Iii халықаралық ғылыми-практикалық конференция 10 желтоқсан 2015 ж
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- Секция 2. Моделирование профконцепта в контексте теории компетентностного образования Секция 2. Құзыретті білім беру теориясының
- THE IMPACT OF GENDERPOLICY ON FUNCTIONING THE ENGLISH LANGUAGE (PRAGMATICS) Abstract
компетентностного образования Секция 2. Құзыретті білім беру теориясының мәнмәтіндегі кәсіби концептісін үлгілеу – 111 – of the tenth century. This clock was probably only a water clock. Around 1345, according to Thorndike, the division of hours into sixty minutes and of minutes into sixty seconds became common. Early in the sixteenth century a young Nuremberg mechanic, Peter Henlein, is supposed to have created “many – wheeled” watches out of small bits of iron” and by the end of the century the small domestic clock had been introduced in England and in Holland. As with the motor car and the airplane, the richer classes first took over the new mechanism and popularized it: partly because the rich people alone could afford it, partly because the new bourgeoisie were the first to discover that, as Franklin later put it, “time is money” and perhaps to become “as regular as clockwork” was the rich men’s ideal, and to own a watch was for long a symbol of success. Abstract time became the new medium of existence. Organic functions themselves were regulated by it. One ate, not upon feeling hungry, but when prompted by the clock: one slept, not when one was tired, but when the clock sanctioned it. The modern industrial regime could do without coal and iron and steam easier than it could do without the clock. “Time is human: nature knows only change,” “Telling” time, in fact, is strictly human invention All cultures have some system of measuring duration, or keeping time. We view time as a motion on a space, a kind of linear progression measured by the clock and the calendar. For thousands of years, people all over the world have pursued of creating a perfect calendar. Calendar making is not a science, but it requires an understanding of the natural phenomena that determine climate, the tides, the days and the nights and seasons. The calendar most widely used today for agriculture, for business and trade, and for historical purposes is the Gregorian calendar. But for other purposes, there are many other calendars. The Gregorian calendar had its origins in a practical calendar of 365 days devised by the Egyptians. They divided the year into three seasons of four months each, called Food time, Seed time, Harvest time, corresponding to the annual cycle of the rise and fall of the Nile upon which their agriculture depended. Later, Julius Caesar, with the help and advice of an Alexandrian astronomer the Julian calendar was created. It designated the first of January as the beginning of the year, and distributed the days among 12 months. It introduced the device of leap year, adding one day to the month of February every fourth year. Our sense of time leads us to imagine it as a ribbon. This perception contributes to our sense of history and the keeping of records, which are typical of Western cultures. In Western cultures records, diaries play an important role. We are fascinated by sequencing, dating, charting, and measuring pieces of time. We calculate not only the seasons, but also the years, months, weeks, days, hours, minutes, seconds, and even thousandths of a second. We find it useful to divide the past into named periods such as “the Renaissance” or “the classical age”. While our perceptions of time seem natural to us, we must not assume that other cultures operate on the same time system. Why should we assume, for example, that a Hopi raised in the Hopi culture would have the same intuitions about time that we have? In Hopi culture we would find a different set of cultural and environmental influences working together. The Hopi is a peaceful agricultural society isolated by geographic features and nomad enemies in a land of scant rainfall. Agriculture is successful only by the utmost perseverance. The Hopi have no intuition of time as motion, as a smooth flowing line on which everything in the universe proceeds at an equal rate away from a past, through a Секция 2. Моделирование профконцепта в контексте теории компетентностного образования Секция 2. Құзыретті білім беру теориясының мәнмәтіндегі кәсіби концептісін үлгілеу – 112 – present, into a foreseeable future. The Hopi language doesn’t contain words, grammatical forms, constructions, or expressions that refer to what we call time. The Hopi conception of repetitive aspect of time rather than its onward flow is clearly seen in their ritual dances for rain and good drops, where the basic step is a short quick stamping of the foot repeated thousands of times, hour after hour. The American conception of time, of course, is different from that of the Hopi. Americans’ understanding of time is typical of Western cultures in general, and industrialized societies in particular. Americans view time as a commodity, as a “thing” that can be saved, spent, or wasted. Americans budget time as they budget their money. They even say “Time is money”. They are concerned with being “on” time; they don’t like to “waste” time by waiting for someone who is late or by repeating things and they like to “spend” time wisely by keeping busy. So it is difficult for Americans not to get irritated by the carelessness about time in other cultures. Where they may turn up an hour or more late for an appointment. There is a type of culture where there is no word for “late” or “waiting”. And the fact is it only when we participate in other cultures on their terms that we begin to see the cultural patterning of time. Americans have a sense of time that is oriented toward the future not for the extending future, but the foreseeable future. They look back at the past only to measure how far they have come in the present, and they look at the present as a stepping – stone to foreseeable future accomplishments. Other cultures do not share this future orientation of time, e.g. in our native culture. Where projecting of the future, is even tabooed. While speaking of the future an individual(s) should start with the phrase “If (the) God permits, everything in God’s hands etc.”. In the cultures where agriculture dominates or in a non – industrialized nation where the speed of walking animal or a human hand controls production, such a perception of time that exist all over the world, it is no wonder that American business people from other cultures, where sociability is more important than using every minute of one’s time for business [1]. That is why it becomes quite clear that some outstanding grammarians such as: Otto Jespersen, George O. Curme, Diana Larsen – Freeman etc. distinguish only a two way tense system in Modern English. The distinction is drawn between past and Present. The basic temporal dichotomy is between the past and the present, which are real, and we know what the past and the present hold .e.g. Diana Larsen – Freeman (1999) states: “English does not have a simple verb form for “future time” that corresponds to the simple present tense. We have many ways to talk about future in many different ways. Like the native people in Canada and Alaska have many different words for ‘snow’…[2, p.315]. The reason why Otto Jespersen denied the existence of the future tense in English was that the English future is expressed by the phrase ‘shall, will + infinitive and their original meaning is an element of obligation and volition. Thus Jespersen views: English has no way of expressing ‘pure futurity’ [3, p.104]. Randolph Quirk., et al., also states that there is no obvious future tense in English corresponding to the time / tense relation for present and past. Instead there are several possibilities for denoting future time. Futurity is rendered by means of semi – auxiliaries or simple tense forms or progressive forms. George O. Curme continues the idea that the English language has no future tense: “English originally had only two tenses – The present and the past – and in one sense still has only two tenses, for the four additional tenses – present perfect, past perfect, future, future perfect – have been formed by combining a Секция 2. Моделирование профконцепта в контексте теории компетентностного образования Секция 2. Құзыретті білім беру теориясының мәнмәтіндегі кәсіби концептісін үлгілеу – 113 – present or a past with a Participle or an Infinitive so that every tense in our language contains a present or past” [4, p.56] At last Robin Turner’s assumption is the verb “will” as a model auxiliary which is used to express two concepts or ‘notions’ – predication, deduction and volition. For example, Predication/deduction: I think we’ll probably win. volition: I think I’ll go for a walk. In both cases ‘will is not the indication of the future tense. The fact that there is no future tense of the English verb can be explained by the historical, linguistical and extra – linguistical evidences. The British people don’t perceive ever -lasting future, they perceive only nearest future. That’s why it is possible to express futurity with the help of present tenses: Simple and progressive. e.g. ‘I have a party this Saturday’ or ‘I’m going to have a party this Saturday’. (The speaking or writing moment is Monday.) Conclusion: 1. We assume that grammar explanations will be well contextualized by using target culture evidences. They also will be based on a solid understanding of when and how native speakers use a given structure. Such understanding can only be arrived at by examining many authentic evidences of the target form occurring in natural contexts. 2. Communication in a specific language requires specific cultural training. Communication and culture have been described as two sides of a sheet of paper – you cannot remove one from the other. 3. The cultural patterning of time of the target language is of great importance in teaching Grammar, in fostering the students’ interest in understanding some of the phenomena of the English Grammar, in creating opportunities for students to experience the target language culture. References 1. Kunanbayeva S.S. The Modernization of Foreign Language Education: The Linguocultural – Communicative Approach. – London, Hertforshire Press, 2013. – Р.294. 2. Joan Young Gregg. Communication and Culture. – Belmont. Calif., 1985. – Р. 7-316. 3. Dubin, Fraida; Olshtain, Elite. Reading on Purpose. Addison. – Wesley Pub. Comp., 1987. – Р. 3 – 223. 4. Freeman D., Cornwell S. New Ways in Teacher Education. – Illinois, 1993. – Р. 48-49; 92-96; O’Neal, Carl Benson Robert. Essays for Exposition. – New – York – Chicago, 1977. – Р. 197– 202; Collie J., Slater St. Literature in the language Classroom. – Cambridge, 1994. – Р. 1-92. Аннотация: В статье рассматривается проблема преподавания грамматики в межкультур- ном контексте. Многие грамматические явления станут понятными, если их изучать на фоне сложившейся традиции, истории и культуры изучаемого языка. В статье даются исчерпываю- щие объяснения, почему нет будущего времени в современном английском языке. Секция 2. Моделирование профконцепта в контексте теории компетентностного образования Секция 2. Құзыретті білім беру теориясының мәнмәтіндегі кәсіби концептісін үлгілеу – 114 – УДК 37.01 Tuyakaeva D. Sh. Associated professor, Theory and Practice in Intercultural Communication Chair Kazakh Ablai khan UIRandWL, Almaty, Kazakhstan THE IMPACT OF GENDERPOLICY ON FUNCTIONING THE ENGLISH LANGUAGE (PRAGMATICS) Abstract: The object of the present linguistics study is the problem of the Impact of the Gender Policy on functioning of modern English. We witness a paramount interest in the prescription of gender-fair English. Gender-fair (neutral) English has gained support from major textbook publishers, educational institutions and academic groups. The corner stone of the paper is the ways of avoiding biased (i.e. discriminatory) English in communication: both in speaking or writing. The author of the paper gives due attention to the pragmatics of the gender-fair English. Key words: gender policy, gender-bias, gender-fair, pseudo-generic, inclusive, Gender- stereotypes, Spivak pronouns In a new and rapidly changing Era world politics became a new force on the global scene, became an International public opinion, informed and supported by worldwide media, and became extraordinarily potent in getting things done, done quickly. At the very outset we need to point out that the role of politcorrect language is of great importance in negotiations or bargain for advantage. Using meaningful structures in meaningful situations, avoiding discriminating items or ambiguities in negotiations for Peace has a crucial role. We are witnessing the upsurge of interest in the Gender fair or gender free English language. Reasons that are against gender-bias English are the follows: Gender – bias (a well gender – exclusive) English: a) it marginalizes women or very rarely men, and creates the impression or reflects female or very rarely male-dominated aspects of society; b) it makes women invisible in language; c) it is demeaning (lowering) where the wording appears to treat men as occupational servants to women, and the women as Properly of marriage; d) it can perpetuate (continue) inaccurate and biased stereotypes about where “men” and “women” are supposed to be e.g. rubbishman, workman, yard-boy, statesman, congressman vs matron, waitress, hostess, governess, etc. Gender-neutral language is widely accepted nowadays. It can lead to traditional language as sounding out of date (parochial, i.e. provincial) to those who use new forms. Some people of both sexes, take offence at traditional language that that they interpret as suggesting stereotypical assumptions about occupations, e.g. when language implies that all lawyers are men, or that all elementary school teachers are women. Adherents point out that language is rich in alternatives. We should adopt sensitive attitudes and beliefs on the effectiveness of the communication, to be able to be true to the notions of grammatical propriety. The insensitive language usage maybe an unintended form of discrimination based on a “lack of awareness” which we assert is not justifiable or acceptable. Guidelines for gender-fair (gender-free, gender-neutral) use of the English language. Different ways of avoiding gender-bias language will be exemplified in the paper. The following examples provide inclusionary alternatives to specific exclusionary wording: many are matters of vocabulary; others are matters of usage. Recommendations that address the following Секция 2. Моделирование профконцепта в контексте теории компетентностного образования Секция 2. Құзыретті білім беру теориясының мәнмәтіндегі кәсіби концептісін үлгілеу – 115 – issues of gender-fair language. 1) The pseudo-generic “he”. 2. The pseudo-genetic “man”. 3. Titles, labels, and names. 4. Gender stereotypes. 1. The pseudo-genetic He and His: dealing gender balance. a) The use of “his” and “his” when referring to both female and male excludes the female. To be inclusive, it is advisable to use both” he/she”. The construction he/she; she/ he provides authors with additional gender-free alternatives. b) Sometimes it is possible to drop the possessive “his” altogether or to substitute by an article, e.g. Exclusionary forms: The average student is worried about his grades. Inclusionary alternatives: the average student is worried about grades or about the grades. When the student hands in his paper, grade it immediately. When the student hands in the paper grade in immediately. c) Often, it makes sense to use plural instead the singular. e.g. Exclusionary forms: Give the student his grade right away. Inclusionary forms: Give the students their grades right away. Excl.: Ask the student to hand in his work as soon as he is finished. Incl.: Ask the students to hand in their work as soon as they are finished. Each student will be better if he has a voice in the decision. Students will do better if they have a voice in the decision. d) The first or second – person pronoun can sometimes be substituted for the third person: Exclusionary forms Inclusionary alternatives As a teacher, he faces excessive paper work daily. As a teacher, we face excessive paper work daily. When a teacher asks a question, he seeks student response. When you ask your students a question, you are seeking for student response. e) In some situations, the form one /ones can be substituted for he/his, but this construction should be used sparingly. e.g. He might wonder what his response should be. One might wonder what one’s response should be. f) When the subject is an indefinite pronoun, a number of options exist: 1) Recast the sentence to avoid using the indefinite pronoun Exclusionary forms a) When everyone contributes his own ideas, the discussion will be a success. b) Does everyone have his book? Inclusionary alternatives a) When all the students contribute their own idea, the discussion will be a success. b) Do all of you have your books? 2) use of the singular “they / their” form. Exclusionary forms a) When each student contributes his own ideas, the discussion will be a success. b) Does each student have his book? Inclusionary alternatives a) When each student contributes their ideas, the discussion will be a success. b) Does each student have their book? The Pseudo-Generic man: Creating Gender Balance. The following examples illustrate how to make the language more inclusive: Секция 2. Моделирование профконцепта в контексте теории компетентностного образования Секция 2. Құзыретті білім беру теориясының мәнмәтіндегі кәсіби концептісін үлгілеу – 116 – Exclusionary forms Inclusionary alternatives mankind humanity, human beings, people, individuals man’s achievements human achievements the best man for the job the best person for the job man-made synthetic, manufactured, machine – made, artificial man-hour labour hour, working hours, work hours, staff hours the common man the average person, ordinary people manpower human recources, labour, personnel, staff, workforce sportsmanship fair play, team play, sporting attitude Wherever possible, it is preferable to avoid using “man” as a verb. An alternative verb is proposed. e.g. Exclusionary forms Inclusionary alternatives To man the pumps to work the pumps To man the desk to staff the desk To man the phone(s) to answer the phone(s) To man the stockroom to staff the stockroom Identify men and women in the same way if the gender of a professional is important to a person seeking professional assistance, exceptions may occur e.g. A woman may prefer to visit a gynecologist who is a female. Seek alternatives to language that omits, patronizes, or trivializes women, as well as to language that reinforces stereotyped images of both women and men Exclusionary forms Inclusionary alternatives I’ll have my girl do that job I’ll ask my assistant (or) secretary to do that job. Maria is a career woman Maria is a professional. You guys go ahead Students, class, all of you, third graders. The ladies on the committee all supported the bill. The women on the committee supported the bill. Pam had lunch with the girls at the office. Pam had lunch with the women at the office. This is a man-sized job. This is a complex (huge, enormous, difficult job) Old man; spinster Single person Do not represent certain jobs or roles as only appropriate for, or held by, women or men, i.e. farmers are ‘men’ and elementary teachers are ‘women’. Exclusionary forms Inclusionary alternatives Dear mothers, please bake cookies for our class party. Dear families, please bake cookies for our class party. UNESCO convention attendees and their-wives are invited. UNESCO convention attendees and their guests are invited. A principal must take attendance at his faculty meetings. A principal must take attendance at all faculty meetings. Секция 2. Моделирование профконцепта в контексте теории компетентностного образования Секция 2. Құзыретті білім беру теориясының мәнмәтіндегі кәсіби концептісін үлгілеу – 117 – Conclusion: Do not represent females and males as possessing stereotyped gendered attitudes: e.g. do not always imply that: • girls are timid and boys are brave; • males are admired for their accomplishments and women for their physical attributes; • females are passive and males are active. Genderneutral pronouns Gender-neutral, gender-inclusive, common-gender or epicene pronouns are pronouns that neither reveal nor imply the gender or the sex of a person. Androgynous pronouns are pronouns that can refer to neither or both genders. For a number of reasons an increasingly large group of people are looking for an alternative animate third person pronoun which is free of gender. Motivations are many and varied; people want to make reference to characteristics and consider it superfluous referring to their gender, religion or social class. A speaker may not know or may want to avoid specifying a person’s gender. Here are some pronouns which are used as one of the most basic components of the gender – fair English and there are some invented ones. See the table: Neologisms Nominative subject Nominative subject Nominative subject Nominative subject He He laughed Singular жүктеу/скачать 1,92 Mb. Достарыңызбен бөлісу:
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