115 research outputs found
Phraseologie der deutschen Sprache (Π€ΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ° Π½Π° Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ)
ΠΠ²ΠΎΡ ΡΠ΅ΡΠ΅Π½Π·ΠΈΡΠ°Π½ ΡΡΠ΅Π±Π½ΠΈΠΊ Π²ΠΎΠ΅Π΄Π½ΠΎ Π½ΡΠ΄ΠΈ ΠΈ Π½ΠΈΠ·Π° ΠΏΡΠ΅Π΄Π½ΠΎΡΡΠΈ, ΠΎΠ΄Π½ΠΎΡΠ½ΠΎ ΠΏΠΎΠ²ΠΎΠ»Π½ΠΎΡΡΠΈ ΠΊΠΎΡΠΈΡΠ½ΠΈ Π·Π° ΡΠΈΡΠ΅ ΠΈΠ·ΡΡΡΠ²Π°ΡΠΈ Π½Π° Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ, Π·Π°ΡΠΎΠ° ΡΡΠΎ ΡΠ΅ ΠΎΠ±ΠΈΠ΄ΡΠ²Π° Π½Π° ΠΊΠΎΠ½ΡΠΈΠ·Π΅Π½ Π½Π°ΡΠΈΠ½ Π΄Π° ΡΠ° ΡΠ°Π·ΡΠ°ΡΠ½ΠΈ ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΡΠΊΠ°ΡΠ° ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ° ΡΠΎ ΠΊΠΎΠΈ ΡΠ°ΡΠΏΠΎΠ»Π°Π³Π° ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½ΠΈΠΎΡ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ. ΠΠ°ΡΠ°ΡΠ° ΡΠ΅Π» Π·Π½Π°ΡΠΈ Π΅, Π½Π° ΡΠΈΡΠ°ΡΠ΅Π»ΠΎΡ Π΄Π° ΠΌΡ ΠΏΠΎΠ½ΡΠ΄ΠΈΠΌΠ΅ ΠΎΠΏΡΡ ΠΏΡΠ΅Π³Π»Π΅Π΄ Π½Π° ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΡΠΊΠΈΠΎΡ ΠΊΠΎΡΠΏΡΡ Π²ΠΎ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½ΠΈΠΎΡ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ, ΡΠΎ ΠΏΠΎΡΠ΅Π±Π΅Π½ ΠΎΡΠ²ΡΡ Π½Π° ΡΠ°ΠΊΡΠΈΡΠ΅ ΠΊΠΎΠΈ ΠΌΠΎΠΆΠ°Ρ Π΄Π° Π±ΠΈΠ΄Π°Ρ ΠΎΠ΄ ΠΏΡΠ°ΠΊΡΠΈΡΠ½ΠΎ Π·Π½Π°ΡΠ΅ΡΠ΅, Ρ.Π΅. ΠΎΠ΄ ΠΊΠΎΡΠΈΡΡ Π²ΠΎ Π½Π°ΡΡΠ°Π²Π°ΡΠ° ΠΈ Π²ΠΎ ΠΊΠΎΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΠ°ΡΠ°. Π‘Π΅ ΡΡΡΠ΄Π΅Π²ΠΌΠ΅ Π²ΠΎ ΠΎΠ²Π°Π° ΠΏΡΠΈΠ»ΠΈΠΊΠ°, ΡΠΈΡΠ°ΡΠ΅Π»ΠΈΡΠ΅ Π΄Π° Π½Π΅ Π³ΠΈ ΠΎΠΏΡΠΎΠ²Π°ΡΡΠ²Π°ΠΌΠ΅ ΡΠΎ ΠΏΡΠ΅ΠΌΠ½ΠΎΠ³Ρ Π΄Π΅ΡΠ°Π»ΠΈ ΠΊΠΎΠΈ ΡΠΏΠΎΡΠ΅Π΄ Π½Π°ΡΠ΅ΡΠΎ ΠΌΠΈΡΠ»Π΅ΡΠ΅ Π½Π΅ ΡΠ΅ Π½Π΅ΠΎΠΏΡ
ΠΎΠ΄Π½ΠΈ ΠΈ ΡΠΎ ΠΊΠΎΠΈ ΡΠ°ΠΌΠΎ Π±ΠΈ Π³ΠΎ ΠΎΠ΄Π²ΡΠ°ΡΠΈΠ»Π΅ Π½ΠΈΠ²Π½ΠΈΠΎΡ ΠΈΠ½ΡΠ΅ΡΠ΅Ρ Π·Π° ΠΏΠΎΡΠ΅ΡΠΈΠ·Π½ΠΎ ΠΈΠ·ΡΡΡΠ²Π°ΡΠ΅ ΠΈ Π½ΠΈΠ²Π½ΠΎ ΡΠ΅ΠΊΠΎΡΠ΄Π½Π΅Π²Π½ΠΎ ΠΊΠΎΡΠΈΡΡΠ΅ΡΠ΅ Π²ΠΎ ΡΠ΅ΠΊΠΎΡΠ΄Π½Π΅Π²Π½ΠΈΠΎΡ Π³ΠΎΠ²ΠΎΡ.
ΠΠ΅ΡΡΠ²Π°ΠΌΠ΅ Π΄Π΅ΠΊΠ° ΡΠ°Π·ΠΈΡΠ½Π°ΡΠ° ΡΠ΅ΠΎΡΠΈΡΠ° Π½Π΅ ΡΡΠ΅Π±Π° Π΄Π° Π±ΠΈΠ΄Π΅ ΡΠ΅Π» ΡΠ°ΠΌΠ°ΡΠ° Π½Π° ΡΠ΅Π±Π΅, ΠΏΠ° Π·Π°ΡΠΎΠ° ΡΠ΅ ΠΏΠΎΡΡΡΠ΄ΠΈΠ²ΠΌΠ΅ ΠΎΠ²ΠΎΡ ΡΡΠ΅Π±Π½ΠΈΠΊ Π½Π°ΡΠ»ΠΎΠ²Π΅Π½ ΠΊΠ°ΠΊΠΎ Phraseologie der deutschen Sprache (Π€ΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ° Π½Π° Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ) Π΄Π° Π³ΠΎ ΠΎΡΠΎΡΠΌΠΈΠΌΠ΅ ΡΠ°ΠΊΠ° ΡΡΠΎ ΡΠ΅ ΠΈΠΌ ΠΏΠΎΠΌΠΎΠ³Π½Π΅ Π½Π° ΡΠΈΡΠ°ΡΠ΅Π»ΠΈΡΠ΅ Π΄Π° Π³ΠΎ ΡΠ½Π°ΠΏΡΠ΅Π΄Π°Ρ Π·Π½Π°Π΅ΡΠ΅ΡΠΎ Π½Π° Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ ΠΈ/ΠΈΠ»ΠΈ Π΄Π° ΠΈΠΌ ΠΏΠΎΠ½ΡΠ΄ΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ, ΠΊΠΎΠΈ ΡΠ΅ ΠΌΠΎΠΆΠ°Ρ Π΄Π° Π³ΠΈ ΠΈΡΠΊΠΎΡΠΈΡΡΠ°Ρ ΠΏΠΎΠ΄ΡΡΡΠ²Π°ΡΡΠΈ Π΄ΡΡΠ³ΠΈ.
ΠΠ΅ΡΡΠ²Π°ΠΌΠ΅ Π΄Π΅ΠΊΠ° ΠΎΠ²Π° ΡΡΠ΅Π±Π½ΠΎ ΠΏΠΎΠΌΠ°Π³Π°Π»ΠΎ ΠΌΠΎΠΆΠ΅, Π½Π° ΡΠΈΡΠ΅ ΠΎΠ½ΠΈΠ΅ ΠΊΠΎΠΈ Π³ΠΎ Π²Π»Π°Π΄Π΅Π°Ρ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ Π½Π° ΡΡΠ΅Π΄Π½ΠΎ ΠΈΠ»ΠΈ Π½Π° ΠΏΠΎΠ²ΠΈΡΠΎΠΊΠΎ Π½ΠΈΠ²ΠΎ, Π΄Π° ΠΈΠΌ ΠΏΠΎΠΌΠΎΠ³Π½Π΅ Π²ΠΎ ΡΠΎΠ° Π΄Π° ΠΏΠΎΡΡΠΈΠ³Π½Π°Ρ Π½Π΅ΠΊΠΎΠ»ΠΊΡ ΡΠ΅Π»ΠΈ. ΠΠ°ΡΠ²Π°ΠΆΠ½ΠΈ ΡΠ΅, ΡΠ΅ΠΊΠ°ΠΊΠΎ, ΠΏΡΠΎΡΠΈΡΡΠ²Π°ΡΠ΅ΡΠΎ Π½Π° ΡΠΎΠΏΡΡΠ²Π΅Π½ΠΈΠΎΡ Π»Π΅ΠΊΡΠΈΡΠΊΠΈ ΡΠΎΠ½Π΄, ΠΊΠ°ΠΊΠΎ ΠΈ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΡΠ°ΡΠ° ΠΈ ΠΏΡΠΎΠ΄Π»Π°Π±ΠΎΡΡΠ²Π°ΡΠ΅ΡΠΎ Π½Π° Π·Π½Π°Π΅ΡΠ°ΡΠ° ΠΎΠ΄ ΠΎΠ±Π»Π°ΡΡΠ° Π½Π° ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ°ΡΠ°. ΠΡΠ²Π΅Π½ ΡΠΎΠ°, ΠΎΠ΄ Π·Π½Π°ΡΠ΅ΡΠ΅ Π²ΠΎ ΠΏΠΎΠ΅Π΄ΠΈΠ½Π΅ΡΠ½ΠΈΡΠ΅ ΡΠ»ΡΡΠ°ΠΈ ΠΌΠΎΠΆΠ΅ Π΄Π° Π±ΠΈΠ΄Π΅ ΠΈ ΡΠΎΠ·Π΄Π°Π²Π°ΡΠ΅ΡΠΎ ΠΎΡΠ½ΠΎΠ²Π° Π·Π° Π΄Π΅ΡΠ°Π»Π½ΠΎ Π·Π°ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅ ΠΎΠ΄ ΡΠ°Π·Π»ΠΈΡΠ½ΠΈ Π°ΡΠΏΠ΅ΠΊΡΠΈ Π½Π° ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΡΠΊΠΈΠΎΡ ΡΠΎΠ½Π΄ Π½Π° ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½ΠΈΠΎΡ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ, ΠΊΠ°ΠΊΠΎ ΠΈ ΡΡΠ²ΠΎΡΡΠ²Π°ΡΠ΅ Π½Π° Π΅Π»Π΅ΠΌΠ΅Π½ΡΠ°ΡΠ½ΠΈΠΎΡ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΡΠΊΠΈ Π°ΠΏΠ°ΡΠ°Ρ, ΠΊΠ°ΠΊΠΎ ΠΎΡΠ½ΠΎΠ²Π° Π·Π° ΠΈΠ΄Π½ΠΈ ΡΠ°ΠΌΠΎΡΡΠΎΡΠ½ΠΈ ΡΡΡΠ΄ΠΎΠ²ΠΈ Π½Π° ΠΎΠ²Π° ΠΏΠΎΠ»Π΅
Deutsche phraseologie (ΠΠ΅ΡΠΌΠ°Π½ΡΠΊΠ° ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ°)
ΠΠ²Π°Π° ΡΠ΅ΡΠ΅Π½Π·ΠΈΡΠ°Π½Π° ΡΠΊΡΠΈΠΏΡΠ° Π½ΡΠ΄ΠΈ ΠΈ Π½ΠΈΠ·Π° ΠΏΡΠ΅Π΄Π½ΠΎΡΡΠΈ, ΠΎΠ΄Π½ΠΎΡΠ½ΠΎ ΠΏΠΎΠ²ΠΎΠ»Π½ΠΎΡΡΠΈ ΠΊΠΎΡΠΈΡΠ½ΠΈ Π·Π° ΡΠΈΡΠ΅ ΠΈΠ·ΡΡΡΠ²Π°ΡΠΈ Π½Π° Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ, Π·Π°ΡΠΎΠ° ΡΡΠΎ ΡΠ΅ ΠΎΠ±ΠΈΠ΄ΡΠ²Π° Π½Π° ΠΊΠΎΠ½ΡΠΈΠ·Π΅Π½ Π½Π°ΡΠΈΠ½ Π΄Π° ΡΠ° ΡΠ°Π·ΡΠ°ΡΠ½ΠΈ ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΡΠΊΠ°ΡΠ° ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ° ΡΠΎ ΠΊΠΎΠΈ ΡΠ°ΡΠΏΠΎΠ»Π°Π³Π° ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½ΠΈΠΎΡ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ. ΠΠ°ΡΠ°ΡΠ° ΡΠ΅Π» Π·Π½Π°ΡΠΈ Π΅ Π½Π° ΡΠΈΡΠ°ΡΠ΅Π»ΠΎΡ Π΄Π° ΠΌΡ ΠΏΠΎΠ½ΡΠ΄ΠΈΠΌΠ΅ ΠΎΠΏΡΡ ΠΏΡΠ΅Π³Π»Π΅Π΄ Π½Π° ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΡΠΊΠΈΠΎΡ ΠΊΠΎΡΠΏΡΡ Π²ΠΎ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½ΠΈΠΎΡ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ, ΡΠΎ ΠΏΠΎΡΠ΅Π±Π΅Π½ ΠΎΡΠ²ΡΡ Π½Π° ΡΠ°ΠΊΡΠΈΡΠ΅ ΠΊΠΎΠΈ ΠΌΠΎΠΆΠ°Ρ Π΄Π° Π±ΠΈΠ΄Π°Ρ ΠΎΠ΄ ΠΏΡΠ°ΠΊΡΠΈΡΠ½ΠΎ Π·Π½Π°ΡΠ΅ΡΠ΅, Ρ.Π΅. ΠΎΠ΄ ΠΊΠΎΡΠΈΡΡ Π²ΠΎ Π½Π°ΡΡΠ°Π²Π°ΡΠ° ΠΈ Π²ΠΎ ΠΊΠΎΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΠ°ΡΠ°. Π‘Π΅ ΡΡΡΠ΄Π΅Π²ΠΌΠ΅ Π²ΠΎ ΠΎΠ²Π°Π° ΠΏΡΠΈΠ»ΠΈΠΊΠ°, ΡΠΈΡΠ°ΡΠ΅Π»ΠΈΡΠ΅ Π΄Π° Π½Π΅ Π³ΠΈ ΠΎΠΏΡΠΎΠ²Π°ΡΡΠ²Π°ΠΌΠ΅ ΡΠΎ ΠΏΡΠ΅ΠΌΠ½ΠΎΠ³Ρ Π΄Π΅ΡΠ°Π»ΠΈ ΠΊΠΎΠΈ ΡΠΏΠΎΡΠ΅Π΄ Π½Π°ΡΠ΅ΡΠΎ ΠΌΠΈΡΠ»Π΅ΡΠ΅ Π½Π΅ ΡΠ΅ Π½Π΅ΠΎΠΏΡ
ΠΎΠ΄Π½ΠΈ ΠΈ ΡΠΎ ΠΊΠΎΠΈ ΡΠ°ΠΌΠΎ Π±ΠΈ Π³ΠΎ ΠΎΠ΄Π²ΡΠ°ΡΠΈΠ»Π΅ Π½ΠΈΠ²Π½ΠΈΠΎΡ ΠΈΠ½ΡΠ΅ΡΠ΅Ρ Π·Π° ΠΏΠΎΡΠ΅ΡΠΈΠ·Π½ΠΎ ΠΈΠ·ΡΡΡΠ²Π°ΡΠ΅ ΠΈ Π½ΠΈΠ²Π½ΠΎ ΡΠ΅ΠΊΠΎΡΠ΄Π½Π΅Π²Π½ΠΎ ΠΊΠΎΡΠΈΡΡΠ΅ΡΠ΅ Π²ΠΎ
ΡΠ΅ΠΊΠΎΡΠ΄Π½Π΅Π²Π½ΠΈΠΎΡ Π³ΠΎΠ²ΠΎΡ
ΠΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΠΏΡΠ΅Π΄Π»ΠΎΠ³ Π½Π° β ΠΊΠ°ΠΌΠ΅Π½ Π½Π° ΡΠΎΠΏΠ½ΡΠ²Π°ΡΠ΅ ΠΊΠ°Ρ ΠΈΠ·ΡΡΡΠ²Π°ΡΠΈΡΠ΅ Π½Π° Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΠΈ Π°Π½Π³Π»ΠΈΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ
ΠΡΠ΅Π΄Π»ΠΎΠ·ΠΈΡΠ΅ ΡΠ΅ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½Π° ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡΠ° Π½Π° Π·Π±ΠΎΡΠΎΠ²ΠΈ ΠΊΠΎΡΠ° Π±Π°ΡΠ° ΠΏΠΎΡΠ΅Π±Π½ΠΎ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ Π²ΠΎ ΠΏΡΠΎΡΠ΅ΡΠΎΡ Π½Π° ΠΈΠ·ΡΡΡΠ²Π°ΡΠ΅ Π½Π° ΡΡΡΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΡΠΈ ΠΈ ΠΊΠΎΡΠ° ΠΏΡΠ΅ΡΡΡΠ°Π²ΡΠ²Π° βΠΊΠ°ΠΌΠ΅Π½ Π½Π° ΡΠΎΠΏΠ½ΡΠ²Π°ΡΠ΅β ΠΏΡΠΈ ΠΈΠ·Π²Π΅Π΄ΡΠ²Π°ΡΠ΅ Π½Π° Π½Π°ΡΡΠ°Π²Π°ΡΠ° Π½Π° ΡΡΡΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΡΠΈ. ΠΡΠ΅ΠΊΡ ΠΎΠ²ΠΎΡ ΡΡΡΠ΄ ΡΠ΅ ΡΠ΅ ΠΎΠ±ΠΈΠ΄Π΅ΠΌΠ΅ Π΄Π° Π³ΠΈ Π²ΠΎΠΎΡΠΈΠΌΠ΅ ΠΎΡΠ½ΠΎΠ²Π½ΠΈΡΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠΈ ΠΊΠΎΠΈ ΡΠ΅ ΡΠ°Π²ΡΠ²Π°Π°Ρ ΠΊΠ°Ρ ΠΈΠ·ΡΡΡΠ²Π°ΡΠΈΡΠ΅ Π½Π° ΡΡΡΠ°Π½ΡΠΊΠΈΡΠ΅ ΡΠ°Π·ΠΈΡΠΈ, ΠΏΡΠ΅Π΄ ΡΡ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΠΈ Π°Π½Π³Π»ΠΈΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ, ΠΏΡΠ΅ΠΊΡ ΠΏΡΠΈΠΌΠ΅ΡΠΈ ΡΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΠΏΡΠ΅Π΄Π»ΠΎΠ³ Π½Π°. ΠΠ°ΠΊΠΎ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΈ Π»Π΅ΠΊΡΠΈΡΠΊΠΈ Π΅Π΄ΠΈΠ½ΠΈΡΠΈ ΠΏΡΠ΅Π΄Π»ΠΎΠ·ΠΈΡΠ΅ ΡΠ»ΡΠΆΠ°Ρ Π·Π° ΠΈΠ·ΡΠ°Π·ΡΠ²Π°ΡΠ΅ Π½Π° ΡΠ΅Π»Π°ΡΠΈΠΈ ΠΏΠΎΠΌΠ΅ΡΡ Π΄Π²Π° Π΅Π½ΡΠΈΡΠ΅ΡΠ°, ΠΈ ΡΠΎΠ° ΡΠ°ΠΌΠΈΠΎΡ ΠΎΠ±ΡΠ΅ΠΊΡ ΠΊΠΎΡ ΡΠ΅ Π½Π°Π±ΡΡΠ΄ΡΠ²Π° ΠΎΠ΄ Π΅Π΄Π½Π° ΡΡΡΠ°Π½Π° ΠΈ ΠΎΠ΄ ΠΊΠΎΡ Π°ΡΠΏΠ΅ΠΊΡ ΡΠ΅ Π½Π°Π±ΡΡΠ΄ΡΠ²Π° ΠΈΡΡΠΈΠΎΡ (ΠΌΠ°ΠΊ. Ρ.: Π£ΡΠ΅Π½ΠΈΠΊΠΎΡ ΡΠ΅Π΄ΠΈ Π½Π° ΠΌΠ°ΡΠ°ΡΠ°/Π½Π° ΡΡΠΎΠ»ΠΎΡ). ΠΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΠΏΡΠ΅Π΄Π»ΠΎΠ³ Π½Π° Π²ΠΎ Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ ΡΠ΅ ΡΠ°Π²ΡΠ²Π° ΠΏΡΠ΅ΠΊΡ Π΄Π²Π΅ Π»Π΅ΠΊΡΠΈΡΠΊΠΈ Π΅Π΄ΠΈΠ½ΠΈΡΠΈ auf/an (Π³Π΅ΡΠΌ. Ρ: Der SchΓΌler sitzt an dem Tisch/auf dem Stuhl) , ΠΊΠ°ΠΊΠΎ ΠΈ Π²ΠΎ Π°Π½Π³Π»ΠΈΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ ΠΏΡΠ΅ΠΊΡ at/on (Π°Π½Π³Π». Ρ.: The student is sitting at the table/on the chair). ΠΠ°Π΄Π°ΡΠ°ΡΠ° ΠΊΠΎΡΠ° ΡΠΌΠ΅ ΡΠΈ ΡΠ° ΠΏΠΎΡΡΠ°Π²ΠΈΠ»Π΅ ΡΠΎ ΠΏΠΈΡΡΠ²Π°ΡΠ΅ΡΠΎ Π½Π° ΠΎΠ²ΠΎΡ ΡΡΡΠ΄ Π²ΠΎΠΎΠΏΡΡΠΎ Π½Π΅ Π΅ Π»Π΅ΡΠ½Π° ΠΈ Π΅Π΄Π½ΠΎΡΡΠ°Π²Π½Π°, ΡΡΠΊΡ Π½Π°ΠΏΡΠΎΡΠΈΠ² ΠΈΠ·ΠΈΡΠΊΡΠ²Π° ΠΌΠ½ΠΎΠ³Ρ ΡΡΡΠ΄ ΠΈ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅, ΠΊΠΎΠ΅ Π½ΠΈΠ΅ Π½Π΅ΡΠ΅Π±ΠΈΡΠ½ΠΎ ΡΠ΅ Π³ΠΎ ΠΏΠΎΡΠ²Π΅ΡΠΈΠΌΠ΅ ΡΡ ΡΠΎ ΡΠ΅Π» Π΄ΠΎΠ±ΠΈΠ²Π°ΡΠ΅ Π½Π° ΠΏΠΎΠΎΠΏΡΠ΅ΠΆΠ½ΠΎ, ΠΏΡΠΎΠ΄Π»Π°Π±ΠΎΡΠ΅Π½ΠΎ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°ΡΠ΅ Π½Π° ΠΎΠ²ΠΎΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌ. ΠΠ²ΠΎΡ ΡΡΡΠ΄ ΡΠ΅ Π³ΠΎ ΠΏΠΎΡΠ²Π΅ΡΠΈΠΌΠ΅ Π½Π° ΠΎΡΠΊΡΠΈΠ²Π°ΡΠ΅ Π½Π° ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»Π½ΠΈΡΠ΅ ΡΠ°Π·Π»ΠΈΠΊΠΈ ΠΊΠΎΠΈ ΠΏΠΎΡΡΠΎΡΠ°Ρ ΠΌΠ΅ΡΡ ΠΎΠ²ΠΈΠ΅ ΠΏΡΠ΅Π΄Π»ΠΎΠ·ΠΈ ΠΈ ΠΊΠΎΠΈ Π·Π°Π²ΠΈΡΠ°Ρ ΠΎΠ΄ ΠΌΠ½ΠΎΠ³Ρ ΡΠ°ΠΊΡΠΎΡΠΈ, Π° ΠΊΠΎΠΈ ΡΠ΅ ΠΎΠ΄ Π³ΠΎΠ»Π΅ΠΌΠΎ Π·Π½Π°ΡΠ΅ΡΠ΅ Π·Π° ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΡΠ΅ ΠΈΠ·ΡΡΡΠ²Π°ΡΠΈ Π½Π° Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈ ΠΈ Π°Π½Π³Π»ΠΈΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ ΠΊΠ°ΠΊΠΎ Π΄Π²Π° Π½Π°ΡΠ·Π°ΡΡΠ°ΠΏΠ΅Π½ΠΈ ΡΠ²Π΅ΡΡΠΊΠΈ ΡΠ°Π·ΠΈΡΠΈ Π²ΠΎ ΡΠΈΡΠ΅ ΡΡΠ΅ΡΠΈ Π½Π° ΠΏΠΎΡΡΠΎΠ΅ΡΠ΅
THE INFLUENCE OF EVALUATION ON STUDENTSβ MOTIVATION TO LEARN A FOREIGN LANGUAGE
Motivation has inspired Π° lot of authors to identify its characteristics. It has also inspired students and teachers to learn and teach foreign languages through its different types and provide different results in teaching and learning the language. This is closely connected to how evaluation has the potential to influence students and motivate them to learn a foreign language and how teachers should find easier or more difficult ways of evaluating them, depending on what kind of motivation is involved during the class. This paper deals with the issue of how different evaluation methods provide opportunities for students to meet different motives. The students do that by answering a questionnaire, which is the initial hypothesis of it. The target groups are the third year students from the departments of English language and literature, German language and literature, and Macedonian language and literature at the Faculty of Philology, Goce Delcev University β Stip, 15 from each department. The students answer to 15 questions concerning the different methods they are evaluated by. They provide feedback by answering the questions and they give their opinion about the different types of evaluation methods. The results are used to give us an insight into the influence of different evaluation methods on studentsβ motivation, so that we can see whether they are actually the main reason why students learn or do not learn foreign languages, and to serve as inspiration to teachers to be familiar with which types of evaluation methods decrease or increase the level of motivation while learning a foreign language. As a result, they are able to use those methods in future in order to improve the level of foreign language knowledge the students should possess and gain.Key words: education, learning, motivation, evaluation, foreign languag
SPEAKING AND WRITING SKILLS AFFECTING THE ACQUISITION OF FOREIGN LANGUAGES
Many students express their inability and sometimes admit their failure in learning to speak a second/foreign language. These students may be good at other skills, but when it comes to learning how to speak another language, they claim to have a "mental block" (Horwitz et al., 1986: 125). The use of modern approaches in communicative teaching in language classrooms and the widespread use of English and German have increased the demand for good communication skills. Communication is the method by which people share their ideas, information, opinions, and feelings. People who share these can greatly contribute to teamwork and work of individuals. Communication is a two-way activity between two or more persons and it can take place in many different ways, depending on the situation or place. It implies the transfer of information and knowledge from the source to the recipient and is a process by which the sender/source reaches the recipient/destination with thoughts, ideas, feelings, facts, and values. Successful communication is said to occur when the receiver not only receives the message, but also accepts, interprets, and uses it in the manner intended by the source. This paper attempts to examine the impact that writing and speaking skills have on students' communication in English and German by examining the results obtained from the questionnaire. The questionnaire includes 10 questions responded by Π° total of 40 students from the Departments of English Language and Literature and German Language and Literature at the Faculty of Philology, Goce Delcev University - Stip
A contrastive study of German and Macedonian proverbs and sayings with an animal component
There is a lot of information and testimonies about proverbs and sayings (PSs),
about their existence, duration and about their significant role in everyday life. Thanks to the global
approach to scientific knowledge, we can be convinced of the unusual power of PSs, of their
penetration into all spheres of society, of human activity and of their distribution. It is their popularity
that has attracted our interest and pulled us into the labyrinths of language; to make the research
topic more original and vivid, we inserted the animalisms through which human character traits and
wisdoms are transmitted.
This contrastive paper deals with the analysis of German PSs with an animal component and
their Macedonian equivalents. We tried to determine the animal component that is most represented
in German and Macedonian PSs, i.e., whether it is the same component or a completely different one.
During our research, we tried to give an answer to questions as: Do PSs from the two languages have
some similarities despite the different language groups they belong and do they have common
elements? For an adequate and relevant answer, we first tried to define the terms proverb and saying
and explain their similarities and differences
Predicting heterosis and f1 performance in spring rapeseed (brassica napus l.): genetic distance based on molecular or phenotypic data?
In rapeseed, there is a constant need for increasing its genetic diversity, particularly through breeding of hybrid varieties in order to produce genotypes with improved seed yield, as well as other important agronomic traits. However, to create commercial hybrids, the knowledge of the genetic diversity of the parents is prerequisite, considering that the hybrid's performance greatly depends on the choice of parental lines. There is a lack of information about using the genetic distance to determine the extent of heterosis in spring rapeseed in Europe. The goals of this research were to determine the genetic variability of rapeseed breeding material for important agricultural traits, to analyse the differences in grouping of the parental genotypes based on their genetic distances determined by morphological traits and molecular markers and to estimate the correlation of the differently established parental genetic distances with hybrid performance, heterosis, general combining ability of both parents and specific combining ability in crosses. This will provide novel information for parental selection in order to develop a better approach for prediction of heterosis in spring rapeseed hybrid breeding program. The field trial included ten spring rapeseed genotypes that were crossed in a half diallel fashion thus making 45 hybrid combinations. Distances between parents were calculated based on data from 14 analysed phenotypic traits and 64 SSR markers. The obtained results showed that the parental genetic distance based on phenotypic traits was better in predicting heterosis and combining ability in comparison with the distance estimated by SSR analysis. Although the obtained results revealed that the genetic distance based on molecular markers had no correlation with mid-parent and high-parent heterosis, further studies are needed with a larger number and different types of markers to draw the final conclusion
ΠΠΊΠ»ΡΡΡΠ²Π°ΡΠ΅ Π½Π° ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΈΡΠ΅ Π²ΠΎ ΡΠ°Π½ΠΎΡΠΎ Π΄Π΅ΡΡΡΠ²ΠΎ-ΠΊΠ»ΡΡ Π·Π° ΡΡΠΏΠ΅Ρ ΠΏΡΠΈ ΡΡΠ²ΠΎΡΡΠ²Π°ΡΠ΅ΡΠΎ Π½Π° ΡΡΡΠ°Π½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ
ΠΠ°ΠΊΠΎ ΠΈΡΡΡΠ°ΠΆΡΠ²Π°ΡΠΊΠΈ ΡΠΈΠΌ Π²Π΅ΡΠ΅ ΠΏΠΎΠ΄ΠΎΠ»Π³ΠΎ Π²ΡΠ΅ΠΌΠ΅ ΡΠ΅ Π·Π°Π½ΠΈΠΌΠ°Π²Π°ΠΌΠ΅ ΡΠΎ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡΠ°ΡΠ°
ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΈ ΠΈ ΠΈΠ·Π½Π°ΠΎΡΠ°ΡΠ΅ Π½Π° Π½Π°ΡΡΠΎΠΎΠ΄Π²Π΅ΡΠ΅Π½ΠΈ Π½Π°ΡΠΈΠ½ Π·Π° Π½ΠΈΠ²Π½ΠΎ Π²ΠΊΠ»ΡΡΡΠ²Π°ΡΠ΅ Π²ΠΎ Π½Π°ΡΡΠ°Π²Π½ΠΈΠΎΡ
ΠΏΡΠΎΡΠ΅Ρ ΠΎΡΠΎΠ±Π΅Π½ΠΎ ΠΊΠΎΠ³Π° ΡΡΠ°Π½ΡΠ²Π° Π·Π±ΠΎΡ Π·Π° ΡΡΠ²ΠΎΡΡΠ²Π°ΡΠ΅ Π½Π° ΡΡΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ, Π±ΠΈΠ»ΠΎ Π΄Π° Π΅ Π°Π½Π³Π»ΠΈΡΠΊΠΈ ΠΈΠ»ΠΈ
Π³Π΅ΡΠΌΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ. ΠΡΡΡΠ°ΠΆΡΠ²Π°ΡΡΠΈ Π½Π° ΠΎΠ²Π°Π° ΡΠ΅ΠΌΠ° Π΄ΠΎΡΠ΄ΠΎΠ²ΠΌΠ΅ Π΄ΠΎ ΠΈΠ΄Π΅ΡΠ° Π΄Π° ΡΠ° ΡΠ»Π΅Π΄ΠΈΠΌΠ΅ ΠΏΠΎΠ·Π½Π°ΡΠ°ΡΠ°
ΠΌΠΈΡΠ»Π°, ΠΏΠΎΠ³ΠΎΠ²ΠΎΡΠΊΠ° ΠΈΠ»ΠΈ ΠΌΡΠ΄ΠΎΡΡ βΠΠΊΠΎ ΡΠ°ΠΊΠ°ΡΠ΅ Π΄Π° Π³ΠΎ Π½Π°ΡΠ΄Π΅ΡΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ΡΠΎ Π½Π° Π½Π΅ΠΊΠΎΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌ, ΡΠ²ΡΡΠ΅ΡΠ΅ ΡΠ΅ ΠΊΠΎΠ½ ΠΌΠΈΠ½Π°ΡΠΎΡΠΎ!β. ΠΠΎΠ°ΡΠ°ΡΡΠΈ ΠΎΠ΄ ΠΎΠ²Π°Π° Π±ΠΈ ΡΠ΅ΠΊΠ»Π΅ Π½Π°ΡΠΎΠ΄Π½Π°
ΠΌΡΠ΄ΡΠΎΡΡ Π½ΠΈΠ΅ ΡΠ΅ ΡΠ΅ ΠΎΠ±ΠΈΠ΄Π΅ΠΌΠ΅ Π΄Π° Π΄Π°Π΄Π΅ΠΌΠ΅ ΡΠ²ΠΎΠ΅ Π²ΠΈΠ΄ΡΠ²Π°ΡΠ΅ Π·Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΠΎΡ ΡΠΎ ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΈΡΠ΅
ΠΈ Π½ΠΈΠ²Π½ΠΎΡΠΎ Π²ΠΊΠ»ΡΡΡΠ²Π°ΡΠ΅ Π²ΠΎ Π½Π°ΡΡΠ°Π²Π½ΠΈΠΎΡ ΠΏΡΠΎΡΠ΅Ρ, ΠΎΠ΄Π½ΠΎΡΠ½ΠΎ ΡΠ΅ ΡΠ΅ ΠΎΠ±ΠΈΠ΄Π΅ΠΌΠ΅ Π΄Π° Π³ΠΎ ΠΎΠ±ΡΠ°ΡΠ½ΠΈΠΌΠ΅
Π½Π°ΡΠΊΡΠ°ΡΠΊΠΈΠΎΡ ΠΈ ΡΠΏΠΎΡΠ΅Π΄ Π½Π°Ρ Π½Π°ΡΠ΅ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΈΠΎΡ Π½Π°ΡΠΈΠ½ Π·Π° Π½ΠΈΠ²Π½Π° ΠΈΠΌΠΏΠ»Π΅ΠΌΠ΅Π½ΡΠ°ΡΠΈΡΠ° Π²ΠΎ Π½Π°ΡΡΠ°Π²Π°ΡΠ°
ΠΏΠΎ ΡΡΡΠ°Π½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ
ΠΠΎΡΡΠ° Π½Π° ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΈΡΠ΅ Π²ΠΎ ΡΠ²Π΅ΡΠΎΡ Π½Π° ΡΠ΅ΠΊΠ»Π°ΠΌΠΈΡΠ΅
ΠΠ°Π·ΠΈΠΊΠΎΡ ΠΊΠ°ΠΊΠΎ Π³Π»Π°Π²Π½Π° Π°Π»Π°ΡΠΊΠ° Π·Π° Π²Π΅ΡΠ±Π°Π»Π½Π° ΠΈ Π½Π΅Π²Π΅ΡΠ±Π°Π»Π½Π° ΠΊΠΎΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΠ° ΡΠ΅ΠΊΠ°ΠΊΠΎ Π΄Π΅ΠΊΠ° Π΅ ΠΏΡΠΈΡΡΡΠ΅Π½ ΠΈ Π²ΠΎ ΡΠ°Π·ΠΈΡΠ½ΠΈΡΠ΅ Π΅Π΄ΠΈΠ½ΠΈΡΠΈ Ρ.Π½. ΡΠ΅ΠΊΠ»Π°ΠΌΠΈ. The advertiser has to buy his way to the publicβs attention (Leech 1966:26). Π Π΅ΠΊΠ»Π°ΠΌΠΈΡΠ΅ ΠΈΠΌΠ°Π°Ρ Π·Π° ΡΠ΅Π» Π΄Π° Π³ΠΎ ΠΏΡΠΈΠ²Π»Π΅ΡΠ°Ρ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ΡΠΎ Π½Π° ΡΠ΅Π»Π½Π°ΡΠ° Π³ΡΡΠΏΠ° Π½Π°ΡΠ΅ΡΠ΅Π½Π° ΠΏΠΎΡΡΠΎΡΡΠ²Π°ΡΠΈ ΠΈΠ»ΠΈ ΠΊΠΎΡΠΈΡΠ½ΠΈΡΠΈ Π½Π° ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΠΈ ΠΈ Π·Π° Π΄Π° ΡΠ΅ Π½Π°ΠΏΡΠ°Π²ΠΈ ΡΡΠΎ Π΅ ΠΌΠΎΠΆΠ½ΠΎ ΠΏΠΎΠ²ΠΏΠ΅ΡΠ°ΡΠ»ΠΈΠ²Π° ΡΠ΅ΠΊΠ»Π°ΠΌΠ° ΡΠ΅ ΡΠΏΠΎΡΡΠ΅Π±ΡΠ²Π°Π°Ρ ΡΠ°Π·Π»ΠΈΡΠ½ΠΈ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΈ ΠΌΠ΅ΡΡ ΠΊΠΎΠΈ Π½ΠΈΠ΅ ΠΊΠ°ΠΊΠΎ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈ Π³ΠΈ ΠΏΠΎΡΠ΅Π½ΡΠΈΡΠ°ΠΌΠ΅ ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΈΡΠ΅ ΠΏΠΎΡΠ°Π΄ΠΈ Π½ΠΈΠ²Π½Π°ΡΠ° ΡΠ»ΠΈΠΊΠΎΠ²ΠΈΡΠΎΡΡ, ΠΎΠ΄Π½ΠΎΡΠ½ΠΎ ΠΌΠ΅ΡΠ°ΡΠΎΡΠΈΡΠ½ΠΎΡΡ. Man darf [...] behaupten, daΓ fΓΌr die gesamte Werbespracheein Γ€uΓerst hoher Anteil an Phraseologismen zu registrierenist. Wodurch ist nun die Art der vorkom-menden Phraseologismen und ihre Verwendung charakterisiert?(Burger, 1991a:16)Π’ΡΡΠ΄ΠΎΡ ΠΈΠΌΠ° Π·Π° ΡΠ΅Π» ΠΏΡΠ΅Π΄ ΡΡ Π΄Π° Π³ΠΎ ΠΈΡΡΠ°ΠΊΠ½Π΅ Π²ΠΈΡΠΎΠΊΠΈΠΎΡ ΡΡΠ΅ΠΏΠ΅Π½ Π½Π° ΠΊΠΎΠ½ΠΎΡΠ°ΡΠΈΠ²Π΅Π½ ΠΈ ΠΊΡΠ΅Π°ΡΠΈΠ²Π΅Π½ ΠΏΠΎΡΠ΅Π½ΡΠΈΡΠ°Π» Π½Π° ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΈΡΠ΅. Π£ΡΠ»ΠΎΠ²Π΅Π½ΠΈ ΠΎΠ΄ Π½ΠΈΠ²Π½ΠΈΡΠ΅ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½ΠΈ ΠΎΠ±Π΅Π»Π΅ΠΆΡΠ° ΠΈ ΡΠ²ΠΎΡΡΡΠ²Π°, ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΈΡΠ΅ ΠΈΠΌΠ°Π°Ρ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡ Π΄Π° ΡΠ° ΠΏΡΠ΅Π½Π΅ΡΠ°Ρ ΠΏΠΎΡΠ°ΠΊΠ°ΡΠ° ΠΎΠ΄ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΠΈΡΠ΅Π»ΠΎΡ Π΄ΠΎ ΠΌΠ°ΡΠΎΠ²Π½Π°ΡΠ° ΠΏΡΠ±Π»ΠΈΠΊΠ° Π±Π΅Π· Π΄Π° Π²ΠΌΠ΅ΡΠ½Π°Ρ Π΅Π»Π΅ΠΌΠ΅Π½ΡΠΈ Π½Π° ΡΡΠ±ΡΠ΅ΠΊΡΠΈΠ²ΠΈΠ·Π°ΠΌ
Foreign language acquisition in schools
Teachers today use different types of methods for foreign language acquisition. Whether these methods are successful or not depends both on the teachersβ competence in planning the lesson and the studentsβ performance. Motivation also plays a great role in learning a foreign language, which means that teachers should encourage students to learn the language through individual or group motivation regarding the syllabus for this subject. Motivation for learn-ing a second language is the first numbered, but a well-organized lesson, with predetermined methods, principles, forms of work and tasks that should be realized in the lesson together with students, has direct impact on the success and achievement of the set goals. In addition, it is significant for teachers to know what level of prior knowledge students have regarding the target language so they can achieve success and give better, positive results. This paper will deal with the aspects and conditions arising from the need for learning a foreign language and its acquisition in schools
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