XV Международная студенческая научная конференция Студенческий научный форум - 2023

One of the main tasks of studying a foreign language at a military university is to prepare a future specialist for reading and understanding without a dictionary of texts on military-technical topics, as well as conducting a conversation on professionally oriented topics.

Understanding the text implies the identity of the conclusions drawn by the reader - the recipient of information with the intention of the author - the sender of information. It is based on knowledge and a deep, complete understanding of the subject or phenomenon described in the text. Understanding is a communicative act between the author of the text and his recipient [3].

The process of learning to understand what is read should begin with structural-verbal analysis of the text and follow the path of meaningful perception of the text being read, search and find all the details and subtleties of the information received [1].

Schematically, the process of perceiving a foreign language text can be represented as follows:

1. Direct understanding of words and phrases.

2. Recognition of grammatical structures.

3. Semantic perception of the text.

4. Understanding the structure of the text.

5. Final transmission of foreign language text in the native language.

To develop the skills of reading and understanding professionally oriented texts in the classes, exercises are used to consolidate terminology and phraseology, find the subject (group of subject) and predicate, search for keywords and sentences, draw up a text plan, as well as interpretation exercises [2].

These exercises develop the logical memory of students, the ability to highlight the main subject of the message and understand what is read through the content of language forms (lexical and grammatical), and are also direct preparation for the perception of oral foreign language speech.

When working with text, it is important that the student is able to correctly use the general, military and dictionary of the specialty that he studies. The found meaning of the word must necessarily be related to the context of the sentence and the entire text.

A particular difficulty for students of non-linguistic universities is represented by words of general vocabulary, which, outside the common language use, may have other meanings.

A certain complexity is made up of personal names, geographical names, names of companies, types of weapons that are not always translated, but transcribed, replaced by Russian equivalents or remain in the original spelling. To correctly understand the readable and accurate translation of professionally oriented texts, you should familiarize yourself with the so-called units of inconsistency and coincidence that exist between the native and studied languages. Units of coincidence, such as international words, are perceived without difficulty. The units of inconsistency, reflecting the discrepancies between the foreign language studied and the native language, cause difficulties in understanding. They are studied in the process of analyzing the readable text in classroom classes under the guidance of a teacher.

The ability to determine the relation of a word to other words of a sentence is of great importance. Since the spelling of different parts of speech in some cases coincides (fuel, to fuel; separate, to separate) has a problem determining the meaning of a word. Determining which part of speech is a word is helped by its combination with the article or pronoun, preposition or auxiliary and modal verb.

It should also be remembered that a noun may be preceded by three or more defining nouns that constitute a chain of definitions. Each noun included in the chain can in turn be determined by an adjective, participle or noun (steam engine parts; improved engine characteristics). The scientific style of speech is characterized by the use of multi-component attributive chains. In the use of such multi-component phrases, an all-English tendency to save language resources is manifested. This can cause difficulties in analyzing the proposal.

At the morphological level, the discrepancy between English and Russian is manifested in the following: the system of inflections within the noun and verb in Russian is based on declension and conjugation and has various and complex forms. In English, there is a system of prepositional combinations and version forms using auxiliary verbs as the equivalent of Russian conjugation forms. The correct understanding of the sentence in the English text is hindered by the fact that the version-time forms of the English verb may include several distantly arranged components.

At the word level, there are also significant differences in the languages compared. The presence in English of a special category of words - phrasal verbs (to carry, to carry out, to carry on), a large number of multi-valued and homonymous words creates additional difficulties for Russian-speaking students to understand and translate the text.

Significant difficulties for understanding the shades of meaning are the order of the words of the sentence in English and Russian. In English, word order has grammatical meaning, defining syntactic relationships between sentence elements. In Russian, word order indicates the logical significance and functions of a particular sentence member.

The largest number of non-conformance units in English and Russian is noted in the use of non-personal forms of the verb, which form constructions equivalent to subordinate sentences in Russian.

In classroom classes, students of non-linguistic universities develop the skill of recognizing units of coincidence and inconsistency between English and Russian. This allows them to avoid many errors in the interpretation of foreign language text and realize their communicative speech intention.

Knowledge of the structural and semantic features of the scientific text, the ability to find semantic connections between the elements of the text, extract basic and additional information from the text may indicate the language competence of the student as a specialist.

References:

Кубрякова Е. С. Текст – проблемы понимания и интерпретации // Семантика целого текста. М.: Наука, 1987. С. 93–94

Разинкина Н. М. Функциональная стилистика английского языка. М.: Высш. шк., 1989. 182 с.

Bondi M., Scott M. Keyness in Texts: Studies in Corpus Linguistics. Amsterdam: John Benjamins Publ., 2010. 261 p.