5 research outputs found
Π Π²ΠΎΠΏΡΠΎΡΡ ΠΎ ΡΠ΅Π½ΠΎΠΌΠ΅Π½Π΅ ΡΠΈΠ½Π΄ΡΠΎΠΌΠ° Π±ΠΎΠ»ΡΠ½ΠΎΠ³ΠΎ Π·Π΄Π°Π½ΠΈΡ
Π Π΄Π°Π½Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΠ΅ Π°Π²ΡΠΎΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π»ΠΈ ΠΎΡΠ²Π΅Π΄ΠΎΠΌΠ»Π΅Π½Π½ΠΎΡΡΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π’ΠΎΠΌΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ»ΠΈΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°, ΡΡΠ°ΡΠ΅ΠΉΡΠ΅Π³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΠ°ΠΏΠ°Π΄Π½ΠΎΠΉ Π‘ΠΈΠ±ΠΈΡΠΈ, ΠΎ ΡΠ΅Π½ΠΎΠΌΠ΅Π½Π΅ Π‘ΠΈΠ½Π΄ΡΠΎΠΌΠ° ΠΠΎΠ»ΡΠ½ΡΡ
ΠΠ΄Π°Π½ΠΈΠΉ. ΠΠ»Π°Π²Π½ΡΠΉ ΠΊΠΎΡΠΏΡΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° Π±ΡΠ» ΠΏΠΎΡΡΡΠΎΠ΅Π½ Π² 1896-1902 Π³ΠΎΠ΄Π°Ρ
, Π΄ΡΡΠ³ΠΈΠ΅ Π΄Π²Π°Π΄ΡΠ°ΡΡΡ - ΡΡΠΈΠ΄ΡΠ°ΡΡΡ Π³ΠΎΠ΄Π°ΠΌΠΈ ΠΏΠΎΠ·ΠΆΠ΅. ΠΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ, ΡΡΠΎ ΠΏΠΎΡΡΠΈ Π°ΡΠ΄ΠΈΡΠΎΡΠΈΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΎΡΡΠ΅ΠΌΠΎΠ½ΡΠΈΡΠΎΠ²Π°Π½Ρ ΠΈ ΠΎΡΠΎΡΠΌΠ»Π΅Π½Ρ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΠΈΠ½ΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ², ΠΊΠΎΡΠΎΡΡΠ΅ ΠΌΠΎΠ³ΡΡ Π²ΡΠ·Π²Π°ΡΡ Π‘ΠΈΠ½Π΄ΡΠΎΠΌ ΠΠΎΠ»ΡΠ½ΠΎΠ³ΠΎ ΠΠ΄Π°Π½ΠΈΡ
Motivating students to learn English for Professional Purposes (non-linguisticuniversity)
The study aims to investigate the main motivation factors to learn English for Professional Purposes and how they enable the formation of students' English foreign language communicative competence (non-linguistic university). The importance of this subject is caused by the need of effective training professionals able to compete in the modern labor market. The paper suggests the survey of one hundred and fourteen Crimean Business Institute and Tomsk Polytechnic University students. The methods used in the research are a questionnaire and the survey that comprises fifteen items developed to achieve the aim of the study. Three types of survey questions are used to collect the data: open-ended, ordinal scale and multiple-choice questions. The findings reveal that instrumental motivation prevails among students who are learning English for Professional Purposes as they focus on personal or professional interests and contacts, as well as ambitions. The study suggests the list of the most important motivation factors to learn English for Professional Purposes
Student Views of a Caring Teacher in an Undergraduate English Language Classroom in Russia
The study has sought to find out how undergraduate students in a Russian university perceive caring attributes of their English teachers. Thirty-four students, all enrolled in the first and second year of university studies participated in this research. Open-ended surveys were used to collect the data. Analysis of the responses revealed that on one hand, students see themselves as largely responsible for success in learning English, emphasizing such qualities as study habits and desire to achieve. On the other hand, the results point out to the fact that students clearly understand that having pedagogical and content knowledge is not enough for the teacher to be effective. Students want and need to see a teacher as a caring professional, not simply a vessel of knowledge. However, as the results indicate, there is a disconnect between what students want to see in a teacher in terms of caring characteristics and what they actually see in the classroom, as many of the students surveyed could not illustrate how caring traits they identified as desirable in a university teacher are actually played out in their classrooms
Π€ΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ Π² ΠΌΠ΅Π΄ΠΈΠ°ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΌ Π΄ΠΈΡΠΊΡΡΡΠ΅
ΠΠ°Π½Π° ΡΠΎΠ±ΠΎΡΠ° ΠΏΡΠΈΡΠ²ΡΡΠ΅Π½Π° ΠΏΠΈΡΠ°Π½Π½Ρ ΡΡΠ½ΠΊΡΡΠΎΠ½ΡΠ²Π°Π½Π½Ρ ΠΏΠΎΠ»ΡΡΠΈΡΠ½ΠΎΠ³ΠΎ ΡΠ½ΡΠ΅ΡΠ²βΡ Ρ ΠΌΠ΅Π΄ΡΠ°ΠΏΠΎΠ»ΡΡΠΈΡΠ½ΠΎΠΌΡ Π΄ΠΈΡΠΊΡΡΡΡ. ΠΡΠ΄ΡΡΠΈ ΡΠΈΡΡΠ°ΡΠΈΠ²Π½ΠΎ ΡΠ° ΡΠ½ΡΠ΅Π½ΡΡΠΉΠ½ΠΎ ΠΎΠ±ΡΠΌΠΎΠ²Π»Π΅Π½ΠΈΠΌ ΠΌΠΎΠ²Π»Π΅Π½Π½ΡΠ²ΠΈΠΌ Π²ΠΈΡΠ»ΠΎΠ²Π»ΡΠ²Π°Π½Π½ΡΠΌ Π°Π΄ΡΠ΅ΡΠ°Π½ΡΠ°, ΠΏΠΎΠ»ΡΡΠΈΡΠ½Π΅ ΡΠ½ΡΠ΅ΡΠ²βΡ ΠΎΡΡΡΠ½ΡΠΎΠ²Π°Π½ΠΎ Π½Π° Π°Π΄ΡΠ΅ΡΠ°ΡΠ° ΡΠ° ΠΉΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ»ΠΎΠΊΡΡΠΈΠ²Π½Ρ ΡΠ΅Π°ΠΊΡΡΡ, ΡΡΠ½ΠΊΡΡΠΎΠ½ΡΡ Π² ΠΌΠ΅ΠΆΠ°Ρ
ΠΌΠ΅Π΄ΡΠ°ΠΏΠΎΠ»ΡΡΠΈΡΠ½ΠΎΠ³ΠΎ Π΄ΠΈΡΠΊΡΡΡΡ ΡΠ° Π²ΠΎΠ»ΠΎΠ΄ΡΡ ΠΌΠ°Π½ΡΠΏΡΠ»ΡΡΠΈΠ²Π½ΠΈΠΌΠΈ Π²Π»Π°ΡΡΠΈΠ²ΠΎΡΡΡΠΌΠΈ. Π£ Π·Π²βΡΠ·ΠΊΡ Π· ΡΠΈΠΌ, ΠΌΠ΅ΡΠΎΡ ΡΠΎΠ±ΠΎΡΠΈ Ρ Π²ΠΈΠ·Π½Π°ΡΠ΅Π½Π½Ρ ΠΌΡΡΡΡ ΠΏΠΎΠ»ΡΡΠΈΡΠ½ΠΎΠ³ΠΎ ΡΠ½ΡΠ΅ΡΠ²βΡ Ρ ΡΠΈΡΡΠ΅ΠΌΡ ΠΆΠ°Π½ΡΡΠ² ΠΌΠ΅Π΄ΡΠ°ΠΏΠΎΠ»ΡΡΠΈΡΠ½ΠΎΠ³ΠΎ Π΄ΠΈΡΠΊΡΡΡΡ, ΠΎΡΠΌΠΈΡΠ»Π΅Π½Π½Ρ ΠΉΠΎΠ³ΠΎ Π»ΡΠ½Π³Π²ΠΎΠΏΡΠ°Π³ΠΌΠ°ΡΠΈΡΠ½ΠΈΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ, ΡΡΠ½ΠΊΡΡΠΉ, Π²ΠΈΠ΄ΡΠ², ΡΡΡΡΠΊΡΡΡΠΈ ΡΠ° ΡΠΎΡΠΌΠΈ. ΠΠΎΠ²ΠΈΠ·Π½Π° Π΄ΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Π½Ρ ΠΏΠΎΠ»ΡΠ³Π°Ρ Π² ΡΠ΄Π΅Π½ΡΠΈΡΡΠΊΠ°ΡΡΡ ΠΏΠΎΠ»ΡΡΠΈΡΠ½ΠΎΠ³ΠΎ ΡΠ½ΡΠ΅ΡΠ²βΡ ΡΠΊ ΠΆΠ°Π½ΡΡ ΠΌΠ΅Π΄ΡΠ°ΠΏΠΎΠ»ΡΡΠΈΡΠ½ΠΎΠ³ΠΎ Π΄ΠΈΡΠΊΡΡΡΡ. Π ΠΏΠΎΠ»ΡΡΡΠ½ΡΠ΅ΡΠ²βΡ ΡΠΎΠ·ΠΊΡΠΈΠ²Π°ΡΡΡΡΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ½Ρ ΠΎΡΠΎΠ±Π»ΠΈΠ²ΠΎΡΡΡ ΠΌΠΎΠ²Π»Π΅Π½Π½Ρ ΠΏΠΎΠ»ΡΡΠ΄ΡΡΡΡΠ² Ρ ΡΠΎΡΠΌΠ°ΡΡ ΠΏΠ΅ΡΠ΅Π΄Π²ΠΈΠ±ΠΎΡΡΠΎΠ³ΠΎ Π°ΠΌΠ΅ΡΠΈΠΊΠ°Π½ΡΡΠΊΠΎΠ³ΠΎ Π΄ΠΈΡΠΊΡΡΡΡ, Π·Π½Π°Π½Π½Ρ ΡΠΊΠΈΡ
Ρ Π²Π°ΠΆΠ»ΠΈΠ²ΠΈΠΌ Π΄Π»Ρ Π΅ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡ ΡΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΡΡ Π°Π½Π³Π»ΠΎΠΌΠΎΠ²Π½ΠΎΠ³ΠΎ ΠΌΠ΅Π΄ΡΠ°ΠΏΠΎΠ»ΡΡΠ΄ΠΈΡΠΊΡΡΡΡ. ΠΡΠΌΠΈΡΠ»Π΅Π½Π½Ρ ΡΡΠ·Π½ΠΎΠ°ΡΠΏΠ΅ΠΊΡΠ½ΠΈΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΠΏΠΎΠ»ΡΡΠΈΡΠ½ΠΎΠ³ΠΎ ΡΠ½ΡΠ΅ΡΠ²βΡ Π΄Π°Ρ ΠΌΠΎΠΆΠ»ΠΈΠ²ΡΡΡΡ ΠΏΡΠ·Π½Π°ΡΠΈ Π²Π΅ΡΠ±Π°Π»ΡΠ½Ρ ΠΌΠ΅Ρ
Π°Π½ΡΠ·ΠΌΡ Π²ΠΏΠ»ΠΈΠ²Ρ Π½Π° Π΅Π»Π΅ΠΊΡΠΎΡΠ°Ρ, ΡΠΎΠ·ΡΠΎΠ±ΠΈΡΠΈ ΡΠ° Π·Π°ΡΡΠΎΡΡΠ²Π°ΡΠΈ Π·Π°Ρ
ΠΈΡΠ½Ρ ΡΠ΅Π°ΠΊΡΡΡ Π½Π° ΡΡΠ²Π½Ρ ΡΠ½Π΄ΠΈΠ²ΡΠ΄ΡΠ°Π»ΡΠ½ΠΎΡ ΡΠ° ΡΡΡΠΏΡΠ»ΡΠ½ΠΎΡ ΡΠ²ΡΠ΄ΠΎΠΌΠΎΡΡΡ.ΠΠ°ΡΡΠΎΡΡΠ°Ρ ΡΠ°Π±ΠΎΡΠ° ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° Π²ΠΎΠΏΡΠΎΡΡ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ Π² ΠΌΠ΅Π΄ΠΈΠ°ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΌ Π΄ΠΈΡΠΊΡΡΡΠ΅. ΠΡΠ΄ΡΡΠΈ ΡΠΈΡΡΠ°ΡΠΈΠ²Π½ΠΎ ΠΈ ΠΈΠ½ΡΠ΅Π½ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π½ΡΠΌ ΡΠ΅ΡΠ΅Π²ΡΠΌ Π²ΡΡΠΊΠ°Π·ΡΠ²Π°Π½ΠΈΠ΅ΠΌ Π°Π΄ΡΠ΅ΡΠ°Π½ΡΠ°, ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½ΠΎ Π½Π° Π°Π΄ΡΠ΅ΡΠ°ΡΠ° ΠΈ Π΅Π³ΠΎ ΠΏΠ΅ΡΠ»ΠΎΠΊΡΡΠΈΠ²Π½ΡΡ ΡΠ΅Π°ΠΊΡΠΈΡ, ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΡΠ΅Ρ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΠΌΠ΅Π΄ΠΈΠ°ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π΄ΠΈΡΠΊΡΡΡΠ° ΠΈ Π²Π»Π°Π΄Π΅Π΅Ρ ΠΌΠ°Π½ΠΈΠΏΡΠ»ΡΡΠΈΠ²Π½ΡΠΌΠΈ ΡΠ²ΠΎΠΉΡΡΠ²Π°ΠΌΠΈ. Π ΡΠ²ΡΠ·ΠΈ Ρ ΡΡΠΈΠΌ, ΡΠ΅Π»Ρ ΡΠ°Π±ΠΎΡΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ ΠΌΠ΅ΡΡΠ° ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΆΠ°Π½ΡΠΎΠ² ΠΌΠ΅Π΄ΠΈΠ°ΠΏΠΎΠ»ΠΈΡΠΈΡΡΠΊΠΎΠ³ΠΎ Π΄ΠΈΡΠΊΡΡΡΠ°, ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΠΈ Π΅Π³ΠΎ Π»ΠΈΠ½Π³Π²ΠΎΠΏΡΠ°Π³ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ, ΡΡΠ½ΠΊΡΠΈΠΉ, Π²ΠΈΠ΄ΠΎΠ², ΡΡΡΡΠΊΡΡΡΡ ΠΈ ΡΠΎΡΠΌΡ. ΠΠΎΠ²ΠΈΠ·Π½Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΡΠΎΠΈΡ Π² ΠΈΠ΄Π΅Π½ΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ ΠΊΠ°ΠΊ ΠΆΠ°Π½ΡΠ° ΠΌΠ΅Π΄ΠΈΠ°ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π΄ΠΈΡΠΊΡΡΡΠ°. Π ΠΏΠΎΠ»ΠΈΡΠΈΠ½ΡΠ΅ΡΠ²ΡΡ ΡΠ°ΡΠΊΡΡΠ²Π°ΡΡΡΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ½ΡΠ΅ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΡΠ΅ΡΠΈ ΠΏΠΎΠ»ΠΈΡΠ΄Π΅ΡΡΠ΅Π»Π΅ΠΉ Π² ΡΠΎΡΠΌΠ°ΡΠ΅ ΠΏΡΠ΅Π΄Π²ΡΠ±ΠΎΡΠ½ΠΎΠ³ΠΎ Π°ΠΌΠ΅ΡΠΈΠΊΠ°Π½ΡΠΊΠΎΠ³ΠΎ Π΄ΠΈΡΠΊΡΡΡΠ°, Π·Π½Π°Π½ΠΈΠ΅ ΠΊΠΎΡΠΎΡΡΡ
ΡΠ²Π»ΡΠ΅ΡΡΡ Π²Π°ΠΆΠ½ΡΠΌ Π΄Π»Ρ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠΉ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ Π°Π½Π³Π»ΠΎΡΠ·ΡΡΠ½ΠΎΠ³ΠΎ ΠΌΠ΅Π΄ΠΈΠ°ΠΏΠΎΠ»ΠΈΡΠ΄ΠΈΡΠΊΡΡΡΠ°. ΠΡΠΌΡΡΠ»Π΅Π½ΠΈΠ΅ ΡΠ°Π·Π½ΠΎΠ°ΡΠΏΠ΅ΠΊΡΠ½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ Π΄Π°ΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡ ΠΏΠΎΠ·Π½Π°ΡΡ Π²Π΅ΡΠ±Π°Π»ΡΠ½ΡΠ΅ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΡ Π²Π»ΠΈΡΠ½ΠΈΡ ΡΠ»Π΅ΠΊΡΠΎΡΠ°ΡΠΎΠΌ, Π²ΡΡΠ°Π±ΠΎΡΠ°ΡΡ ΠΈ ΠΏΡΠΈΠΌΠ΅Π½ΠΈΡΡ Π·Π°ΡΠΈΡΠ½ΡΠ΅ ΡΠ΅Π°ΠΊΡΠΈΠΈ Π½Π° ΡΡΠΎΠ²Π½Π΅ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΎΠ·Π½Π°Π½ΠΈΡ.The article deals with the functioning of the political interview within media political discourse. Being situationally and intentionally caused by the addresser of speech utterances, political interview is focused on addressee and his perlocutionary reaction, functions within media political discourse and has manipulative characteristics. In this context the aim of the work is to define the place of political interview in the genres system of the media political discourse, understanding its lingual and pragmatic characteristics, its functions, types, structure and form. The newness of the research consists in the identification of political interview as a genre of the media political discourse. Characteristic features of the politicianβs speech reveal in political interview within American electoral discourse, which knowledge is essential for the effective interpretation of the English-speaking media political discourse. Political interview is regarded as a text of the persuasive type. Understanding of different aspects of political interview provides an opportunity to learn the verbal mechanisms of influence on the electorate, to develop and apply a protective response at the level of individual and social consciousness
Quantitative component of English compound medical terms
ΠΠ°Π½Π° ΡΡΠ°ΡΡΡ ΠΏΡΠΈΡΠ²ΡΡΠ΅Π½Π° ΠΏΠΈΡΠ°Π½Π½Ρ ΠΎΡΠΎΠ±Π»ΠΈΠ²ΠΎΡΡΠ΅ΠΉ ΡΡΠ½ΠΊΡΡΠΎΠ½ΡΠ²Π°Π½Π½Ρ ΠΊΠ²Π°Π½ΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° Π² ΡΡΡΠ°ΡΠ½ΡΠΉ ΠΌΠ΅Π΄ΠΈΡΠ½ΡΠΉ ΡΠ΅ΡΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΡΡ Π· ΡΡΠ°Ρ
ΡΠ²Π°Π½Π½ΡΠΌ ΠΏΡΠ°Π³ΠΌΠ°ΡΠΈΡΠ½ΠΎΡ ΡΠΏΠ΅ΡΠΈΡΡΠΊΠΈ Π°Π½Π³Π»ΡΠΉΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΈ. ΠΠ°Π³Π°Π»ΡΠ½ΠΎΠ²ΡΠ΄ΠΎΠΌΠΎ, ΡΠΎ ΠΌΠ΅Π΄ΠΈΡΠ½ΠΈΠΉ ΡΠ΅ΡΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΡΡΠ½ΠΈΠΉ Π°ΠΏΠ°ΡΠ°Ρ Π·ΠΌΡΠ½ΡΡΡΡΡΡ Ρ Π·Π±Π°Π³Π°ΡΡΡΡΡΡΡ ΡΠΊ Π»Π°ΡΠΈΠ½ΡΡΠΊΠΎΡ Ρ Π³ΡΠ΅ΡΡΠΊΠΎΡ ΠΌΠΎΠ²Π°ΠΌΠΈ, ΡΠ°ΠΊ Ρ Π΅ΠΊΡΡΡΠ°Π»ΡΠ½Π³Π²ΡΡΡΠΈΡΠ½ΠΈΠΌΠΈ ΡΠ°ΠΊΡΠΎΡΠ°ΠΌΠΈ, Π° ΡΠ°ΠΌΠ΅: ΡΠΎΠ·Π²ΠΈΡΠΊΠΎΠΌ Π½Π°ΡΠΊΠΈ Ρ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΡΠΉ, ΡΠΎΡΡΠ°Π»ΡΠ½ΠΈΡ
ΡΠ° Π΅ΠΊΠΎΠ½ΠΎΠΌΡΡΠ½ΠΈΡ
ΡΠ²ΠΈΡ. ΠΡΠ»ΡΠΊΡΡΠ½Ρ Π²ΡΠ΄Π½ΠΎΡΠΈΠ½ΠΈ ΡΠ²ΡΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΠΊΠ²Π°Π½ΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΈΠΌΠΈ ΠΎΠ΄ΠΈΠ½ΠΈΡΡΠΌΠΈ, ΡΠΊΡ ΡΡΠ°Π½ΠΎΠ²Π»ΡΡΡ Π½Π΅Π²ΡΠ΄'ΡΠΌΠ½Ρ ΡΠ°ΡΡΠΈΠ½Ρ ΡΠΊΠ»Π°Π΄Π½ΠΈΡ
Ρ Π±Π°Π³Π°ΡΠΎΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ½ΠΈΡ
ΠΎΠ΄ΠΈΠ½ΠΈΡΡ Π±ΡΠ΄Ρ ΡΠ΅ΡΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΡΡ, Π° ΠΎΡΠΎΠ±Π»ΠΈΠ²ΠΎ ΠΌΠ΅Π΄ΠΈΡΠ½ΠΎΡ. ΠΠΎΠ²Ρ ΠΏΠΎΠ½ΡΡΡΡ, Π·ΠΎΠΊΡΠ΅ΠΌΠ° Π² Π³Π°Π»ΡΠ·Ρ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΠΈ, Π²ΠΈΠΌΠ°Π³Π°ΡΡΡ Π½ΠΎΠ²ΠΈΡ
ΡΠ»ΡΠ² Π΄Π»Ρ Π½ΠΎΠΌΡΠ½Π°ΡΡΡ. Π§ΠΈΡΠ»ΡΠ²Π½ΠΈΠΊΠΈ, Π²ΠΈΠΊΠΎΠ½ΡΡΡΠΈ ΡΡΠ½ΠΊΡΡΡ ΠΊΠ²Π°Π½ΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° Π² ΠΌΠ΅Π΄ΠΈΡΠ½ΠΈΡ
ΡΠ΅ΡΠΌΡΠ½Π°Ρ
, ΠΏΡΠ΄Π΄Π°ΡΡΡΡΡ ΠΏΡΠΎΡΠ΅ΡΡ Π΄Π΅ΡΠ΅ΠΌΠ°Π½ΡΠΈΠ·Π°ΡΠΈΠΈ Ρ ΡΠ΅ΡΠΌΡΠ½Π°Π»ΠΎΠ³ΡΠ·Π°ΡΡΡ, Π²ΡΠ΄Π±ΡΠ²Π°ΡΡΡΡΡ Π½ΡΠ²Π΅Π»ΡΠ²Π°Π½Π½Ρ ΠΊΡΠ»ΡΠΊΡΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° Ρ ΠΏΡΠΈΠ΄Π±Π°Π½Π½Ρ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΠΈΡ
Ρ ΡΠΊΡΡΠ½ΠΈΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ. Π’Π°ΠΊΠΈΠΌ ΡΠΈΠ½ΠΎΠΌ, ΡΠΈΡΠ»ΡΠ²Π½ΠΈΠΊΠΈ ΡΠΏΡΠΈΡΡΡΡ ΡΠΎΠ·Π²ΠΈΡΠΊΡ ΡΠ΅ΡΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΡΡΠ½ΠΎΡ ΠΌΠ΅Π΄ΠΈΡΠ½ΠΎΡ ΡΠΈΡΡΠ΅ΠΌΠΈ Ρ Π²ΠΈΠ·Π½Π°ΡΠ°ΡΡΡ Π²Π΅ΠΊΡΠΎΡ ΡΠ»ΠΎΠ²ΠΎΡΠ²ΠΎΡΠ΅Π½Π½Ρ Ρ ΡΡΠ΅ΡΡ ΡΡΠΎΠ³ΠΎ Π΄ΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Π½Ρ.ΠΠ°Π½Π½Π°Ρ ΡΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° Π²ΠΎΠΏΡΠΎΡΡ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ²Π°Π½ΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠΉ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΠΈ Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΏΡΠ°Π³ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠΈ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°. ΠΠ±ΡΠ΅ΠΈΠ·Π²Π΅ΡΡΠ½ΠΎ, ΡΡΠΎ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΠΉ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°ΠΏΠΏΠ°ΡΠ°Ρ ΠΈΠ·ΠΌΠ΅Π½ΡΠ΅ΡΡΡ ΠΈ ΠΎΠ±ΠΎΠ³Π°ΡΠ°Π΅ΡΡΡ ΠΊΠ°ΠΊ Π»Π°ΡΠΈΠ½ΡΠΊΠΈΠΌ ΠΈ Π³ΡΠ΅ΡΠ΅ΡΠΊΠΈΠΌ ΡΠ·ΡΠΊΠ°ΠΌΠΈ, ΡΠ°ΠΊ ΠΈ ΡΠΊΡΡΡΠ°Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΡΠ°ΠΊΡΠΎΡΠ°ΠΌΠΈ, Π° ΠΈΠΌΠ΅Π½Π½ΠΎ: ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ Π½Π°ΡΠΊΠΈ ΠΈ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ, ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ²Π»Π΅Π½ΠΈΠΉ. ΠΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠ΅ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΌΠΈΡΠ° ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΠΊΠ²Π°Π½ΡΠΈΡΠ°ΡΠΈΠ²Π½ΡΠΌΠΈ Π΅Π΄ΠΈΠ½ΠΈΡΠ°ΠΌΠΈ, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠΎΡΡΠ°Π²Π»ΡΡΡ Π½Π΅ΠΎΡΡΠ΅ΠΌΠ»Π΅ΠΌΡΡ ΡΠ°ΡΡΡ ΡΠ»ΠΎΠΆΠ½ΡΡ
ΠΈ ΠΌΠ½ΠΎΠ³ΠΎΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ½ΡΡ
Π΅Π΄ΠΈΠ½ΠΈΡ Π»ΡΠ±ΠΎΠΉ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΠΈ, Π° Π² ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠΉ. ΠΠΎΠ²ΡΠ΅ ΠΏΠΎΠ½ΡΡΠΈΡ, Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ Π² ΠΎΠ±Π»Π°ΡΡΠΈ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Ρ, ΡΡΠ΅Π±ΡΡΡ Π½ΠΎΠ²ΡΡ
ΡΠ»ΠΎΠ² Π΄Π»Ρ Π½ΠΎΠΌΠΈΠ½Π°ΡΠΈΠΈ. Π§ΠΈΡΠ»ΠΈΡΠ΅Π»ΡΠ½ΡΠ΅, Π²ΡΠΏΠΎΠ»Π½ΡΡ ΡΡΠ½ΠΊΡΠΈΡ ΠΊΠ²Π°Π½ΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° Π² ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
ΡΠ΅ΡΠΌΠΈΠ½Π°Ρ
, ΠΏΠΎΠ΄Π²Π΅ΡΠ³Π°ΡΡΡΡ ΠΏΡΠΎΡΠ΅ΡΡΡ Π΄Π΅ΡΠ΅ΠΌΠ°Π½ΡΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΡΠ΅ΡΠΌΠΈΠ½Π°Π»ΠΎΠ³ΠΈΠ·Π°ΡΠΈΠΈ, ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΠΈΡ Π½ΠΈΠ²Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° ΠΈ ΠΏΡΠΈΠΎΠ±ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΡΡ
ΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ. Π’Π°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, ΡΠΈΡΠ»ΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ ΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡ Π²Π΅ΠΊΡΠΎΡ ΡΠ»ΠΎΠ²ΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΡΠ΅ΡΠ΅ Π½Π°ΡΡΠΎΡΡΠ΅Π³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ.The article deals with the functioning peculiarities of quantitative component in modern medical terminology in view of pragmatic character of English language. It is common knowledge that terminology of medicine is changed and enriched both by Latin and Greek languages, and extralinguistic factors, namely development of science and technology, social and economic phenomena. Quantitative relations of the world are represented by quantitative units which constitute an integral part of complex and compound terminological units of any terminological system in particular of medical one. New notions especially in the field of medicine require new words to nominate them. Numerals performing the function of the quantitative component in medical terms undergo the processes of desemantization and terminalogization, deprivation of quantitative component and acquisition of objective and qualitative characteristics. Thus numerals enhance medical terminological system and determine the term-building vector in the sphere of the present investigation