Этапы развития языкознания и лингвистических школ

Аннотация

В работе проекта рассматривается актуальная проблема преподавания английского языка как иностранного студентам нефилологических вузов. Представлен вариант практической реализации основных компонентов методической системы в учебном комплексе упражнений и заданий, позволяющий наметить новые и эффективные методы обучения иностранным языкам. Данная работа будет интересна и полезна учителям иностранных языков и другим категориям специалистов, профессионально занимающихся исследованием и применением новых методов в обучении языкам. Аннотация. Илмий мақола филологиядан ташқари университетлар талабалари учун инглиз тилини чет тили сифатида ўқитишнинг долзарб муаммосига бағишланган. Чет тилларини ўқитишда янги ва самарали усулларни белгилаш имконини берувчи машғулотлар ва топшириқлар мажмуасида услубий тизимнинг асосий таркибий қисмларини амалий тадбиқ қилиш варианти келтирилган. Ушбу мақола чет тили ўқитувчилари ва бошқа тоифадаги мутахассислар учун тадқиқот ва тилларни ўқитишда янги усулларни қўллаш билан шуғулланадиган мутахассислар учун қизиқарли ва фойдали бўлади. In its development, linguistics went through two stages: a) pre-scientific (approximately from the 4th century BC to the 18th century), when linguistics was not yet recognized as an independent science and existed within the framework of philology; b) the scientific stage that began in the 19th century, when linguistics became an independent science, with its own subject, different from the subjects of other sciences. 1) Formation and development of philology. Philological knowledge as a separate type of activity and professional occupation developed in the Hellenistic era, by the end of the 4th century. BC e. By this time, the highest point of the rise of Greek culture (5th century BC, the so-called "Greek miracle", the "golden age" of ancient Greek literature, philosophy, art) was already behind, and new generations were forced to live mainly by the great cultural heritage of the past. One of the most influential centers that concentrated the collection and study of monuments of ancient Greek writing was Alexandria in Egypt. One of the largest libraries of the ancient world was formed here, numbering up to half a million books and manuscripts. In the purely practical environment of working on the manuscripts of the Alexandrian library over several generations, a rich, brilliant philological tradition was created among the Alexandrian librarians. Many of its representatives managed to become widely famous even during their lifetime for their enormous scholarship, the art of handling manuscripts, and the authority of the commentary. These are the names of figures III – II centuries. BC e. Callimachus, Zenodotus, Eratosthenes the Philologist (this is how he called himself, wanting to emphasize his glory as an extraordinary scholar), Aristophanes the Byzantine, Aristarchus of Samothrace, whose activity (222 – 150 BC) is the time of the highest flowering of the Alexandrian philology, etc. The literal Latin translation is litterae, which means letters, and hence the written word, writing, literature. One of the definitions of grammar that has come down to us and, apparently, widely known in its time, belongs to Dionysius the Thracian (c. 170 – 90 BC); 102 he understands by "grammatical art" "awareness in most of what is said in poets and prose writers." The very content of grammatical art, according to the same definition, consisted of four parts or “skills”: a) reading – the ability to read a work in accordance with the rules of prosody, expressiveness; b) correction – the ability to correct errors in the text of the work; c) interpretation – the ability to explain everything in it that requires commentary; d) judicium, judgment – the ability to give it a proper aesthetic assessment, of course, according to the canons of that time. To fulfill these duties, the grammarian had the appropriate tools -: a) knowledge of the language, b) metrics and c) realities (ie, the things themselves, corresponding to the words used in the manuscript). As you can see, this is still a very broad understanding of grammar, but gradually a narrower one is taking shape within its framework, interpreting grammar as “the art of reading and writing correctly”. In the first Alexandrian "grammars" three sections are already clearly distinguished: a) the doctrine of "letters", or sounds (since "sound" and "letter" were not yet clearly distinguished, these were the rules for "reading" manuscripts); b) the doctrine of words, or "parts of speech"; c) the doctrine of the "composition of words." These three parts correspond to phonetics, morphology and syntax in modern grammars. These ideas from Alexandria and other Hellenistic centers were transferred to Rome (the original planter of philology in Rome was Crates of Mallos); it subtly continued to live during the Middle Ages in the centers of monastic culture, took on a new life after the Renaissance, and was finally transmitted to the n