SOME DIFFICULTIES IN USING FOREIGN VOCABULARY

Анотація. У статті розглядаються семантичні труднощі, що виникають під час вживання іншомовної лексики та аналізуються основні шляхи їх подолання.Різномовні мовленнєві еквіваленти часто виявляються такими, що не відповідають повністю один одному.
Ключові слова: труднощі, семантичної відповідності, система вправ, вживання іншомовної лексики, лінгвістична типологія, методична типологія.

Abstract. The article deals with the structural and semantic difficulties that arise when using foreign language vocabulary and analyzes the basic ways of overcoming them.Verbal equivalents belonging to different languages ​​often turn out not to be corresponding with each other.
Key words: difficulties, structural and semantic correspondence, system of exercises, use of foreign language vocabulary, linguistic typology, methodical typology.
Difficulties associated with the practical use of vocabulary in a foreign language can occur both at the sentence level (for example, choosing the grammatical form of a word depending on the verb tense, determining the place of a word in a sentence depending on the word order in the language) and and at the level of smaller segments of speech. In this article, we will consider the difficulties of the latter kind, due to the fact that combinations of words in a foreign language often do not have exact structural and semantic equivalents in the native language of students. This circumstance, of course, leads to interference in the use of vocabulary.
Multilingual speech equivalents are often found to be inconsistent. Differences can be found in three plans:
1. In structural terms, ie in terms of differences in linguistic means of expression. Thus, the morphological means of expression of the verb form in the Ukrainian language may correspond in English to the following structure: a verb of broad lexical meaning + a noun with the meaning of action (for example, "look" - to have a look).
2. In semantic terms, ie in terms of differences of verbal meanings or words expressed in concepts. For example, to learn - to learn, by - with help, heart - heart, but to learn by heart - means not to learn with the help of heart, but to memorize.
3. Both in that and in another plan. For example, the combination of words to travel up country does not coincide with the Ukrainian "move up the terrain" not only structurally (because the Ukrainian "up", unlike the English up, does not act as a preposition and requires in this case an additional preposition "on") , but also semantically (because the exact meaning of this combination can be conveyed in Ukrainian "to travel, move from the sea into the country").
The lack of exact structural and semantic correspondences between multilingual speech equivalents prevents the correct use of foreign words, the formation of correct phrases, because this requires not so much knowledge of lexical and grammatical components, as the ability to combine them in a foreign language [1, p.18 - 25] .
The number of English phrases that do not have an exact structural and semantic correspondence to the Ukrainian equivalents is very large. Therefore, solving the problem of a system of exercises that would ensure the prevention of violations of the norms of vocabulary in the language, is a very important methodological task.
Since English phrases that do not have an exact structural and semantic correspondence to Ukrainian equivalents are also different in the nature of difficulties for Ukrainian students, the types of appropriate exercises aimed at preventing and overcoming these difficulties must also be different. In this regard, the question of exercises aimed at the correct use of foreign vocabulary in the language should be preceded by the question of the methodological typology of English phrases, which should differ significantly from the actual linguistic typology of the same material.
Linguistic typology takes into account the different connections between words, regardless of how the combination of words is perceived, understood and reproduced by native speakers. The methodological typology of phrases should be based on the psychological analysis of difficulties both in the perception and understanding of foreign expressions, and in their reproduction in language [2, p.200 - 204]. These difficulties are caused by the interfering influence of the native language and ultimately go not so much to the laws of the language being studied, but to mastering patterns of vocabulary in foreign language through conscious or unconscious comparison with models of vocabulary in native language. From this, by the way, it follows that the methodological typology of English phrases can not be adapted to the conditions of learning English by speakers of another language, but must take into account the specifics of the use of vocabulary in the native language of students. For example, the English phrase this night presents certain difficulties for the Ukrainian student, as the Ukrainian equivalent is the phrase "tonight", while the literal translation is "tonight". Meanwhile, the Spanish-speaking student does not experience any difficulties here, because English this night completely coincides (structurally and semantically) with Spanish esta noche.
Prevention and overcoming of mistakes in the use of speech segments smaller than a sentence should be one of the main tasks of the methodology of teaching active oral foreign language speech. Appropriate exercises should be developed depending on a certain methodological typology of these difficulties and on a certain classification of techniques aimed at overcoming lexical errors.
The use of situational tasks and role-playing games to learn lexical material is very effective. They can be associated with the future professional activity of the student and such tasks will help him in solving future communication problems [3]. For example, for medical students, these may be situational tasks and games that involve identifying patient complaints with subsequent diagnosis of the disease, patient care, and so on.
We must learn to use speech segments freely, without internal translation, adapting to changing language situations. Before performing situational tasks, the learned vocabulary should be repeated, paying attention to words that are difficult to read and pronounce.

Предмети: Англійська мова

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