Read and make a comparison the semantic approach to learning language and cognitive one. Tell about the results of comparison in English.
| - | |
| , | |
| : , , , - () . . | : , , , , , . . |
| (, , , ); , ; | ᒺ , , . |
| - , , , , , , . . . | - . , 䳿 . - , , , . |
| . . . - . | () . " " , 쳿. , , . |
| 쳿, . | - , , , , , , . - , |
| , | |
| , . | - , . .. |
1. What issues of these approaches are similar?
2. Why do some scientists consider that complete learning of language phenomena is provided by the connection of cognitive and semantic approaches?
Tasks
1. In according to cognitive or semantic approach or both of them analyze the metaphorical meanings of the Russian, English and Ukrainian words.
, , , , , , .
|
|
|
, , , .
, , , , , , .
, , .
, , , .
, , , , .
2. Compare Russian, English and Ukrainian word combinations. Make up the conclusion about similarity and differences of metonymy in these languages.
, , ; , , ; ; , , .
3. Compare English and Ukrainian metaphor means of the words. Make up the conclusion about similarity and differences of metaphor in these languages.
1) , , , , , , , , , , , , , , , , .
2) (, ), ( ), ( ), ( ), (, , ), (, ), ( ), (, ), (, ), (1/ , ; 2/ , ), (, ), ( ), (), (, ).
4. Find out metaphors in the original and translated texts. Analyse them according to cognitive and semantic approaches.
Stanzas for Music
1816
There be none of Beauty's daughters
With a magic like thee;
And like music on the waters
Is thy sweet voice to me:
When, as if its sound were causing
The charmed ocean's pausing,
The waves lie still and gleaming,
And the lull'd winds seem dreaming.
And the midnight moon is weaving
Her bright chain o'er the deep;
Whose breast is gently heaving,
As an infant's asleep;
So (tie spirit bows before thee,
To listen and adore thee;
With a full but soft emotion,
Like the swell of Summer's ocean.
Baryon
1) .
?
~
.
?
,
,
.
;
, .
, ,
;
,
.
2) .
.
, ,
!
,
,
,
, .
, ..
,
.
,
;
, ,
.
3) .
, ,
, ,
, .
|
|
|
,
;
,
,
,
, , ,
.
, , ,
,
.
