;O B>3>, I>1 :>=B@>;N20B8 ?@>F5A 270T<>4VW: 7@>18B8 B>G=89 281V@ A;V2, A:>@5:BC20B8 01> ?5@5D@07C20B8 A:070=5 @0=VH5 B>I>. # FV9 AB0BBV E578B0FVO @>73;O40TBLAO O: <>2=89 28@07 :>3=VB82=8E 7CA8;L, 28:>@8AB0=8E <>2F5< 7 <5B>N 2@53C;N20B8 ?@>F5A <V6>A>1>2>3> :>=D;V:B=>3> A?V;:C20==O. ;NG>2V A;>20: :>=D;V:B=5 A?V;:C20==O, <0@:5@8 E578B0FVW, <5B0:><C=V:0B82=V 28@078 AC<=V2C, AB@0B53VO 2@53C;N20==O, E578B0FVO. (.%. 0@>=O=. 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It is well known that verbal interaction is governed by certain rules that provide effective exchange of information. The subject of the present paper concerns the cognitive-metacommunicative aspects of language use. We shall focus on mental procedures contributing to successful performance of verbal interaction. In particular, our aim is to examine the metacommunicative role of hesitation when expressing the cognitive state of uncertainty in the process of contradictory verbal exchange. It should be stated that in cognitive linguistics a great deal of research work has been aimed at revealing, how speakers represent cognitive process in speech [1; 10; 11; 12]. Thus the portrayal of the inner state of uncertainty could also contribute to disclosing how cognitive process surfaces in speech. The object of our analysis is instances of conflict talk quoted from fiction in which the act of hesitation is displayed. Uncertainty can be described as a state of mind, which emerges when one cannot be sure or feel sure about something. The cognition of this mental condition by a speaker results in its explicit expression in speech through verbal or non-verbal tokens. The linguistic formulation of uncertainty in the process of interaction is hesitation. Hence, traditionally, hesitation markers have been treated as metacommunicative expressions of the speaker’s doubt, lack of confidence. They are also called uncertainty markers or hedges – words that soften the illocutionary force of the utterance, make the claims more polite. In general, speakers make use of hesitation markers to show signs of uncertainty in delicate, embarrassing communicative situations – when they need time to make a careful choice of words so as not to hurt the interlocutor or not to reveal a secret. Speakers also hesitate when they are not convinced in the truth condition of the proposition or when they want to correct, reformulate something said before. On the whole, hesitation is a complex, manifold regulative verbal action which is closely associated with various intrapersonal as well as interpersonal aspects of verbal behaviour. It can be attributed to different personal characteristics, traits of the speaker, as well as to his/her actual psychological state. Hence, hesitant talk may result from the speaker’s irresolution, equivocation, vacillation, vexation, perplexity, quandary, even shyness and timidity. Equally, certain interpersonal relations between speakers, such as age, sex, status, mutual background knowledge, familiarity can prove to be relevant when expressing one’s hesitation. In the following example from fiction the author describes the state of perplexity of the speaker through hesitant speech: She startled him with her question. “What’s you wife like, Mr. Hill?” “Excuse me? I…I’m sorry… what ever made you think I was married?” He looked horrified and then he laughed. For the first time, Elizabeth looked bemused, and he saw, that beneath the carefully coifed auburn hair, she was blushing. “I thought you said… you mentioned your sister-in-law earlier in the evening… I just assumed…” He laughed as she stammered over the explanation. “I’m afraid not. I was referring to my brother’s widow.” [S.D.S:71] It is obvious that Elizabeth, who loves Spencer, wants to make sure that he is not married. Shying away from inquiring him openly, she tries to get this information indirectly, sounding naďve and natural with her question:”What’s your wife like?” At first Spencer gets very surprised at her question. That is why his answer is equivocal by virtue of pauses and repetition:”I… I’m sorry…” After this he makes another move, asking for explanation: “what ever made you think I was married?” Feeling perplexed and ashamed, Elizabeth does things that amuse her interlocutor. She blushes and tries to amend her communicative failure by using hesitation markers: she reformulates her words and repeats modal constructions, pauses and stammers,: “I thought you said… you mentioned your sister-in-law earlier in the evening… I just assumed…” Furthermore, hesitation phenomenon, which belongs to the metacommunicative aspect of speech, can be a regulative procedural language strategy that is employed by speakers in order to control the process of interaction. Thus, hesitation markers may function as fumbles – as Willis Edmondson calls them – metacommunicative speech units which are similar to false starts and other hesitation phenomena. Fumbles are generally used for plugging speaking-turn-inturnal conversational gaps, that is to say, they enable the speaker to gain time and think over what to say next without losing the turn [2; 5]. As for its linguistic expression or verbal formulation, hesitation can be conducted both explicitly and implicitly. Studies carried out by different linguists have revealed various lexico-grammatical means of expressing hesitancy, the so-called hesitation markers [5; 8]. Since the complete set of these metacommunicative units has not been worked out yet, here are some of them: non-lexical intrusive sounds such as um, uh, mmm, er, usually elongated in speech and accompanied by long pauses; stutter; omission of part of a word; word change or substitution; word repetition; sentence reformulation; sentence incompletion. Hesitation can also be expressed by means of modal verbs, modal words and phrases (discourse markers), adverbs, pronouns which imply possibility and express the doubt of the speaker in the truthfulness of the given information, his indecision as to the fulfillment of a certain action (may, can, maybe, possibly, perhaps, scarcely, hardly, etc.). A number of sentence patterns can also serve as modal constructions whose metacommunicative function is to express the speaker’s equivocation: ( It seems…, I think…, I wonder…, I’m not sure…, It’s hard…, etc.). As we can see, all these metacommunicative expressions “portray” the speaker’s hesitation overtly. In contrast, implicit ways of marking hesitation are related to implicit aspects of utterance meaning. In this case the speaker’s hesitancy is expressed through implicature, it may be implied by conscious flouting of Gricean maxims [7]. Presumably, another way of expressing hesitation implicitly could be the use of indirect speech acts. Indirectness is also treated as hedging which means hiding the illocutionary force of the utterance through pragmatic transposition of the communicative intent. Thus, in conflicting talk, if the speaker does not want to aggravate the offensive atmosphere of interaction or to escalate his negative attitude dramatically, he employs markers of hesitation which veil the negative perlocutionary effect of speech acts such as reproach, warning, refusal, threat, complaint, criticizing, etc. Obviously, hesitation markers also perform a social-regulative function and minimize the face-threatening effect of the above mentioned speech acts. Since our paper concerns the cognitive-metacommunicative aspect of verbal behaviour, it is worth mentioning that in pragmalinguistics speech is considered to be a goal-directed type of action. Accordingly, the problem of communicative success/failure acquires considerable importance in discourse analysis. Directing their efforts to the successful realization of communicative goals, speakers presumably project their speech in a suitable manner, trying to perform the communicative task at its best, flawlessly. As is well known, verbal communication, which makes civilized cooperation possible, is used to impart factual information, to convey our feelings, personal attitudes, and what is more, to regulate the process of communication itself. Hence, inferring some lack of success, figuring his possible failure in the process of communication, the speaker may employ certain cognitive efforts in order to regulate the process of interaction. For example, he may perform modifying metacommunicative actions which are aimed at minimizing, weakening the negative perlocutionary effect of communicative confrontation. In view of this, we think that hesitation markers should also be regarded as a means of communicative amendment, or, to be more exact, repair, whose aim is to remodel the threaded flow of verbal interaction in a desired, that is, cooperative, direction. In this paper we propose one more possible interpretation of the regulative function of hesitation which can be revealed through the analysis of conflict talk. The latter is a communicative type of verbal interaction in which speakers stand in disagreement because they pursue opposing, controversial communicative aims [3; 4, 6; 9]. Thus, in this type of talk, in order to support his/her position or opinion, one of the speakers will try to criticize and undermine the standpoint of his/her partner. In view of this, the peculiarity of contradictory interaction is the fact that, eventually, one of the communicative partners becomes a loser. Therefore, this type of interaction necessarily involves face-threatening effect and communicative success of one of the opposing parties is achieved at the cost of failure of the other. We assume that the cognitive-metacommunicative role of hesitation in conflict talk is to minimize the negative effect of communicative failure, repair the distorted interactional equilibrium and perform a face saving act, preventing growth of communicative conflict. It is noteworthy that, after all, in some communicative situations speakers may employ forms of aggravating disagreement. They can use overt markers featuring contradiction – negative evaluative lexical items, speech acts producing negative perlocutionary effect, paralinguistic markers expressing resentment, nervousness, etc. Naturally, the employment of this kind of communicative tactics will lead to direct confrontation, that is, argument, quarrel, row. In contrast, when engaged in dispute, speakers may tend to avoid direct confrontation and bald-on record disagreement. In this case they will avoid making oppositional argumentative moves and will be likely to employ explicit or implicit hesitation markers which ease the disputatious, contentious atmosphere of interaction. We assume that markers of hesitancy can be used in speech events where some misunderstanding, disharmony springs up in the course of interaction but the speakers do not want to aggravate the negative communicative effect and conduct conflict talk. To prove this assumption we shall examine samples of conflict talk in which speakers employ hesitation markers. Let us examine exchanges in which speakers express their hesitation overtly, formulating it explicitly with the help of hesitation markers. In the following example, feeling discontented and annoyed because of his interlocutor’s vulgarity and impudence, the speaker expresses his wish to discontinue the conversation and leave: Nick: (Even angrier than before): And when my wife comes back, I think we’ll just… George (Sincere): Now, now… calm down, my boy. Just… calm… down. (pause) All right? (pause).[A.A.W.:33] Obviously, no matter how angry Nick is, he does not want to provoke quarrel. That is why he conceals his negative attitude by using some hesitation markers that smooth the negative communicative effect: the modal construction I think, the modal particle just, and, finally, he makes a pause (...). Obviously, Nick’s pause performs the metacommunicative function of a fumble, he intends to find some suitable words in order to express his discontent mildly. Unexpectedly, the interlocutor, who is not interested in quarreling either, takes advantage of the pause and tries to modify the flow of interaction and avert conflict. His speech is highly hesitant: he repeats the starter now and the directive speech act “Calm down”, makes pauses, employs the modal particle just. Hence, we can conclude that both the interlocutors make cognitive efforts which are aimed at smoothing the negative effect of interaction and avoiding conflict talk. A nice illustration of the metacommunicative role of hesitation in speech can be found in dramas and fiction where the author’s comments come to help us decode the cognitive-metacommunicative function of hesitation markers. The following example begins with an indirect speech act which is described by the author as an act of threatening. Nick (Threatening): I don’t think you’d better go on, mister. George: Do you not! Nick:( Less certainly): No. I…I don’t think you’d better. [A.A.W.:143] As we can see in this exchange, Nick does not intend to get involved in a quarrel. That is why he hedges the illocutionary force of his threat and employs a modal construction: I don’t think. These hesitation markers make his speech less resolute, soften the negative effect of threatening. After George aggressively opposes Nick’s threat, “Do you not!” , the latter repeats it but this time he is less confident. Obviously, in his second remark Nick sounds more hesitant in that he employs word repetition, modal construction, as well as pause: “No. I…I don’t think you’d better.” Interestingly enough, Nick’s hesitancy is also marked in the author’s bracketing signal: ‘less certainly’. In the following example we witness a questioning communicative situation which is aimed at disclosing some information. George: ( Not so friendly) What made you decide to be a teacher? Nick: Oh…well…, the same thing that…uh…motivated you, I imagine. [A.A.W.:31] The author’s bracketing signal which precedes the question, ”Not so friendly”, implies that the atmosphere of the ongoing interaction is confrontational. The interlocutor wants to reduce the tension, that is why, in answer to the speaker’s question he is so overtly hesitant: he begins the speaking turn with a starter, his speech is abundant in lexical intrusive sounds, pauses. We can conclude that the interlocutor tends to smooth the negative effect of interaction and avoid conflict. Since politeness was mentioned above, our analysis comes to prove that in some cases the speaker feels uncertain about how to express himself politely. As a matter of fact, the contemptuous, arrogant verbal actions of one of the speakers’ can cause conflict. Hence, if the interlocutor does not try to ease the negative communicative effect, the process of communication may evolve along contradictory interaction mode and, finally, result in quarrel. George: Did you really think I was going to kill you, Martha? Martha: You? Kill me? That’s a laugh. George: Well, now, I might… some day. Martha: Fat chance.[A.A.W:60] As we can see, in this speech situation contradiction emerges as a result of Martha’s arrogant answer to George’s hedged verbal action. George formulates indirect threat which has an interrogative communicative structure and sounds as simple as an inquiry: “Did you really think I was going to kill you, Martha?” Instead of giving him the necessary information, Martha performs an expressive speech act, displaying her contempt to the interlocutor’s vigour: “You? Kill me? That’s a laugh.” In answer to this challenging verbal action, the speaker, who does not want to engage in conflict talk, veils his aggressive disposition and negative evaluation with the help of another hedged illocutionary act: he employs a statement expressing indirect threat. The force of the hedged speech act is still more softened by uncertainty markers: starter, modal verb, indefinite pronoun, pause: “Well, now, I might… some day.” In the following example the negative perlocutionary effect of the act of reproaching is hedged in a speech situation where speakers support oppositional standpoints: Kit: Thought you’d forgotten where you lived. Banner: I’ve been busy. You know how it is. Kit: No, I don’t know how it is. You can write, can’t you? [D.L.L.:19] Kit disapproves of her son’s behaviour and reproaches him indirectly for his misconduct. The utterance “Thought you’d forgotten where you lived” is an instance of indirect reproach which also contains an explicit lexical marker of hesitation: thought. Meanwhile, Banner tries to weasel out: he excuses himself with the help of statements in which he discloses the reason for his misconduct: “I’ve been busy. You know how it is.” This communicative act makes the speaker repeat his indirect reproach and increase its negative illocutionary intent with a question-tag: “You can write, can’t you?” The analysis of conflict talk enables us to conclude that speech acts having negative evaluation, some bad or harmful effect are more often hedged in conflict talk. Therefore, we can conclude that trying to escape the growth of conflict the speakers cognitively modify the mode of interaction by hedging the illocutionary force of the utterance and sounding more hesitant, that is, less critical and irresolute. As we have already mentioned, another way of expressing hesitation implicitly is violation of Gricean maxims. In the following exchange the maxim of quality is violated: Benson: Have you telephoned my office? Kitchen: I have not. Benson: On the recording machine this morning there was 35 minutes of personal abuse. Kitchen: That’s not very long. Benson: The voice is unmistakable. Kitchen: I don’t know why they employ these machines. In my days a letter was a work of art. All anyone does now is scribble. [O.P.P.: 85] In answer to the speaker’s indirect acts of accusation, “On the recording machine this morning there was 35 minutes of personal abuse”, “The voice is unmistakable”, the interlocutor tries to avoid conflict and escape responsibility. That is why, he chooses off-record tactics and hedges his response by flouting the maxims of relevance, quality as well as quantity. In the following example conflict is smoothed by flouting the maxim of relevance: Charlie: For God’s sake, Seymour, don’t tell me you know who the hell he is! Seymour: I’m interested in that period – I’ve read quite a bit in it. [B.B.Ch.: 56] Feeling the danger of confrontation after the speaker’s highly resentful and emotively charged remark, the interlocutor tries to modify the mode of interaction by diverting the focus of communication: ”I’m interested in that period – I’ve read quite a bit in it.” In this statement the interlocutor flouts the maxim of relevance consciously, sounding irrelevant in the communicative flow of actual interaction. In this way he implies his unwillingness to conduct conflict talk and minimizes the risk of aggravating the negative atmosphere of interaction. As we can see in the exchanges analysed above, at least one of the communicative parties is interested in maintaining cooperative interaction and does not want to strain the situation. That is why, he/she conducts the conversation in a way full of hesitancy, equivocation, trying to veil the negative emotions present in the process of communication. Our analysis leads to the conclusion that the metacommunicative expressions of speakers’ hesitation are effective communicative means which regulate the process of interaction, smoothing certain baffling or tricky problems that hinder the rational exchange of thoughts. Eventually, in order to prevent contradictory perspectives in interaction, speakers use hesitation markers which reduce the negative effect developed in the process of communication. Hence, one of the things revealed by the analysis of hesitation phenomenon is that the notion of successful interaction is linked not only with the realization of communicative goals but also with the social aspect of communication – leading a smooth and cooperative mode of interaction, avoiding communicative conflict and confrontation. A more detailed account of the strategies and tactics performed by hesitation markers belong to the sphere of perspectives of our analysis. LITERATURE 1. 59: ".. !B@0B5388 ?>=8<0=8O A2O7=>3> B5:AB0 / ".. 59: 20=, . 8=G // >2>5 2 70@C156=>9 ;8=328AB8:5. K?CA: %%III.  . : @>3@5AA, 1988.  !. 153-212. 2. >G5?F>2 .. $0B8G5A:0O <5B0:><<C=8:0F8O / .. >G5?F>2 // !5<0=B8:0 8 ?@03<0B8:0 A8=B0:A8G5A:8E 548=AB2 : <562C7. B5<0B. A1. ; oB2. @54. .. !CA>2.  0;8=8=, 1981.  !. 52-59. 3. Apostel L. Towards a General Theory of Argumentation / L. Apostel // Argumentation: Approaches to Theory Formation / Eds. E.M. Barth, J.L. Martens.  Amsterdam, 1982.  P. 93-118.4. Deutsch M. Constructive Conflict Resolution: Principles, Training and Research / M. Deutsch // Journal of Social Issues. –Volume 50, N1. – 1994. – P. 13-32. 5. Edmondson W. Spoken Discourse: A Model for Analysis. / W. Edmondson. – London, N.Y., 1981. – 205 p. 6. Goodwin C. Interstitial Argument / C. Goodwin, M.H. Goodwin // Conflict Talk: Sociolinguistic Investigations in Conversations. – Cambridge, UK : CUP,1990. – P. 85-117. 7. Grice H.P. Logic and Conversation / H.P. Grice // Syntax and Semantics. Volume 3. / Eds. P. Cole, J. Morgan. – N.Y., 1975. – P. 41-58. 8. Hatch E. Discourse and Language Education / E. Hatch – Cambridge : CUP, 1992. 9. Kakava Ch. Discourse and Conflict / Ch. Kakava // Handbook of Discourse Analysis. – Oxford : Blackwell Publishing, 2003. – P. 650-671. 10. Molder H. Conversation and Cognition / H. Molder, J. Potter. – Cambridge : CUP, 2005. – 278 p.11. Pinker S. The Stuff of Thought / S. Pinker. – N.Y. : Viking, 2007. – 499 p. 12. Velde R.G. van de. Text and Thinking / Velde R.G. van de.– Berlin, N.Y. : Walter de Gruyter, 1992. – 316 p. ILLUSTRATIVE MATERIAL A.A.W. – Albee E. Who’s Afraid of Virginia Woolf?. – N.Y., 1966. – 242 p.; B.B.Ch. – Behrman S.N. But for whom Charlie. – N.Y., 1964. – 150 p.; D.L.L. – Delaney Sh. The Lion in Love. – N.Y., – 1961, 104 p.; O.P.P. – Owen A. Progress to the Park // New English Dramatists. Volume 5. – L., 1962. – P. 81-119; S.D.S. – Steel D., Star.– N.Y., 1990. – 205 p. Š Sh. H. Paronyan, 2009 # 811.111 42 "!"#, #!", ""% % !" " (=0 <0B5@V0;V CA=>3> =0C:>2>-0:045<VG=>3> 48A:C@AC) .. (?5=N: (8W2) # AB0BBV CB>G=NTBLAO ACB=VABL :><C=V:0B82=>-?@03<0B8G=>3> :>=B5:ABC B0 @>73;O40TBLAO 9>3> 2?;82 =0 DC=:FV>=C20==O 5B8:5B=8E <>2;5==T28E AB5@5>B8?V2 C 0<5@8:0=AL:><C =0C:>2>-0:045<VG=><C 48A:C@AV. # @57C;LB0BV 4>A;V465==O 7@>1;5=> 28A=>2>: ?@> B5, I> A5@54 >A=>2=8E G8==8:V2 :>=B5:ABC, O:V 2?;820NBL =0 28:>@8AB0==O 5B8:5B=8E >48=8FL, 28@VH0;L=8<8 T AD5@0 :><C=V:0FVW, WW CG0A=8:8 B0 :><C=V:0B82=89 =0<V@ 04@5A0=B0. ;NG>2V A;>20: 5B8:5B=V <>2;5==T2V AB5@5>B8?8, :><C=V:0B82=>-?@03<0B8G=89 :>=B5:AB, =0C:>2>-0:045<VG=89 48A:C@A. .. (?5=N: >=B5:ABC0;L=0O >1CA;>2;5==>ABL MB8:5B=KE @5G52KE AB5@5>B8?>2 (=0 <0B5@80;5 CAB=>3> =0CG=>-0:045<8G5A:>3> 48A:C@A0).  AB0BL5 CB>G=O5BAO ACI=>ABL :><<C=8:0B82=>-?@03<0B8G5A:>3> :>=B5:AB0 8 @0AA<0B@8205BAO 53> 2;8O=85 =0 DC=:F8>=8@>20=85 MB8:5B=KE @5G52KE AB5@5>B8?>2 2 0<5@8:0=A:>< =0CG=>-0:045<8G5A:>< 48A:C@A5.  @57C;LB0B5 8AA;54>20=8O 45;05BAO 2K2>4, GB> A@548 >A=>2=KE D0:B>@>2 :>=B5:AB0, :>B>@K5 2;8ONB =0 8A?>;L7>20=85 MB8:5B=KE 548=8F, @5H0NI8<8 O2;ONBAO AD5@0 :><<C=8:0F88, 55 CG0AB=8:8, 0 B0:65 :><<C=8:0B82=>5 =0<5@5=85 04@5A0=B0. ;NG52K5 A;>20: :><<C=8:0B82=>-?@03<0B8G5A:89 :>=B5:AB, =0CG=>-0:045<8G5A:89 48A:C@A, MB8:5B=K5 @5G52K5 AB5@5>B8?K. I.E.Shpenyuk Contextual dependence of etiquette lexical bundles in scientific-academic discourse. The present paper specifies the essence of communicative-pragmatic context and shows its influence on the functioning of formulaic linguistic devices referred to as etiquette lexical bundles in scientific academic discourse. The results of the study have shown that the sphere of communication, its members and addresser’s communicative intention all together influence the use of etiquette formulas. Key words: communicative-pragmatic context, etiquette lexical bundles, scientific-academic discourse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ichigan Corpus of Academic Spoken English). >=OBBO AB5@5>B8?C ?>E>48BL 7 >1;0ABV A>FV>;>3VW, 45 >7=0G0T ACA?V;L=> 2AB0=>2;5=V, ABV9:V CO2;5==O B0 ?5@5:>=0==O ;N459 ?@> 287=0G5=V O28I0, ?@54<5B8 G8 >A>18, O:V A:;040NBLAO ?V4 2?;82>< A>FV0;L=8E C<>2 V ?>?5@54=L>3> 4>A2V4C, B0 ?5@540NBLAO G5@57 G;5=V2 ACA?V;LAB20. 0 ACG0A=><C 5B0?V @>728B:C =0C:8 4> 0=0;V7C AB5@5>B8?V2 725@B0NBLAO =5 BV;L:8 A>FV>;>38, 0;5 B0:>6 V DV;>A>D8, ?A8E>;>38, ?>;VB>;>38, :C;LBC@>;>38 V, 157C<>2=>, <>2>7=02FV. @54AB02=8:8 @V7=8E =0C: 28>:@5<;NNBL BV 2;0AB82>ABV AB5@5>B8?C, :>B@V 206;82V 4;O WE AD5@8 4>A;V465==O, 0 B><C AL>3>4=V 282G0NBLAO A>FV0;L=V, <5=B0;L=V, 5B=VG=V, 35=45@=V, 2V:>2V, :C;LBC@=V B0 45O:V V=HV 2848 AB5@5>B8?V2. >AV9AL:0 4>A;V4=8FO .. @0A=8E 284V;OT 420 @V7=>2848 AB5@5>B8?V2: AB5@5>B8?8 ?>254V=:8 B0 AB5@5>B8?8-@>7C<V==O. 5@HV O2;ONBL A>1>N V=20@V0=B8 4VO;L=>ABV, 287=0G0NBL :><C=V:0B82=C (2 B><C G8A;V V 25@10;L=C) ?>254V=:C 2 BV9 G8 V=HV9 :><C=V:0B82=V9 A8BC0FVW, B>1B> 48:BCNBL 287=0G5=C ?>254V=:C. !B5@5>B8?8-@>7C<V==O B0:>6 ?>2 O70=V 7 ?>254V=:>N, 0;5 <>2;5==T2>N, 25@10;L=>N, 2>=8 Ť48:BCNBL =5 ABV;L:8 A0<C ?>254V=:C, A:V;L:8 =01V@ 0A>FV0FV9 V 287=0G0NBL <>2=C D>@<C, O:0 WE 28@060Tť [3, A. 232]. > AB5@5>B8?V2 ?>254V=:8 =0;560BL AB5@5>B8?8 <>2;5==T2>W ?>254V=:8 01> <>2;5==T2V AB5@5>B8?8, O:V 282G0NBLAO ;V=32VAB0<8 B0 ;V=32>:C;LBC@>;>30<8. &5 ?>ABV9=> 2V4B2>@N20=V 2 ?@>F5AV <>2=>3> A?V;:C20==O @5G5==O, O:V A:;040NBLAO V7 A5<0=B8G=> GVB:> 284V;5=8E G0AB8= B0 28:>@8AB>2CNBLAO O: FV;VA=V, 3>B>2V >48=8FV [9, A. 230]. >2;5==T2V AB5@5>B8?8 BVA=> ?>2 O70=V 7 ?>=OBBO< <>2=>3> 5B8:5BC, >A:V;L:8, 70 287=0G5==O< /. 04528G-V==8FL:>3>, <>2=89 5B8:5B  F5 A8AB5<0 AB0=40@B=8E, AB5@5>B8?=8E A;>25A=8E D>@<C;, C6820=8E C A8BC0FVOE, I> 157;VG @07V2 ?>2B>@NNBLAO C ?>2AO:45==V: 2VB0==O, ?@>I0==O, 2810G5==O, 70?@>H5==O, ?>1060==O B>I> [7, A. 5]. %0@0:B5@=>N >7=0:>N F8E 5B8:5B=8E D>@<C; T B5, I> C ?@>F5AV <>2;5==O 2>=8 =5 AB2>@NNBLAO, 0 2V4B2>@NNBLAO, V F5 ?>;53HCT A?V;:C20==O. # =0H><C 4>A;V465==V ?V4 5B8:5B=8<8 <>2;5==T28<8 AB5@5>B8?0<8 @>7C<VT<> ABV9:V, G0AB> ?>2B>@N20=V >48=8FV <>2=>3> A?V;:C20==O, O:V 26820NBLAO 7 ?52=8<8 5B8:5B=8<8 FV;O<8 C B><C G8 V=H><C ACA?V;LAB2V/48A:C@AV. > 5B8:5B=8E AB5@5>B8?V2 =0;560BL 28A;>2;N20==O ?@82VB0==O, ?@>I0==O, ?@825@B0==O C2038, ?>4O:8, 2810G5==O, ?>E20;8 B0 :><?;V<5=BC, 725@B0==O, 73>48, =573>48 01> 70?5@5G5==O, ?>1060==O B0 V=. @8 4>A;V465==V DC=:FV>=0;L=>W AB>@>=8 <>2=8E >48=8FL 206;82C @>;L 2V4V3@0T :>=B5:AB. # ACG0A=><C <>2>7=02AB2V VA=CT G8<0;> 45DV=VFV9 B5@<V=C Ť:>=B5:ABť, I> 7C<>2;NT @V7=><0=VB=VABL ?V4E>4V2 4> 287=0G5==O 9>3> 284V2. 5;8:C :V;L:VABL B8?V2 :>=B5:ABC <>6=0 ?>OA=8B8 @V7=>0A?5:B=VABN ?V4E>4V2 4> 287=0G5==O >1 T:B0: 2V4 25@10;L=>3>, B>1B> DV:ACNG>3> 157?>A5@54=L> <>2=5 (A;>25A=5) >B>G5==O,  4> :><C=V:0B82=>3>, I> >E>?;NT 2AV C<>28 74V9A=5==O :><C=V:0FVW [6, A. 243]. #:@0W=AL:0 4>A;V4=8FO .. !5;V20=>20 284V;OT B@8 45DV=VFVW :>=B5:ABC. 5@H5 @>7C<V==O 72C6CT 7=0G5==O :>=B5:ABC 4> @V2=O B5:AB>2>3> D@03<5=B0, @5G5==O, A;>2>A?>;CG5==O, O:V 287=0G0NBL A5<0=B8:C ?52=>W <>2=>W >48=8FV [8, A. 252]. "0:89 B8? :>=B5:ABC I5 =07820NBL <V:@>:>=B5:AB><, B>1B> <V=V<0;L=8< >B>G5==O< >48=8FV, 2 O:><C 2>=0 @50;V7CT A2>T 7=0G5==O [4, A. 238]. (8@H89 :>=B5:AB, 01> <0:@>:>=B5:AB  F5 >B>G5==O 4>A;V46C20=>W >48=8FV, O:5 4>72>;OT 2AB0=>28B8 WW DC=:FVN C B5:ABV 2 FV;><C [Ibid., A. 238], B><C I> ;8H5 FV;VA=89 B5:AB 70157?5GCT B;C<0G5==O 7<VABC 9>3> >48=8FV [8, A. 252]. # =09H8@H><C 7=0G5==V :>=B5:AB ?@8@V2=NTBLAO 4> :><C=V:0B82=>W A8BC0FVW, B>1B> ?@8 4>A;V465==V 2@0E>2CTBLAO =5 ;8H5 B5:AB>289 <0A82, 0 9 3;>10;L=V C<>28 >?B8<0;L=>3> 70157?5G5==O :><C=V:0FVW, 7>:@5<0, WW <5B0, @>;L>20 ?@8@>40 :><C=V:0=BV2, WE=V B570C@CA8, A>FV0;L=5 9 :C;LBC@=5 A5@54>28I5 :><C=V:0FVW V B. V=. [Ibid., A. 252]. >=B5:AB B0:>3> B8?C =07820NBL ?>-@V7=><C. "0:, ". !;0<0-070:C :>@8ABCTBLAO B5@<V=><  B>B0;L=89 :>=B5:AB , O:89 CB2>@NTBLAO =5 BV;L:8 2AV<0 70A>10<8 28@065==O  <>2=8<8 V =5<>2=8<8  0;5 V FV;:>< 2AVTN A8BC0FVTN, O:0 >B>GCT A;>2> V 287=0G0T 9>3> A<8A; [14, c. 97]. ./. 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[11]. .. >@>E>2AL:89 B0 V=HV <>2>7=02FV ?V4 A8BC0B82=8< :>=B5:AB>< @>7C<VNBL BV 5:AB@0;V=32VAB8G=V C<>28, 70 O:8E 2V41C20TBLAO 0:B :><C=V:0FVW, C <560E O:>3> <>6=0 28>:@5<8B8 >48=8G=89 A8BC0B82=89 :>=B5:AB, B8?>289 A8BC0B82=89 :>=B5:AB B0 A>FV0;L=>-VAB>@8G=89 A8BC0B82=89 :>=B5:AB [10, A. 32]. 5>1EV4=> 707=0G8B8, I> 45O:V 2G5=V (. <>A>20, !. #;L<0=) =0?>;O30NBL =0 GVB:><C @>7@V7=5==V :>=B5:ABC 9 <>2;5==T2>W A8BC0FVW, 0465 2 :><?5B5=FVN ;V=32VAB0 ?>28==V 2E>48B8 BV;L:8 @50;L=V <>2=V B0 ?>2 O70=V 7 =8<8 D0:B>@8, =5>1EV4=V 4;O @50;V70FVW 7040=>3> 7=0G5==O A;>20, O:5 28:>@8AB>2CTBLAO C <>2;5==V [13, c. 159, 224-225; 15]. 0 =0H ?>3;O4, C 72 O7:C 7 2AB0=>2;5==O< C ;V=32VAB8FV :><C=V:0B82=>-?@03<0B8G=>W 4>A;V4=8FL:>W ?0@0483<8, :>=B5:AB A;V4 @>73;O40B8 =5 BV;L:8 7 ;V=32VAB8G=>W, 0;5 B0:>6 V7 :><C=V:0B82=>-?@03<0B8G=>W B>G:8 7>@C, B>1B> ?@8 4>A;V465==V ?>B@V1=> 2@0E>2C20B8 2AV C<>28 (;V=32VAB8G=V B0 5:AB@0;V=32VAB8G=V D0:B>@8), 70 O:8E 74V9A=NTBLAO B5 G8 V=H5 28A;>2;N20==O. > ;V=32VAB8G=8E G8==8:V2 2V4=>A8<> <>2=5 >B>G5==O >48=8FV, O:0 4>A;V46CTBLAO, 0 5:AB@0;V=32VAB8G=8<8 T AD5@0, ?@54<5B, <5B0 B0 CG0A=8:8 :><C=V:0FVW. 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V4 =0C:>2>-0:045<VG=8< 48A:C@A>< <0T<> =0 C207V >A>1;8289 284 :><C=V:0B82=>W 4VO;L=>ABV, 2 ?@>F5AV O:>W 2V41C20TBLAO ?5@540G0 V=D>@<0FVW 7 <5B>N A>FV0;V70FVW =>2>3> G;5=0 ACA?V;LAB20, D>@<C20==O 9>3> A2VB>3;O4C, :C;LBC@8 <>2;5==O B>I>. #G0A=8:0<8 48A:C@AC 28ABC?0NBL 28:;040GV B0 ABC45=B8, :>B@V <0NBL GVB:> @>7?>4V;5=V AB0BCA=V B0 A8BC0B82=V @>;V. # 72 O7:C 7 F8< 206;82C @>;L C A?V;:C20==V 28:;040GV2 B0 ABC45=BV2 2V4V3@0T <>2=89 5B8:5B, O:89 28ABC?0T, =0 4C<:C .. ;LG5=:>, A?5F8DVG=8< @53C;OB>@>< ACA?V;L=8E 2V4=>A8= B0 206;828< G8==8:>< <V6:C;LBC@=>W :><C=V:0FVW [2, A. 8]. 25@B0==O 4> 04@5A0B0 <>6=0 =0720B8 ?5@H>5;5<5=B0<8 <>2=>3> 5B8:5BC, 70 4>?><>3>N O:8E 2AB0=>2;NTBLAO B0 ?V4B@8<CTBLAO <>2;5==T289 :>=B0:B V7 A?V2@>7<>2=8:><, @53C;NNBLAO CO2;5==O ?@> A8BC0FVN A?V;:C20==O 2 FV;><C B0 ?@> @>;L>2V ?>78FVW ?0@B=5@V2, WE A>FV0;L=V B0 >A>18ABV 270T<>AB>AC=:8 [12, A. 197]. A=>2=8<8 DC=:FVO<8 725@B0=L T =><V=0B82=0 (=07820==O 04@5A0B0 =0 V< O), 2>:0B82=0 (70:;8: 04@5A0B0, ?@825@B0==O C2038 H;OE>< 28:>@8AB0==O 9>3> V<5=V), >FV==0 (28@065==O AB02;5==O B>3>, EB> 3>2>@8BL 4> 04@5A0B0), A>FV0;L=>-@53C;OB82=0 01> 5B8:5B=0 (V=48:0FVO A>FV0;L=8E V <V6>A>18ABVA=8E 2V4=>A8= B0 5B8:5B=5 >D>@<;5==O <>2;5==O) [5, A. 33]. %0@0:B5@=>N >7=0:>N CA=>3> =0C:>2>-0:045<VG=>3> 48A:C@AC T 28:>@8AB0==O 725@B0=L 7 <5B>N =040==O 4>72>;C 3>2>@8B8:  For most epidemiologists risk exists as a statistical construct. It's a product of analyzing aggregate data in a particular way yeah, Sue?  Is this idea of risk tied in at all to probability? Probability of certain variables playing out in particular (MAL). "0:8< G8=><, 26820==O F8E <>2=8E >48=8FL A?@8OT 70;CG5==N ?@8ACB=VE 4> ?@>F5AC A?V;:C20==O B0 70>E>G5==N 4> 0:B82=>W CG0ABV C =02G0;L=><C ?@>F5AV. >A8BL G0AB> 725@B0==O 28:>@8AB>2CNBLAO 4;O ?V4B@8<:8 01> ?>6202;5==O C2038 0C48B>@VW, I> T 4>A8BL 0:BC0;L=8< C A8BC0FVOE B@820;8E @>7<>2 <>=>;>3VG=>3> G8 4V0;>3VG=>3> E0@0:B5@C. # B0:8E 28?04:0E 725@B0==O 28:>=CNBL 206;82C 5B8:5B=C DC=:FVN, >A:V;L:8 7024O:8 W< ?>;53HCTBLAO A?@89=OBBO ?>B>:C V=D>@<0FVW: It s assumed, that prosimians are more primitive primates than any of the other kinds of primates. A baboon is a monkey, an old world monkey that lives in Africa that you, guys, have seen and in actually some parts of the old world, but close relatives do, and chimps of course are an African ape that you, guys, are probably familiar with, they're the ones you see in circuses that ride bicycles and, they're very very smart and very very much like us in many ways (RHEL). >2;5==T2V AB5@5>B8?8 ?>4O:8 2V4V3@0NBL 206;82C @>;L C ?V4B@8<FV 22VG;828E 2V4=>A8= <V6 A?V2@>7<>2=8:0<8. :@V< 28@065==O 24OG=>ABV 28A;>2;N20==O ?>4O:8 <>6CBL <0B8 9 V=HV DC=:FVW 2 70;56=>ABV 2V4 :>=B5:ABC. 4=VTN 7 =8E T DC=:FVO ?@>I0==O, O:0 4>A8BL G0AB> <0T <VAF5 C =0C:>2>-0:045<VG=V9 AD5@V. 8:;040G 28:>@8AB>2CT ?>4O:C 7 <5B>N 70:V=G5==O ;5:FVW, 28A;>2;NNG8 4>1@>78G;825 AB02;5==O 4> ABC45=BV2: Next Thursday I m also gonna assign, I mean this Thursday, next lecture I m gonna assign practice problems for homework. Any questions before we wrap up...? Okay, that concludes it then, thanks (GIOEL). )5 >4=VTN =5 <5=H 206;82>N DC=:FVTN, O:C 28:>=CNBL AB5@5>B8?8 ?>4O:8 V O:0 4>2>;V G0AB> 7CAB@VG0TBLAO 2 CA=><C =0C:>2>-0:045<VG=><C 48A:C@AV T DC=:FVO Ť?5@547025@H0;L=>3> A83=0;Cť (pre-closing signal). # B0:8E 28?04:0E 28A;>2;N20==O ?>4O:8 28ABC?0NBL 70A>10<8 28@065==O ;V=50@=>ABV, I> 7C<>2;5=> BC@1>B>N ?@> 04@5A0B0. 8:>@8AB>2CNG8 ?>4O:C, 28:;040G C B0:89 A?>AV1 ?>2V4><;OT ?@> =01;865==O 7025@H5==O ;5:FVW G8 A5<V=0@C: Yeah, that'll regularly, pattern like that. It s only going to be a problem really if you're dealing with, first, um, declension nouns, because that's the only declension where the dative and the nominative are ambiguous. In every other instance you're not gonna have a problem. But yeah no I would make it fills that criterion, if it's abstract; it's not likely to be plural. So, okay, good. Well, thank you very much. I think we're done and thanks for allowing this to be videotaped, thank you. Assignment for Monday, we're moving on to lesson seventeen which is the genitive case, it's pretty easy, it resembles structure in English, almost exactly, and we have no quiz on Monday. So, have a nice weekend, a good holiday (ILL). =:>;8 04@5A0=B 28:>@8AB>2CT ?>4O:C 7 <5B>N 28A;>2;5==O 22VG;82>3> 70?5@5G5==O, 4;O B>3>, I>1 =5 >1@078B8 04@5A0B0: Now what could you do to your perennial, to help it get through the winter? Put it under cover. Mulch it. Mulch it. Why would we want to mulch it? To keep it warm. To keep it warm is the immediate imagined possible reason. But that would be wrong. But I thank Sven for offering that to us so that we can discuss it. Thank you, Sven. What we're really trying to do it's just like the magnolia tree that we planted on the north side of the house (PBL). 0 >A>1;82C C203C 2 =0C:>2>-0:045<VG=V9 :><C=V:0FVW 70A;C3>2CT DC=:FV>=C20==O 5B8:5B=8E AB5@5>B8?V2 73>48 B0 =573>48.  >A=>2V <>2;5==T2>3> 0:BC 73>48 ;568BL ?>3>465==O 7 4C<:>N A?V2@>7<>2=8:0, B>4V O: =573>40  F5 28A;>2;5==O 04@5A0=B>< =5?>3>465==O 7 B25@465==O< 04@5A0B0. # @V7=8E ;V=32VAB8G=8E :>=B5:AB0E 28A;>2;N20==O 73>48 <>6CBL 28:>=C20B8 B0:V DC=:FVW, O: AE20;5==O, ?V4B@8<:0 G8 4>72V;. !B5@5>B8?=V D>@<C;8 =573>48 <>6CBL B0:>6 DC=:FV>=C20B8 O: 70?5@5G5==O, 28?@024>2C20==O, ?@>B5AB, 2V4<>20 01> 701>@>=0. 06;82C @>;L ?@8 FL><C 2V4V3@0T :><C=V:0B82=89 =0<V@ 04@5A0=B0. "0:, =0?@8:;04, 2 CA=><C =0C:>2>-0:045<VG=><C 48A:C@AV 28A;>2;N20==O 73>48 <>6CBL 28:>=C20B8 DC=:FVN 70?>2=5==O ?0C78: I m assuming that this R adjusts and P and P-F are exogenous so I m assuming that the E implicitly adjusts, to make that foreign exchange rate, or to make the foreign exchange market, in my picture from the first day, balance. So that the inflow and outflow of dollars, inflow and outflow of pounds from that, foreign exchange market, balance. Yes... so there's the model. Nine elements, three endogenous variables, three conditions here for equilibrium (GML). OA=>2=0 <5B0 :><?;V<5=BC ?>;O30T C 28@065==V ?>78B82=>W >FV=:8 <>2FO =0 2G8=:8 B0 ?>254V=:C 04@5A0B0, 0 B0:>6 C 70E>?;5==V ?52=8<8 @8A0<8 E0@0:B5@C A?V2@>7<>2=8:0.  CA=><C =0C:>2>-0:045<VG=><C 48A:C@AV =0B@0?;OT<> =0 28?04:8 26820==O :><?;V<5=BC 7 <5B>N 22VG;82>3> ?@>E0==O: It seems to me that you would be a wonderful person to do that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Ť!2>9ť A@548 ŤGC68Eť: <8D 8;8 @50;L=>ABL? / 8:B>@8O ;048<8@>2=0 @0A=KE.  . : " Ť=>78Ať, 2003.  375 A. 4. 8=328AB8G5A:89 M=F8:;>?548G5A:89 A;>20@L / ;. @54. ../@F520.  . : !>2. -=F8:;>?548O, 1990.  685 A. 5. 8=8=0 .. 1@0I5=85 2 A>2@5<5==>< 0=3;89A:>< O7K:5. ><<C=8:0B82=>-?@03<0B8G5A:89 0A?5:B: 48AA. & :0=4. D8;>;. =0C: : 10.02.04 / 8=8=0 ;L30 5>@3852=0.  . : 5;3>@>4A:89 3>A. C=-B, 2000.  202 A. 6. @8E>4L:> .. !?>A>18 28@065==O >FV=:8 2 ACG0A=V9 0=3;V9AL:V9 <>2V / 0==0 ;;V2=0 @8E>4L:>.  0?>@V66O : #, 2001.  362 A. 7. 04528G-8==8FL:89 /.. B8:5B V :C;LBC@0 A?V;:C20==O / /@>A;02 >ABO=B8=>28G 04528G-8==8FL:89.  L2V2 : 842> Ť!ť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mosova N.N. English contextology / Nataliya Nikolajevna Amosova.  L. : LGU Publishing House, 1968.  178 p. 14. Slama-Cazacu T. Language at contexte / Tatiana Slama-Cazacu.  Gravenhage; Mouton, 1961.  251 p. 15. Ullman St. An Introduction to the Science of Meaning / St. Ullman.  Oxford : Blackwell, 1970.  278 p.   .!" " " # MICASE – Michigan Corpus of Academic Spoken English. http://quod.lib.umich.edu/m/micase/ GIOEL – Graduate Industrial Operations Engineering Lecture/1999/January 26. GML – Graduate Macroeconomics Lecture/1999/January 19. ILL – Intro Latin Lecture/1999/April 2. MAL – Medical Anthropology Lecture/1998/February 25. PBL – Practical Botany Lecture/2000/February 25. POC – Peking Opera Colloquium/2000/October 10. RHEL – Race and Human Evolution Lecture/2000/September 21. Š . (?5=N:, 2009 # 811.111 42 > ?@>1;5<8 :0B53>@870FVW <5B0<>2=8E 28A;>2;N20=L ... (>?V= (C30=AL:) # AB0BBV @>73;O40TBLAO ACG0A=5 >A<8A;5==O <5B0<>28. 2B>@ @>18BL ?>?5@54=V9 >3;O4 3>;>2=8E :;0A8DV:0FV9 <5B0<>2=8E 28A;>2;N20=L V ?@>?>=CT A2V9 20@V0=B WE A8AB5<0B870FVW. ;NG>2V A;>20: :0B53>@VO, :;0A8DV:0FVO, <5B0<>20, <>2=0 @5D;5:AVO. ...(>?8=.  ?@>1;5<5 :0B53>@870F88 <5B0O7K:>2KE 2KA:07K20=89.  AB0BL5 @5GL 845B > A>2@5<5==>< >A<KA;5=88 <5B0O7K:0. 2B>@ 45;05B ?@5420@8B5;L=K9 >17>@ >A=>2=KE :;0AA8D8:0F89 <5B0O7K:>2KE 2KA:07K20=89 8 ?@54;0305B A2>9 20@80=B 8E A8AB5<0B870F88. ;NG52K5 A;>20: :0B53>@8O, :;0AA8D8:0F8O, <5B0O7K:, O7K:>20O @5D;5:A8O. P.U. Shopin. To the problem of categorization of metalinguistic utterances. The article deals with the modern conception of metalanguage. The author makes preliminary observations concerning the most popular classifications of metalinguistic utterances and proposes his own variant of their systematization. Key words: category, classification, linguistic reflexivity, metalanguage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‘@C=BO< ?>1C4>28 <5B0<>28 T DV;>A>DVO ;>3VG=>3> 0=0;V7C <>28  =0?@O<C 0=0;VB8G=>W DV;>A>DVW, 70240==O< O:>3> 1C;0 @>7@>1:0 HBCG=>W, 0?@V>@=>W . V7 <5B>N 28?@028B8 <>2C =0C:8& >3VG=89 0=0;V7 <>28 A:;02AO 2 <560E =5>?>78B82V7<C 9 5<?V@87<C =0?@8:V=FV %%  =0 ?>G0B:C %% AB., :>;8 45O:V 02B>@8B5B=V DV;>A>D8 (. $@535, .  0AA5;, . VB35=HB59=, 6. C@, . 0@=0?) 28A;>28;8 4C<:C ?@> B5, I> A0<5 <>2C B@510 22060B8 3>;>2=8< >1 T:B>< DV;>A>DVW O: =0C:8&  [7, A. 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 A. 284]. N4AL:0 A?@><>6=VABL @>73;O40B8 ?@8@>4=C <>2C O: <>2C->1 T:B >B@8<0;0 =072C  <>2=>W @5D;5:AVW , ?V4 O:>N ;V=32VAB8:0 B0 ?A8E>;>3VO AL>3>4=V @>7C<VNBL  >A>7=0=85, >A<KA;5=85 A>1AB25==>3> O7K:>2>3> ?>2545=8O 8 O7K:>2>9 687=8 >1I5AB20, 0 B0:65 CAB@>9AB20 O7K:0 8 53> >B45;L=KE O7K:>2KE D0:B>2; >?@545;O5B >A>1K9 B8? >B=>H5=8O : O7K:C, ?@54?>;030NI89 >A<KA;5==>5 ?>;L7>20=85 8<, O7K:>2K5 =01;N45=8O, A>>B=>H5=85 A2>8E >F5=>: A 4@C38<8, =>@<>9, C7CA>< [10, A. 809]. "5@<V=  <5B0<>20 , I> 1C2 22545=89 4> 7030;L=>3> 268B:C =0 ?>G0B:C XX AB>;VBBO ?>;LAL:8< ;>3V:>< . "0@AL:8<, =01C2 AB0BCAC :0B53>@VW ?5@H>W 25;8G8=8 2 ;V=32VAB8FV 7 284V;5==O< . /:>1A>=>< <5B0<>2=>W DC=:FVW C 2V4><V9 4>?>2V4V Metalanguage as a linguistic problem. 5B0<>2=C 4VO;L=VABL 2G5=89 FV;:>< A;CH=> 4;O B>3>G0A=>3> DC=:FV>=0;L=>-AB@C:BC@=>3> ?V4E>4C 2 ;V=32VAB8FV 287=0G0T O:  the interpretation of one linguistic sign through other, in some respects homogenous, signs of the same language  [14]. > B>3> 6 . /:>1A>= ?><VG0T D0:B ?@>1C465==O <>2=>W A2V4><>ABV ?@8 28:>@8AB0==V <5B0<>28:  70<5= 15AA>7=0B5;L=> 02B><0B878@>20==KE A?>A>1>2 2K@065=8O <5B0O7K:>20O DC=:F8O 2=>A8B >A>7=0=85 @5G52KE :><?>=5=B>2 8 8E >B=>H5=89&  [11, A. 21]. 572060NG8 =0 ?>?C;O@=VABL B0 206;82VABL <5B0<>2=8E 4>A;V465=L C ACG0A=V9 =0CFV ?@> <>2C, 4C65 1030B> :0B53>@V9 FL>3> =0?@O<C ?>B@51CNBL 7=0G=>3> CB>G=5==O B0 4>?>2=5==O. 5@H 70 2A5 28=8:0T =5287=0G5=VABL C @>7C<V==V >1 T<C ;V=32VAB8G=>3> ?>=OBBO  <5B0<>20 . '8 =0;560BL 4> <5B0<>28 >48=8FV <>28->1 T:B0? '8 2AV 48A:C@A82=V A;>20 =5>4<V==> T <5B0<>2=8<8 >48=8FO<8? '8 <>6=0 22060B8 <>2=V :;VH5 70A>10<8 0:BC0;V70FVW <5B0<>2=>W A2V4><>ABV? >G0B:>25 287=0G5==O . "0@AL:>3> 28:;NG0T <>6;825 >B>B>6=5==O <5B0<>28 B0 <>28->1 T:B0 G5@57 725@=5==O 4> HBCG=>W <>28 ;>3V:8, <5B>N, O:>W ?>AB0T D>@<C;N20==O VAB8=8:  we have to use two different languages in discussing the problem of the definition of truth and, more generally, any problems in the field of semantics. The first of these languages is the language which is “talked about” and which is the subject matter of the whole discussion; the definition of truth which we are seeking applies to the sentences of this language. The second is the language in which we “talk about” the first language, and in terms of which we wish, in particular, to construct the definition of truth for the first language. We shall refer to the first language as “the object language,” and to the second as  the meta-language [16]. 5>1EV4=> 70C2068B8, I> C 1C4L-O:><C @07V B5@<V=8  <5B0<>20 V  <>20->1 T:B =01C20NBL 2V4=>A=>3> 7=0G5==O V <>6CBL 1CB8 A:>=AB@C9>20=V 45:V;L:0 @O4V2 <5B0<>2 2 >4=V9 VT@0@EVW, =0 G><C ?>BV< 1C45 =03>;>HC20B8 . 0@B. @>B5 >1<565==O DC=:FVW <5B0<>28 B0 <>28->1 T:B0 25@8DV:0FVTN AB0T =5<>6;82>N 01AB@0:FVTN 7 @>728B:>< ;>3V:8 B0 ;V=32VAB8G=>W =0C:8. #65 . /:>1A>= 3>2>@8BL ?@> C=V25@A0;L=89 E0@0:B5@ 70AB>AC20==O B0 1CBBO <5B0<>28:  Metalanguage is the vital factor of any verbal development [14]. /:I> @>73;O40B8 ?>=OBBO DC=:FVW, O: F5 @>18BL ..!. !B5?0=>2, B> <>65<> A:070B8 ?@> B5, I> <5B0<>2=0 DC=:FVO 2V4>1@060T 70;56=VABL 5D5:B82=>ABV 28:>@8AB0==O ?@8@>4=>W <>28 2V4 @V2=O @>728B:C <>2=>W A2V4><>ABV ;N48=8. !0<5 <>2=0 A2V4><VABL V @5D;5:AVO 70157?5GCNBL :>=B@>;L 70 28:>@8AB0==O< ?@8@>4=>W <>28, B><C ACG0A=V <5B0<>2=V 4>A;V465==O >1>2 O7:>2> V=:>@?>@CNBL 282G5==O <5B0<>2=>W A2V4><>ABV V ?>2AO:G0A A?8@0NBLAO =0 B0:V B5>@VW <>2=>W A2V4><>ABV, O: B5>@VO A8AB5<8 <>2=>3> :>=B@>;N . 935@0 [3]. >40;LH5 CB>G=5==O ?>=OBV9=>3> 0?0@0B0 <5B0;V=32VAB8G=>3> >?8AC 4>72>;8BL 1V;LH ‘@C=B>2=> 282G8B8 9 ?>=OBBO  <5B0<>20 , ?@>B5 <>65<> :>=AB0BC20B8 B>9 D0:B, I> <5B0<>2=V 28A;>2;N20==O 7 CAVTN =5>1EV4=VABN >E>?;NNBL >48=8FV ?@8@>4=>W <>28. >4=>G0A VA=CNBL V <>2=V 70A>18, O:V >1 T:B82=> ?@8ACB=V 2 <>2V->1 T:BV (<>2=V :;VH5), B0 V=482V4C0;L=> 7=0G8<V 70A>18 5:A?;V:0FVW <5B0<>2=>W A2V4><>ABV C 48A:C@AV, O:89 702648 7>@VT=B>20=89 =0 <V6>A>18ABVA=5 A?V;:C20==O 7 ?@82>4C >1 T:B82=>3> B0 AC1 T:B82=>3> 1CBBO. 5 2AV 48A:C@A82=V <0@:5@8 <>6CBL 1CB8 70@0E>20=V 4> <5B0<>28, >A:V;L:8 1030B> A;V2, I> 2 B@048FV9=V9 2VBG87=O=V9 3@0<0B8FV =07820NBL 2AB02=8<8, =5 @>73;O40NBL <>2C->1 T:B O: <>2;5==T2C 4VN, =5 2AB0=>2;NNBL 48AB0=FVN <V6 <>2F5< V 48A:C@A><, ?@> I> 1C45 A:070=> 4>:;04=VH5 ?@8 D>@<C;N20==V 28A=>2:V2. >2=V >48=8FV, I> <>6CBL 1CB8 28:>@8AB0=V C <>2;5==V 704;O ?>1C4>28 <5B0<>2=8E 28A;>2;N20=L, 282G0NBLAO =0 ?@8:;04V ?C1;VF8AB8G=>3>, EC4>6=L>3> B0 ?>2AO:45==>3> 48A:C@AV2. 18 ?>;8H8B8 ?>=OBV9=C =5287=0G5=VABL 2 C:@0W=AL:V9 <>2V, 22060T<> 70 ?>B@V1=5 28:>@8AB0B8 B5@<V=8  >FV=:8 <>2;5==O . (20@F:>?D0 01>  <>2=V @5D;5:A828 . 5?@T2>W, I> 4>72>;8BL 7@>18B8 =03>;>A =0 0:AV>;>3VG=V9 V AC1 T:B82=V9 ?@8@>4V <5B0<>28. . (20@F:>?D 287=0G0T  >FV=:8 <>2;5==O O:  @50:F88 3>2>@OI8E 8 A;CH0NI8E (?8HCI8E 8 G8B0NI8E) =0 8A?>;L7>20=85 O7K:>2KE A@54AB2 2 ?@>F5AA5 DC=:F8>=8@>20=8O O7K:0, :0: >F5=>G=K5 E0@0:B5@8AB8:8, 40205<K5 2 ?@>F5AA5 @5G8 55 CG0AB=8:0<8, >B=>AOI85AO : =59 A0<>9 (GC6>9 8 A2>59) 8 M:A?;8F8B=> 2 =59 2K@065==K5 [9, A. 415]. >2=89 @5D;5:A82 70 . 5?@T2>N 287=0G0TBLAO O:  <5B0O7K:>2>9 :><<5=B0@89 ?> ?>2>4C C?>B@51;5=8O 0:BC0;L=>9 ;5:A8G5A:>9 548=8FK [1, A. 76]. # B>9 65 G0A FV;:>< 28?@0240=8< 2840TBLAO 2:;NG5==O 4> <5B0<>28 =5 BV;L:8 >48=8FL 7 >FV=>G=8< B0 0:BC0;L=8< 7=0G5==O<, 0;5 9 48A:C@A82=8E <0@:5@V2, I> 725@B0NBL =0HC C203C =0 >1 T:B82=V E0@0:B5@8AB8:8 <>2;5==T2>W 4VO;L=>ABV ?V4G0A 28=8:=5==O 48E>B><VW <5B0<>20  <>20->1 T:B. 5@H8< V =0@V6=8< :@8B5@VT< 4;O A8AB5<0B870FVW <5B0<>28 AB0T @>7@V7=5==O <5B0<>28 ;V=32VAB8:8 B0 <5B0<>2=8E 28A;>2;N20=L A5@54=L>3> <>2FO. . 0H:V= 28A;>2;NT 4C<:8, A?V272CG=V 35@<5=52B8G=><C ?V4E>4C . 0945‘‘5@0, ?@> B5, I> <5B0<>2=V 28A;>2;N20==O 728G09=>3> <>2FO A?8@0NBLAO =0 <VD>;>3VG=5 A2VB>10G5==O B0 A2V4><VABL:  metalanguage activity is governed by dynamic stereotyped patterns, which form a mythological picture of the life of language and of the life in language as environment. It is essential for understanding human language activity to disclose these implicit mechanisms. All words in language seem to possess a mythological nature. Besides, one can also distinguish mythologemes of general systemic and procedural character, without which language would not be able to exist and to be executed. Mythologemes of this kind constitute the language game as such: the  thingness of words and the natural discreteness of their meanings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 (20@F:>?D ?@>?>=CT @>7@V7=OB8 A0<>:@8B8:C 9 :@8B8:C <>2;5==O A?V2@>7<>2=8:0 ?@8 0=0;V7V <5B0<>2=8E 28A;>2;N20=L, I> T 4@C3>N C=V25@A0;L=>N 48E>B><VTN :0B53>@870FVW <5B0<>28:  ?> A>45@60=8N (=0?@02;5==>AB8) >A=>2=0O <0AA0 >F5=>: @5G8 45;8BAO =0 420 B8?0. "8? I:  @5G520O :@8B8:0 (B5@<8= .. @83>@L520)  M:A?;8F8B=> 2K@065==0O @50:F8O A;CH0NI53> (G8B0NI53>) =0 D0:B @5G8 2 GC6>< A>>1I5=88 (>B@8F0B5;L=0O >1@0B=0O A2O7L 2 ?;0=5 @53C;8@>20=8O ?@>F5AA0 >1I5=8O), 2 0A?5:B5 0)  ?@028;L=>  =5?@028;L=> 8 1)  C<5AB=>  =5C<5AB=> & "8? II:  0@3C<5=B0F88 C?>B@51;5=8O :>=:@5B=>3> A@54AB20 2 :>=B5:AB5 (2>7=8:05B 2 @5G8 A0<>3> 3>2>@OI53> :0: @57C;LB0B A2>59 @5G8 : A>15A54=8:C 8 A>740=8O B5< A0<K<  >1@070 A;CH0B5;O , :0: :>=B@:@8B8:0  A?>A>1 ?@54C?@5645=8O 2>7<>6=>9 @5G52>9 :@8B8:8 A> AB>@>=K A>15A54=8:0& ) [9, A. 417].  >4=>3> 1>:C, <5B0<>2=V 28A;>2;N20==O <>2FO A?@O<>20=V =0 @>7C<V==O 4V9A=>ABV 9 A0<>3> A515, 0 B0:>6 =0 A?V22V4=5A5==O ?>2V4><;5==O 7 04@5A0B><, 0 7 4@C3>3>  =0 >A<8A;5==O <>2;5==O 9 AC1 T:B82=8E V=B5=FV9, <>B82V2 9 CAB0=>2>: CG0A=8:V2 A?V;:C20==O. # AB@C:BC@=>-DC=:FV>=0;L=><C 28<V@V <5B0<>2=V 28A;>2;N20==O :;0A8DV:CNBL . =45@A>=, . 0BN:>20, . 5618FL:0, . >@O520, . 5?@T20, . 0H:V=, . O?>=, . '5@=O:>2, . (20@F:>?D. ;0A8DV:0FVO . =45@A>=0, I> 70A=>20=0 =0 3;>10;L=8E DC=:FVOE <5B0<>28 2 48A:C@AV, T =091V;LH ?@89=OB=>N, ?@>B5 =5 >AO30T :>=F5?BC0;L=>3> 28<V@C 0=0;V7C <>28->1 T:B0. . =45@A>= et. al. 287=0G0NBL ? OBL 3>;>2=8E :;0AV2 <5B0<>2=8E 28A;>2;N20=L C 4V0;>3VG=><C <>2;5==V: 1) interchanges used to establish, track, and move between dialog states (TD); 2) interchanges used to establish communicative intention, or speaker meaning (SM); 3) discussions about or clarifications of items in the language itself (e.g. parts of speech, spelling, word meanings, etc.) (ML); 4) interchanges used to establish or monitor the match between language and the world (DT); 5) Discussions of or references to speech acts per se, including such things as their content, timing, style, appropriateness, effectiveness, etc (SA) [12]. 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"@510 70C2068B8, I> =0H 20@V0=B :;0A8DV:0FVW =5 <>65 <0B8 GVB:>3> 284C VT@0@EVW, 2 =L><C @>73;O40NBLAO ;5:A8:>-3@0<0B8G=89, :><C=V:0B82=>-?@03<0B8G=89 V :>=F5?BC0;L=89 28<V@8 0:BC0;V70FVW <>28->1 T:B0 C <>2=V9 A2V4><>ABV. 5:A8:>-3@0<0B8G=89 28<V@ 702648 >E>?;NT <5B0<>2=V 28A;>2;N20==O 2V4=>A=> =>@<0B82=>W ?@028;L=>ABV <>28->1 T:B0 V 2:;NG0T D>=5B8G=89, <>@D>;>3VG=89, ;5:A8G=89, A;>2>B2V@=89 V A8=B0:A8G=89 @V2=V. ><C=V:0B82=>-?@03<0B8G=89 28<V@ <5B0<>28 E0@0:B5@87CT ?@8@>4C 48A:C@A82=>W 4VO;L=>ABV ;N48=8, V B0:V <5B0<>2=V 28A;>2;N20==O, I> C 1V;LH>ABV 28?04:V2 T @50:FVTN =0 :><C=V:0B82=C =0?@C3C C <V6>A>18ABVA=><C A?V;:C20==V, <>6CBL 1CB8 :;0A8DV:>20=V 73V4=> 7 B8<8 :0B53>@VO<8 ?@8=F8?C :>>?5@0FVW, O:V ?>@CHCNBLAO C 28A;>2;N20==OE ?5@H>3> @O4C. @8=F8? :>>?5@0FVW  =5 T48=89 A?>AV1 >?8AC 045:20B=>ABV 48A:C@A82=>W 4VO;L=>ABV. 0 =0H ?>3;O4, ?@8=F8? 22VG;82>ABV, I> BVA=> ?>2 O70=89 7 :C;LBC@=8< 9 5B8G=8< 28<V@0<8 <V6>A>18ABVA=>3> A?V;:C20==O, 4>72>;8BL <>2>7=02FO< 45B0;L=VH5 >E0@0:B5@87C20B8 :><C=V:0B82=>-?@03<0B8G=V 28A;>2;N20==O G5@57 ?@87<C <5B0<>28. # B0:><C 28A2VB;5==V <5B0<>20 AB0T 206;828< G8==8:>< D0B8G=>3> A?V;:C20==O. >2=V :><5=B0@V 28:>=CNBL =5 BV;L:8 <5B0<>2=C, 0 9 D0B8G=C DC=:FVN, :>;8 >18420 CG0A=8:8 A?V;:C20==O =0<030NBLAO 7=09B8 A?V;L=C <>2C. @>B5 =5 B@510 >1<56C20B8 >1 T< 70AB>AC20==O <5B0<>28 2 :><C=V:0FVW D0B8G=8< A?V;:C20==O<, >A:V;L:8  <>20  F5 B5 A5@54>28I5, 45 2V41C20TBLAO ?@>F5A >1>?V;L=>W 4><>2;5=>ABV A?V215AV4=8:V2 V 28=8:0T >1>?V;L=5 @>7C<V==O 7 ?@82>4C A0<>W A?@028 [2, A. 355], I> 4>?><030T =0< C @>7C<V==V =0ABC?=>3> 28<V@C <5B0<>2=>W 4VO;L=>ABV. # 28?04:C 0:BC0;V70FVW :>=F5?BC0;L=>W ?@8@>48 <>28->1 T:B0 <>65<> :070B8 ?@> ACA?V;L=C, 3@C?>2C 01> V=482V4C0;L=C 7=0G8<VABL B>3>, I> :><5=BCTBLAO. >25FL >1>2 O7:>2> =0<030TBLAO O:><>30 :@0I5 7@>7C<VB8  A0<C A?@02C 01>  AB0= A?@02 , I> 7=0E>4OBL A2>T 2V4>1@065==O 2 <>2V, V WE @>7C<V==O 74V9A=NTBLAO 70 4>?><>3>N <5B0<>28. 4=8< V7 20@V0=BV2 :>=F5?BC0;L=8E <5B0<>2=8E 28A;>2;N20=L T  1;C:0==O =02:>;> 45=>B0B0 [5, A. 81]. 04;O ?@028;L=>3> A?@89=OBBO ?@>1;5<8 :0B53>@870FVW <5B0<>28 ?>B@V1=> 725@=CB8 C203C =0 E0@0:B5@=C >A>1;82VABL ACG0A=>W =0C:8: 1C4L-O:V :;0A8DV:0FVW =5 28B@8<CNBL :@8B8G=>3> 0=0;V7C G5@57 0?@V>@=VABL ;>3VG=8E ?>=OBL, I> AB25@46C202 C65 . CAA5@;L. 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(0;O (8W2) # AB0BBV :0B53>@VO ?>@V2=O==O @>73;O40TBLAO 7 ?>78FV9 ;V=32VAB8:8 B0 DV;>A>DVW. 8 28O2;OT<>, O: <5=B0;L=V @5?@575=B0FVW ?>@V2=O==O 28@060NBLAO C <>2=8E D>@<0E C 0=3;>-0<5@8:0=AL:><C =0C:>2><C 48A:C@AV. ;NG>2V A;>20: :0B53>@VO ?>@V2=O==O, :><?0@0B828, :><?0@0B82=V :>=AB@C:FVW, =0C:>289 48A:C@A, ?>@V2=O==O. .. (0;O. !@02=5=85: ;>38:>-D8;>A>DA:89 vs. ;8=328AB8G5A:89 0A?5:BK.  AB0BL5 :0B53>@8O A@02=5=8O @0AA<0B@8205BAO A ?>78F89 ;8=328AB8:8 8 D8;>A>D88. K 2KO2;O5<, :0: <5=B0;L=K5 @5?@575=B0F88 A@02=5=8O 2K@060NBAO 2 O7K:>2KE D>@<0E 2 0=3;>-0<5@8:0=A:>< =0CG=>< 48A:C@A5. ;NG52K5 A;>20: :0B53>@8O A@02=5=8O, :><?0@0B82=K5 :>=AB@C:F88, :><?0@0B82K, =0CG=K9 48A:C@A, A@02=5=85. O.I. Shalya. Comparison: philosophical vs. linguistic perspectives. The paper considers the category of comparison from two perspectives: linguistic and philosophical. We uncover how mental representations of comparison are revealed through the language forms. For that matter, we specifically address Anglo-American scientific discourse. Key words: category of comparison, comparative constructions, comparatives, comparison, scientific discourse. # H8@>:><C @>7C<V==V, :>@5;OFVO <8A;5==O V <>28, I> WW 282G0T :>3=VB82=0 ;V=32VAB8:0, 7C<>2;NT =5>1EV4=VABL @>73;O40B8 <>2=V O28I0 :@V7L ?@87<C ;>3VG=8E B0 ?V7=020;L=8E  @>7C<>28E (G8 B> <5=B0;L=8E) ?@>F5AV2. 5 1C4CG8 B>B>6=8<8, <>20 V <8A;5==O 270T<>4VNBL =0 5B0?V 25@10;L=>3> <8A;5==O 01> :><C=V:0FVW, :>;8 4C<:8 7=0E>4OBL A2>T <0B5@V0;L=5 2BV;5==O C <>2V. /: A;CH=> 707=0G0T .. C4=T2,  7<VAB>< <>28 T 68BBO 4C<:8 [F8B. 70 21, A. 251; ?5@5:;04 =0H  .(.]. 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G5284=>, I> :0B53>@VO  A?V22V4=5A5=5 @8AB>B5;O ‘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 !02V=>20 AB>A>2=> ?5@28==>ABV >B>B>6=5==O 2 ?@>F5AV ?>@V2=O==O  ?>@V2=O==O ?5@5410G0T 45I> A?V;L=5, 0 B5, 2 G><C =5<0T A?V;L=>3> =5 <>6=0 ?>@V2=OB8 [20, A. 162]. =0;V7CNG8 :0B53>@VN ?>@V2=O==O B0 1V=>< <>28, .. >=NH:528G 4>E>48BL 28A=>2:C ?@> B5, I> ?>@V2=O==O 10;0=ACT =0 H:0;V <V6 AE>6VABN B0 2V4<V==VABN, O:V 2V4?>2V4=> A:;040NBL 1V=>< <>28. >=0 B0:>6 ?>ABC;NT, I> @>7C<>20 4VO;L=VABL ;N48=8 2V4HB>2ECTBLAO 2V4 DV:A0FVW AE>6>ABV 4> 48D5@5=FV0FVW 2V4<V==>AB59 [12, A. 20]. >@V2=O==O O: A:;04=89 :>3=VB82=89 ?@>F5A 2V4V3@0T 206;82C @>;L C ?@>F5AV  :>=AB@CN20==O 1CBBO (B5@<V= . 0AV@5@0) 2 FV;><C B0 :0B53>@870FVW ?52=>W ?@54<5B=>W >1;0ABV 7>:@5<0. &5 >7=0G0T, I> G5@57 ?>@V2=O==O  O: 4V0;5:B8G=C T4=VABL >B>B>6=5==O B0 @>7@V7=5==O [20, A. 162] 2V41C20TBLAO >A<8A;5==O B0 ?V7=0==O @V7=><0=VBBO A2VBC. #<>282V4 ?@> AE>6VABL G8 2V4<V==VABL @5G59 T ;8H5 :V=F528< @57C;LB0B>< GCBBT2>-A5=A8B82=>W >1@>1:8 B0 :>3=VB82=>W ?5@5@>1:8 V=D>@<0FVW. @>F5A A?@89=OBBO V=D>@<0FVW ?@> =02:>;8H=V9 A2VB ?5@28==> 2V41C20TBLAO H;OE>< =0>G=>-4V9>2>3> (B5@<V= . . C@VW [13]) 01> GCBBT2>-A5=A8B82=>3> 0=0;V7C >B>GCNG8E ?@54<5BV2, I> 74V9A=NTBLAO 7024O:8 =04E>465==N V=D>@<0FVW G5@57 >@30=8 GCBBO. 3>4>< FO V=D>@<0FVO =04E>48BL 4> <>7:C, 45 2V41C20TBLAO WW 25@10;L=>-;>3VG=0 (B5@<V= .  C@VW [13]) 01> :>3=VB82=0 >1@>1:0, C O:V9 157?>A5@54=N CG0ABL 15@5 <8A;5==O B0 A2V4><VABL. 'CBBT2> A?@89<0=V 5;5<5=B8 2:;NG0NBLAO C FV;VA=VABL A2V4><>ABV B0 BV;L:8 2 =V9 =01C20NBL A2>3> 7=0G5==O [10, A. 29]. 57C;LB0B>< ?>@V2=O;L=>W 4VO;L=>ABV <8A;5==O T =5 ACB> 284V;5==O A?V;L=8E B0 2V4<V==8E @8A >1 T:BV2, 0 D>@<C20==O CO2;5=L B0 AC465=L ?@> =02:>;8H=V9 A2VB, I> 70:;040NBLAO C ;N4AL:V9 A2V4><>ABV. @> ?5@28==VABL GCBBT2>3> A?@89=OBBO C ?@>F5AV AB2>@5==O ;N48=>N  V=B5;5:BC0;L=8E A8<2>;V2 3>2>@82 @=5AB 0AV@5@. V= 707=0G02, I> ?@8 :>=AB@CN20==V 1CBBO >AB0==L>N >A=>2>N CAVTW AC:C?=>ABV O28I T GCBBT2>-A?@89<0=5 1CBBO, :>=:@5B=0  ?@0@5G>28=0 ; ?>BV< ?>OA=5==O 28E>48BL C AD5@C V450;L=>3> V <VAF5 ?@0@5G>28=8 709<0T @>7C<>289 ?@8=F8? 282545==O B0 >1‘@C=BC20==O [10, A. 11]. >3V:0 B;C<0G8BL ?>@V2=O==O  O: >48= V7 >A=>2=8E ?@89><V2 >A<8A;5==O ;N48=>N =02:>;8H=L>W 4V9A=>ABV [6, A. 22],  O: ;>3VG=89 ?@>F5A, I> 74V9A=NTBLAO H;OE>< 70AB>AC20==O 4V9 >B>B>6=5==O B0 @>7@V7=5==O [20, A. 159]. >3V:8 70DV:AC20;8 4>A8BL ACBBT289 0A?5:B ?@>F5AC ?>@V2=O==O, I> AB0=>28BL 203><89 V=B5@5A 4;O ;V=32VAB8G=>3> 4>A;V465==O,  9>3> 3=>A5>;>3VG=C B0 A:;04=C :>3=VB82=C ?@8@>4C. >3V:8 (.. 0@H02AL:0 [6], .. >=40:>2 [11], .. 0=DV;>2 [17], .. !02V=>2 [20]) A?V;L=V C 4C<FV AB>A>2=> B>3>, I> @57C;LB0B>< ?>@V2=O==O 42>E ?@54<5BV2 4V9A=>ABV T 7 OAC20==O B0 2AB0=>2;5==O 270T<=8E 2V4=>H5=L <V6 ?@54<5B0<8 ?V7=020;L=>3> ?@>F5AC. >@V2=O==O <0T B@L>E:><?>=5=B=C AB@C:BC@C B0 107CTBLAO =0 7VAB02;5==V >1 T:BV2 4V9A=>ABV 70 A?V;L=>N >7=0:>N, 2;0AB82VABN, I> 725BLAO >A=>2>N ?>@V2=O==O, B@5BV< ?>=OBBO< ?>@V2=O==O (tertium comparationis), 01> 5B0;>=>< ?>@V2=O==O, O:5 A;C68BL A?>;CG=>N ;0=:>N <V6 ?>=OBBO<, I> ?>B@51CT ?>OA=5==O (comparandum) B0 ?>=OBBO<, I> ?>OA=NTBLAO (comparantum). ?5@0FVO ?>@V2=O==O A:;040TBLAO 7 B@L>E >A=>2=8E 5;5<5=BV2, ?>70O: ?>@V2=O==O 2V41C20TBLAO <V6 42><0 >1 T:B0<8 B0 ?>B@51CT A?V;L=>W >A=>28.  @57C;LB0BV ?>@V2=O==O 42>E >1 T:BV2 70 ?52=>N A?V;L=>N >A=>2>N (2;0AB82VABN, >7=0:>N) 28=8:0T ?>=OBBO ?@> 2V4=>H5==O [6, A. 23]. 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(5=L:> 707=0G0T, I> ?>@V2=O==O 107CTBLAO =0 A5<0=B8G=V9 AE>6>ABV B0 ?>78FV9=V9 AC<V6=>ABV 5:A?;VF8B=> 28@065=8E B5<8 B0 >1@07C, I> E0@0:B5@87CNBLAO =0O2=VABN ;5:A5<8, I> 28@060T V45N AE>6>ABV B0 210G0T >A=>2=>N DC=:FVTN ?>@V2=O==O  ?@8?8AC20==O ?52=8E >7=0: >1 T:BC, O:V 287=0G0NBLAO H;OE>< A?V2AB02;5==O 9>3> 7 V=H8< ?>=OBBO<. =B5@?@5BCNG8 ?>@V2=O==O O: >FV=:C ABC?5=O V=B5=A82=>ABV >7=0:8, .. >=40@:>, >G5284=>, 2V4=>A8BL :0B53>@VN :><?0@0B82=>ABV 4> AD5@8 V=B5=A82=>ABV >7=0:8 B0 AB25@46CT, I> 2AV< G0AB8=0< <>28 2;0AB820 :><?0@0B82=VABL. 4=0: 2>=8 28@060NBL @V7=89 ABC?V=L V=B5=A82=>ABV >7=0:8. 0 4C<:C .. >=40@:>, O:C ?>4V;O;8 1V;LHVABL 4>A;V4=8:V2 :0B53>@VW :><?0@0B82=>ABV, >A=>2=8< 70A>1>< 28@065==O :><?0@0B82=>ABV C <>2V T ABC?5=V ?>@V2=O==O ?@8:<5B=8:V2 [23, A. 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 C1@O:>2>W, .. 5< O=:>20 [4]), O:V 28>:@5<;NNBLAO C @57C;LB0BV ;>3VG=>3> ?@89><C ?>@V2=O==O, I> ?5@5410G0T 0=0;V7 >1 T:BV2, I> ?>@V2=NNBLAO, 287=0G5==O WE=VE >7=0: B0 284V;5==O A:;04>28E 5;5<5=BV2 [5, A. 19]. >73;O40NG8 ?>@V2=O==O O: 28EV4=C B>G:C <>28 B0 A2V4><>W 4C<:8, .. >B51=O ?V4B25@46CT V45N ?@> 72 O7>: <>28 V <8A;5==O C 2V4B2>@5==V @>7C<>28E ?@>F5AV2 C :0B53>@VW ?>@V2=O==O [18, A. 26]. 8B0==O ;V=32VAB8G=>3> AB0BCAC :0B53>@VW ?>@V2=O==O 70;8H0TBLAO 48A:CAV9=8<. "0:, ?@8<V@><, .. @>:>?GC: @>73;O40T ?>@V2=O==O O: A:;04=5 <>2=5 O28I5, A?5F8DV:C O:>3> AB0=>2;OBL >48=8FV, I> 2V4>1@060NBL 2V4=>H5==O <V6 O28I0<8 >1 T:B82=>W 4V9A=>ABV, 2 O:8E 0:B8 4C<:8 ?>AB0NBL O: @57C;LB0B 0A>FV0FV9 70 AE>6VABN >4=8E ?@54<5BV2 4> V=H8E [19, A. 7]. >=0 284V;OT B0:V ?0@0<5B@8 :0B53>@VW ?>@V2=O==O O: 45=>B0B82=0 O:VA=0 B0 :V;L:VA=0 7C<>2;5=VABL ?>@V2=N20=8E ?@54<5BV2, 72 O7>: :0B53>@VW ?>@V2=O==O 7 :0B53>@VTN <>40;L=>ABV, I> C28@07=NTBLAO O: C @50;L=V9 B0 V@@50;L=V9 <>40;L=>ABV. #.. 0@:>20 27030;V =5 22060T ?>@V2=O==O ;V=32VAB8G=>N :0B53>@VN, 707=0G0NG8, I> ?>@V2=O==O  ?@54<5B 282G5==O ;>3V:8, 0465 2>=> O2;OT A>1>N ;>3VG=89 ?@89><, 7024O:8 O:><C <8A;OG89 AC1 T:B ?V7=0T =02:>;8H=N 4V9A=VABL [7, A. 6]. 570;56=> 2V4 VA=C20==O =87:8 AC?5@5G;828E B0 2V4:@8B8E ?8B0=L AB>A>2=> 48E>B><VW <>28 V <8A;5==O, 0 A0<5, ?5@28==>ABV >4=VTW 7 AC1AB0=FV9, <8 AE8;OT<>AO 4> 4C<:8, I> <>20 V <8A;5==O 7=0E>4OBLAO C ?>ABV9=V9 270T<>4VW, O:0 28@060TBLAO =0 @V2=V <>28 C 283;O4V <>2=8E 70A>1V2, I> 2V41820NBL ?@>F5A8 <8A;5==O. >=8 2V4>1@060NBL 4V9A=VABL C ?V7=0==V ;N48=>N <0B5@V0;L=>W ?@8@>48 @5G59. "0:, :0B53>@VW <8A;5==O B0 <>28 :>=25@3CNBLAO, @50;V7CNG8AL C 7=0G5==V ?52=8E <>2=8E >48=8FL. >@V2=OB8, 7 >4=>3> 1>:C, >7=0G0T 2V4@V7=8B8 45I> O: @V2=5 A>1V AB>A>2=> V=H>3>. >4=>G0A ?>@V2=OB8  F5 7=09B8 2 V=H><C B5 6 A0<5, I> =0< 2V4><>, G8 A?V;L=5 7 =8<. 0 <>2=><C @V2=V FO 4V0;5:B8G=0 T4=VABL 7=0E>48BL A2>T 28@065==O C <>2=8E D>@<0E ?>@V2=O==O->B>B>6=5==O, ?>@V2=O==O-C?>4V1=5==O, ?>@V2=O==O-?@>B8AB02;5==O, ?>@V2=O==O-70?5@5G5==O, I> C>A>1;NNBL <0B5@V0;V70FVN >?5@0FVW <8A;5==O C <>2V B0 T @V7=>284>< ?>@V2=O;L=8E 2V4=>H5=L. @8 FL><C A<8A;>20 <560 <V6 ?>@V2=O==O<->B>B>6=5==O< B0 ?>@V2=O==O<-C?>4V1=5==O< T 4>A8BL @>7<8B>N, B>1B> A<8A;>2V 2V4BV=:8, I> E0@0:B5@87CNBL 7=0G5==O ?>@V2=O==O, T 4>2>;V AE>68<8 B0 1;87L:8<8 70 7=0G5==O<. B>B>6=5==O O2;OT A>1>N A?>AV1 28@065==O ?>2=>W AE>6>ABV, ?>2=>3> 71V3C >7=0: ?@54<5BV2. >@V2=O==O->B>B>6=5==O, 7>:@5<0 2 0=3;><>2=><C =0C:>2><C 48A:C@AV, <>65 28@060B8AO 70 4>?><>3>N A8=B0:A8G=>W :>=AB@C:FVW as& .as: In an industry as old as electrical utility sector, this saying aptly describes the situation we now face in dealing with the modern smart grid and future demand growth [Power and Energy, IEEE, May/April 2009]. # 73040=><C B8?V 48A:C@AC, ?>@V2=O==O->B>B>6=5==O C 283;O4V A8=B0:A8G=>W :>=AB@C:FVW as& .as C A?>;CG5==V 7 70?5@5G5==O< B0 >FV==8<8 ?@8:<5B=8:0<8 <>65 28@060B8 702C0;L>20=C =530B82=C >FV=:C O:>ABV <0B5@V0;V2: Recycled paper isn t as nice as newly printed paper, recycled steel isn t as strong as newly forged steel [Spectrum, IEEE, October 2008]. :@5<V A;>20 C A?>;CG5==V 7 2V4?>2V4=8<8 A?>;CG=8:0<8 C <>2V =0C:8 <>6CBL 26820B8AO 4;O 28@065==O C?>4V1=5==O. "0:, :>=AB@C:FVO for the same+N+as A;C68BL 4;O 28@065==O A?V;L=8E @8A <V6 O28I0<8 [27, A. 11]: Such fakery will pass the bailiwick checks because the extra information is for the same domain as the bogus name that was being looked up in the first place [Spectrum, IEEE, February 2008]. >@V2=O==O-C?>4V1=5==O ?>;O30T C ?@8@V2=N20==V >4=>3> >1 T:B0 4> V=H>3>, AE>6>3> =0 =L>3> ?@54<5B0. 0 4>?><>3>N ?V4@O4=>3> @5G5==O, I> 22>48BLAO A?>;CG=8:>< like, 02B>@ C?>4V1=NT A515 4> 1V;LH>ABV ;N459, O:V :>@8ABCNBLAO AB0@8<8 0=B5=0<8 AE>68<8 =0 GC4>28AL:: Like most people who watch broadcast television, I get signals through an ancient antenna on my roof  a bent, cobwebbed, aluminium monstrosity that is, it turns out, optimized for VHF signals [Spectrum, IEEE, October 2008]. 5B0D>@0-C?>4V1=5==O: ancient antenna  a bent, cobwebbed, aluminium monstrosity 4C65 OA:@02> 2V7C0;V7CT 5:cB5@ T@ AB0@>W 0=B5=8 B0 0?5;NT 4> CO28 G8B0G0. @8 C?>4V1=5==V >1 T:B <>65 ?@8@V2=N20B8AO 4> G>3>AL, G8< 2V= =0A?@024V =5 T. ">4V C?>4V1=5==O 28@060TBLAO G5@57 ?V4@O4=5 @5G5==O 7V A?>;CG=8:>< as if: A preface confesses the author s childhood determination to become an electrical engineer, and one senses in him a childlike wonderment, as if these ancient inventions were the world s newest marvels [Spectrum, IEEE, October 2008]. /: 10G8<>, C FL><C >3;O4V :=838, =02545=><C 2 0<5@8:0=AL:><C =0C:>2><C G0A>?8AV, ?>@V2=O==O-C?>4V1=5==O B0:>6 28@060TBLAO 70 4>?><>3>N A;>2>B2V@=8E 70A>1V2, 0 A0<5, 70 4>?><>3>N ?@8:<5B=8:0 childlike 7 ACDV:A>< like, I> <0T GVB:> 28@065=C A5<C C?>4V1=5==O. > B>3> 6 26820==O AC?5@;0B82C the world s newest marvels <0T ?52=C :C;LBC@=C A?5F8DV:C C 0=3;>-0<5@8:0=AL:><C =0C:>2><C 48A:C@AV, I> 28@060T ?@03=5==O 4> ?5@D5:FV>=V7<C 0<5@8:0=AL:>W =0FVW, ?@03=5==O 0<5@8:0=FV2 4> ?>ABV9=>3> 24>A:>=0;5==O. >@V2=O==O-?@>B8AB02;5==O <0T =0 <5BV 28O28B8 ?@>B8;56=>ABV B0 4>A8BL G0AB> 28@060TBLAO 5:A?;VF8B=8<8 <0@:5@0<8: by contrast, contrary to, but: This runs contrary to OVS s philosophy, which in Dechert s words is  You cast your vote in private, but it is committed in public [Spectrum, IEEE, October 2008].  40=><C 28?04:C A?>;CG=8: but A;C68BL ?V4A8;5==O< 0=B8B578 in private  in public. DEPTHX by contrast is designed not for high speed but for complicated maneuvering in unfamiliar environments [Spectrum, IEEE, November 2008].  FL><C @5G5==V ?@>B8AB02;5==O <56CT V7 70?5@5G5==O<, I> ?V4A8;NT WE=T 7=0G5==O B0 V;;>:CB82=C A8;C 28A;>2;N20==O. >@V2=O==O-70?5@5G5==O <>65 7=0E>48B8AO O: C <560E >4=>3> @5G5==O, B0: V >E>?;N20B8 45:V;L:0 @5G5=L. # ;>3VFV 70?5@5G5==O @>73;O40TBLAO O: A?@>ABC20==O V=H>3>, B0 T VAB8==8< ;8H5 C B><C 28?04:C, O:I> ?><8;:>25 V=H5. 0C2068<>, I> 70?5@5G5==O <>65 28@060B8AO =5 BV;L:8 70 4>?><>3>N 70?5@5G=8E G0AB>: C <560E >4=>3> @5G5==O. # =0C:>2><C 48A:C@AV ?>@V2=O==O-70?5@5G5==O 4C65 G0AB> >E>?;NT 45:V;L:0 @5G5=L B0 28@060TBLAO G5@57 ?@8A;V2=8:8, =0?@8:;04 alas: These circuits typically use passive devices like inductors or transmission lines on the chips to overcome the speed limitations of the transistors. Alas, such passive components have large footprints, which normally forces them to be places awkwardly for apart, their long interconnections creating lots of parasitic resistance, capacitance, and inductance [Spectrum, IEEE, February 2008]. 0?5@5G5==O 2 @0<:0E >4=>3> @5G5==O <>65 28@060B8AO 70 4>?><>3>N A?>;CG=8:0 but B0 <0B8 702C0;L>20=89, 52D5<VAB8G=89 E0@0:B5@: CMOS chips are much less expensive, but the lower speed of the transistors and poorer quality of the passive devices make designing the circuits exceedingly tough [Spectrum, IEEE, February 2008]. 18 C=8:=CB8 5:A?;V:0FVW >FV=:8, I> AB>ACTBLAO O:>ABV <V:@>AE5<, 28:>@8AB>2CTBLAO ?>@V2=O==O 7 V=B5=A8DV:0B>@>< much C A?>;CG5==V V7 70?5@5G5==O<, V<?;V:>20=8< C ?V4@O4=V9 G0AB8=V @5G5==O. B65, ;>3V:>-DV;>A>DAL:89 :><?>=5=B B0 ;V=32VAB8G=89 0A?5:B ?>@V2=O==O T 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 A. 3. 065=>20 .. 0CG=K9 B5:AB 2 0A?5:B5 ?>;8B5:ABC0;L=>AB8 : [<>=>3@0D8O] / .. 065=>20.  5@<L: 74-2> 5@<A:. C=-B0, 2001.  269 A. 4. 5<LO=:>2 .. >3=8B82=0O ;8=328AB8:0 // @0B:89 A;>20@L :>3=8B82=KE B5@<8=>2 (?>4 @54. C1@O:>2>9 .!., 5<LO=:>20 .., 0=:@0F ..., C78=>9 ..)  .: $8;>;. D-B # 8<. .. ><>=>A>20, 1996.  !. 53 55. 5. 5=8A>20 .. !@02=5=85 2 ;8=32>A5<0=B8G5A:>< 0A?5:B5 : [<>=>3@0D8O] / .. 5=8A>20.  ">;LOBB8: #", 2005.  283 A. 6. AB5AB25==>O7K:>2>5 >15A?5G5=85 ?@>F54C@K :;0AA8D8:0F88 (=0 <0B5@80;5 A>2@5<5==>3> 0=3;89A:>3> O7K:0) : CG51=>5 ?>A>185 / .. 0@H02A:0O, $.. 0@B0H:>20, ".. C7L<8=0, ".. !0D@>=>20.  ., 1991.  91 A. 7. 0@:>20 #.. !8=B0:A8A A@02=5=8O. >38:>-;8=328AB8G5A:89 ?>4E>4 : 02B>@5D. 48A. =0 A>8A:0=85 CG5=. AB5?5=8 :0=4. D8;>;. =0C: : A?5F. 10.02.19  1I55 O7K:>7=0=85 / #.. 0@:>20.  5@<L, 2004.  233 c. 8. 8;8= ..  :0B53>@88 :><?0@0B82=>AB8 (=0 <0B5@80;5 A>2@5<5==>3> =5<5F:>3> O7K:0) / .. 8;8= // #G5=K5 70?8A:8 5=8=3@04A:>3> 3>A. ?54. 8=-B0 8<. .. 5@F5=0.  >?@>AK A8=B0:A8A0 8 AB8;8AB8:8.  ., 1963.  !. 83-90. 9. ;LG5=:> .. B8:5B870FVO 0=3;>-0<5@8:0=AL:>3> =0C:>2>3> 48A:C@AC : [<>=>3@0DVO] / .. ;LG5=:>.  . : & Ť>;VB5E=V:0ť, 2002.  288 A. 10. 0AA8@5@ -@=AB. $8;>A>D8O A8<2>;8G5A:8E D>@<. ">< 1. /7K:. / -. 0AA8@5@.  ., !1. : #=825@A8B5BA:0O :=830, 2001.  271 A. 11. >=40:>2 .. 2545=85 2 ;>38:C / .. >=40:>2.  . : 0C:0, 1967.  466 A. 12. >=NH:528G .. 0B53>@8O A@02=5=8O 8 18=>< O7K:0 [-;5:B@>==K9 @5AC@A] / .. >=NH:528G // CAA:89 O7K:: 8AB>@8G5A:85 AC4L1K 8 A>2@5<5==>ABL: B578AK 4>:;. 564C=0@. :>=3@5AA0.  #, 2001.  568< 4>ABC?0 :  HYPERLINK "http://www.philol.msu.ru/~rlc2001/abstract/files/kogn_aspect.doc 10" http://www.philol.msu.ru/~rlc2001/abstract/files/kogn_aspect.doc  13. C@8O . . /7K: 8 A>7=0=85 / .  C@8O.  . : 74-2> >A:. C=-B0, 1979.  320 A. 14. 0;8<>=>20 .. !@02=5=85 :0: :>3=8B82=0O C=825@A0;8O / 0;8<>=>20 .. // VA=8: %0@:V2AL:>3> =0FV>=0;L=>3> C=V25@A8B5BC V<5=V .. 0@07V=0.  2005.  ! 649.  !. 22-27. 15. 8:>;0520 .. $C=:F8>=0;L=>-A5<0=B8G5A:>5 ?>;5 :><?0@0B82=>AB8 2 A>2@5<5==>< 0=3;89A:>< O7K:5 : 02B>@5D. 48A. =0 A>8A:0=85 CG5=. AB5?5=8. :0=4. D8;>;. =0C: : A?5F. 10.02.04  5@<0=A:85 O7K:8 / .. 8:>;0520.  >AB>2 =->=C, 2002.  23 A. 16. @B530-8-0AA5B %. 25 25;8:85 <5B0D>@K / %. @B530-8-0AA5B // "5>@8O <5B0D>@K.  . : @>3@5AA, 1990.  !. 68-82. 17. 0=D8;>2 .. =>A5>;>38G5A:85 0A?5:BK D8;>A>DA:8E ?@>1;5< O7K:>7=0=8O / .. 0=D8;>2  . : 0C:0, 1982.  357 A. 18. >B51=O .. "5>@5B8G5A:0O ?>MB8:0 / .. >B51=O.  . : KAH. H:., 1990.  342 A. 19. @>:>?GC: .. 0B53>@VO ?>@V2=O==O B0 WW 28@065==O 2 AB@C:BC@V ?@>AB>3> @5G5==O : 02B>@5D. 48A. =0 74>1CBBO =0C:. ABC?5=O :0=4. DV;>;. =0C: : A?5F. 10.02.01  #:@0W=AL:0 <>20 / .. @>:>?GC:.  ., 2000.  18 A. 20. !028=>2 .. >38G5A:85 70:>=K <KH;5=8O ( AB@C:BC@5 8 70:>=><5@=>ABOE ;>38G5A:>3> ?@>F5AA0) / .. !028=>2.  . : 74. 5=8=3@04. C=-B0, 1958.  162 A. 21. !5@51@5==8:>2 .. >;L G5;>25G5A:>3> D0:B>@0 2 O7K:5. /7K: 8 <KH;5=85 / .. !5@51@5==8:>2.  . : 0C:0, 1988.  247 A. 22. !84O:>20 .. ><?0@0B82=K5 D@075>;>38G5A:85 548=8FK B8?0 2 A>2@5<5==>< 0=3;89A:>< O7K:5 : 02B>@5D. 48A. =0 A>8A:0=85 CG5=. AB5?5=8 :0=4. D8;>;. =0C: : A?5F. 10.02.04  5@<0=A:85 O7K:8 / .. !84O:>20.  ., 1967.  15 A.  HYPERLINK "http://www.philol.msu.ru/~rlc2001/abstract/files/ist_dial.doc" 23. "5>@8O DC=:F8>=0;L=>9 3@0<<0B8:8: 0G5AB25==>ABL. >;8G5AB25==>ABL / [oB2. @54. .. >=40@:>].  !1. : 0C:0, 1996.  264 A. 24. $54>A5520 .!. $C=:F8>=0;L=>-A5<0=B8G5A:>5 ?>;5 A@02=5=8O 2 A>2@5<5==>< =5<5F:>< O7K:5 : 02B>@5D. 48A. =0 A>8A:0=85 CG5=. AB5?5=8 :0=4. D8;>;. =0C: : A?5F. 10.02.04  5@<0=A:85 O7K:8 / .!. $54>A5520.  86=89 >23>@>4, 1997.  17 A. 25. (5=L:> ..  2>?@>AC >1 >B=>H5=8OE <564C :><?0@0B82=K<8 B@>?0<8 (A@02=5=85< 8 <5B0D>@>9) / .. (5=L:> // !B8;8AB8:0 @><0=>-35@<0=A:8E O7K:>2.  ., 1972.  !. 151-165. 26. Bloomfield A.N. What it means to be  better : The role of comparison language in social comparison [;5:B@>==89 @5AC@A] / A.N. Bloomfield, J.M. Choplin.  DePaul University Department of Psychology.  568< 4>ABC?C :  HYPERLINK "http://csjarchive.cogsci.rpi.edu/Proceedings/2009/papers/622/paper622.pdf 27" http://csjarchive.cogsci.rpi.edu/Proceedings/2009/papers/622/paper622.pdf 27. Hendriks P. Comparatives and categorical grammar / P. Hendriks.  Groningen, 1995.  244 p.   .!" " " # 1. 568< 4>ABC?C:  HYPERLINK "http://www.spectrum.ieee.org/" www.spectrum.ieee.org/ 2. 568< 4>ABC?C:  HYPERLINK http://www.ieee-pes.org/publications/ieee-power-energy-magazine http://www.ieee-pes.org/publications/ieee-power-energy-magazine Š .. (0;O, 2009 !&!" "  !#,"#  !"# # 811.111’37 CROSS-CULTURAL STUDY ON VOCAL EXPRESSION OF EMOTIONS (on the material of Ukrainian, Russian and English languages) J.M. Zakharova, PhD in Philology (Kyiv) A cross-cultural study of 24 emotions based on self-report data of the GRID instrument was carried out to identify prosodic emotion expression features differentiating L1 Ukrainian- from L1 Russian speakers, and features that distinguish both groups from US English speakers. 12 vocal expression cues proposed in the GRID were analyzed and proved significant in intercultural communication process, as the revealed prosodic differences within the Ukrainian bilingual society and American English prosodic peculiarities can easily cause intercultural misunderstanding. Key words: bilingual society, emotional expression, self-report data, vocal-prosodic cues. ... 0E0@>20. @>A:C;LBC@=5 4>A;V465==O 2>:0;L=>3> 28@065==O 5<>FV9 (=0 <0B5@V0;V C:@0W=AL:>W, @>AV9AL:>W B0 0=3;V9AL:>W <>2).@>A:C;LBC@=5 4>A;V465==O 24 5<>FV9 =0 >A=>2V ?8B0;L=8:0 GRID 1C;> ?@>2545=5 7 <5B>N 28O2;5==O ?@>A>48G=8E >7=0: 28@065==O 5<>FV9, I> 2V4@V7=ONBL ?5@28==8E =>AVW2 C:@0W=AL:>W B0 @>AV9AL:>W <>2, B0 >7=0:, I> 2V4@V7=ONBL FV 3@C?8 <>2FV2 2V4 =>AVW2 0<5@8:0=AL:>W 0=3;V9AL:>W. @>0=0;V7>20=> V 4>2545=> 206;82VABL 12 >7=0: 2>:0;L=>3> 28@065==O 5<>FV9 4;O ?@>F5AC <V6:C;LBC@=>W :><C=V:0FVW. 8O2;5=V ?@>A>48G=V @>71V6=>ABV 2 C:@0W=AL:><C 1V;V=320;L=><C ACA?V;LAB2V B0 ?@>A>48G=V >A>1;82>ABV 0<5@8:0=AL:>W 0=3;V9AL:>W <>6CBL ;53:> A?@8G8=8B8 <V6:C;LBC@=V =5?>@>7C<V==O. ;NG>2V A;>20: 1V;V=320;L=5 ACA?V;LAB2>, 28@065==O 5<>FV9, 2>:0;L=>-?@>A>48G=V >7=0:8, 40=V ?8B0;L=8:0. ... 0E0@>20. @>AA:C;LBC@=>5 8AA;54>20=85 2>:0;L=>3> 2K@065=8O M<>F89 (=0 <0B5@80;5 C:@08=A:>3>, @CAA:>3> 8 0=3;89A:>3> O7K:>2). @>AA:C;LBC@=>5 8AA;54>20=85 24 M<>F89 =0 >A=>25 >?@>A=8:0 GRID ?@>2545=> A F5;LN 2KO2;5=8O ?@>A>48G5A:8E ?@87=0:>2 2K@065=8O M<>F89, >B;8G0NI8E ?5@28G=KE =>A8B5;59 C:@08=A:>3> 8 @CAA:>3> O7K:>2, 8 ?@87=0:>2, >B;8G0NI8E MB8 3@C??K 3>2>@OI8E >B =>A8B5;59 0<5@8:0=A:>3> 0=3;89A:>3>. @>0=0;878@>20=0 8 4>:070=0 206=>ABL 12 ?@87=0:>2 2>:0;L=>3> 2K@065=8O M<>F89 4;O ?@>F5AA0 <56:C;LBC@=>9 :><<C=8:0F88. @>A>48G5A:85 >B;8G8O 2 C:@08=A:>< 18;8=320;L=>< >1I5AB25 8 ?@>A>48G5A:85 >A>15==>AB8 0<5@8:0=A:>3> 0=3;89A:>3> <>3CB ;53:> ?@825AB8 : <56:C;LBC@=><C =5?>=8<0=8N. ;NG52K5 A;>20: 18;8=320;L=>5 >1I5AB2>, 2>:0;L=>-?@>A>48G5A:85 ?@87=0:8, 2K@065=85 M<>F89, 40==K5 >?@>A=8:0.  HYPERLINK "http://www.multitran.ru/c/m.exe?t=3274581_1_2&ifp=1" Ukrainian scientists actively speculate on the dilemma  whether we should speak about parity functioning of two cultures (Ukrainian and Russian) within the Ukrainian society or about existence of the undivided, comparatively integral bilingual culture in Ukraine. As some researchers assert, the interaction of languages and cultures within the Ukrainian society can be seen as a gradual consolidation of closely-related languages and cultures within the same society. Ethnic differences between the two are neither of a fundamental nor of a confrontational character [8, p. 53]. In Ukrainian linguistics, bilingualism is regarded in the context of L1 Ukrainian- or L1 Russian- bilingual practice. Bilingualism in Ukraine formed historically and has pronounced geographical and socio-cultural dimensions. Geographically, whereas Ukrainian-speaking practice roots in the traditional peasant culture and is used depending on the social status, profession, urban or rural origin, Russian-speaking practice is inclined to urbanism [4, p. 317]. At the macro-level, we can speak about Ukrainian-Russian bilingualism in the West of Ukraine (politically, socially and psychologically more active region) and Russian-Ukrainian bilingualism in the South and the East of the country. The socio-cultural dimension of bilingualism in Ukraine has been addressed by several studies [6, 7] that have demonstrated significant similarities in emotional experiences in different regions of Ukraine, as well as revealed several distinctive communication patterns. At the same time, Russian-Ukrainian bilinguals have been shown to be culturally distinct from Russian-speaking Russians. Features attributed to L1 Ukrainian speakers include lyricism and dreaminess, tolerance, endearment, peacefulness, optimism,  HYPERLINK "http://www.multitran.ru/c/m.exe?t=3749197_2_1"  HYPERLINK "http://www.multitran.ru/c/m.exe?t=3749197_1_2" emotional sensitivity, compassion, empathy, mercy, individualism and love of liberty, rationality, respect for other people, altruism, among others [12, 13, 14]. The results of several anthropological studies [1, 4] enable us to speak about present-day (relative) peaceful co-existence of Ukrainian and Russian cultures (and languages). However, L1 Ukrainian population, ever since the collapse of the Soviet Union in 1991 which led to the Ukrainian language’s acquiring the status of the national language, faces the challenge of reconstructing Ukrainian national identity. This, among other things, includes the necessity to resist the Russian-language influence on Ukrainian, the so-called ‘russification’. It is under these socio-political processes than Ukrainian, as several researchers assert [9], has turned into the language of spiritual and state-forming elite, while Russian language in the present-day Ukraine is positioned as the language of proletariat, grass roots, lower classes and trade. Therefore, speaking Ukrainian a person automatically uses an elevated style, formal courtesy, proper grammar and pronunciation. Switching to Russian a person tends to lower him/herself either to the street slang or to the familiar style. So, one can speak about a kind of branching of one society into two interdependent cultures having both common characteristics as well as differences. Therefore, this enables us to speak about everyday intercultural communication in present-day bilingual Ukraine, with interference phenomena such a contact entails. In addition, as many post-communist countries, Ukraine undergoes the process of Westernization. It results in borrowing Western (especially, American) behavioral patterns, system of values, norms and standards [2, p. 236]. Prosody has elements that are used linguistically for messages belonging to the arbitrary code of language, but many prosodic features are used to signal paralinguistic or speaker-specific information, such as gender, age and physical condition, views, emotions, and attitude towards the topic, the dialogue partner, or the situation [23, 28]. The role of prosody is crucial as it may change the meaning of the discourse lexical content [11, p. 151]. Paralinguistic elements of communication are culturally determined, which makes them a convenient locus for the study of cultural aspects of emotional expression. A number of studies show that people are able to recognize vocal expressions from other cultures with the accuracy above chance [15, 20, 18, 19, 31, 32]. Scherer and associates contend that emotions are expressed through emotion-specific vocal profiles and the ability to decode these profiles is based on a psycho-biologically determined emotion mechanism, modified by cultural factors [27]. In cross-cultural interaction cultural discrepancies and interference phenomena can bring about misunderstanding or inadequate perception of an interlocutor [5, p. 203-204]. Since the essential function of prosody is to express emotions, it is vital to identify cross-linguistic similarities and differences in affective meaning of vocal (and prosodic, in particular) cues in closely-related and unrelated languages. Phoneticians often treat global prosodic parameters as universal, culture-independent cues for emotion, but suprasegmental features remain the least typologically studied phenomenon [3, 26]. Similar vocal profiles may signal a variety of affective meanings. For instance, higher pitch, increased loudness, and fast rate of speech are commonly associated with such diverse emotions as anger, happiness, joy, or fear. But the same emotions may be conveyed by a variety of different cues, depending on the speakers, the situation they are in, and their communicative intentions. We assess them in conjunction with lexical content, facial expression, body language, and, most importantly, context [26, p. 45]. Prosodic cues are difficult to study cross-linguistically in unrelated languages as the languages under study can belong to different groups regarding the function of pitch – “dynamic stress” or “stress accent” languages (Ukrainian, Russian, English, German), tone languages (Vietnamese, Chinese, Thai) and “pitch accent” or “tonal accent” languages (Japenese), regarding the rhythmic structure – syllable-timed (French, Spanish), mora-timed (Japanese) and stress-timed languages (Ukrainian, Russian, English, Arabic). Incorrect intensity of stress in the languages even of the same group (for instance, stress-timed languages – Russian and English) can lead to misjudgment and misunderstanding. Russian has more intense and dynamic stress system than English, so English speakers may perceive Russian speakers as being ‘angry’ or ‘critical’. Russian speakers in their turn may prosodically misinterpret English politeness for enthusiasm, and enthusiasm for impatience and skepticism [19]. Complex forms of verbal interaction – such as verbal humour, expressing assertiveness, signaling displeasure, frustration, or love – are hampered by non-native speakers’ lack of fluency in the second language, and, as the consequence – by prosodic interference. The research on prosodic cues in closely related languages can also have its difficulties. One of the difficulties in emotional speech research is prosodic universality and specificity of emotional expressions in closely-related languages [11, p. 153]. Comparative studies of Slavic languages prosody [10, 11] have shown that there are some minor distinctive features in pitch contours, intensity, tempo, and word prosody that differentiate the languages within the group. In this study we aim to analyze vocal-prosodic emotion expression features that differentiate L1 Ukrainian from L1 Russian speakers, and consider how both groups differ from US English speakers. Another research question is to see if the results obtained with the self-report-based GRID methodology are congruent with the findings in empirical research on emotional prosody. For this study, we used the GRID instrument (the project of ICCRA, sponsored by the Swiss Center for Affective Sciences at the University of Geneva) where 24 emotion terms are rated on 144 emotion features. The 24 terms are prototypical emotion terms commonly used in emotion research as well as in everyday life: positive – compassion, contentment, happiness, interest, joy, love, pleasure, pride, surprise, and negative – anger, anxiety, being hurt, contempt, despair, disgust, disappointment, fear, guilt, hate, irritation, jealousy, sadness, shame, stress. We analyzed the vocal expression of 24 emotions by 12 vocal expression features provided in GRID instrument within the comparative cross-cultural Russian vs Ukrainian vs American English study. Voice cues can be broadly divided into those related to (a) fundamental frequency (F0), (b) voice intensity, (c) voice quality, and (d) temporal aspects of speech. The GRID instrument proposed 12 “classic” cues for vocalic research that can be grouped in a similar way: (a) variability of F0 (the speaker changed the melody of his or her speech), (b) variability of voice intensity (the speaker decreased or increased the volume of voice), (c) voice quality (the speaker had a trembling voice or assertive voice; produced speech disturbances), (d) temporal aspects of speech (the speaker spoke slower or faster; fell silent), (e) amount of speech (the speaker produced a short or a long utterance), (f) no changes (the speaker did not show any changes in vocal expression). The semantic profiles of 24 emotion words have been obtained from two groups of respondents. The first group comprises bilingual L1 Russian-speaking Ukrainians judging Russian words, 166 participants (102 females and 64 males), mean age 23.7. The second group consists of bilingual L1 Ukrainian-speaking participants judging Ukrainian words, 147 participants (89 females and 58 males), mean age 22.3. All participants reported to have lived in Ukraine for all their lives. The third group consists of American English speakers judging English words, 182 participants, mean age 18.5. Each participant was given 4 emotion words randomly chosen from the set of 24, and asked to rate each in terms of the 144 emotion features. Using a 9-point Lickert scale ranging from extremely unlikely (1) to extremely likely (9), they rated the likelihood with which each of the 144 emotion features can be inferred when a person from their cultural group uses the emotion term to describe an emotional experience. Each of the 144 emotion features was presented on a separate screen, and participants rated all 4 emotion terms for that feature before proceeding to the next feature [17, p. 1050-1051]. For the comparison of the prosodic features in Ukrainian, Russian and English languages we used the data computed through a bootstrapping procedure. By using bootstrapping or resampling we can be reasonably certain that the population mean corresponding to the observed mean will lie within the confidence interval (CI) defined by the value for the .5 percentile and the 99.5 percentile (with a .01 p-level of significance). We took into consideration only those cases when the means are almost certainly different at the p < .01 level (A-case) and when the difference is meaningful and may well be statistically significant (B-case). Two research traditions that have most strongly influenced research on vocal expression (and emotion in general) are discrete and dimensional emotion theories [21, p. 10-11]. However, emotions are mostly considered as discrete categories. This view allows the use of identification paradigms. Considering intonation data concerning emotional speech within the theoretical framework of approaches to intonation helps us understand which meaningful variations convey emotions in speech [23]. The results based on the GRID self-report method show that L1 Ukrainian and L1 Russian speakers report a number of significant differences in vocal expression of emotions. L1 Ukrainian and L1 Russian speakers have much fewer differentiating prosodic features than when each of the groups is compared to US English speakers. Our findings indicate that no vocal features distinguish L1 Ukrainian and L1 Russian speakers in expressing pleasure, guilt, jealousy, and surprise. Jealousy turned out to be the least prosodically distinctive within the present study. Surprise expression has only one differentiating feature in the data: L1 Russian speakers scored significantly higher on the feature of short utterance production (the same trend is shown by American English speakers) and two differentiating features in the data comparing L1 Ukrainian speaking participants and US English speakers. Several perceptive phonetic studies [11, 30] have established prosodic universality of surprise expression and high likelihood of its identification by non-speakers. Only one or two vocal-prosodic features differentiate between L1 Ukrainian and L1 Russian in expression of compassion, joy, love, as well as all proposed negative emotions with the exception of hate. In the case of love expression, the most pronounced difference concerns voice intensity – Russian-speakers report significantly higher probability of lowering the volume of their voice (A-case difference). Three prosodic characteristics differentiate L1 Ukrainian and L1 Russian speakers in expressing interest and pride. In vocal expression of interest, L1 Ukrainian speakers are less likely to decrease a volume of voice and more likely to speak in assertive voice than L1 Russian speakers participants. Russian-speakers, more than Ukrainian ones, tend not to show any changes in interest vocal expression. In the case of pride, L1 Russian speakers are more likely to decrease the volume of their voice but less likely to have a trembling voice quality. More vocal differences across the 3 groups under study can be found in the expression of positive emotions than of negative ones. Participants from both groups exhibited the most significant prosodic differences in expressing compassion, contentment, happiness, love and hate (Figure 1).  EMBED MSGraph.Chart.8 \s  Figure 1. The most prosodically different emotions across the 3 compared groups Compassion vocal expression almost does not differentiate L1 Ukrainian and L1 Russian speakers, but it most drastically differentiates those from American English speakers. It highlights meaningful cultural and mentality differences. They are signalled by all main prosodic cues: voice intensity, voice quality, tempo and phonatory duration. Expressing compassion US English speakers are more likely to increase the volume of their voice than Ukrainian bilinguals. L1 Ukrainian and L1 Russian speakers report significantly higher probability of lowering their voice (A- and B-cases respectively). US English speakers are more likely to speak in an assertive voice and less in a trembling voice (A-case difference with L1 Ukrainian speakers) than two others categories of speakers. They are also less prone to produce speech disturbances (A-case difference with L1 Ukrainian speakers) than other two groups and more intent not to show any changes in vocal expression in comparison with L1 Russian speakers. US English speakers are more likely to increase the tempo of their speech and less likely to decrease it in comparison with L1 Ukrainian speakers. The abovementioned discrepancies may easily bring about intercultural misunderstanding as compassion of US English speakers may not be correctly decoded by Ukrainians; it may have rude, protectionist character. Contentment vocal expression significantly differentiates L1 Ukrainian and L1 Russian speakers and more – L1 Ukrainian speakers and American English speakers. L1 Ukrainian speakers are more intent to increase the intensity and tempo of their speech and to speak in trembling voice than other two groups (A-case difference with US English speakers). They reported meaningfully higher probability to increase the amount of speech and to have pitch fluctuations than American English speakers, and significantly higher probability to produce speech disturbances than L1 Russian speakers. So, contentment expressed by L1 Ukrainian speakers is more prosodically prominent and may sound too emotional for the other two groups. Happiness vocal expression of L1 Russian speakers differs from that of L1 Ukrainian speakers and US English speakers in a very similar fashion. L1 Russian speakers are less likely to increase the intensity of their voice in comparison with L1 Ukrainian speakers and more likely to lower it in comparison with both other groups (A-case difference with US English speakers). L1 Ukrainian speakers and US English speakers are more intent to accelerate their speaking rate expressing happiness. L1 Russian speakers are more prone to produce short utterance compared to L1 Ukrainian speakers, and long utterance compared to US English speakers, they are also more likely to speak with trembling voice than the latter. Love vocal expression stands out American English speakers. They report meaningfully lower probability of decreasing intensity of their voice in comparison with both other groups (A-case difference with L1 Russian speakers). They are less inclined to speak in trembling voice than L1 Russian speakers (A-case difference) and to have speech disturbances than L1 Ukrainian speakers. They also scored significantly higher on the feature of showing no changes in vocal expression compared to the latter. So, Ukrainian self-report data exhibit more prominent prosodic characteristics in the speech of L1 Ukrainian speakers for expressing positive emotions. As far as hate vocal expression is concerned, the picture is similar to contentment expression. It significantly differentiates L1 Ukrainian- and L1 Russian speakers and L1 Ukrainian speakers and American English speakers. L1 Ukrainian speakers are less likely to increase intensity of their voice in comparison with both other groups (A-case difference with American English speakers) and are more likely to speak in a lower voice than American English. The latter report significantly higher probability of using assertive voice quality, accelerating speech rate and producing long utterances compared to L1 Ukrainian speakers. Expressing hate L1 Russian speakers are more prone to speak in trembling voice, accelerate their tempo, have pitch fluctuations, and produce long utterances compared to L1 Ukrainian speakers. So, L1 Ukrainian speakers’ prosodic expression of hate is reported to be milder and less pronounced. Meaningful differences between L1 Russian speakers and US English speakers are reported in vocal expression of contempt, disgust and guilt. The GRID instrument has revealed what prosodic cues can be considered decisive in intercultural communication. The majority of researchers [16, 22] denote that intonation contours and pitch modifications in general play the most important role in expressing emotions. Although an intonation contour does not directly express a denotative emotional meaning, but only the abstract position on the activation dimension of emotional meaning, and only in combination with other semantically defined factors such as the verbal or situational context this activation level can be interpreted as a concrete emotion or attitude [25, 29]. Representing only descriptive self-report data the GRID instrument proposed only one cue referring to F0 modification (the speaker changed the melody of his or her speech), and it didn’t prove to be decisive. It appeared a differentiating factor in hate expression within the two groups of Ukrainian bilinguals and in negative emotions expression (anxiety, disgust, guilt, hate and jealousy) in the comparison of Ukrainians and US English speakers. So, in positive emotions expression pitch fluctuations turned out to be universal for the target groups. The next most sensitive to emotional colouring vocal characteristic is voice quality [24, 33]. Three voice quality features proposed in the GRID (the speaker had a trembling voice or assertive voice; produced speech disturbances) proved to be decisive differentiating cues – 17 cases of difference within American English vs Russian comparison group, 16 cases of difference within American English vs Ukrainian comparison group, and 7 cases of difference within Ukrainian vs Russian comparison group. The results exhibit that L1 Ukrainian speakers are more intent to modify their voice quality while expressing emotions compared to both other groups, US English speakers stand out only in the case of more frequent use of assertive voice especially expressing negative emotions. It is remarkable that voice intensity (or its perceptual characteristic – volume of voice) variability turned out to be highly significant vocal expression characteristic signaling emotions within the current study based on the GRID. It worked out in 16 cases within Ukrainian vs Russian comparison group, in 16 cases within American English vs Russian comparison group, and in 10 cases within American English vs Ukrainian comparison group. For the comparison of the GRID self-report-based results with the natural speech research results we chose Nushykyan study (1986). It is a cross-lingual discrete emotions study on the material of the English writers and playwrights (XIX-XX century) works translated into Ukrainian and Russian and read aloud by English-, Ukrainian- and Russian-speakers with emotion colouring and neutrally (the research was completed in Kyiv, so Ukrainian- and Russian-speakers were the representatives of the Ukrainian society). The object of the research was monologue units of dialogic speech within 30 emotionally-coloured texts. The selected texts expressed the emotions of joy, surprise, anger, anxiety, contempt, despair, fear, and sadness (those coinciding with the GRID list). The main task was to estimate the influence of the emotional state on the temporal and dynamic structure of speech that is why all the obtained values are relative. The results of the GRID study indicate that expressing positive emotions L1 Ukrainian speakers are more likely to increase the intensity of their voice and less likely to decrease it compared to L1 Russian speakers; the reverse pattern is observed in the expression of negative emotions – L1 Ukrainian speakers are more likely to decrease this parameter. These results are completely consistent with Nushykyan study data given in Table 1. Table 1 Mean ratio of emotional speech intensity to neutral speech intensity in English, Russian and Ukrainian texts [11, p. 96] EmotionEnglishRussianUkrainianjoy1,651,261,37surprise1,110,961,01anger1,781,681,79anxiety0,740,960,89contempt1,231,121,06despair1,191,281,36fear0,750,820,79sadness0,810,760,71 In comparison with American English speakers, L1 Ukrainian speakers are more intent to increase voice intensity expressing contentment and happiness and to decrease it expressing compassion and love. Emotional expression of negative emotions is less marked with the intent to increase voice intensity. The most meaningful difference is observed within American English vs Russian comparison group: L1 Russian speakers are much more prone to lower their voice expressing almost all positive emotions, and much less prone to lower it expressing almost all negative emotions. As Table 1 data show, all 3 target groups tend to decrease voice intensity expressing anxiety, fear and sadness. Although this feature is stated to be universal, the GRID instrument is cross-cultural difference in the probability of this vocal-prosodic cue realization. For instance, as the GRID shows, expressing anxiety L1 Ukrainian speakers are more likely to decrease voice intensity than Russian-speaking ones; Nushykyan study results (Table 1) prove the cross-cultural difference in this vocal cue: emotional speech intensity of L1 Ukrainian speakers is lower than that of Russian-speakers. Phonatory duration of speech (GRID features – production of a short or long utterance) and tempo are also meaningful differentiating prosodic cues. Nushykyan [11, p. 89-93] revealed the influence of emotions on the temporal characteristics of speech having measured the relative informational duration parameter ( EMBED Equation.3 ):  EMBED Equation.3   EMBED Equation.3  – relative informational duration parameter;  EMBED Equation.3 – utterance sounding part duration (ms);  EMBED Equation.3 – pause duration (ms). The study established that switching from neutral to emotional speech,  EMBED Equation.3 -parameter decreases. As we can see from Table 2,  EMBED Equation.3 -parameter in emotional speech is the highest for L1 Ukrainian speakers and the lowest for American English speakers. The results show that L1 Ukrainian speakers tend to have the fastest data transfer rate. The GRID instrument showed quite similar results: L1 Ukrainian speakers demonstrate the least probability to produce long utterances than other two groups and significantly higher probability to accelerate their speech rate than L1 Russian speakers. For instance, in the case of despair expression L1 Russian speakers exhibit higher probability of accelerating tempo compared to US English speakers and lesser probability compared to L1 Ukrainian speakers that can also be illustrated by Nushykyan study results (Table 2). Table 2 Mean values of  EMBED Equation.3 -parameter in English, Russian and Ukrainian emotional speech EmotionEnglishRussianUkrainianjoy3,103,415,54surprise2,884,005,78anger2,653,904,93despair2,873,905,40fear2,874,476,54sadness2,793,345,12 The GRID descriptive self-report data turned out to be a powerful instrument in cross-cultural phonetic studies. The obtained results allow us to make the conclusion that emotional expression of L1 Ukrainian- and L1 Russian speakers are prosodically different. In the paralinguistic features of such emotion as hate, contentment and happiness pronounced intercultural differences have been reported that potentially can result in misinterpretation of vocal cures in intercultural communication. On the other hand, no vocal features distinguish L1 Ukrainian- and L1 Russian speakers in expressing pleasure, guilt, jealousy, and surprise. L1 Ukrainian- and L1 Russian speakers have much fewer differentiating prosodic features in comparison with American English speakers. More vocal differences across the three groups compared were found in the expression of positive emotions than of negative ones. Ukrainian self-report data exhibit more prominent prosodic characteristics in the speech of L1 Ukrainian speakers for expressing positive emotions. The representatives of the three compared groups exhibit the most significant prosodic differences in expressing compassion, contentment, happiness, love and hate. The vocal characteristics most sensitive to emotional colouring proved to be voice quality, voice intensity and temporal component of prosody. The results of the GRID study indicate that expressing positive emotions L1 Ukrainian speakers are more likely to increase the intensity of their voice and less likely to decrease it compared to L1 Russian speakers; the reverse pattern is observed in negative emotional expression. These results are entirely congruent with the natural speech research results [11]. Voice intensity decrease in the expression of anxiety, fear and sadness is stated to be a universal feature, but the GRID instrument helps to show cross-cultural difference in the likelihood of this vocal-prosodic cue realization. L1 Ukrainian speakers demonstrate the least probability to produce long utterances than other two groups and significantly higher probability to accelerate their speech rate than L1 Russian speakers that proves the empirical research findings. L1 Ukrainian speakers are more intent to modify their voice quality while expressing emotions compared to both other groups, US English speakers are distinct for the other two groups only as concerns the frequency of use of an assertive voice, especially expressing negative emotions. LITERATURE 1. 7N10 . 45>;>3VG=V 45F815;8 Ť4V0;>3C :C;LBC@ť C O:><C C:@0W=AL:0 ?>:8 I> =5 AB0;0 @V2=>?@02=8< ?0@B=5@>< @>AV9AL:>W.  #:@0W=V / 7N10 . // #@>: C:@0W=AL:>W, 2000.  ! 7, ".8.  !. 2-9. 2. >=V9 . "@0=AD>@<0FV9=V ?@>F5A8 2 5AB5B>AD5@V ACG0A=>W C:@0W=AL:>W ?>?C;O@=>W :C;LBC@8 :@V7L ?@87<C AV25@O=AL:>W :C;LBC@>;>3VG=>W @53V>=V:8 // #:@0W=>7=02AB2> / V4 @54. .>=>=5=:0.  2006.  ! 1.  !. 234-238. 3. 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How prosodic attitudes can be false friends: Japanese vs. French social affects. Speech Prosody, Dresden. – 2006. – P. 692-696. 31. Swan, M., & Smith, B. (Eds.) Learner English: A teacher's guide to interference and other problems (2nd ed.). Cambridge, England: Cambridge University Press. – 2001. 32. Van Bezooijen, R. V., Otto, S. A., & Heenan, T. A. Recognition of vocal expression of emotion: A three-nation study to identify universal characteristics. Journal of Cross-Cultural Psychology, 14. – 1983. – P. 387-406. 33. Zakharova J.M. Voice Quality Characteristics of English Children Private Speech. In Lan ari  D. (ed.) Linguistics and Didactics in the 21st Century. Trends, Analyses and Prognoses 1.  Praha: Kemberg Publishing, s.r.o.  2008.  P. 225-238. Š J.M. Zakharova, 2009 # 811 276.3 !&!"' !"  & /""/ Ť (ť   !" '' !" !! ('') .. >=><0@L>20 (!V<D5@>?>;L) # FV9 AB0BBV @>73;O40NBLAO 0:BC0;L=V ?8B0==O <>2=>W A8BC0FVW 2 <VABV AA5=. >A;V46CNBLAO 70A>18 <>2=>W @50;V70FVW ?>=OBBO Ť3@>HVť C <VAL:><C ?@>AB>@VGGV 7 C@0EC20==O< 2?;82C B0:8E A>FV0;L=8E G8==8:V2, O: AB0BL, 2V: B0 A>FV0;L=89 AB0BCA. ;NG>2V A;>20: <VAL:5 ?@>AB>@VGGO, ;>:0;V7<, @53V>;5:B, A>FV0;L=89 D0:B>@. .. >=><0@Q20. !>F8>;8=328AB8G5A:89 0A?5:B O7K:>2>9 @50;870F88 ?>=OB8O Ť45=L38ť 2 ?@>AB>@5G88 3>@>40 -AA5=.  40==>9 AB0BL5 @0AA<0B@820NBAO 0:BC0;L=K5 2>?@>AK O7K:>2>9 A8BC0F88 2 3>@>45 -AA5=. AA;54CNBAO A?>A>1K ;8=328AB8G5A:>9 @50;870F88 ?>=OB8O Ť45=L38ť 2 3>@>4A:>< ?@>AB>@5G88 A CGQB>< B0:8E A>F80;L=KE D0:B>@>2, :0: ?>;, 2>7@0AB 8 A>F80;L=K9 AB0BCA. ;NG52K5 A;>20: 3>@>4A:>5 ?@>AB>@5G85, ;>:0;87<, @538>;5:B, A>F80;L=K9 D0:B>@. G.V. Ponomarova. Social aspects of linguistic realisation of the notion  money in the urban vernacular of Essen. This article deals with the actual problems of linguistic situation in the city of Essen. The social aspects of linguistic realisation of the notion “money” in the urban vernacular are being revealed. Such social factors as gender, age and social status are being taken into consideration. Key words: urban vernacular, local words, regional language, social factor. 5B0 40=>W AB0BBV ?>;O30T C 4>A;V465==V <>2=>W A8BC0FVW 2 <VABV AA5= (V2=VG=89 59=-5ABD0;VO, C@AL:0 >1;0ABL) B0 >?8AV 70A>1V2 <>2=>W @50;V70FVW ?>=OBBO Ť3@>HVť C <VAL:><C ?@>AB>@VGGV 7 C@0EC20==O< 2?;82C A>FV>;V=32VAB8G=8E G8==8:V2. :BC0;L=VABL ?@>?>=>20=>W B5<8 ?>2 O70=0 7 B8<, I> >AB0==V< G0A>< >1 T:B>< ?V428I5=>W C2038 4>A;V4=8:V2 T =5 2=CB@VH=L>A8AB5<=V <>2=V 70:>=><V@=>ABV, 0 <>2;5==T20 ?>254V=:0 ACA?V;LAB20, 682V ?@>F5A8 ACG0A=>W <>2=>W A8BC0FVW. 1 T:B>< 4>A;V465==O 40=>W AB0BBV T ?@>AB>@VGGO <VAB0 AA5=. # O:>ABV <0B5@V0;C >1@0=> @57C;LB0B8 0=:5BC20==O, I> ?@575=BCNBL <>2=C @50;V70FVN ?>=OBBO Ť3@>HVť 2 ?@>AB>@VGGV AA5=0. 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V4AC<>2CNG8 28I5A:070=5, <>6=0 7@>18B8 =0ABC?=V 28A=>2:8: 1. 0 >AB0==V 100 @>:V2 <VAB> AA5= 707=0;> AB@V<:8E 7<V=, A?@>2>:>20=8E V=4CAB@V0;V70FVTN, I> 7=0G=> 2?;8=C;> =0 D>@<C20==O <VAL:>W <>2=>W A8BC0FVW. 2. C@AL:89 @53V>;5:B =5 T >4=>@V4=8< V >4=0:>28<, =02VBL ?>@V2=NNG8 <>2;5==O ACAV4=VE <VAB, <>6=0 2V4>:@5<8B8 ;V=32VAB8G=V 2V4<V==>ABV. "0:8< G8=><, <>6=0 AB25@46C20B8, I> 2 :>6=><C 7 <VAB ?0=CT A2>T ?@>AB>@VGGO 7 2;0AB828< ;8H5 9><C ;5:A8G=8< A:;04><. 3. :A?5@8<5=B0;L=> 1C;0 4>2545=0 25;L<8 ACBBT20 :>@5;OFVO <V6 26820==O< ?@>AB>@VG=>W ;5:A8:8 V B0:8<8 A>FV0;L=8<8 G8===8:0<8, O: AB0BL, 2V: B0 A>FV0;L=89 AB0BCA V=D>@<0=BV2. 4. V;LHVABL <>2=8E @50;V70FV9 ?>=OBBO Ť3@>HVť 2V4><0 =5 BV;L:8 2 AA5=V, 0;5 V 2 V=H8E <VAB0E C@AL:>W >1;0ABV, ?@>B5 45O:V ;5:A5<8 E0@0:B5@=V BV;L:8 4;O <>2;5==O <5H:0=FV2 <VAB0 AA5=. 5. 0965 G25@BL ?@54AB02;5=8E @50;V70FV9 ?>=OBBO Ť3@>HVť =5 1C;0 =02545=0 2 6>4=><C 7V A;>2=8:V2 01> ;5:A8:>=V2 C@AL:>W >1;0ABV, I> A2V4G8BL ?@> 0:BC0;L=VABL 282G5==O B0 4>A;V465==O ?@>AB>@VGGO <VAB0 AA5=. " "#  1. 5@4 .!. 80;5:B  @538>;5:B  ?@>AB>@5G85 / .!. 5@4 // CAA:89 O7K: 2 53> DC=:F8>=8@>20=88 : B578AK 4>:;. <564C=0@. :>=D.  >A:20, 1998.  C. 20-21. 2. Fekeler-Lepszy E. Gesprochene Sprache im Ruhrgebiet / E. Fekeler-Lepszy.  Gelsenkirchen : Farin und Zwingmann, 1983. – 124 S. 3. Fellsches J. Essener Wortschätzchen / J. Fellsches, F. Schnieber. – Verlag Mayersche Buchhandlung, 2005. – 169 S. 4. Hallenberger D. Tuusse ma eem im Kabäusken fitschen…: Die Sprache im Ruhrgebiet / D. Hallenberger, J. Volmert. – Paderborn : Verlag Ferdinand Schöningh, 1990. – 110 S. 5. Harden T. Zwischen Wenker und dem Ersten Weltkrieg / T. Harden // Mihm A. (Hg.): Sprache an Rhein und Ruhr. Dialektologische und soziolinguistische Studien zur sprachlichen Situation im Rhein-Ruhr-Gebiet und ihrer Geschichte. – Stuttgart : Franz Steiner Verlag Wiesbaden GMBH, 1985 – S. 99-106. 6. Hellberg H. Studies zur Dialektgeographie im Ruhrgebiet und im West Recklinghausen / H. Hellberg. – Marburg, 1936. – 80 S. 7. Mihm A. Sprachlandschaft Duisburg / A. Mihm // Mihm A. (Hg.): Sprache an Rhein und Ruhr. Dialektologische und soziolinguistische Studien zur sprachlichen Situation im Rhein-Ruhr-Gebiet und ihrer Geschichte. – Stuttgart : Franz Steiner Verlag Wiesbaden GMBH, 1985. – S. 201-223. 8. Niebaum H. Zur niederfränkisch-niedersächsischen Sprachgrenze im Duisburger Raum / H. Niebaum // Mihm A. (Hg.): Sprache an Rhein und Ruhr. Dialektologische und soziolinguistische Studien zur sprachlichen Situation im Rhein-Ruhr-Gebiet und ihrer Geschichte. – Stuttgart : Franz Steiner Verlag Wiesbaden GMBH, 1985. – S. 63-83. 9. Parent T. Das Ruhrgebiet: vom „goldenen“ Mittelalter zur Industriekultur / T. Parent. – Köln : DuMont, 2000. – 351 S. 10. Von Polenz P. Deutsche Sprachgeschichte vom Spätmittelalter bis zur Gegenwart / Von Polenz P. – Bd III. – Berlin & New York, 1999. – 757 S. 11. Thies U. Die gesprochene Sprache im Ruhrgebiet – eine „Monovarietät?“ / U. Thies // Mihm A. (Hg.): Sprache an Rhein und Ruhr. Dialektologische und soziolinguistische Studien zur sprachlichen Situation im Rhein-Ruhr-Gebiet und ihrer Geschichte. – Stuttgart : Franz Steiner Verlag Wiesbaden GMBH,1985. – S. 107-148. Š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ovgopolova Ia. V. Methodology of speech culture usage by the students at oral practice lessons. The article is devoted to the study of the innovative methodology of speech culture usage by the students at oral practice lessons. Proceeding from the principal proposition of didactics, linguistics and psychology, basic principles of methodology of foreign language teaching are developed. The solution of tasks in relation to perfection of future teachers’ speech required wide usage of various communicative exercises at oral practice lessons. 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" "#  1. V;>4V4 .. >2>7=02G0 =0C:0 V H:>;0 // >2>7=02AB2> V H:>;0 / V4?. @54. .. >2B>1@NE.  .: 0C:>20 4C<:0, 1981.  !. 5-21. 2. >=G5=:> ". >2;5==T289 @>728B>: O: =0C:>2>-<5B>48G=0 ?@>1;5<0 // 82>A;>2>.  2006.  ! 5.  !. 2-5. 3. @C6=5=:> .!. B=>?5403>3VG=V 70A048 D>@<C20==O <>2;5==T28E C<V=L V =028G>: CG=V2 >A=>2=>W H:>;8: 2B>@5D. 48A. & :0=4. ?54. =0C:.  %5@A>=, 2005.  18 A. 4. 0@5;LA:0O !.., !;>1>4G8:>2 .. 0728B85 8=8F80B82=>9 @5G8 CG0I8EAO.  .: @>A25I5=85, 1983.  127 A. 5. 0=-0;8: .. #G8B5;N > ?5403>38G5A:>< >1I5=88.  .: @>A25I5=85, 1987.  190 A. 6. 0A8=>: .. #G8B5;L V A;>2>: B5E=>;>3VO <>2;5==T2>W ?V43>B>2:8 <091CB=L>3> ?5403>30.  %0@:V2: >=AB0=B0, 2004.  207 A. 7. !025=:>20 .. "5>@5B8:>-<5B>48G=V >A=>28 ?V43>B>2:8 <091CB=VE ?5403>3V2 4> ?@>D5AV9=>3> A?V;:C20==O: 2B>@5D5@0B 48A5@B0FVW =0 74>1CBBO ABC?5=O 4>:B>@0 ?5403>3VG=8E =0C:.  ., 1998.  32 A. 8. (B5?0 .. >;L>2V V3@8 2 A8AB5<V D>@<C20==O ?@>D5AV9=>W <>2;5==T2>W <09AB5@=>ABV ?5403>30.  ., 1998.  32 A. Š /.. >23>?>;>20, 2009 # 811.111 25:37.02  ?@>1;5<5 2B>@8G=>3> B5:AB0 2 3C<0=8B0@=KE =0C:0E 8 <5B>48:5 ?@5?>4020=8O 8=>AB@0==KE O7K:>2 ".. >@6, :0=4. ?54. =0C: (!520AB>?>;L)  AB0BL5 8AA;54C5BAO :0B53>@8O 2B>@8G=>AB8 ;8B5@0BC@=KE 8 =0CG=KE B5:AB>2, 0=0;878@C5BAO ?@03<0B8G5A:89 ?>B5=F80; 2B>@8G=KE B5:AB>2 2 B0:8E >1;0ABOE :0: ;8B5@0BC@>2545=85, 181;8>3@0D8O 8 <5B>48:0 ?@5?>4020=8O 8=>AB@0==KE O7K:>2. ;NG52K5 A;>20: 2B>@8G=>ABL, 2B>@8G=K9 B5:AB, 8=B5@?@5B0=B0, :0B53>@870F8O, :>=F5?B, :>=F5?BC0;870F8O, @5?@575=B0F8O. ".. >@6. > ?@>1;5<8 2B>@8==>3> B5:ABC C 3C<0=VB0@=8E =0C:0E V <5B>48FV =02G0==O V=>75<=8E <>2. # AB0BBV 4>A;V46CTBLAO :0B53>@VO 2B>@8==>ABV ;VB5@0BC@=8E V =0C:>28E B5:ABV2, 0=0;V7CTBLAO ?@03<0B8G=89 ?>B5=FV0; 2B>@8==>3> B5:ABC 2 B0:8E >1;0ABOE O: ;VB5@0BC@>7=02AB2>, 1V1;V>3@0DVO V <5B>48:0 =02G0==O V=>75<=8E <>2. ;NG>2V A;>20: 2B>@8==VABL, 2B>@8==89 B5:AB, V=B5@?@5B0=B0, :0B53>@870FVO, :>=F5?B, :>=F5?BC0;V70FVO, @5?@575=B0FVO. T.N. Korzh. To the problem of secondary texts in liberal arts and in ESL teaching. The article deals with the problem of secondary texts in literature and science. The pragmatic potential of the secondary texts for study of literature, bibliography and ESL teaching is analyzed. Key words: the category ‘secondary,’ categorization, concept, conceptualization, interpretant, secondary text, representation. @>1;5<0 2B>@8G=KE B5:AB>2 2 ?>A;54=55 2@5<O ?>;CG8;0 ?@8AB0;L=>5 2=8<0=85 8AA;54>20B5;59 @07;8G=KE =0?@02;5=89  D8;>A>D>2, D8;>;>3>2, ?5@52>4>254>2, 181;8>3@0D>2, <5B>48AB>2. !?5F80;8ABK @07=KE >1;0AB59 G5;>25G5A:>3> 7=0=8O, ?>=8<0O >3@><=K9 ?>B5=F80; 2B>@8G=KE B5:AB>2, ?KB0NBAO >?@545;8BL 8 >F5=8BL <5AB> 8 @>;L B5:AB>2 MB>3> 60=@0 2 B2>@G5A:>9, 8=D>@<0F8>==>9 8 >1@07>20B5;L=>9 AD5@0E. 5>1E>48<>ABL CB>G=8BL :0B53>@8N 2B>@8G=>AB8 ?@8<5=8B5;L=> : B5:AB0< @07=KE AB8;59, 0 B0:65 2KO28BL >1I5AB25==>-7=0G8<CN DC=:F8N 2B>@8G=>3> B5:AB0 2 :064>9 87 2KH5C:070==KE AD5@, >?@545;8;> 0:BC0;L=>ABL @0AA<0B@8205<>9 B5<K. 1J5:B>< =0AB>OI53> 8AA;54>20=8O O2;O5BAO 2B>@8G=K9 B5:AB 2 A>2>:C?=>AB8 53> 2=5H=8E 8 2=CB@5==8E E0@0:B5@8AB8:, ?@54<5B><  ?@>F5AA A>740=8O 2B>@8G=>3> B5:AB0. 0AB>OI0O AB0BLO ?@5A;54C5B F5;L ?@>0=0;878@>20BL @07;8G=K5 B>G:8 7@5=8O 8 ?>4E>4K : ?>=8<0=8N @>;8 2B>@8G=>3> B5:AB0 2 3C<0=8B0@=KE =0C:0E 8 ?@0:B8:5 ?@5?>4020=8O 8=>AB@0==KE O7K:>2 =0 <0B5@80;5 ?>A;54=8E 8AA;54>20=89 2 >1;0AB8 :>3=8B82=>9 =0C:8. 0B53>@8O 2B>@8G=>AB8 ?>4@07C<5205B ?@>4>;65=85, @0728B85, DC=:F8N 8AE>4=>3> B5:AB0, 53> =5A0<>AB>OB5;L=>ABL. 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"5:ABK 2B>@8G=>9 8=D>@<0B82=>AB8 (:><<C=8:0B82=>-?@03<0B8G=K9 0A?5:B) / =>E8=0 !.., 8AA5= $.%., !B0@8==>20 "..  ">;LOBB8: 74-2> "! #!, 2000.  176 A. 2. 0@8=>20 .-. $C=:F8>=0;L=>-A8=B0:A8G5A:85 ?>AB@>5=8O >1I5AB25==>-=0CG=>3> B5:AB0 @5D5@0B82=>3> E0@0:B5@0: 02B>@5D. 48A. =0 A>8A:0=85 CG. AB5?5=8 :0=4. D8;>;. =0C:: A?5F. 10.02.04 Ť5@<0=A:85 O7K:8ť / .-. 0@8=>20  ., 1986.  26 A. 3. 0EB8= .. @>1;5<0 @5G52KE 60=@>2 / .. 0EB8= //-AB5B8:0 A;>25A=>3> B2>@G5AB20.  .: A:CAAB2>, 1979.  !. 237-280. 4. 5@18F:0O .. B>@8G=K9 B5:AB 8 2B>@8G=K5 M;5<5=BK 2 A>AB025 @0725@=CB>3> ?@>872545=8O @5G8 / .. 5@18F:0O, .. "K=0;8520.  $@C=75, 1984.  124 c. 5. 0=5F:0O .. 8=32>AB8;8AB8G5A:85 >A>15==>AB8 2B>@8G=KE :><?>78F8>==>-@5G52KE D>@< >?8A0=8O ŤE0@0:B5@8AB8:0ť, ŤAF5=0ť, Ť:0@B8=0ť (=0 <0B5@80;5 0=3;>-0<5@8:0=A:>9 EC4>65AB25==>9 ?@>7K XX 25:0): 02B>@5D. 48A. =0 74>1CBBO =0C:. ABC?5=O :0=4. D8;>;. =0C:: A?5F. 10.02.04 Ť5@<0=AL:8 <>28ť / .. 0=5FL:0.  852, 1985.  225 A. 6. >;52 ..  >A=>20=8O< 45@820F8>==>9 8=B5@?@5B0F88 2B>@8G=KE B5:AB>2 [;5:B@>==89 @5AC@A] / .. >;52.  568< 4>ABC?C: http://www.lingvo.asu.ru.  0720 7 B8BC;. 5:@0=C. 7. @8475 ". . >=OB85 8 <5B>4 CAB0=>2;5=8O A>45@60B5;L=>9 AB@C:BC@K B5:AB0 ?@8<5=8B5;L=> : CG51=><C B5:ABC / ". . @8475 // A8E>;8=328AB8G5A:0O 8 ;8=328AB8G5A:0O ?@8@>40 B5:AB0 8 >A>15==>AB8 53> 2>A?@8OB8O.  .: 8I0 H:>;0, 74-2> ?@8 #, 1979.  !. 92-99. 8. @>74>20 .. 0CG=K9 B5:AB 8 ?@>1;5<K 53> ?>=8<0=8O: (0 <0B5@80;5 0=3;>O7KG=KE M:>=><8G5A:8E B5:AB>2): 02B>@5D. 48A. =0 A>8A:0=85 CG. AB5?5=8 4-@0 D8;>;. =0C:: A?5F. 10.02.04 Ť5@<0=A:85 O7K:8ť / .. @>74>20.  ., 2003.  45 A. 9. >=>20 !.. B>@8G=0O ?@>5:F8O B5:AB0 8 284K 2B>@8G=>9 B5:AB>2>9 45OB5;L=>AB8 [;5:B@>==89 @5AC@A] / !.. >=>20.  568< 4>ABC?C: http://enit.ulsu.ru/ departments/institutes/iir/conference/documents/58.doc.  0720 7 B8BC;. 5:@0=C. 10. C1@O:>20 .!. "5:AB 8 53> ?>=8<0=85 / .!. C1@O:>20 // CAA:89 B5:AB.  1994.  ! 2  !. 18-27. 11. 5>=BL52 . . A=>2K ?A8E>;8=328AB8:8: #G51. 4;O ABC45=B>2 2C7>2 ?> A?5F. ŤA8E>;>38Oť; [3-5 874.] / .. 5>=BL52.  .: !<KA;; !1.: 0=L, 2003.  285 A. 12. 8:8D>@>2 . $8;>A>D8O :0: ;8G=K9 >?KB / . 8:8D>@>2 // 01;C640NI89AO @07C<: =>3>>1@0785 2=5=0CG=>3> 7=0=8O: [A1>@=8: / >B2. @54. 8 A>AB028B5;L .". 0A028=].  .: >;8B8740B, 1990.  461 A. 13. !BC; ".. $>@<8@>20=85 G8B0B5;LA:>3> >B:;8:0 =0 EC4>65AB25==K9 B5:AB: >2K9 273;O4 =0 >1CG5=85 GB5=8N / ".. !BC; // Methods of Teaching.  2004.  !36.  !. 13-20. 14. '5@=O2A:0O .. =B5@?@5B0F8O =0CG=>3> B5:AB0: CG51. ?>A>185 4;O ABC45=B>2 AB. :C@A>2, <038AB@0=B>2 8 0A?8@0=B>2 2C7>2, >1CG0NI8EAO ?> =0?@02;5=8N 540300 (050300) $8;>;. >1@07>20=85 / .. '5@=O2A:0O.  !1.: 0C:0, 2004.  127 A. 15. )8@>20 .. "5:AB 8 8=B5@?@5B0F8O: 273;O4K, :>=F5?F88, H:>;K: CG51=>5 ?>A>185: 4;O ABC45=B>2 2KAH8E CG51=KE 702545=89, >1CG0NI8EAO ?> =0?@02;5=8N 540300 (050300) $8;>;>38G5A:>5 >1@07>20=85 / .. )8@>20, ./."C@0520.  !0=:B-5B5@1C@3: 74-2> #, 2005.  155 c. 16. Langacker R. Foundations of cognitive grammar / R Langacker.  V.1. Theoretical prerequisites.  Stanford, 1987.  608 p. Š ".. >@6, 2009  # 811.111 25:37.02 #-!&, /,!", !"#" #  # : !" " / .. '>@=>2>;-":0G5=:>, :0=4. DV;>;. =0C: (%0@:V2) !B0BBN ?@8A2OG5=> 287=0G5==N >A=>2=8E =0?@O<:V2 B0 B5=45=FV9 2 >@30=V70FVW =0C:>2>-4>A;V4=8FL:>W 4VO;L=>ABV ABC45=BV2 C  #:@0W=8 =0 ACG0A=><C 5B0?V. >A;V46CTBLAO 72 O7>: <V6 70:>=>402G8<8 ?>;>65==O<8, I> @53C;NNBL B0:C 4VO;L=VABL B0 2;0A=5 =028G:0<8, O:8<8 <0T >2>;>4VB8 ABC45=B 4;O CA?VH=>3> ?@>2545==O =0C:>2>3> 4>A;V465==O. 040TBLAO 0;3>@8B< 28:>=0==O B0:>3> 4>A;V465==O. ;NG>2V A;>20: =0C:>2>-4>A;V4=8FL:0 4VO;L=VABL ABC45=BV2 (!), >@30=V70FVO ! C , =028G:8 =0C:>2>-4>A;V4=8FL:>W @>1>B8, 5B0?8 ?@>2545==O =0C:>2>3> 4>A;V465==O. .. '5@=>2>;-":0G5=:>. 0CG=>-8AA;54>20B5;LA:0O 45OB5;L=>ABL ABC45=B>2 2 2C70E #:@08=K: A>45@60=85 8 7040=8O. !B0BLO ?>A2OI5=0 >?@545;5=8N >A=>2=8E =0?@02;5=89 8 B5=45=F89 2 >@30=870F88 =0CG=>-8AA;54>20B5;LA:>9 45OB5;L=>AB8 ABC45=B>2 2 2C70E #:@08=K =0 A>2@5<5==>< MB0?5. AA;54C5BAO A2O7L <564C 70:>=>40B5;L=K<8 ?>;>65=8O<8, :>B>@K5 @53C;8@CNB B0:CN 45OB5;L=>ABL 8 A>1AB25==> =02K:0<8, :>B>@K<8 4>;65= >2;045BL ABC45=B 4;O CA?5H=>3> ?@>2545=8O =0CG=>3> 8AA;54>20=8O. @82>48BAO 0;3>@8B< B0:>3> 8AA;54>20=8O. ;NG52K5 A;>20: =0CG=>-8AA;54>20B5;LA:0O 45OB5;L=>ABL ABC45=B>2 (!), >@30=870F8O ! 2 2C70E, =02K:8 =0CG=>-8AA;54>20B5;LA:>9 @01>BK, MB0?K ?@>2545=8O =0CG=>3> 8AA;54>20=8O. O.O. Chornovol-Tkechanko. Scientific and research activiy of students at higher educational institutions in Ukraine: content and tasks. The research concentrates on eliminating of the principal areas and tendencies within organization of scientific and research activiy of students at higher educational institutions in Ukraine in the present period. The paper focuses on the connection between legal provisions regulating this type of activity and actual skills a student is to develop for the purpose of fruitful research. An algorithm of such a research is provided. Key words: scientific and research activiy of students, organization of scientific and research activiy of students at higher educational institutions, skills of scientific and research work, stages of a scientific research. 5B>N AB0BBV T 287=0G5==O ?@>2V4=8E =0?@O<:V2 @>728B:C =0C:>2>-4>A;V4=8FL:>W 4VO;L=>ABV ABC45=BV2 C  #:@0W=8 =0 ACG0A=><C 5B0?V. 0C:>2>-4>A;V4=8FL:0 4VO;L=VABL ABC45=BV2 (!) 28I8E =02G0;L=8E 70:;04V2 #:@0W=8 T >4=8< V7 >A=>2=8E G8==8:V2 ?V43>B>2:8 28A>:>:20;VDV:>20=8E :04@V2 2V4?>2V4=>3> ?@>DV;N [3]. !0<5 F5 D>@<CT 0:BC0;L=VABL 4>A;V465==O FL>3> G8==8:0 C <560E 28I>W >A2VB8. 1 T:B>< @>72V4:8 T 7<VAB B0 7040==O ! C 2V4?>2V4=>ABV 4> G8==>3> 70:>=>402AB20 #:@0W=8 B0 ACG0A=8E A>FV0;L=8E C<>2. @54<5B>< 4>A;V465==O T >A=>2=V =0FV>=0;L=V =0?@O<:8 B0 7030;L=V B5=45=FVW I>4> 24>A:>=0;5==O ! 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V68=: " Ť8402=8FB2> ŤA?5:B->;V3@0Dť, 2006.  308 A. 3. >;>65==O ?@> >@30=V70FVN =02G0;L=>3> ?@>F5AC C /0B25@465=> =0:07>< <V=VAB5@AB20 >A2VB8 #:@0W=8 2V4 02.06.1993.  !161. 568< 4>ABC?C: http://www.minagro.gov.ua/ 4. @> @>728B>: =0C:8 B0 B@0=AD>@<0FVN ACA?V;LAB20: :>=F5?FVO 4;O #:@0W=8/ >AB0=>20 ?@5784VW :045<VW =0C: #:@0W=8.  ! 151 2V4 03.06.1992.  568< 4>ABC?C:  HYPERLINK "http://www.uazakon.com/documents" http://www.uazakon.com/documents. Š .. '5@=>2>;-":0G5=:>, 2009 # 811.111 25:37.02 TEACHING CULTURAL CONCEPTS VIA TABOO ISSUES N.O. Diachuk (Lviv) The major goal of the analysis rests on the review of educational pro- and contra- arguments for dealing with taboo issues as cultural concepts. In the present investigation we frame the capacities of the acceptable in practical application and topics utilization for employing this area in the context of target language studies. Key words: cultural concepts, Aultural rules, pejorative vocabulary, taboo, taboo issues. .. OGC:. 8:;040==O :>=F5?FV9 :C;LBC@8 70 4>?><>3>N B01C9>20=8E ?8B0=L. >;>2=0 <5B0 0=0;V7C ?>;O30T 2 >3;O4V 0@3C<5=BV2 70 B0 ?@>B8 28:>@8AB0==O 2 >A2VB=VE FV;OE B01C9>20=8E ?8B0=L O: :>=F5?FV9 :C;LBC@8. # ?@54AB02;5=><C 4>A;V465==V <8 >:@5A;NT<> 3@0=V 4>?CAB8<>3> C ?@0:B8G=><C 70AB>AC20==V B0 B5<0B8FV ?@8 725@=5==V 4> 40=>W AD5@8 C :>=B5:ABV 282G5==O V=>75<=>W <>28. ;NG>2V A;>20: :>=F5?FVW :C;LBC@8, ?59>@0B82=0 ;5:A8:0, ?@028;0 :C;LBC@8, B01C, B01C9>20=0 B5<0B8:0. .. OGC:. @5?>4020=85 :>=F5?F89 :C;LBC@K ?>A@54AB2>< B01C8@>20==KE 2>?@>A>2. ;02=0O F5;L 0=0;870 A>AB>8B 2 ?@54>AB02;5=88 0@3C<5=B>2 70 8 ?@>B82 8A?>;L7>20=8O 2 >1@07>20B5;L=KE F5;OE B01C8@>20==KE 2>?@>A>2 :0: :>=F5?F89 :C;LBC@K.  ?@54AB02;5==>< 8AA;54>20=88 <K >?@545;O5< 3@0=8 4>?CAB8<>3> 2 ?@0:B8G5A:>< 8A?>;L7>20=88 8 B5<0B8:5 ?@8 >1@0I5=88 : 40==>9 AD5@5 2 :>=B5:AB5 87CG5=8O 8=>AB@0==>3> O7K:0. ;NG52K5 A;>20: :>=F5?F88 :C;LBC@K, ?59>@0B82=0O ;5:A8:0, ?@028;0 :C;LBC@K, B01C, B01C8@>20==0O B5<0B8:0.  & Anyone& will now have a clear idea of just how crap and confusing English can be. But, above all, he/she/they will also have an understanding of what great fun it can be & when you break the rules. Remember, English is like an omlette – to make it you have to break some e.g.s.” (A.Parody) When we teach a language, we must teach the cultures in which it exists. Teachers of adult students face a challenge to keep a course work current and simultaneously make it culturally relevant. “Cultural rules,” or prescriptions for the ways in which one should behave, are always more obvious to those who have grown up in a particular culture. We expect the content of culture to have clear parallels with the content of language, which is a kind of cultural system in itself. So, in considering the content of culture, we must take account of an entire range of phenomena that enter the human experience and that are the subject matter of learning. According to P.Ya.Galperin’s language-consciousness theory ‘gaining command of a foreign/second language as a means of communication requires students’ acquisition (interiorization) of those internal attitudes to perception of, and outlook upon the facts of linguistic and extralinguistic reality that characterize the representatives of the target language community’ [15, c. 197]. Target-language consciousness forms the psychological basis of the ability to speak in the target language and to understand it the way native speakers do. The present study assumes the view that cultural knowledge influences the translation performance of students. The observations found that they often lacked sufficient acquaintance of English-speaking countries’ lifestyles to deal with widely-used as well as limited cultural concepts. The findings suggest that factual reference sources and authentic materials have an important role to play in translation activities, and what is more - the process-oriented classroom approaches are necessary to detect overtly correct solutions based on deficient cultural knowledge. This view is well supported by P.S. Perkins when she writes: “Most people are unaware that what they are speaking is just a replay of something they have been taught to think, right or wrong, healthy or unhealthy” [31, c. 19]. M.A.K. Halliday’s viewpoint lies in relating ‘language primarily to one particular aspect of human experience, namely that of social structure [23, c. 4]. Taboos (vocabulary and issues), being the object of present s t u d y, are a key element of every culture, so there is no reason to disregard them. On the contrary, nowadays there exist an urgent need to give them due attention and elaborate investigation, as well as to proper consideration and application for educational purposes in the course of mastering a foreign language and translation studies. M a t e r i a l of our investigation rests on published articles of modern linguists and methodologists, involves personal observations, offers practical worked-out ways to implement taboo issues. Due to our observations this aspect has not received enough scientific support in the literature and tends to be overlooked. In this respect we consider a c t u a l i t y of the article with its twofold a i m to attract attention of educators to this quite controversial set of issues and to outline possible means of approaching them in the classroom setting. Strong language and swearing are all part of everyday spoken English. Many popular films are full of examples of what we call ‘bad language’. The ‘f word’ is now not uncommon in some types of music. O u r a n a l y s i s r e s t s o n the review of educational pro- and contra-arguments for dealing with taboo issues. Furthermore, we frame the capacities of the acceptable in practical application and topics utilization for those teachers who venture employing this area in the context of language studies. ‘The word ‘taboo’ is of Polynesian origin, and signifies the prohibition of a practice, contact with a person, use of an object, consumption of a type of food, or access to a place, which may be considered sacred, dangerous or unclean by a specific society. A violation of the taboo is often believed to bring misfortune or punishment to the perpetrator’ [28, c. 201]. In cultural studies taboo areas have been identified in a variety of cultural texts and practices. Taboos can be found in words, gestures, topics (Appendix 1), social and cultural behaviour, body language and personal space. Dictionary definitions contain explanation of this notion as ‘ something that people do not do or talk about because it is very offensive or shocking’ or ‘prohibition…generally of the use or practice of anything’. In linguistics this term is qualified as ‘a total or partial prohibition of the use of certain words, expressions, topics, etc., esp. in social intercourse’ [35]. Taboos vary from culture to culture. Taboos change as societies change, so as time flows some topics may not be as taboo as they used to be. Interestingly enough, almost no universal taboos have ever been identified, but many are shared by almost all cultures (e.g. incest, patricide and cannibalism). The definitions cited provoke reflections relevant for educators as to whether it is right to teach taboo language to learners and whether it is right to use taboo topics to teach language. Neither of these questions have a simple answer, or one of common agreement. Modern studies show that reference to and discussing controversial issues in respectful and supportive classroom contexts increases political engagement and tolerance toward others. Thus, in our view, in order to foster a culture of openness and curiosity teachers should start referring to disputable issues quite early, ideally within the capacities of almost every topic. The reasons to deal with taboo subjects at language classes will serve as a starting point for studying this restricted cultural area: 1. As learners rarely master a language for purely academic reasons, but also to communicate with native-speakers, to be efficient in different discourses they have to know what language is appropriate and what is not [2, c. 83-119]. 2. Not understanding taboo and topics is dangerous for those who live and work in an English-speaking country, as they will encounter both [31, c. 162-168]. 3. Nowadays, being constantly exposed to taboo language and topics, learners are in need of proper guidance. When teachers decide to use taboos, they should weigh the level of support they give to a class aims, and their appropriacy in distinction to other teaching materials. 4. Using taboo topics can be highly productive, as they often generate tremendous levels of interest and involvement in learners [21; 25; 34]. 5. Sharing the taboo language and topics of native culture in comparison with that of a different society, which is something students do not see in coursebooks, provides some special and unique learning experience [3; 12; 13; 14]. 6. Discussing the taboos of learner cultures together means real communication on genuinely motivating topics [18]. Debating on sensitive areas urges using skills in negotiation, agreeing, disagreeing, explaining opinion, justifying, etc. [26; 27]. 7.Taboos are a rich area of language. Considering taboos as teaching material means for example thinking about euphemisms, slang, formal and informal language, double meanings, pejorative vocabulary, body language and politically correct terminology. 8. The motivational value of materials on taboos reflect the real world. Because the topics are controversial and regularly in the news, it is easy to find related sources by a quick search of the internet. Equally well there are several issues to be considered prior to application of taboo issues, that is to say, the arguments against : 1. Taboo areas of language and topics, which are prohibited by a society for reason, when used in a classroom might cause enormous risks of offending learners in the most profound ways possible: religious and political belief, sexuality, morality. 2. Taboo language is extremely difficult to use correctly and appropriately, which demands a certain level of brevity on a trainer’s part. By instructing learners as to this kind of language teachers must not just give them a loaded gun, but be obliged to show them how to use it safely. 3. Taboos topics may provoke extreme reactions which can cause problems, no matter how well the activity could be managed. A discussion can turn into a conflict in any moment. 4. Teacher’s role is not to provoke extreme emotional responses from learners, although some may think that a provocative role is the right one. In order to teach language systems and skills there are many other effective ways apart from exploiting areas that learners would never discuss, not even in their own language. Even if some are skeptical, critical or suspicious, and advocate positions against teaching taboos or using them to teach language and cultural issues, there is an undeniable interest in the ways of exploiting this area. In the rest of this paper we propose acceptable approaches to utilising it fo: educational purposes: 1. Looking at how taboos are managed in a culture, e.g. euphemism, innuendo, double meaning, formal and informal equivalents [9, c. 43-344; 30, c. 68-69]. 2. Discussing what is appropriate and what is not, both at a language and content level. For example, if it is right to ask questions about taboo topics when you meet someone for the first time; which ones are appropriate or improper; who is allowed to ask those kinds of questions. 3. Analyzing causes of funny examples of mistranslations and misinterpretations [20; 30]. e.g. The intercourse between trams should not be about 6 minutes. or The town has a small stone bitch. 4. Pondering over the reasons why certain writings (inscriptions, slogans, signs, etc.) seem humours, like in e.g. Don’t let worries kill you, let the church help. or Dog for sale: eats anything and is fond of children [16; 30]. 5. Investigating the grounds of black humour in: (e.g. a faulty translation in a Russian Orthodox monastery) You are welcome to visit the cemetery where famous Russian and Soviet composers, artists and writers are buried daily except Thursday. 6. Considering what is acceptable in learner's culture as to body language, gestures, personal space (proxemics), non-verbal codes of touching (haptics), non-verbal code of smell (olfactory) [1, c. 106-114; 5, c. 164-165, 249-251; 9, c. 260-261; 31, c. 45-52]. 7. Looking at modern slang and informal language - rich, challenging and always changing, or, on the contrary – vulgar and impolite [4; 10; 11; 24]. 8. Introducing ‘word-warps’ and distinguishing them from other better-known figures of speech. Word-Warps are essentially visual puns, standing arrogantly astride the borders between a pair (or more) of languages and cultures. Spelled precisely the same in both languages but with remarkably different meanings, they have the potential for stirring up international misunderstandings. For example, mist in English becomes ‘manure’ in German, an ape becomes a ‘bee’ in Italian, pain becomes ‘bread’ in French. Some of them are considered to be false friends of translators and interpreters. Grammarians term such an aberration as an ‘interlinguistic homograph’ [36]. 9. Looking at politically correct language (e.g. fat=horizontally challenged, lazy=motivationally deficient, uneducated=alternatively schooled), professionalisms (e.g. cleaner=environmental technician, housewife=domestic engineer, typist=digital data executive), socio-cultural peculiarities of this units of language use´ [5; 8, c. 156-167; 20; 30, c. 69]. 10. Starting learner-led discussions on an apparently sensitive area important to them. Teacher’s role here is to facilitate, guide and ensure that there is no negative impact on other learners. Modern methodologists reiterate this by suggesting that communication on the grounds of authentic language resources offers a link between classrooms and society, providing an enormous fount of vocabulary and realia [1, c. 114-121; 17]. 11. Looking at taboo language in context, e.g. movie viewing (Appendix 2) and modern literature and press readings [19]. Genuine visual and written text samples are coherent pieces of real discourse, written or spoken for a communicative purpose. If carefully selected, they motivate learners and involve them in critical thinking about real-life problems and situations. 12. Discussing registers and degrees of formality in application of neologisms, abbreviations, acronyms (e.g. DINKYs=young, upwardly mobile professionals, and standing for double income no kids yet) and portmanteaux words/word-blends (e.g. crunk=crazy and drunk, dramedy=drama and comedy) [6, c. 29-33; 29, c. 1-5]. 13. Supplying students with authentic reading and viewing material on provocative issues with an aim to boost further discussions on comparison and contrast of banned issues in different cultures and lifestyles. 14. Making students (especially shy and timid ones) express themselves in writing and position their reflections on provocative topics. (e.g. Discuss the change of definition of the word ‘chauvinism’ since its origin. or Write a fictional narrative about a young person covering up what he\she really feels or Advocate the opinion that no one escapes feeling guilty about something) [32; 37]. A student who wishes to remain silent must have their right to do so respected. We express an opinion that our in-depth discussion o p e n s p r o s p e c t s f o r f u r t h e r s t u d y and adaptation of taboo issues in teaching materials via numerous activities. The educational design of the absorbing cross-cultural activities is prone to encourage fairly advanced learners to analyze texts and information heard and seen more clearly and critically as well as to develop their own voices, points of view and sharing personal position. A collection of topical proverbs, sayings, celebrity styled quotations, contemporary aphorisms, bushisms, notorious mistranslations and modern film fragments, may lay the basis of numerous tasks and offer EFL learners a wealth of linguistic and cultural information to be relied on in the process of mastering language skills – authentic, non-trivial and thus motivating. It would not be wrong to claim that taboo topics will be increasingly popular and become a more regular feature in language classrooms in the near future. Therefore, it is time to ask why we keep ignoring controversial issues and at what expense. Prior to making the decision to take taboos into one’s classroom a teacher should consider his/her own classes, reexamine what students are asked to think about, and respond to. Only on having a strong feeling that the best way students can achieve the learning aims of a class is by looking at taboo subjects, they can use them as an important resource of cultural concepts. As educators, we must also strive to model openness and to honor students' individual beliefs, all the while encouraging them to learn from one another, and from us. LITERATURE 1. 018G . V=32>-?A8E>;>3VG=V >A=>28 =02G0==O V 282G5==O <>28 / . 018G.  '5@=V2FV : CB0, 2000.  175 A. 2. 8AA>= . CAA:85 ?@>1;5<K 2 0=3;89A:>9 @5G8. !;>20 8 D@07K 2 :>=B5:AB5 42CE :C;LBC@ / . 8AA>=; ?5@.A 0=3;; 874.4-5, 8A?@.  . : .0;5=B, 2007.  192 A. 3. 02@8;V2 . V<5FL:>-C:@0W=AL:89 A;>2=8: ;09;828E A;V2 / . 02@8;V2.  L2V2 : ?@V>@V, 2005.  144 A. 4. >;45=:>2 . <5@8:0=A:89 ?8@>3: A;>20@L @073>2>@=>9 ;5:A8:8 / . >;45=:>2; 2-5 874., AB5@.  =. : >2>5 7=0=85, 2006.  304 A. 5. @8H0520 .. 2545=85 2 B5>@8N <56:C;LBC@=>9 :><<C=8:0F88 : CG51. ?>A>185 4;O ABC4. ;8=32. D0:. 2KAH. CG51. 702545=89 / .. @8H0520, .. &C@8:>20; 3-5 874., 8A?@.  . : 740B5;LA:89 F5=B@ Ť:045<8Oť, 2006.  336 A. 6. 0F=89 ... ==>20FVW C A;>2=8:>2><C A:;04V 0=3;V9AL:>W <>28 ?>G0B:C %% AB>;VBBO: 0=3;>-C:@0W=AL:89 A;>2=8: / ... 0F=89, .. /=:>2.  V==8FO : >20 =830, 2008.  360 A. 7. 8=G5=:> .. 56:C;LBC@=0O :><<C=8:0F8O. OB A8AB5<=>3> ?>4E>40 : A8=5@35B8G5A:>9 ?0@0483<5 : CG51.?>A>185 / .. 8=G5=:>, .. CA<0=, .. 8@=>75; 2-5 874.  . : $;8=B0 : 0C:0, 2008.  224 A. 8. C10=>20 .. An American Patchwork. "0:0O @07=0O <5@8:0 / .. C10=>20, .. 8:>;LA:0O.  . : . 0;5=B, 2006.  304 A. 9. 5>=B>28G . 2545=85 2 <56:C;LBC@=CN :><<C=8:0F8N : CG51.?>A>185 / . 5>=B>28G.  . =>78A, 2007.  368 A. 10. 0:>2A:89 .. !>2@5<5==K9 0=3;89A:89 A;5=3: =B>;>38O, AB@C:BC@0, MB8<>;>38O / .. 0:>2A:89; 874. 3-5.  . : 74-2> , 2007.  168 A. 11.>A:>2F52 . 0HC <0BL, !M@! : ;;NAB@8@>20==K9 ?CB52>48B5;L ?> 0<5@8:0=A:><C A;5=3C / . >A:>2F52, !. (52G5=:>.  !?1. : 8B5@, 2004.  480 A. 12. !B028FL:0 . #:@0W=AL:0 <>20 157 B01C : A;>2=8: =5F5=7C@=>W ;5:A8:8 B0 WW 2V4?>2V4=8:V2 / . !B028FL:0.  . : @8B8:0, 2008.  456 A. 13. !B028FL:0 . @3>, 60@3>=, A;5=3: !>FV0;L=0 48D5@5=FVOFVO C:@0W=AL:>W <>28 / . !B028FL:0.  . : @8B8:0, 2005.  464 A. 14. !B028FL:0 . #:@0W=AL:89 60@3>= : A;>2=8: / . !B028FL:0.  . : @8B8:0, 2005.  496 A. 15. "0@=>?>;LAL:89 .. !B0=40@B8 :><C=V:0B82=>W ?>254V=:8 C !( : ?>AV1. 4;O ABC4. AB0@H. :C@AV2, O:V 282G0NBL 0=3;V9AL:C <>2C O: A?5FV0;L=VABL / .. "0@=>?>;LAL:89, .. !:;O@5=:>; 2-5 284., 28?@., 4>?.  . : $V@<0 Ť!ť, 2003.  208 A. 16. "5@-8=0A>20 !.. >9=0 8 <8@ O7K:>2 8 :C;LBC@: 2>?@>AK B5>@88 8 ?@0:B8:8 : CG51. ?>A>185 / !.. "5@-8=0A>20.  . : AB@5;L: %@0=8B5;L, 2007.  286 A. 17. %0;O?8=0 .. 5B>48G5A:0O A8AB5<0 D>@<8@>20=8O ?>;8:C;LBC@=>9 O7K:>2>9 ;8G=>AB8 / .. %0;O?8=0.  5<5@>2A:89 3>A. C=-B.  5<5@>2> : C710AA2C78740B, 2006.  231 A. 18. -:>=><0:8A -. !?@02>G=8: :C;LBC@=KE @07;8G89. CAA:>-0=3;89A:89. =3;>-@CAA:89 / -:>=><0:8A -.  !1. :  , 2006.  224 A. 19. Dangerous English 2000! [;5:B@>==89 @5AC@A].  568< 4>ABC?C:  HYPERLINK "http://www.bbc.co.uk/religion/ethics/" \o "http://www.bbc.co.uk/religion/ethics/" http://www.bbc.co.uk/religion/ethics/ 20. Diachuk N. Language Calendar  2008 / N. Diachuk.   Ť>;>BV 45Wť, 2008.  15 A. 21. Dummett, Paul. Bioethics : Biology Teacher s notes [;5:B@>==89 @5AC@A] / Paul Dummett.  Macmillan Publishers, 2002.  568< 4>ABC?C:  HYPERLINK "http://www.onestopclil.com" http://www.onestopclil.com 22. Glazier S. Random House Word Menu / S. Glazier.  New York : Random House, 1992.  976 p. 23. Halliday M. Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective / M. Halliday, R. Hasan. – Oxford University Press, 1989. – 126 p. 24. Johnson S. (and a distinguished panel of experts). English as a Second F*cking Language / S. Johnson- – An Et Cetera Book, 2005. – 104 p. 25. Kaye P. Taboo in the classroom. Teacher, Trainer, Materials [;5:B@>==89 @5AC@A] / P. Kaye.  568< 4>ABC?C:  HYPERLINK "http://www.teachingenglish.org.uk/think/articles/taboo-classroom" http://www.teachingenglish.org.uk/think/articles/taboo-classroom 26.MacAndrew R. Taboos and Issues / R. MacAndrew & R. Martinez. – Thomsonand Heinle, 2002. – 90 p. 27. MacAndrew R. Instant Discussions / R. MacAndrew & R. Martinez. – Thomsonand Heinle, 2003. – 92 p. 28. Mikula M. Key Concepts in Cultural Studies / M. Mikula. – Palgrave Macmillan, 2008. – 240 p. 29. Maxwell Kerry. From Al Desko to Zorbing. New Words for the 21st century / K. Maxwell. – Macmillan, 2006. – 218 p. 30. Parody A. “Eats, Shites & Leaves. Crap English and How to Use It” / A. Parody. – Michael O’Mara Books Limited, 2007. – 160 p. 31. Perkins P.S. The Art and Science of Communication. Tools for Effective Communication in the Workplace / P.S. Perkins. – USA : John Wiley & Sons. Inc., 2008. – 198 p. 32. Powell D. What Can I Write About? 7000 Topics for High School Students / D. Powell. – National Council of Teachers of English, Urbana, Ill. – 120 p. 33. Richards Jack C. Dictionary of Language Teaching and Applied Linguistics / Jack C. Richards, John Platt, Heidi Platt. – LONGMAN, 1992. – 424 p. 34. Richardson K. Stereotypes : Speaking Skills Teacher’s Notes [;5:B@>==89 @5AC@A] / K. Richardson.  Macmillan Publishers, 2009.  568< 4>ABC?C:  HYPERLINK "http://www.onestopenglish.com" http://www.onestopenglish.com 35. Wikipedia: Taboo [;5:B@>==89 @5AC@A].  568< 4>ABC?C:  HYPERLINK "http://en.wikipedia.org/wiki/Taboo" \o "http://en.wikipedia.org/wiki/Taboo" http://en.wikipedia.org/wiki/Taboo 36. Word-warp by Alex Gross & Ilene Astrahan Gross [;5:B@>==89 @5AC@A].  568< 4>ABC?C:  HYPERLINK "http://language.home.sprynet.com/langdex/wordwarp.htm#totop" http://language.home.sprynet.com/langdex/wordwarp.htm#totop 37. Writing for Change. Raising Awareness of Difference, Power, and Discrimination [;5:B@>==89 @5AC@A].  568< 4>ABC?C:  HYPERLINK "http://www.tolerance.org/teach/web/wfc/index.jsp" http://www.tolerance.org/teach/web/wfc/index.jsp Appendix 1. LIST OF TABOO AND ETHICAL ISSUES compiled on the basis of ‘Random House Word Menu’. [22] abortion addictions AIDS alcoholism animal ethics and rights anxiety begging and beggars bribery burial and funerals cannibalism capital punishment changing sex charity child-killers contraception corruption cosmetic surgery crime curses death (funerals, home burials) death penalty depression divorce drugs drug abuse eschatology euthanasia female circumcision fights forced marriage gay families immigration incest insanity insults honour crimes human cloning (or baby design) human organs sale juvenile delinquancy life after death lying magic and the occult male circumcision marriage of convenience mental disturbances nicotine nonsense words and cutesies nudity obscene gestures one-parent families perversions political freedom poligamy pornography politically incorrect behaviour and language prison and imprisonment prostitution racism rape religion revenge same-sex marriages sexuality and libido sexual harassment slavery spells spiritual attainment spying on peoples private life stereotypes suicide swearing taboo conversational topics terrorism torture uncivil actions unequal ( in terms of age) marriages violence violent actions, war Appendix 2 LIST OF MODERN FILMS ON (OR PICTURING IN THEM) TABOO AND ETHICAL ISSUES original film titlefilm title in our counryoriginal film titlefilm title in our counryAll is Illuminated !25B 2>:@C3Laws of Attraction 0:>=K ?@82;5:0B5;L=>AB8Bridget Jones s Diary =52=8: @8465B 6>=ASpanglish A?0=A:89 0=3;89A:89By Car, by Plane, by Automobile !0<>;5B><, ?>574><, <0H8=>9 The Curious Case of Benjamin Button 0304>G=0O 8AB>@8O 5=460<8=0 0BB>=0Changeling >4<5=0The Ladykillers 3@K 465=B;L<5=>2Chocolat (>:>;04The Fur 5EDeath at the Funeral !<5@BL =0 ?>E>@>=0EThe Lives of Others 87=L 4@C38EDevil s Advocate 42>:0B LO2>;0The Read Violin @0A=0O A:@8?:0Eyes wide Shut ! H8@>:> 70:@KBK<8 3;070<8The Reader '8B0B5;LFour Weddings and a Funeral '5BK@5 A204L1K 8 >4=8 ?>E>@>=KThe Story of Us AB>@8O > =0AI am Sam /-!M<The Secret!5:@5B (4>:C<5=B0;L=K9 D8;L<)Lock, Stock and Two Smoking Barrets 0@BK, 45=L38, 420 AB2>;0The Thomas Crown Affair 5;> "><0A0 @0C=0Notting Hill >BB8=3 %8;;Terminal "5@<8=0;Milk >;>:>Vicky, Cristina, Barcelona 8:8, @8AB8=0, 0@A5;>=0Prime >9 ;CGH89 ;N1>2=8:Wicker Park 45@68<>ABLRevolutionary Road 87=L A=0G0;0Perversion for Profit.  In the beginning & was a word  =0G0;5 1K;> A;>2> Ť$ť (4>:C<5=B0;L=K9 D8;L<)Slumdog Millionaire 8;;8>=5@ 87 B@CI>1 Š N.O. 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A.O. Kovalenko. Interlanguage and intralanguage interference in the process of learning French as a second foreign language. Basing on the results of a special cross-sectional test analysis to establish the level of the past-tense structures command of students majoring in Philology, and learning French as their second foreign language, the author offers a conclusion about the impact of intralanguage interference in the process of the foreign language grammar subskills development and suggests taking it into consideration in the development of appropriate exercises. 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V7=VHV 4>A;V465==O, >4=0:, ?>AB028;8 ?V4 AC<=V2 :0B53>@8G=VABL ?>;>65=L 73040=>W 3V?>B578. >:@5<0, 7@V78 C ?0@V ŤG5AL:0 <>20  0=3;V9AL:0 <>20ť ?>:070;8, I> ABC?V=L <V6<>2=>W V=B5@D5@5=FVW :>;820;0AO 70;56=> 2V4 <>2=>3> 0A?5:BC V =091V;LH5 ?@>O2;O;0AO C ?>@O4:C A;V2, 0 =0 <>@D>;>3VG=><C @V2=V ?8B><0 2030 V=B5@;V=320;L=8E (O:V <>6=0 >4=>7=0G=> ?>OA=8B8 <V6<>2=>N V=B5@D5@5=FVTN) ?><8;>: A:;0;0 CAL>3> 12% [5]. !E>6V @57C;LB0B8 1C;8 >45@60=V V =0 <0B5@V0;V V=H8E ?0@ <>2 C =87FV V=H8E 4>A;V465=L [3; 6; 8; 10], 45 G0AB:0 V=B5@;V=320;L=8E ?><8;>: :>;820;0AO 2V4 5% [6] 4> 21% [10]. "0:8< G8=><, ?8B0==O ?@> A?V22V4=>H5==O <V6<>2=>W B0 2=CB@VH=L><>2=>W V=B5@D5@5=FVO C ?@>F5AV 70A2>T==O V=>75<=>W <>28 T AC?5@5G;828<. )> 6 AB>ACTBLAO 4>A;V465=L 7 2?;82C 73040=8E 284V2 V=B5@D5@5=FVW =0 D>@<C20==O 3@0<0B8G=8E =028G>: <091CB=VE DV;>;>3V2, I> 282G0NBL D@0=FC7L:C <>2C O: 4@C3C V=>75<=C 2 C:@0W=AL:8E 28I8E 70:;040E >A2VB8, 45 C A2V4><>ABV ABC45=BV2 270T<>4VNBL A8AB5<8, O: <V=V<C<, G>B8@L>E <>2 (C:@0W=AL:0, @>AV9AL:0, ?5@H0 B0 4@C30 V=>75<=V), B> ?>4V1=V @>1>B8 2V4ACB=V 27030;V, I> 9 287=0G0T 0:BC0;L=VABL =0H>W AB0BBV. 5B>N =0H>3> 4>A;V465==O 1C;> 2AB0=>2;5==O ?>@V2=O;L=>3> 2?;82C @V7=8E 284V2 V=B5@D5@5=FVW =0 <091CB=VE DV;>;>3V2, I> 282G0NBL D@0=FC7L:C <>2C O: 4@C3C V=>75<=C, ?@8 26820==V 3@0<0B8G=8E AB@C:BC@ 402=><8=C;>3> G0AC, 0 B0:>6 287=0G5==O @V2=O 2>;>4V==O =8<8 B0:8<8 AB@C:BC@0<8. 1 T:B>< 282G5==O 1C2 ?@>F5A DC=:FV>=C20==O D@0=:><>2=>W 3@0<0B8G=>W :><?5B5=FVW C <091CB=VE DV;>;>3V2, I> 282G0NBL D@0=FC7L:C <>2C O: 4@C3C V=>75<=C, 0 ?@54<5B><  465@5;0 B@C4=>IV2, I> 2?;820NBL =0 =8E ?@8 26820==V D@0=:><>2=8E 3@0<0B8G=8E AB@C:BC@ 402=><8=C;>3> G0AC.  <560E 40=>W AB0BBV <0B5@V0;>< 0=0;V7C 1C;0 3@0<0B8G=0 D>@<0 402=><8=C;>3> G0AC Plus-que-parfait, 0 @57C;LB0B8 0=0;V7C I>4> @5HB8 AB@C:BC@ <8=C;>3> G0AC ?>40=V 2 V=HV9 =0HV9 ?C1;V:0FVW [2]. >A;V46C20=8<8 1C;8 55 ABC45=BV2 (50 6V=>: B0 5 G>;>2V:V2 2V:>< 2V4 20 4> 25 @>:V2) 3-5 :C@AV2 0=3;V9AL:>3> 2V44V;5==O D0:C;LB5BC V=>75<=8E <>2 %0@:V2AL:>3> =0FV>=0;L=>3> C=V25@A8B5BC V<5=V ..0@07V=0, I> 282G0;8 D@0=FC7L:C O: 4@C3C V=>75<=C. 0 G0A 4>A;V465==O 4>A2V4 ABC45=BV2 C 282G5==V D@0=FC7L:>W <>28 :>;8202AO 2V4 2,5 4> 4,5 @>:V2 V7 A5@54=V< =020=B065==O< 2 7 0:045<VG=8E 3>48= =0 B8645=L. >A;V465==O ?@>2>48;>AO C D>@<V 7@V7C, I> 2:;NG02 80 70240=L, 10 7 O:8E ?5@52V@O;8 ABC?V=L 2>;>4V==O AB@C:BC@>N Plus-que-parfait, 0 @5HB0 AB>AC20;0AO 26820==O V=H8E AB@C:BC@ <8=C;>3> G0AC D@0=FC7L:>W <>28 V 28:>=C20;8 DC=:FVN 48AB@0:B>@V2. V4 G0A 7@V7C ABC45=B0< ?@>?>=C20;>AO 70?>2=8B8 ?@>?CA:8 2 @5G5==OE, ?>AB0282H8 4VTA;>20 2 4C6:0E C ?>B@V1=><C 3@0<0B8G=><C G0AV (482. ?@8:;048 40;V). 030;L=89 2V4A>B>: ?@028;L=>ABV 70?>2=5==O ?@>?CA:V2 C 10 @5G5==OE, 45 A;V4 1C;> 268B8 D>@<C Plus-que-parfait, A:;02 66,2 %. 86G5 28:;045=> @57C;LB0B8 0=0;V7C 73040=8E 70?>2=5=L C :>6=><C @5G5==V. # @5G5==V 1 (Quand Pascal est revenu chez lui, on lui a dit que quelqu`un lui _______ déjŕ _________ (téléphoner).  >;8 0A:0;L ?>25@=C2AO 4>4><C, 9><C A:070;8, I> EB>AL 9><C 265 B5;5D>=C202) >GV:C20;>AO 26820==O 4VTA;V2=>W D>@<8 avait téléphoné. @028;L=VABL 70?>2=5==O ?@>?CA:V2 A:;0;0 78%. # 67% E81=8E 70<V= 70DV:A>20=0 2=CB@VH=L><>2=0 V=B5@D5@5=FVO 70 DC=:FVTN 7 1>:C V=H8E D>@< <8=C;>3> G0AC, 7>:@5<0, Passé composé (a téléphoné). )5 C 8% E81=8E 70<V=, O:V B0:>6 28:;8:0=V 73040=>N V=B5@D5@5=FVTN, A?>AB5@V30;>AO 7<VHC20==O D>@< B@5BL>W B0 ?5@H>W >AV1 >4=8=8 4>?><V6=>3> 4VTA;>20, 2=0A;V4>: G>3> ?@>?>=C20;0AO D>@<0 ai téléphoné. =HV ABC45=B8 (17% ?><8;:>28E 70<V=) =0<030;8AO 268B8 4VTA;V2=C D>@<C 402=><8=C;>3> G0AC, 0;5 ?><8;O;8AO ?@8 281>@V 4>?><V6=>3> 4VTA;>20, ?@>?>=CNG8 D>@<C était téléphoné. # G0AB8=V 28?04:V2 (8%) E81=89 281V@ 4>?><V6=>3> 4VTA;>20 AC?@>2>46C202AO I5 9 ?><8;:>N ?@8 281>@V 9>3> D>@<8 (est téléphoné). "0:8< G8=><, 2 CAVE ?><8;:>28E 70<V=0E C @5G5==V 1 A?>AB5@V30TBLAO 2?;82 2=CB@VH=L><>2=>W V=B5@D5@5=FVW 70 DC=:FVTN 7 1>:C Passé composé, O:89 C B@5B8=V 28?04:V2 4>?>2=NTBLAO V=B5@D5@5=FVTN 70 D>@<>N ?@8 281>@V 4>?><V6=>3> 4VTA;>20 01> 9>3> D>@<8. 0?5@5G=5 @5G5==O 2 (Tes amis se sont fachés parce que je ______________(ne pas vouloir) reconnaître ma faute hier.  "2>W 4@C7V @>7A5@48;8AO, 1> O =5 70E>BV2 287=020B8 A2>N ?><8;:C 2G>@0), 45 >GV:C20;>AO 70AB>AC20==O D>@<8 n`avais pas voulu, 28O28;>AL A:;04=8< 4;O ABC45=BV2 (;8H5 25% ?@028;L=>ABV). =0G=0 :V;L:VABL ?><8;>: (64%) ?>2 O70=0 7 2=CB@VH=L><>2=>N V=B5@D5@5=FVTN 70 DC=:FVTN 7 1>:C AB@C:BC@ Passé composé 2=0A;V4>: G>3> ABC45=B8 26820;8 D>@<C ai voulu. )5 C :V;L:>E 28?04:0E 73040=89 B8? V=B5@D5@5=FVW 4>?>2=N202AO V=B5@D5@5=FVTN 70 D>@<>N, 2=0A;V4>: G>3> 4>A;V46C20=V ?@>?>=C20;8 AB@C:BC@C a voulu (16%) (7<VHC20==O D>@< 4>?><V6=>3> 4VTA;>20 avoir  B@5BO >A>10 >4=8=8 70<VABL ?5@H>W) 01> avez voulu (7<VHC20==O D>@< ?5@H>W >A>18 >4=8=8 B0 4@C3>W >A>18 <=>68=8 4>?><V6=>3> 4VTA;>20)  2,5% ?><8;:>28E 70<V=, 01> n`avais pas été voulu (=5?@028;L=0 4VTA;V2=0 D>@<0 C 4V9A=><C AB0=V)  5%. =CB@VH=L><>2=0 V=B5@D5@5=FVO 70 DC=:FVTN =5 >1<56C20;0AO 2?;82>< 7 1>:C AB@C:BC@ Passé composé. # 5% E81=8E 70<V= ABC45=B8 26820;8 D>@<8 Subjonctif Passé (aie voulu G8 ais pas voulu) 2=0A;V4>: ?><8;:>2>W >@VT=B0FVW =0 26820==O Subjonctif ?VA;O 4VTA;V2 V7 7=0G5==O< 2>;V, 1060==O B>I>, E>G0 C 40=><C 28?04:C ?VA;O 4VTA;>20 vouloir 28<030;>AO 70AB>AC20==O V=DV=VB82=>W :>=AB@C:FVW. )5 C 5% 28?04:V2 70DV:A>20=V A?@>18 268B8 B5?5@VH=V9 G0A (veux), E>G0 G0A C FL><C @5G5==V 2:07C202AO C O2=><C 283;O4V (hier  CG>@0). 0@5HBV C 2,5% E81=8E 70<V= 70DV:A>20=5 V7>;L>20=5 26820==O D>@<8 voulu (4@C3>3> 5;5<5=BC Passé composé, E>G0 4>?><V6=5 4VTA;>2> avoir C F8E 28?04:0E =5 26820;>AO). "0:8< G8=><, O: V 2 ?>?5@54=L><C @5G5==V, ?5@5206=0 1V;LHVABL ?><8;>: C @5G5==V 2 ?>OA=NTBLAO 2?;82>< 2=CB@VH=L><>2=>W V=B5@D5@5=FVW 70 DC=:FVTN 7 1>:C Passé composé, Subjonctif Passé V =02VBL Présent, O:V AC?@>2>46CNBLAO E810<8 C 281>@V 4>?><V6=>3> 4VTA;>20 01> 9>3> D>@<, A?@8G8=5=8<8 2=CB@VH=L><>2=>N V=B5@D5@5=FVTN 70 D>@<>N. @028;L=VABL 70?>2=5==O ?@>?CA:C 2 C @5G5==V 3 (Je (1) t`___ __________ (téléphoner) ŕ huit heures, mais tu (2)____ déjŕ_____ (partir).  / B>1V B5;5D>=C202 > 8 3>48=V, 0;5 B8 265 ?>WE02), 45 >GV:C20;>AO 26820==O 4VTA;V2=>W D>@<8 étais déjŕ parti, A:;0;0 68%. # 16% ?><8;:>28E 70<V= ABC45=B8 ?@>?>=C20;8 AB@C:BC@C était parti, 7<VHCNG8 4@C3C >A>1C >4=8=8 4>?><V6=>3> 4VTA;>20 7 B@5BL>N, I> ?>OA=NTBLAO 2=CB@VH=L><>2=>N V=B5@D5@5=FVTN 70 D>@<>N. 5;8:0 3@C?0 ?><8;>: ?>2 O70=0 7 2=CB@VH=L><>2=>N V=B5@D5@5=FVTN 70 DC=:FVTN 7 1>:C Passé composé.  11% E81=8E 70<V= A?>AB5@V30;0AO ?@>AB0 70<V=0 D>@<8 Plus-que-parfait =0 D>@<C Passé composé (es déjŕ parti), I5 C 26% 28?04:V2 B0:V A?@>18, ?V4 2?;82>< 2=CB@VH=L><>2=>W V=B5@D5@5=FVW 70 D>@<>N, AC?@>2>46C20;8AO ?><8;:>28< 281>@>< 4>?><V6=>3> 4VTA;>20 (est parti) 01> E81=8< CB2>@5==O< D>@<8 A<8A;>2>3> 4VTA;>20 (est partie)  5%, 01> =52V@=8< 281>@>< 4>?><V6=>3> 4VTA;>20 (avoir 70<VABL ętre  avait parti), O:5 <>3;> AC?@>2>46C20B8AO 7<VHC20==O< D>@< =52V@=> 281@0=>3> 4>?><V6=>3> 4VTA;>20 (avais parti  21%) 01> >4=>G0A=> D>@< 4>?><V6=>3> 9 A<8A;>2>3> 4VTA;V2 (a partit  5%). 0DV:A>20=V B0:>6 =5G8A;5==V 28?04:8 (5%) 70AB>AC20==O D>@<8 partirait, I> <>6=0 ?>OA=8B8 V=B5@D5@5=FVTN 70 DC=:FVTN 7 1>:C Futur dans le passé.  @5G5==V 4 (Marthe est partie et je suis resté pour leur expliquer ce qui _______________(se passer) avant-hier.  0@B0 ?>WE0;0, 0 O 70;8H82AO, I>1 ?>OA=8B8 W<, I> AB0;>AO ?>702G>@0), 45 >GV:C20;>AO 26820==O 4VTA;V2=>W D>@<8 s`était passé, 70DV:A>20=> 77% ?@028;L=>ABV. =CB@VH=L><>2=0 V=B5@D5@5=FVO 70 DC=:FVTN 7 1>:C Passé composé ?>OA=NT 7=0G=89 2V4A>B>: (64%) 26820==O D>@<8 s`est passé. &59 284 V=B5@D5@5=FVW 2 V=H8E 28?04:0E 4>?>2=N202AO 2=CB@VH=L><>2=>N V=B5@D5@5=FVTN 70 D>@<>N, O:0 ?>OA=NT =52V@=5 2V4<V=N20==O 709<5==8:>28E 4VTA;V2, I> A?@8G8=8;> 26820==O D>@<8 est passé (9%); 7<VHC20==O 4>?><V6=8E 4VTA;V2 ętre V avoir, 2=0A;V4>: G>3> ?@>?>=C20;0AO D>@<0 m`a passé (9%); >4=>G0A=5 7<VHC20==O D>@< 4>?><V6=>3> 9 A<8A;>2>3> 4VTA;V2 (s`étaient passées  9%); 7<VHC20==O AE>68E 70 D>@<>N, 0;5 @V7=8E 70 7=0G5==O< 4VTA;V2 passer B0 partir, @57C;LB0B>< G>3> 1C2 20@V0=B s`était parti (9%). @028;L=VABL 70?>2=5==O ?@>?CA:C 2 C @5G5==V 5 (Gaston (1)______________(ne pas participer) ŕ ce match avant-hier parce qu`il (2)________________(se casser) la jambe.  0AB>= =5 ?@89<02 CG0ABV C FL><C <0BGV ?>702G>@0, 1> 2V= 7;0<02 =>3C), 7 >GV:C20=>N D>@<>N s`était cassé, 7=0E>48BLAO =0 B0:><C 6 @V2=V, O: V 2 ?>?5@54=L><C @5G5==V (77%). @>3=>7>20=> =09?>H8@5=VH8<8 28O28;8AO ?><8;:8, 28:;8:0=V 2=CB@VH=L><>2=>N V=B5@D5@5=FVTN 70 DC=:FVTN 7 1>:C Passé composé: 26820==O D>@<8 s`est cassé, B>1B> ?@>AB0 70<V=0 D>@<8 Plus-que-parfait =0 D>@<C Passé composé (77% E81=8E 70<V=). # 15% 28?04:V2 ABC45=B8 =0<030;8AO 28:>@8AB0B8 Plus-que-parfait, 0;5 ?><8;8;8AO ?@8 2V4<V=N20==V 709<5==8:>2>3> 4VTA;>20 (avait cassé).  @5HBV ?><8;:>28E 70<V= (8%) A?>AB5@V30;0AO V=B5@D5@5=FVO 70 D>@<>N 7 1>:C AE>68E AB@C:BC@, I> A?@8G8=N20;0 2V4E8;5==O 2 >1>E :><?>=5=B0E 4VTA;V2=>W D>@<8: etait casse (45, ?>-?5@H5, =5 2:070=>, I> F5 709<5==8:>25 4VTA;>2>, 0 ?>-4@C35, =52V@=> 268B> D>@<C 4VT?@8:<5B=8:0 <8=C;>3> G0AC). # @5G5==V 6 (Il (1) _____________(rater) son examen il y a deux jours, pourtant il (2)________ (réviser) ses leçons.  V= =5 A:;02 VA?8B 420 4=V B><C, E>G0 ?>2B>@82 C@>:8.), 45 =5>1EV4=> 1C;> 268B8 4VTA;V2=C D>@<C avait révisé, ?@028;L=VABL 70?>2=5==O ?@>?CA:C 2 A:;0;0 60% . # 1V;LH>ABV 28?04:V2 (44% ?><8;:>28E 70<V=) A?>AB5@V30;0AO V=B5@D5@5=FVO 70 DC=:FVTN 7 1>:C <8=C;>3> =57025@H5=>3> G0AC Imparfait (révisait). 16% ?><8;>: 28:;8:0=V V=B5@D5@5=FVTN 70 DC=:FVTN 7 1>:C Passé Composé (a révisé). '8<0;> ?><8;>: (22% E81=8E 70<V=) 1C;8 A?@8G8=5=V B8<, I> ABC45=B8 =5 725@=C;8 C203C =0 >1AB028=C G0AC V 268;8 D>@<C Présent (révise). # 6% 28?04:V2 ABC45=B8 =0<030;8AO 28:>@8AB0B8 D>@<C 402=><8=C;>3> G0AC, 0;5 ?><8;8;8AO ?@8 CB2>@5==V D>@<8 Participe passé 4VTA;>20 réviser V ?@>?>=C20;8 D>@<C avait révisait. 57=0G=0 :V;L:VABL ?><8;>: (6%) ?@8?040T =0 D>@<C révisé, 45 2V4ACB=T 4>?><V6=5 4VTA;>2>, 0 268B> ;8H5 4VT?@8:<5B=8: <8=C;>3> G0AC. )5 6% 70<V= ?>2`O70=V 7 28:>@8AB0==O< 3V1@84=>W D>@<8 révises, 45 >4=>G0A=> A?>AB5@V30TBLAO O: V=B5@D5@5=FVO 7 1>:C AB@C:BC@ B5?5@VH=L>3> G0AC, B0: V =5?@028;L=5 2V4<V=N20==O 4VTA;>20 réviser C B@5BV9 >A>1V >4=8=8. 0?5@5G=5 @5G5==O 7 (Il (1)_______________(ne pas faire) cet exercice hier parce qu`il (2)_____________(ne pas comprendre) la rčgle.  V= =5 28:>=02 FN 2?@02C, B><C I> 2V= =5 7@>7C<V2 ?@028;>.) 7 >GV:C20=>N 4VTA;V2=>N D>@<>N n`avait pas compris 4;O 70?>2=5==O ?@>?CA:C 2, 40;> 61,5 % ?@028;L=>ABV. /: V 2 ?>?5@54=VE @5G5==OE, =09?>H8@5=VH8<8 1C;8 ?><8;:8 28:;8:0=V 2=CB@VH=L><>2=>N V=B5@D5@5=FVTN 70 DC=:FVTN 7 1>:C Passé composé: 26820==O D>@<8 n`a pas compris, B>1B> ?@>AB0 70<V=0 D>@<8 Plus-que-parfait =0 D>@<C Passé composé (59%). # =87FV 28?04:V2 73040=0 V=B5@D5@5=FVO ?>A8;N20;0AO 2=0A;V4>: 4VW 2=CB@VH=L><>2=>W V=B5@D5@5=FVW 70 D>@<>N, O:0 ?>OA=NT =52V@=5 CB2>@5==O Participe passé A<8A;>2>3> 4VTA;>20 (D>@<8 n`a pas comprit B0 n`a pas compri  9%). 0DV:A>20=0 B0:>6 V=B5@D5@5=FVO 70 DC=:FVTN 7 1>:C B5?5@VH=L>3> G0AC (D>@<0 comprend  14%) B0 Imparfait (ne comprenait pas  4,5%), 0 B0:>6 ?@>?CA: ;VB5@8, I> 2V@>3V4=> ?>OA=NTBLAO =5C206=VABN (n`avais pas compis  4,5%). # @5G5==V 8 (Adčle a dit qu`elle_______________(réussir) ŕ son examen avant-hier.  45;L A:070;0, I> 2>=0 CA?VH=> A:;0;0 VA?8B ?>702G>@0) 7 >GV:C20=>N D>@<>N avait réussi, 45 ?@028;L=VABL 70?>2=5==O 7=0E>48BLAO =0 45I> 28I><C @V2=V (65 %). 53% 70<V= <>6=0 ?>OA=8B8 2=CB@VH=L><>2=>N V=B5@D5@5=FVTN 70 DC=:FVTN 7 1>:C Passé Composé (a réussi). # 20% 28?04:V2 70@5TAB@>20=V =5240GV ?@8 A?@>1V 26820==O D>@< 402=><8=C;>3> G0AC G5@57 =52V@=5 CB2>@5==O 4VT?@8:<5B=8:0 <8=C;>3> G0AC (avait réussit), 0 I5 2 13% 2V= CB2>@N202AO ?@028;L=> réussi, >4=0: ?@>?CA:0;>AL 4>?><V6=5 4VTA;>2>. 525;8:0 G0AB:0 ?><8;>: (?> 7% =0 :>6=C D>@<C) ?>OA=NTBLAO 2=CB@VH=L><>2=>N V=B5@D5@5=FVTN 70 DC=:FVTN 7 1>:C Passé antérieur (eut réussi) B0 Futur dans le passé (réussirait). 5G5==O 9 (Nathalie (1)____lui________________ (ne pas répondre) hier parce qu`elle (2)___________________(perdre) son adresse.  0B0;V =5 2V4?>2V;0 9><C 2G>@0, 1> 703C18;0 9>3> 04@5AC) 7 >GV:C20=>N D>@<>N avait perdu 4;O 70?>2=5==O ?@>?CA:C 2, 28O28;>AO ?><V@=> =5A:;04=8< (83,5 % ?@028;L=>ABV). 091V;LH0 G0AB:0 ?><8;>: (75% 2V4 7030;L=>W :V;L:>ABV E81=8E 70<V=) ?>2`O70=0 7 V=B5@D5@5=FVTN 70 DC=:FVTN 7 1>:C Passé Composé (a perdu) B0 ?><8;:0<8 G5@57 7<VHC20==O AE>68E 70 D>@<>N, 0;5 2V4<V==8E 70 7<VAB>< 4VTA;V2 perdre B0 prendre, 2=0A;V4>: G>3> ?@>?>=C20;0AO D>@<0 n`avait pas pris (25%). 5G5==O 10 (Paul a dit qu`il ______ déjŕ __________(commander) un jus.  >;L A:0702, I> 2V= C65 70<>282 AV:.), 45 ?>B@V1=> 1C;> 268B8 D>@<C avait commandé, 40;> 77% ?@028;L=>ABV. 0DV:A>20=V ?><8;:8 ?>OA=NNBLAO 2=CB@VH=L><>2=>N V=B5@D5@5=FVTN 70 DC=:FVTN 7 1>:C <8=C;>3> 7025@H5=>3> G0AC (a commandé) (89% 2V4 7030;L=>W :V;L:>ABV E81=8E 70<V=) B0 Futur Simple (11% ?><8;:>28E 26820=L), 45 >4=>G0A=> A?>AB5@V30;>AO 7<VHC20==O AE>68E 70 D>@<>N, 0;5 2V4<V==8E 70 7<VAB>< 4VTA;V2 commander B0 comprendre, 2=0A;V4>: G>3> ?@>?>=C20;0AO D>@<0 comprendra. #7030;L=5=> B8?8 B0 2848 ?><8;>: ?@8 26820==V Plus-que-parfait <091CB=V<8 DV;>;>30<8, I> 282G0NBL D@0=FC7L:C <>2C O: 4@C3C V=>75<=C, B0 WE 2V4=>A=0 ?8B><0 2030 ?>40=V C B01;8FV 1. "01;8FO 1 "8?8 B0 2848 ?><8;>: ?@8 26820==V Plus-que-parfait <091CB=V<8 DV;>;>30<8, I> 282G0NBL D@0=FC7L:C <>2C O: 4@C3C V=>75<=C, B0 WE 2V4=>A=0 ?8B><0 2030 "8?8 B0 2848 ?><8;>:% "8? . ><8;:8, 28:;8:0=V 2?;82>< 2=CB@VH=L><>2=>W V=B5@D5@5=FVW 70 DC=:FVTN1. 6820==O Passé composé 70<VABL Plus que parfait57.52. 6820==O Imparfait 70<VABL Plus que parfait4.83. 6820==O Subjonctif Passé 70<VABL Plus que parfait0.54. 6820==O Présent 70<VABL Plus que parfait4.75. 6820==O Futur dans le passé 70<VABL Plus que parfait1.26. 6820==O Passé antérieur 70<VABL Plus que parfait0.77. <VHC20==O 4>?><V6=8E 4VTA;V2 avoir B0 ętre8.68. 6820==O 4@C3>3> 5;5<5=BC AB@C:BC@8 Passé composé 70<VABL Plus que parfait2.19. 6820==O Futur Simple 70<VABL Plus que parfait1.1 #AL>3> 70 B8?>< .81.2"8? . ><8;:8, 28:;8:0=V 2?;82>< 2=CB@VH=L><>2=>W V=B5@D5@5=FVW 70 D>@<>N1. <VHC20==O D>@< 4>?><V6=>3> 4VTA;>20 avoir3.22. <VHC20==O D>@< 4>?><V6=>3> 4VTA;>20 ętre5.63. <VHC20==O 4VTA;V2 V7 AE>6>N D>@<>N (=0?@8:;04, perdre  prendre) 2.54. 52V@=5 CB2>@5==O D>@<8 4VT?@8:<5B=8:0 <8=C;>3> G0AC5.2 5.<VHC20==O 4VTA;V2 passer B0 partir0.9 #AL>3> 70 B8?>< .17.4 "8? . =HV ?><8;:81. @>?CA: 72>@>B=>3> 709<5==8:0 ?@8 2V4<V=N20==V 709<5==8:>28E 4VTA;V20.92. @>?CA: ;VB5@ C A;>20E0.5 #AL>3> 70 B8?>< .1.4#AL>3> ?><8;>:100%  V41820NG8 ?V4AC<:8, A;V4 707=0G8B8, I> >A=>2=8< 465@5;>< ?><8;>: ?@8 26820==V AB@C:BC@ Plus-que-parfait T 2=CB@VH=L><>2=0 V=B5@D5@5=FVO 70 DC=:FVTN (81.2%). 52>20 G0AB:0 ?><8;>: ?@8?040T =0 26820==O Passé composé 70<VABL Plus-que-parfait (57.5%). =0G=> <5=H0 G0AB8=0 ?><8;>: 1C;0 28:;8:0=0 70<V=>N AB@C:BC@ Plus-que-parfait =0 Imparfait(4.8%). # 45O:8E 28?04:0E ?@>AB56C20;>AO 26820==O D>@< B5?5@VH=L>3> G0AC (Présent) 70<VABL Plus-que-parfait (4.7%). 52=0 G0AB8=0 ?><8;>: ?>2`O70=0 7V 7<VHC20==O< 4>?><V6=8E 4VTA;V2 avoir B0 ętre (8.6%). 0DV:A>20=0 B0:>6 =57=0G=0 :V;L:VABL ?><8;>:, A?@8G8=5=8E 26820==O< D>@< Passé antérieur 70<VABL Plus-que-parfait (0.7%). )5 <5=H8< 28O282AO 2?;82 Subjonctif Passé =0 Plus-que-parfait (0.5%). :@V< 2?;82C D>@< <8=C;>3> G0AC 40202AO 27=0:8 V 2?;82 AB@C:BC@ <091CB=L>3> G0AC, I> T <0965 @V2=>7=0G=8<: 26820==O Futur Simple 70<VABL Plus-que-parfait (1.1%) B0 Futur dans le passé 70<VABL Plus-que-parfait (1.2%). 8:>@8AB0==O Participe Passé 70<VABL Plus-que-parfait (2.1%) 2V41C20;>AO 2=0A;V4>: =04<V@=>W :>=F5=B@0FVW 2 ?@>F5AV 281>@C =0;56=>W 3@0<0B8G=>W D>@<8 4VTA;>20. # ?>@V2=O==V V7 707=0G5=>N 28I5 V=B5@D5@5=FVTN 2=CB@VH=L><>2=0 V=B5@D5@5=FVO 70 D>@<>N (17.4% ?><8;>: 2V4 7030;L=>W :V;L:>ABV) 287=0G0;0AO 4VTN 2=CB@VH=L><>2=8E D0:B>@V2, 7>:@5<0 ?><8;:>28< 26820==O 4>?><V6=>3> 4VTA;>20 avoir, 0 2 45O:8E 28?04:0E 27030;V 9>3> 2V4ACB=VABN. >4V1=V O28I0 A?>AB5@V30;8AO V AB>A>2=> 4>?><V6=>3> 4VTA;>20 ętre, 70 4>?><>3>N O:>3> B0:>6 CB2>@NTBLAO D>@<0 402=><8=C;>3> G0AC, V 7 O:8< 2V4<V=NNBLAO CAV 709<5==8:>2V 4VTA;>20. "0:, 2=0A;V4>: ?><8;:>2>3> 2V4<V=N20==O 709<5==8:>28E 4VTA;V2 2V41C202AO ?@>?CA: 72>@>B=>3> 709<5==8:0, I> <8 V 10G8<> C @5G5==V 4, 45 1C;0 =5?@028;L=> 70AB>A>20=0 D>@<0 <8=C;>3> 7025@H5=>3> G0AC est passé 70<VABL D>@<8 s`était passé. 52=C :V;L:VABL ?><8;>: (3.4%), I> ?>2`O70=V V7 70<V=>N A<8A;>28E A;V2 (=0?@8:;04, perdre  prendre, passer  partir ) B0 =52V@=8< CB2>@5==O< D>@<8 4VT?@8:<5B=8:0 <8=C;>3> G0AC (5.2 %), <>6=0 ?>OA=8B8 =04<V@=8< 7>A5@5465==O< =0 281>@V 4VTA;V2=>W D>@<8. 525;8:0 :V;L:VABL ?><8;>: (1.4%) 28:;8:0=0 ?@>?CA:>< 72>@>B=>3> 709<5==8:0 B0 ?@>?CA:>< ;VB5@ ?@8 =0?8A0==V 4VTA;V2=>W D>@<8, I> <>65 ?>OA=N20B8AO =5C206=VABN. B65, @57C;LB0B8 4>A;V465==O ?>:070;8, I> @V25=L 3@0<0B8G=8E =028G>: C <091CB=VE DV;>;>3V2, O:V 282G0NBL D@0=FC7L:C <>2C O: 4@C3C V=>75<=C, T 7030;>< 704>2V;L=8<. @>B5 9>3>, 9<>2V@=>, <>6=0 ?V428I8B8 70 @0EC=>: =0C:>2> >1‘@C=B>20=>W A8AB5<8 2?@02, A?@O<>20=>W =0 =59B@0;V70FVN 465@5; =530B82=>3> 2?;82C ?@8 26820==V AB@C:BC@ G0AC B0 284C, I>, C A2>N G5@3C, <>65 A?@8OB8 ?>4>;0==N B@C4=>IV2, ?>2`O70=8E V7 2=CB@VH=L><>2=>N V=B5@D5@5=FVTN.  @>7@>1:>N 73040=>W A8AB5<8 V ?>2 O70=0 ?5@A?5:B820 =0H>3> ?>40;LH>3> 4>A;V465==O. " "#  1. 09=@09E #. /7K:>2K5 :>=B0:BK / #. 09=@09E.  .: KAH. H:., 1979.  264 A. 2. '5@=>20B89 .. 65@5;0 B@C4=>IV2 ?@8 26820==V AB@C:BC@ Passé composé <091CB=V<8 DV;>;>30<8, I> 282G0NBL D@0=FC7L:C <>2C O: 4@C3C V=>75<=C / .. '5@=>20B89, .. >20;5=:> // VA=8: %0@:V2. =0F. C=-BC V<5=V ..0@07V=0.  2009.  ! 848.  !. 263-268. 3. '5@=>20BK9 .. A8E>;8=328AB8G5A:85 >A=>2K B5>@88 ?5403>38G5A:>9 3@0<<0B8:8 / .. '5@=>20BK9.  %0@L:>2: A=>20, 1992.  245 A. 4. Bright J. Teaching English as a Second Language: Theory and Techniques for the Secondary Stage / J. Bright, G. McGregor.  London : Oxford Univ. Press, 1970.  444 p. 5. Duakova L. On sources of errors in foreign language learning / L. Duakova // IRAL. – 1969. – Vol. 4. – P.11-36. 6. Dulay H. Errors and strategies in child second language acquisition / H. Dulay, M. Burt // TESOL Quarterly. – 1974. – Vol. 8. – P. 129-136. 7. Lee W. Thoughts on contrastive linguistics in the context of language teaching / W. Lee // J. Alatis (ed.). Contrastive Linguistics and its Pedagogical Implications. – Washington, DC : Forum, 1968. – P. 178 – 189. 8. LoCoco V. An analysis of Spanish and German learners’ errors / V. LoCoco // Working Papers on Bilingualism. – 1975. – Vol. 7. – P. 96-124. 9. Marton W. Contrastive analysis in the classroom / W. Marton // J. Fisiak (ed.). Contrastive Linguistics and the Language Teacher. – Oxford : Oxford Univ. Press, 1981. – P. 148 – 157. 10. Waurdhagh R. The Contrastive Analysis Hypothesis / R. Waurdhagh // TESOL Quarterly. – 1970. – Vol. 4. – P. 123-130. Š .. >20;5=:>, 2009 # 811.111 25:37.02 !!"   / '/ !"#" % )% ',%  !  #  &  !& ".. 0AVG=8: (8W2) # AB0BBV ?@>?>=CTBLAO ?V4A8AB5<0 2?@02, 2 >A=>2V O:>W ;560BL ?@8=F8?8 :><C=V:0B82=>3> ?V4E>4C 4> =02G0==O, ?A8E>;V=32VAB8G=89 ?V4EV4 4> ?@>F5AC ?8AL<>2>3> ?5@5:;04C. # AB0BBV >?8A0=V 3@C?8, ?V43@C?8, B8?8 B0 2848 2?@02 4;O D>@<C20==O 2<V=L ?8A5<=>3> ?5@5:;04C. ;NG>2V A;>20: 5B0?8 =02G0==O ?8A5<=>3> ?5@5:;04C, :><5@FV9=V ;8AB8, ?5@5:;040FL:V 2<V==O, ?V4A8AB5<0 2?@02 4;O =02G0==O ?8A5<=>3> ?5@5:;04C, ?8A5<=89 ?5@5:;04. ".. 0A5G=8:. >4A8AB5<0 C?@06=5=89 4;O >1CG5=8O ABC45=B>2 2KAH8E CG51=KE 702545=89 ?8AL<5==><C ?5@52>4C :><<5@G5A:>9 :>@@5A?>=45=F88.  AB0BL5 ?@54;0305BAO ?>4A8AB5<0 C?@06=5=89, 2 >A=>25 :>B>@>9 =0E>4OBAO ?@8=F8?K :><<C=8:0B82=>3> ?>4E>40 : >1CG5=8N, ?A8E>;8=328AB8G5A:89 ?>4E>4 : ?@>F5AAC ?8AL<5==>3> ?5@52>40.  AB0BL5 >?8A0=K 3@C??K, ?>43@C??K, B8?K 8 284K C?@06=5=89 4;O D>@<8@>20=8O C<5=89 ?8AL<5==>3> ?5@52>40. ;NG52K5 A;>20: :><<5@G5A:85 ?8AL<0, ?5@52>4G5A:85 C<5=8O, ?8AL<5==K9 ?5@52>4, ?>4A8AB5<0 C?@06=5=89 4;O >1CG5=8O ?8AL<5==><C ?5@52>4C, MB0?K >1CG5=8O ?8AL<5==><C ?5@52>4C. ".D. Pasichnyk. Subsystem of exercises for teaching students of institutions of higher education to do written translation of commercial correspondence. In the article the subsystem of exercises, based on the principles of communicative approach to teaching process and on the psycholinguistic approach to the process of written translation is suggested. In the article the groups, subgroups, types and kinds of exercises for developing written translation skills are described. 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" "#  1. >@8A:> .$. >=F5?F8O CG51=>-<5B>48G5A:>3> :><?;5:A0 4;O ?@0:B8G5A:>9 O7K:>2>9 ?>43>B>2:8 CG8B5;59 =5<5F:>3> O7K:0 (=0 <0B5@80;5 8=B5=A82=>3> >1CG5=8O) : <>=>3@0DVO / .$. >@8A:>.  . : 74. F5=B@ #, 1999.  268 A. 2. ><8AA0@>2 .. !>2@5<5==>5 ?5@52>4>2545=85 : CG51=>5 ?>A>185 / .. ><<8A0@>2.   .: -"!, 2002.  424 A. 3. 0BKH52 .. !B@C:BC@0 8 A>45@60=85 ?V43>B>2:8 ?5@52>4G8:>2 2 O7K:>2>< 2C75 : CG51=>5 ?>A>185 / .. 0BKH52, .. @>2>B>@>2.  . : -"# #!, 2001.  136A. 4. =>?G5=:> ".. V=2>?A8E>;>3VG=V >A>1;82>ABV ?8A5<=>3> ?5@5:;04C 4V;>2>3> ;8ABC20==O / ".. =>?G5=:> // VA=8: #. !5@VO 5403>3V:0.  2004.  8?. 7.  !. 143-151. 5. =>?G5=:> ".. A>1;82>ABV 7<VABC ?8A5<=>W ?5@5:;040FL:>W :><?5B5=FVW / ".. =>?G5=:> // VA=8: #. !5@VO 5403>3V:0 V ?A8E>;>3VO.  2005.  8?. 8.  !. 100-108. 6. !:;O@5=:> .. V=32>?A8E>;>3VG=V >A=>28 =02G0==O V=>75<=8E <>2 / .. !:;O@5=:> // 5B>48:0 28:;040==O V=>75<=8E <>2 C A5@54=VE =02G0;L=8E 70:;040E.  .,1999.  !. 59-64. Š ".. 0AVG=8:, 2009 # 811.111 25:37.02 !!"!  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L. I. Royenko. Person-oriented approach in teaching English to students of higher education. The article deals with the study of the project method as a key one in the person-oriented approach in teaching English to students of higher education establishments focusing on the formative constituent of the educational process. The author shows the purpose and the structure of the pedagogical technology which encourages students’ creativeness alongside with using cognitive methods while solving various problems. Key words: approach, cognitive methods, educational process, pedagogical technology, person-oriented approach. >ABV=4CAB@V0;L=5 ACA?V;LAB2> 28<030T 2V4 ;N48=8 C<V==O 040?BC20B8AO 4> H284:>7<V==8E C<>2 68BBO. !0<5 2A51VG=89 @>728B>: >A2VB8, ?@8<=>65==O =0C:>2>3> B0 V=B5;5:BC0;L=>3> ?>B5=FV0;C ACA?V;LAB20, I> T FV==VA=8< =0FV>=0;L=8< ?@V>@8B5B><, =040T <>6;82VABL >A>18AB>ABV @VHCG5 C2V9B8 4> <091CB=L>3> #:@0W=8. # AL>3>4=VH=L><C ACA?V;LAB2V, :>;8 2 CAVE AD5@0E ;N4AL:>W 4VO;L=>ABV 2V41C20TBLAO AB@V<:5 7@>AB0==O >1AO3C =0C:>2>W B0 B5E=VG=>W V=D>@<0FVW, ?>B@510 C =01CBBV =>28E C<V=L B0 =028G>: <0T >A>1;825 7=0G5==O, 28<030NG8 2V4 ACG0A=>3> D0EV2FO 71V;LH5==O ?8B><>W 2038 A0<>ABV9=>W 4VO;L=>ABV 4>A;V4=8FL:>3> E0@0:B5@C. 091CB=V9 :20;VDV:>20=89 D0EV25FL ?>28=5= 2<V;> 28:>@8AB>2C20B8 >1AO3 7=0=L >B@8<0=8E =8< C 28I><C =02G0;L=><C 70:;04V.  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ůůůůŽ`ůůůůŽdůůůůŽ`ůůůůŽTK$$T–l tŕÖÖ\”˙8Î 8–€¤€–€j€^ Ö`dh$Bh Gh Hh Ph Uh Zh _h `h ih nh sh xh yh h †h ‹h h ‘h –h ›h  h Ľh Śh Žh łh ¸h ˝h žh żh Qm ¤n źn po ňr úr ^s fs úöńěçâŢŮÔĎĘĆÁźˇ˛ŽŠ¤Ÿš–‘Œ‡‚~{xurolifa  ˙˙˙c‘˙˙k‘˙˙í”˙˙Ą•˙˙š•˙˙ —˙˙ž›˙˙Ÿ›˙˙ ›˙˙  Ľ›˙˙  Ş›˙˙  Ż›˙˙  ˇ›˙˙¸›˙˙  ˝›˙˙  ›˙˙  Ǜ˙˙  ̛˙˙͛˙˙  қ˙˙  כ˙˙  ܛ˙˙  ä›˙˙ĺ›˙˙  ę›˙˙  ď›˙˙  ô›˙˙  ý›˙˙ţ›˙˙  œ˙˙  œ˙˙   œ˙˙  œ˙˙œ˙˙  œ˙˙$‘h –h ›h  h Ľh Śh Žh łh ¸h ˝h žh żh Qm ¤n źn po ňr úr ůůůůŽ`ůůůůŽŚŚŚžŚŚ–$„Xdh$„Xdh$„XdhK$$T–l tŕÖÖ\”˙8Î 8–€¤€–€j€^ Ö`dh$Rk _k dk kk l +l 6l =l >l ďm ţm `n Šn ‹n žn Ÿn  n Ąn Łn ¤n Ľn ¸n šn şn ťn źn ˝n Đn Ńn Ňn Ón o o o o o o Ao Bo Uo Vo řňřňěňřňěňěňáňÓĆáňŔáň´§áňáňӚáňáňŒáňáňqjřŹN B*CJUVmH ję/B*CJEHđ˙UmH j”ŠN B*CJUVmH j.B*CJEHú˙UmH j­+B*CJEHŢ˙UmH j˙ON B*CJUV B*CJmH"jÝ)B*CJEHú˙UmH j¨ŞN B*CJUVmH jB*CJUmH  B*CJmH  B*CJmH 6B*CJmH (Vo Wo Xo ˇo ¸o Ëo Ěo Ío Îo p p p p p p Ip ýq r ńr ňr úr s s s s s s ]s vs €s s ”s ¨s ­s žs Ăs Ös Űs ës đs ńs t Ít ňt Bu Su Xu au +v _v yv ~v †v •x ˝x Âx Çx 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^Jo(‡hˆHoe„ŕ„˜ţĆŕ^„ŕ`„˜ţOJQJo(‡hˆH§đe„°„˜ţĆ°^„°`„˜ţOJQJo(‡hˆHˇđe„€„˜ţĆ€^„€`„˜ţOJ QJ ^Jo(‡hˆHoe„P„˜ţĆP^„P`„˜ţOJQJo(‡hˆH§đh„Đ„˜ţĆĐ^„Đ`„˜ţOJ QJ o(‡hˆH" h„ „˜ţĆ ^„ `„˜ţOJ QJ ^Jo(‡hˆHoh„p„˜ţĆp^„p`„˜ţOJQJo(‡hˆH§đh„@ „˜ţĆ@ ^„@ `„˜ţOJQJo(‡hˆHˇđh„„˜ţĆ^„`„˜ţOJ QJ ^Jo(‡hˆHoh„ŕ„˜ţĆŕ^„ŕ`„˜ţOJQJo(‡hˆH§đh„°„˜ţĆ°^„°`„˜ţOJQJo(‡hˆHˇđh„€„˜ţĆ€^„€`„˜ţOJ QJ ^Jo(‡hˆHoh„P„˜ţĆP^„P`„˜ţOJQJo(‡hˆH§đh „ „˜ţĆ ^„ `„˜ţ‡hˆH)h „? „ÉýĆ? ^„? `„Éýo(‡hˆH.h „@ „L˙Ć@ ^„@ `„L˙‡hˆH.h „„˜ţĆ^„`„˜ţ‡hˆH.h „ŕ„˜ţĆŕ^„ŕ`„˜ţ‡hˆH.h „°„L˙Ć°^„°`„L˙‡hˆH.h „€„˜ţĆ€^„€`„˜ţ‡hˆH.h „P„˜ţĆP^„P`„˜ţ‡hˆH.h „ „L˙Ć ^„ `„L˙‡hˆH.&„„„˜ţĆ„^„„`„˜ţB*CJOJQJaJo(ph˙‡hˆHˇđ„ź„˜ţĆź^„ź`„˜ţOJ QJ ^Jo(‡hˆHo„Œ „˜ţĆŒ ^„Œ `„˜ţOJQJo(‡hˆH§đ„\ „˜ţĆ\ ^„\ `„˜ţOJQJo(‡hˆHˇđ„,„˜ţĆ,^„,`„˜ţOJ QJ ^Jo(‡hˆHo„ü„˜ţĆü^„ü`„˜ţOJQJo(‡hˆH§đ„Ě„˜ţĆĚ^„Ě`„˜ţOJQJo(‡hˆHˇđ„œ„˜ţĆœ^„œ`„˜ţOJ QJ ^Jo(‡hˆHo„l„˜ţĆl^„l`„˜ţOJQJo(‡hˆH§đh „ „˜ţĆ ^„ `„˜ţ‡hˆH)h „? „ÉýĆ? ^„? `„Éýo(‡hˆH.’h „@ „L˙Ć@ ^„@ `„L˙‡hˆH. h „„˜ţĆ^„`„˜ţo(‡hˆH.h „ŕ„˜ţĆŕ^„ŕ`„˜ţ‡hˆH.’h „°„L˙Ć°^„°`„L˙‡hˆH.h „€„˜ţĆ€^„€`„˜ţ‡hˆH.h „P„˜ţĆP^„P`„˜ţ‡hˆH.’h „ „L˙Ć ^„ `„L˙‡hˆH.h„”„˜ţĆ”^„”`„˜ţOJQJo(‡hˆHˇđh„d„˜ţĆd^„d`„˜ţOJ QJ ^Jo(‡hˆHoh„4 „˜ţĆ4 ^„4 `„˜ţOJQJo(‡hˆH§đh„„˜ţĆ^„`„˜ţOJQJo(‡hˆHˇđh„Ô„˜ţĆÔ^„Ô`„˜ţOJ QJ ^Jo(‡hˆHoh„¤„˜ţƤ^„¤`„˜ţOJQJo(‡hˆH§đh„t„˜ţĆt^„t`„˜ţOJQJo(‡hˆHˇđh„D„˜ţĆD^„D`„˜ţOJ QJ ^Jo(‡hˆHoh„„˜ţĆ^„`„˜ţOJQJo(‡hˆH§đ„h„˜ţĆho(.Ĺ„7„1üĆ7^„7`„1üOJPJQJ^Jo(‡hˆH € „ „˜ţĆ ^„ `„˜ţ‡hˆH.‚ „p„L˙Ćp^„p`„L˙‡hˆH.€ „@ „˜ţĆ@ ^„@ `„˜ţ‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „ŕ„L˙Ćŕ^„ŕ`„L˙‡hˆH.€ „°„˜ţĆ°^„°`„˜ţ‡hˆH.€ „€„˜ţĆ€^„€`„˜ţ‡hˆH.‚ „P„L˙ĆP^„P`„L˙‡hˆH.„Đ„˜ţĆĐ^„Đ`„˜ţCJOJQJo(‡hˆHˇđ€„ „˜ţĆ ^„ `„˜ţCJOJ QJ o(‡hˆHo€„p„˜ţĆp^„p`„˜ţCJOJQJo(‡hˆH§đ€„@ „˜ţĆ@ ^„@ `„˜ţCJOJQJo(§đ€„„˜ţĆ^„`„˜ţCJOJQJo(§đ€„ŕ„˜ţĆŕ^„ŕ`„˜ţCJOJQJo(§đ€„°„˜ţĆ°^„°`„˜ţCJOJQJo(§đ€„€„˜ţĆ€^„€`„˜ţCJOJQJo(§đ€„P„˜ţĆP^„P`„˜ţCJOJQJo(§đ„h„˜ţĆh^„h`„˜ţOJPJQJ^J)„™„˜ţĆ™^„™`„˜ţOJPJQJ^Jo(-‚„„L˙Ć^„`„L˙.€„Ř „˜ţĆŘ ^„Ř `„˜ţ.€„¨ „˜ţƨ ^„¨ `„˜ţ.‚„x„L˙Ćx^„x`„L˙.€„H„˜ţĆH^„H`„˜ţ.€„„˜ţĆ^„`„˜ţ.‚„č„L˙Ćč^„č`„L˙.„Đ„˜ţĆĐ^„Đ`„˜ţCJOJQJo(‡hˆHˇđ€„ „˜ţĆ ^„ `„˜ţCJOJ QJ 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„k„řřĆk^„k`„řřo(........ „0„řřĆ0^„0`„řřo(.........„Đ„˜ţ^„Đ`„˜ţo(.€ „ „˜ţ^„ `„˜ţ‡hˆH.‚ „p„L˙^„p`„L˙‡hˆH.€ „@ „˜ţ^„@ `„˜ţ‡hˆH.€ „„˜ţ^„`„˜ţ‡hˆH.‚ „ŕ„L˙^„ŕ`„L˙‡hˆH.€ „°„˜ţ^„°`„˜ţ‡hˆH.€ „€„˜ţ^„€`„˜ţ‡hˆH.‚ „P„L˙^„P`„L˙‡hˆH.„p„˜ţĆp^„p`„˜ţB*o(ph‡hˆH. „ „˜ţĆ ^„ `„˜ţ‡hˆH. „p„L˙Ćp^„p`„L˙‡hˆH. „@ „˜ţĆ@ ^„@ `„˜ţ‡hˆH. „„˜ţĆ^„`„˜ţ‡hˆH. „ŕ„L˙Ćŕ^„ŕ`„L˙‡hˆH. „°„˜ţĆ°^„°`„˜ţ‡hˆH. „€„˜ţĆ€^„€`„˜ţ‡hˆH. „P„L˙ĆP^„P`„L˙‡hˆH.„h„˜ţĆho(.h„Đ„˜ţĆĐ^„Đ`„˜ţOJ QJ o(‡hˆH" h„ „˜ţĆ ^„ `„˜ţOJ QJ ^Jo(‡hˆHoh„p„˜ţĆp^„p`„˜ţOJQJo(‡hˆH§đh„@ „˜ţĆ@ ^„@ `„˜ţOJQJo(‡hˆHˇđh„„˜ţĆ^„`„˜ţOJ QJ ^Jo(‡hˆHoh„ŕ„˜ţĆŕ^„ŕ`„˜ţOJQJo(‡hˆH§đh„°„˜ţĆ°^„°`„˜ţOJQJo(‡hˆHˇđh„€„˜ţĆ€^„€`„˜ţOJ QJ ^Jo(‡hˆHoh„P„˜ţĆP^„P`„˜ţOJQJo(‡hˆH§đ@ÓOJQJ^Jo(. „p„˜ţĆp^„p`„˜ţB*o(ph‡hˆH.€ „ „˜ţĆ ^„ `„˜ţ‡hˆH.‚ „p„L˙Ćp^„p`„L˙‡hˆH.€ „@ „˜ţĆ@ ^„@ `„˜ţ‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „ŕ„L˙Ćŕ^„ŕ`„L˙‡hˆH.€ „°„˜ţĆ°^„°`„˜ţ‡hˆH.€ „€„˜ţĆ€^„€`„˜ţ‡hˆH.‚ „P„L˙ĆP^„P`„L˙‡hˆH.Ĺ„„ŠüĆ^„`„ŠüOJPJQJ^Jo(-€„ý„˜ţĆý^„ý`„˜ţOJ QJ ^Jo(‡hˆHo€„Í „˜ţĆÍ ^„Í `„˜ţOJQJo(‡hˆH§đ€„ „˜ţƝ ^„ `„˜ţOJQJo(‡hˆHˇđ€„m„˜ţĆm^„m`„˜ţOJ QJ ^Jo(‡hˆHo€„=„˜ţĆ=^„=`„˜ţOJQJo(‡hˆH§đ€„ „˜ţĆ ^„ `„˜ţOJQJo(‡hˆHˇđ€„Ý„˜ţĆÝ^„Ý`„˜ţOJ QJ ^Jo(‡hˆHo€„­„˜ţĆ­^„­`„˜ţOJQJo(‡hˆH§đh„h„˜ţĆh^„h`„˜ţOJQJo(‡hˆHˇđh „焘ţĆç^„ç`„˜ţ‡hˆH.’h „ˇ„L˙ơ^„ˇ`„L˙‡hˆH.h „‡ „˜ţƇ ^„‡ `„˜ţ‡hˆH.h „W„˜ţĆW^„W`„˜ţ‡hˆH.’h „'„L˙Ć'^„'`„L˙‡hˆH.h „÷„˜ţĆ÷^„÷`„˜ţ‡hˆH.h „Ç„˜ţĆÇ^„Ç`„˜ţ‡hˆH.’h „—„L˙Ć—^„—`„L˙‡hˆH. „8„˜ţĆ8^„8`„˜ţ6OJPJQJ^Jo( €„„˜ţĆ^„`„˜ţOJ QJ ^Jo(‡hˆHo€„Ř „˜ţĆŘ ^„Ř `„˜ţOJQJo(‡hˆH§đ€„¨ „˜ţƨ ^„¨ `„˜ţOJQJo(‡hˆHˇđ€„x„˜ţĆx^„x`„˜ţOJ QJ ^Jo(‡hˆHo€„H„˜ţĆH^„H`„˜ţOJQJo(‡hˆH§đ€„„˜ţĆ^„`„˜ţOJQJo(‡hˆHˇđ€„č„˜ţĆč^„č`„˜ţOJ QJ ^Jo(‡hˆHo€„¸„˜ţƸ^„¸`„˜ţOJQJo(‡hˆH§đh „Đ„˜ţĆĐ^„Đ`„˜ţ‡hˆH.h „ „˜ţĆ ^„ `„˜ţ‡hˆH.’h „p„L˙Ćp^„p`„L˙‡hˆH.h „@ „˜ţĆ@ ^„@ `„˜ţ‡hˆH.h „„˜ţĆ^„`„˜ţ‡hˆH.’h „ŕ„L˙Ćŕ^„ŕ`„L˙‡hˆH.h „°„˜ţĆ°^„°`„˜ţ‡hˆH.h „€„˜ţĆ€^„€`„˜ţ‡hˆH.’h „P„L˙ĆP^„P`„L˙‡hˆH. „7„ÉýĆ7^„7`„Éýo(‡hˆH. „T„˜ţĆT^„T`„˜ţ‡hˆH.‚ „$ „L˙Ć$ ^„$ `„L˙‡hˆH. „ô „˜ţĆô ^„ô `„˜ţ‡hˆH.€ „Ä„˜ţĆÄ^„Ä`„˜ţ‡hˆH.‚ „”„L˙Ć”^„”`„L˙‡hˆH.€ „d„˜ţĆd^„d`„˜ţ‡hˆH.€ „4„˜ţĆ4^„4`„˜ţ‡hˆH.‚ 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_PID_HLINKSăAN{E17B1C9F-25B0-4079-B512-6B20CA69428C}AȢWQ˙1http://www.tolerance.org/teach/web/wfc/index.jspNü6http://language.home.sprynet.com/langdex/wordwarp.htmtotop/:öhttp://www.onestopenglish.com/[NóAhttp://www.teachingenglish.org.uk/think/articles/taboo-classroomi+đhttp://www.onestopclil.com/ZXę!http://www.uazakon.com/documents?sŔ@http://www.ieee-pes.org/publications/ieee-power-energy-magazine ˝http://www.spectrum.ieee.org/^şMhttp://csjarchive.cogsci.rpi.edu/Proceedings/2009/papers/622/paper622.pdf 27p´Dhttp://www.philol.msu.ru/~rlc2001/abstract/files/kogn_aspect.doc 10Uą0http://www.crumpled.com/cp/classics/tarski.htmlbib3*Ž4http://news.bbc.co.uk/2/hi/asia-pacific/7957863.stmu5Ť7http://news.bbc.co.uk/2/hi/asia-pacific/5317412.stm 2/\¨9http://www.bbc.co.uk/info/policies/text/neil_report.htmlroĽ+http://www.bbcworld.com/Pages/About.aspx 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