15 research outputs found
Self-representation through social network status messages: Psycholinguistic, sociolinguistic and gender aspects
The article reveals the issues of expanded understanding of self-presentation viewed as an integral component of any communicative act, as the socio-cultural behaviour, and also as a means of controlling the impression a person makes on others in the process of interaction. As communication through social networks is becoming an increasingly common element of modern culture, it is thus becoming an increasingly important means of self-representation. By looking into peopleβs status messages on social networks one can identify the main cultural aspects used in the process of their self-presentation. By analysing status messages posted on social networks, the study reveals the approaches to self-presentation used by people of different age and sex groups. The article presents an analysis of gender and age characteristics of the use of self-presentation tactics and reveals differences in the choice of topics for the status messages
ΠΠ΅ΠΆΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ ΠΎΠ΄ ΠΏΡΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΊΡΡΡΠ° ΠΏΠΎ Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π΅ "ΠΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½Π°Ρ Π΄Π΅Π»ΠΎΠ²Π°Ρ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡ"
The paper discusses the problem of the development of intercultural competence in students of the Faculty of Economics through the course βIntercultural Business Communicationβ, developed on the basis of an interdisciplinary approach. Intercultural business communication implies the ability to create and develop business relationships with partners from different countries. In order to achieve success in this type of communication, the reference level of a foreign language is not high enough, it is also necessary to be able to adequately interpret the information received and accept the socio-cultural diversity of partners. Therefore, the specialist training program requires special attention to the formation of the linguistic personality (identity) of students - a person with intercultural communication skills. The development of intercultural competence can be carried out using an interdisciplinary approach, which helps to expand the scientific worldview and consider any concept from the standpoint of various fields of knowledge. The paper presents the content of the interdisciplinary course developed by the author on the topic βIntercultural Business Communicationβ, describes in detail how the course lectures are implemented, and an intermediate and final assessment of the course is carried out. In conclusion, the importance of developing and implementing interdisciplinary courses in the educational process, despite the complexity and significant time spent in their preparation, was noted.Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΌΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°ΠΊΡΠ»ΡΡΠ΅ΡΠ° ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΊΡΡΡΠ° Β«ΠΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½Π°Ρ Π΄Π΅Π»ΠΎΠ²Π°Ρ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΒ», ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΠΎΠ³ΠΎ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΌΠ΅ΠΆΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°. ΠΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½Π°Ρ Π΄Π΅Π»ΠΎΠ²Π°Ρ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡ ΠΏΠΎΠ΄ΡΠ°Π·ΡΠΌΠ΅Π²Π°Π΅Ρ ΡΠΌΠ΅Π½ΠΈΠ΅ ΡΠΎΠ·Π΄Π°Π²Π°ΡΡ ΠΈ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡ Π±ΠΈΠ·Π½Π΅Ρ-ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ Ρ ΠΏΠ°ΡΡΠ½Π΅ΡΠ°ΠΌΠΈ ΠΈΠ· ΡΠ°Π·Π½ΡΡ
ΡΡΡΠ°Π½. ΠΠ»Ρ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΡΡΠΏΠ΅Ρ
Π° Π² ΡΡΠΎΠΌ ΡΠΈΠΏΠ΅ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎ Π²ΡΡΠΎΠΊΠΎΠ³ΠΎ ΡΠ΅ΡΠ΅ΡΠ΅Π½ΡΠ½ΠΎΠ³ΠΎ ΡΡΠΎΠ²Π½Ρ Π²Π»Π°Π΄Π΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠΌ ΡΠ·ΡΠΊΠΎΠΌ, Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ ΡΠ°ΠΊΠΆΠ΅ ΡΠΌΠ΅ΡΡ Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½ΠΎ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠΈΡΠΎΠ²Π°ΡΡ ΠΏΠΎΠ»ΡΡΠ°Π΅ΠΌΡΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡ ΠΈ ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΡ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ΅ ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·ΠΈΠ΅ ΠΏΠ°ΡΡΠ½Π΅ΡΠΎΠ². ΠΠΎΡΡΠΎΠΌΡ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ° ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ° ΡΡΠ΅Π±ΡΠ΅Ρ ΠΎΡΠΎΠ±ΠΎΠ³ΠΎ Π²Π½ΠΈΠΌΠ°Π½ΠΈΡ ΠΊ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ (ΠΈΠ΄Π΅Π½ΡΠΈΡΠ½ΠΎΡΡΠΈ) ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² - Π»ΠΈΡΠ½ΠΎΡΡΠΈ, ΠΎΠ±Π»Π°Π΄Π°ΡΡΠ΅ΠΉ Π½Π°Π²ΡΠΊΠ°ΠΌΠΈ ΠΌΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅Π½ΠΈΡ. Π Π°Π·Π²ΠΈΡΠΈΠ΅ ΠΌΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ ΠΌΠΎΠΆΠ΅Ρ ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΡΡΡΡ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΌΠ΅ΠΆΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°, ΠΊΠΎΡΠΎΡΡΠΉ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ ΡΠ°ΡΡΠΈΡΠ΅Π½ΠΈΡ Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ Π²Π·Π³Π»ΡΠ΄Π° Π½Π° ΠΌΠΈΡ ΠΈ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΡ Π»ΡΠ±ΠΎΠ³ΠΎ ΠΏΠΎΠ½ΡΡΠΈΡ Ρ ΠΏΠΎΠ·ΠΈΡΠΈΠΉ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΠΎΠ±Π»Π°ΡΡΠ΅ΠΉ Π·Π½Π°Π½ΠΈΡ. Π ΡΠ°Π±ΠΎΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΎ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΠΎΠ³ΠΎ Π°Π²ΡΠΎΡΠΎΠΌ ΠΌΠ΅ΠΆΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΠΎΠ³ΠΎ ΠΊΡΡΡΠ° Π½Π° ΡΠ΅ΠΌΡ Β«ΠΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½Π°Ρ Π΄Π΅Π»ΠΎΠ²Π°Ρ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΒ», ΠΏΠΎΠ΄ΡΠΎΠ±Π½ΠΎ ΠΎΠΏΠΈΡΠ°Π½ΠΎ, ΠΊΠ°ΠΊ ΡΠ΅Π°Π»ΠΈΠ·ΡΡΡΡΡ Π»Π΅ΠΊΡΠΈΠΈ ΠΊΡΡΡΠ°, ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΠ΅ΡΡΡ ΠΏΡΠΎΠΌΠ΅ΠΆΡΡΠΎΡΠ½Π°Ρ ΠΈ ΠΈΡΠΎΠ³ΠΎΠ²Π°Ρ ΠΎΡΠ΅Π½ΠΊΠ° ΠΏΠΎ ΠΊΡΡΡΡ. Π Π·Π°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅ ΠΎΡΠΌΠ΅ΡΠ΅Π½Π° Π²Π°ΠΆΠ½ΠΎΡΡΡ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΈ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ ΠΌΠ΅ΠΆΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΡΡ
ΠΊΡΡΡΠΎΠ² Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ, Π½Π΅ΡΠΌΠΎΡΡΡ Π½Π° ΡΠ»ΠΎΠΆΠ½ΠΎΡΡΡ ΠΈ Π·Π½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ Π²ΡΠ΅ΠΌΠ΅Π½Π½ΡΜΠ΅ Π·Π°ΡΡΠ°ΡΡ ΠΏΡΠΈ ΠΈΡ
ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠ΅
ΠΠ£ΠΠΠΠΠΠΠ£ΠΠΠ¬ΠΠ«Π ΠΠΠ ΠΠΠΠ ΠΠΠ ΠΠ‘Π₯ΠΠΠΠ«Π ΠΠΠ’ΠΠ ΠΠΠ ΠΠΠ― ΠΠΠ£Π§ΠΠΠΠ― Π£Π‘Π’ΠΠΠΠ£ ΠΠΠ ΠΠΠΠΠ£
The article is devoted to audiovisual translation (AVP) and its use as a means of teaching interpretation. The article touches upon the topic of theoretical justification of audiovisual translation, discusses the definition of audiovisual translation and its most common types (subtitling, dubbing and voiceover). Based on the understanding of audiovisual translation and practical experience, the author concludes that audiovisual translation as a source material for training tasks contributes to the development of interpretation skills.Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° Π°ΡΠ΄ΠΈΠΎΠ²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎΠΌΡ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Ρ (ΠΠΠ) ΠΈ Π΅Π³ΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΠΏΡΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠΈ ΡΡΡΠ½ΠΎΠΌΡ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Ρ. Π ΡΡΠ°ΡΡΠ΅ Π·Π°ΡΡΠ°Π³ΠΈΠ²Π°Π΅ΡΡΡ ΡΠ΅ΠΌΠ° ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡ Π°ΡΠ΄ΠΈΠΎΠ²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π°, ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ Π°ΡΠ΄ΠΈΠΎΠ²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π° ΠΈ Π΅Π³ΠΎ ΡΠ°ΠΌΡΠ΅ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½Π½ΡΠ΅ Π²ΠΈΠ΄Ρ (ΡΡΠ±ΡΠΈΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, Π΄ΡΠ±Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈ Π·Π°ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ΅ ΠΎΠ·Π²ΡΡΠΈΠ²Π°Π½ΠΈΠ΅). ΠΡΡ
ΠΎΠ΄Ρ ΠΈΠ· ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ Π°ΡΠ΄ΠΈΠΎΠ²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π° ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ°, Π²ΡΠΎΡ ΠΏΡΠΈΡ
ΠΎΠ΄ΠΈΡ ΠΊ Π²ΡΠ²ΠΎΠ΄Ρ, ΡΡΠΎ Π°ΡΠ΄ΠΈΠΎΠ²ΠΈΠ·ΡΠ°Π»ΡΠ½ΡΠΉ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΈΡΡ
ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° Π΄Π»Ρ Π·Π°Π΄Π°Π½ΠΈΠΉ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΡΡΠΈΡ
ΡΠ°Π·Π²ΠΈΡΠΈΡ Π½Π°Π²ΡΠΊΠΎΠ² ΡΡΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π°
ΠΠΠ’Π£ΠΠΠ¬ΠΠ«Π ΠΠ ΠΠΠΠΠΠ« ΠΠΠ¨ΠΠΠΠΠΠ ΠΠΠ ΠΠΠΠΠ Π‘ΠΠΠ¦ΠΠΠΠΠΠΠ ΠΠΠΠΠΠ«Π₯ Π’ΠΠΠ‘Π’ΠΠ
The article deals with modern machine translation technologies and analyzes the advantages and disadvantages of applying these technologies in translation of specialized texts. Despite the obvious prospects of neural networks as the main tool for machine translation, now the identified shortcomings do not allow us to speak about their unconditional advantage in such a field as specialized translation.Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠ΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΌΠ°ΡΠΈΠ½Π½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π°, Π° ΡΠ°ΠΊΠΆΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ Π΄ΠΎΡΡΠΎΠΈΠ½ΡΡΠ²Π° ΠΈ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΊΠΈ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ Π΄Π°Π½Π½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΠΏΡΠΈ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π΅ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
ΡΠ΅ΠΊΡΡΠΎΠ². ΠΠ΅ΡΠΌΠΎΡΡΡ Π½Π° ΠΎΡΠ΅Π²ΠΈΠ΄Π½ΡΠ΅ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Ρ Π½Π΅ΠΉΡΠΎΠ½Π½ΡΡ
ΡΠ΅ΡΠ΅ΠΉ ΠΊΠ°ΠΊ ΠΎΡΠ½ΠΎΠ²Π½ΠΎΠ³ΠΎ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ° ΠΌΠ°ΡΠΈΠ½Π½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π°, Π½Π° ΡΠ΅ΠΊΡΡΠΈΠΉ ΠΌΠΎΠΌΠ΅Π½Ρ Π²ΡΡΠ²Π»Π΅Π½Π½ΡΠ΅ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΊΠΈ Π½Π΅ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡ Π³ΠΎΠ²ΠΎΡΠΈΡΡ ΠΎΠ± ΠΈΡ
Π±Π΅Π·ΠΎΠ³ΠΎΠ²ΠΎΡΠΎΡΠ½ΠΎΠΌ ΠΏΡΠ΅ΠΈΠΌΡΡΠ΅ΡΡΠ²Π΅ Π² ΡΠ°ΠΊΠΎΠΉ ΡΡΠ΅ΡΠ΅ ΠΊΠ°ΠΊ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΡΠΉ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄
ΠΠΎΠΏΡΠΎΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ Π½Π° Π·Π°Π½ΡΡΠΈΡΡ ΠΏΠΎ ΠΏΡΠ°ΠΊΡΠΈΠΊΠ΅ ΡΡΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π°
Nowadays, highly qualified interpreters play a crucial role in different areas of the global world. Level of competencies, both personal and professional, defines excellence or level of professional qualification of an interpreter. Communicative skills of a qualified interpreter should include prosodic competency among the others. It assumes not only skills in reproducing phonemes and allophones, defining intonation, pauses, and speech tempo of a speaker but also abilities to interpret and render subtle nuances of a meaning with the help of proper intonation, speech tempo, pauses, and logical stress while interpreting to a target language. The study deals with the role of prosodic elements such as speech melody, tempo, rhythm, stress, and pausation. The importance of these elements for an interpreting activity is determined by the fact that a significant piece of information is transferred by prosodic elements and non-verbal means of communication. Therefore, it is reasonable to pay greater attention to the development of prosodic competency in interpreting practice classes. It can be achieved through a) special exercises that allow the students to learn and practise different phonetic styles both in native and foreign languages; b) providing students with knowledge of prosodic characteristics of emotions followed by their practical identification in the original speech and the search for the target-language equivalent for proper interpretation. In this regard, the author developed a set of special exercises and reading material. The study provided examples of the above-mentioned exercises and their in-class application methods. In conclusion, the research noted that the exercises designed to develop prosodic competency boosted the interpreting skills of students at the end of the semester.ΠΠ²Π°Π»ΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠ΅ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄ΡΠΈΠΊΠΈ ΠΈΠ³ΡΠ°ΡΡ ΠΎΠ΄Π½Ρ ΠΈΠ· Π³Π»Π°Π²Π½ΡΡ
ΡΠΎΠ»Π΅ΠΉ Π² ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΡΠ΅ΡΠ°Ρ
Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π½Π° ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΌ ΡΡΠΎΠ²Π½Π΅. Π£ΡΠΎΠ²Π΅Π½Ρ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ, ΠΊΠ°ΠΊ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
, ΡΠ°ΠΊ ΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
, ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅Ρ ΡΡΠΎΠ²Π΅Π½Ρ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΡΡΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄ΡΠΈΠΊΠ°. Π Π½Π°Π²ΡΠΊΠ°ΠΌ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ ΠΊΠ²Π°Π»ΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄ΡΠΈΠΊΠ° ΡΡΠ΅Π΄ΠΈ ΠΏΡΠΎΡΠΈΡ
ΡΠ»Π΅Π΄ΡΠ΅Ρ ΠΎΡΠ½Π΅ΡΡΠΈ ΠΏΡΠΎΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΡΡ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΡ. ΠΠ½Π° ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π΅Ρ ΡΠΌΠ΅Π½ΠΈΡ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ Π²ΠΎΡΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΠΈΡΡ ΡΠΎΠ½Π΅ΠΌΡ ΠΈ Π°Π»Π»ΠΎΡΠΎΠ½Ρ, ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡ ΠΈΠ½ΡΠΎΠ½Π°ΡΠΈΡ, ΠΏΠ°ΡΠ·Ρ ΠΈ ΡΠ΅ΠΌΠΏ ΡΠ΅ΡΠΈ, ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅ΠΌΡΠ΅ Π³ΠΎΠ²ΠΎΡΡΡΠΈΠΌ, Π½ΠΎ ΠΈ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠΈΡΠΎΠ²Π°ΡΡ ΠΈΡ
ΡΠΊΡΡΡΡΠΉ ΡΠΌΡΡΠ» ΠΈ ΠΏΠ΅ΡΠ΅Π΄Π°Π²Π°ΡΡ Π΅Π³ΠΎ ΠΏΡΠΈ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π΅ Π½Π° ΡΠ΅Π»Π΅Π²ΠΎΠΉ ΡΠ·ΡΠΊ ΠΏΡΠΈ ΠΏΠΎΠΌΠΎΡΠΈ Π½Π°Π΄Π»Π΅ΠΆΠ°ΡΠΈΡ
ΠΈΠ½ΡΠΎΠ½Π°ΡΠΈΠΈ, ΡΠ΅ΠΌΠΏΠ° ΡΠ΅ΡΠΈ, ΠΏΠ°ΡΠ· ΠΈ Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ΄Π°ΡΠ΅Π½ΠΈΡ. Π ΡΡΠ°ΡΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΡΠ΅ΡΡΡ ΡΠΎΠ»Ρ ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠ² ΠΏΡΠΎΡΠΎΠ΄ΠΈΠΈ, ΡΠ°ΠΊΠΈΡ
ΠΊΠ°ΠΊ ΠΌΠ΅Π»ΠΎΠ΄ΠΈΠΊΠ°, ΡΠ΅ΠΌΠΏ ΡΠ΅ΡΠΈ, ΡΠΈΡΠΌ, ΡΠ΄Π°ΡΠ΅Π½ΠΈΠ΅, ΠΏΠ°ΡΠ·Π°ΡΠΈΡ ΠΈ Ρ. ΠΏ. ΠΠ°ΠΆΠ½ΠΎΡΡΡ ΡΠ°ΠΊΠΈΡ
ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠ² Π΄Π»Ρ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄ΡΠΈΠΊΠ° ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ ΡΠ΅ΠΌ, ΡΡΠΎ Π·Π½Π°ΡΠΈΠΌΠ°Ρ Π΄ΠΎΠ»Ρ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΏΠ΅ΡΠ΅Π΄Π°Π΅ΡΡΡ ΠΏΡΠΈ ΠΏΠΎΠΌΠΎΡΠΈ ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠ² ΠΏΡΠΎΡΠΎΠ΄ΠΈΠΈ ΠΈ Π½Π΅Π²Π΅ΡΠ±Π°Π»ΡΠ½ΡΡ
ΡΡΠ΅Π΄ΡΡΠ² ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ. Π‘Π»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎ, ΡΠ°Π·ΡΠΌΠ½ΠΎ ΡΠ΄Π΅Π»ΡΡΡ Π±ΠΎΠ»ΡΡΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΡΠΎΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ Π½Π° Π·Π°Π½ΡΡΠΈΡΡ
ΠΏΠΎ ΠΏΡΠ°ΠΊΡΠΈΠΊΠ΅ ΡΡΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π°. ΠΡΠΎΠ³ΠΎ ΠΌΠΎΠΆΠ½ΠΎ Π΄ΠΎΠ±ΠΈΡΡΡΡ ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΡΠΌΠΈ ΡΠΏΡΠ°ΠΆΠ½Π΅Π½ΠΈΡΠΌΠΈ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎΠ²Π°ΡΡ ΡΠΌΠ΅Π½ΠΈΠ΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°ΡΡ ΡΠ°Π·Π½ΡΠ΅ ΡΠΎΠ½Π΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΠΈΠ»ΠΈ ΠΊΠ°ΠΊ Π½Π° ΡΠΎΠ΄Π½ΠΎΠΌ, ΡΠ°ΠΊ ΠΈ Π½Π° ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌ ΡΠ·ΡΠΊΠ°Ρ
, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΏΡΠ΅Π΄ΠΎΡΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ΠΌ ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌ Π·Π½Π°Π½ΠΈΠΉ ΠΎ ΠΏΡΠΎΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ°Ρ
ΡΠΌΠΎΡΠΈΠΉ Ρ ΠΏΠΎΡΠ»Π΅Π΄ΡΡΡΠ΅ΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎΠΉ ΠΈΡ
ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ Π² ΠΈΡΡ
ΠΎΠ΄Π½ΠΎΠΉ ΡΠ΅ΡΠΈ, ΠΏΠΎΠΈΡΠΊΠ° ΡΠΊΠ²ΠΈΠ²Π°Π»Π΅Π½ΡΠΎΠ² Π² ΡΠ·ΡΠΊΠ΅ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π° Π΄Π»Ρ Π±ΠΎΠ»Π΅Π΅ ΡΠΎΡΠ½ΠΎΠΉ ΠΏΠ΅ΡΠ΅Π΄Π°ΡΠΈ ΠΈΡΡ
ΠΎΠ΄Π½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ. ΠΠ²ΡΠΎΡΠΎΠΌ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡ ΡΠΏΡΠ°ΠΆΠ½Π΅Π½ΠΈΠΉ ΠΈ ΠΏΠΎΠ΄ΠΎΠ±ΡΠ°Π½ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΠΉ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π» Π΄Π»Ρ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ. Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΠΏΡΠΈΠΌΠ΅ΡΡ ΡΠ°ΠΊΠΈΡ
ΡΠΏΡΠ°ΠΆΠ½Π΅Π½ΠΈΠΉ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈΡ
ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ Π½Π° Π·Π°Π½ΡΡΠΈΡΡ
. Π Π·Π°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅ ΠΎΡΠΌΠ΅ΡΠ΅Π½ΠΎ, ΡΡΠΎ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΠ΅ ΡΠΏΡΠ°ΠΆΠ½Π΅Π½ΠΈΠΉ ΠΏΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΠΎΠ²Π°Π»ΠΎ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΡΡΠΎΠ²Π½Ρ Π½Π°Π²ΡΠΊΠΎΠ² ΡΡΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π° Ρ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΠΊΠΎΠ½ΡΠ΅ ΡΠ΅ΠΌΠ΅ΡΡΡΠ°
Study of main linguistic means to achieve coherence and manifest intonation in popular economic discourse
Π‘ΠΠΠ Π’ΠΠΠΠΠ― ΠΠΠΠΠΠΠΠ― ΠΠΠΠΠΠΠ‘ΠΠΠΠ Π―ΠΠ«ΠΠ ΠΠΠΠ¦Π 20 - ΠΠΠ§ΠΠΠ 21 ΠΠΠΠ Π Π‘ΠΠΠ‘ΠΠΠ« ΠΠ ΠΠΠ ΠΠΠΠ§Π ΠΠ Π Π£Π‘Π‘ΠΠΠ Π―ΠΠ«Π
The relevance of this study is determined by the increasing linguists scrutiny of such autonomous stratum of the vocabulary of the language as terminology in general and sports terminology in particular in the context of rapidly changing living conditions in the period of globalization, that is oriented to the dominance of the English language in all spheres of society. The subject of current research is the development of English and Russian sports terminological systems of the late 20th and early 21st centuries in the context of neology. The aim of the study is to identify the corpus of sports neologisms in English and their translation in Russian sports terminology. To achieve this goal it is necessary to identify the corpus of English neologisms of the late 20th and early 21st centuries to determine emerging trends in the development of the sports terminological system and to consider the English corpus of sports neologisms in Russian translation defining the most frequent and typical ways of transmission. The results of the study showed that the Russian translation of English sports neologisms is implemented in three ways - phonetic transcription, graphic transliteration and semantic calques. Only 23,4 % of English sports terms-neologisms have no terminological equivalences in Russian. The knowledge of sports terms-neologisms can contribute to the formation of the terminology literacy not only of sport fans, but also of society as a whole.ΠΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π° Π²ΠΎΠ·ΡΠ°ΡΡΠ°ΡΡΠΈΠΌ ΠΏΡΠΈΡΡΠ°Π»ΡΠ½ΡΠΌ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ΠΌ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΎΠ² ΠΊ ΡΠ°ΠΊΠΎΠΌΡ Π°Π²ΡΠΎΠ½ΠΎΠΌΠ½ΠΎΠΌΡ ΠΏΠ»Π°ΡΡΡ ΡΠ»ΠΎΠ²Π°ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠ½Π΄Π° ΡΠ·ΡΠΊΠ° ΠΊΠ°ΠΊ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡ Π² ΡΠ΅Π»ΠΎΠΌ ΠΈ ΡΠΏΠΎΡΡΠΈΠ²Π½Π°Ρ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡ Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ Π±ΡΡΡΡΠΎ ΠΈΠ·ΠΌΠ΅Π½ΡΡΡΠΈΡ
ΡΡ ΡΡΠ»ΠΎΠ²ΠΈΠΉ ΠΆΠΈΠ·Π½ΠΈ Π² ΡΠΈΡΡΠ°ΡΠΈΠΈ Π³Π»ΠΎΠ±Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ, ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ Π½Π° Π΄ΠΎΠΌΠΈΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° Π²ΠΎ Π²ΡΠ΅Ρ
ΡΡΠ΅ΡΠ°Ρ
ΠΆΠΈΠ·Π½Π΅Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°. ΠΡΠ΅Π΄ΠΌΠ΅ΡΠΎΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠΏΠΎΡΡΠΈΠ²Π½ΠΎΠΉ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΠΈ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ² ΠΊΠΎΠ½ΡΠ° 20 - Π½Π°ΡΠ°Π»Π° 21 Π²Π΅ΠΊΠ° Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠΈ. Π¦Π΅Π»ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ Π²ΡΡΠ²Π»Π΅Π½ΠΈΠ΅ ΠΊΠΎΡΠΏΡΡΠ° ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΡ
Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΎΠ² Π² Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ΅ ΠΈ ΡΠΏΠΎΡΠΎΠ±ΠΎΠ² ΠΈΡ
ΡΡΠ°Π½ΡΠ»ΡΡΠΈΠΈ Π² ΡΠΏΠΎΡΡΠΈΠ²Π½ΠΎΠΉ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΠ΅ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°. ΠΠ»Ρ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΡΡΠΎΠΉ ΡΠ΅Π»ΠΈ ΠΏΠΎΡΡΠ°Π²Π»Π΅Π½Ρ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ Π·Π°Π΄Π°ΡΠΈ: Π²ΡΡΠ²ΠΈΡΡ ΠΊΠΎΡΠΏΡΡ ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΡ
Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΎΠ² Π² Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌ ΡΠΏΠΎΡΡΠΈΠ²Π½ΠΎΠΌ Π΄ΠΈΡΠΊΡΡΡΠ΅ ΠΊΠΎΠ½ΡΠ° 20- Π½Π°ΡΠ°Π»Π° 21 Π²Π΅ΠΊΠ° Π² ΡΠ΅Π»ΡΡ
ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ Π½Π°ΠΌΠ΅ΡΠΈΠ²ΡΠ΅ΠΉΡΡ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ Π² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΡΠΏΠΎΡΡΠΈΠ²Π½ΠΎΠΉ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅ΡΡ Π²ΡΡΠ²Π»Π΅Π½Π½ΡΠΉ ΠΊΠΎΡΠΏΡΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΡ
ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΡ
Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΎΠ² Π² ΡΡΡΡΠΊΠΎΠΉ ΡΡΠ°Π½ΡΠ»ΡΡΠΈΠΈ Ρ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ΠΌ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠ°ΡΡΠΎΡΠ½ΡΡ
ΠΈ ΡΠΈΠΏΠΈΡΠ½ΡΡ
ΡΠΏΠΎΡΠΎΠ±ΠΎΠ² ΠΈΡ
ΠΏΠ΅ΡΠ΅Π΄Π°ΡΠΈ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ, ΡΡΠΎ ΡΡΡΡΠΊΠ°Ρ ΡΡΠ°Π½ΡΠ»ΡΡΠΈΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΡ
ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΡ
Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΎΠ² ΡΠ΅Π°Π»ΠΈΠ·ΡΠ΅ΡΡΡ ΡΡΠ΅ΠΌΡ ΡΠΏΠΎΡΠΎΠ±Π°ΠΌΠΈ - ΡΠΎΠ½Π΅ΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ°Π½ΡΠΊΡΠΈΠΏΡΠΈΠ΅ΠΉ, Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ°Π½ΡΠ»ΠΈΡΠ΅ΡΠ°ΡΠΈΠ΅ΠΉ ΠΈ ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΊΠ°Π»ΡΠΊΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ. ΠΠ· Π²ΡΠ΅Π³ΠΎ ΠΊΠΎΡΠΏΡΡΠ° Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΡ
ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΡ
ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ²-Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΎΠ² 23,4% ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ² Π½Π΅ Π½Π°ΡΠ»ΠΈ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΡ Π² ΡΡΡΡΠΊΠΎΠΉ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΠ΅. ΠΠ½Π°Π½ΠΈΠ΅ ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΡ
ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ²-Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΎΠ² ΠΌΠΎΠΆΠ΅Ρ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΠΎΠ²Π°ΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π³ΡΠ°ΠΌΠΎΡΠ½ΠΎΡΡΠΈ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΡΠΏΠΎΡΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°, Π½ΠΎ ΠΈ ΡΠΎΡΠΈΡΠΌΠ° Π² ΡΠ΅Π»ΠΎΠΌ
ΠΠΠΠΠΠΠΠ£ΠΠ¬Π’Π£Π ΠΠ«Π ΠΠ‘ΠΠΠΠ’Π« ΠΠΠ’ΠΠΠΠ ΠΠΠΠ¦ΠΠ ΠΠΠΠ―Π’ΠΠ― "ΠΠ’ΠΠ¦Π" Π Π―ΠΠ«ΠΠΠΠΠ Π‘ΠΠΠΠΠΠΠ ΠΠΠ‘ΠΠ’ΠΠΠΠ Π Π£Π‘Π‘ΠΠΠΠ, ΠΠΠΠΠΠΠ‘ΠΠΠΠ Π ΠΠ‘ΠΠΠΠ‘ΠΠΠΠ Π―ΠΠ«ΠΠΠ
An issue of language and culture impact on language categorization processes needs further studies. Analysis of specific cognitive mechanisms involved in perception of both verbal and non- verbal stimuli, referring those stimuli to one or another category, their rank identification within the category are particularly important while researching the issue.ΠΡΠΎΠ±Π»Π΅ΠΌΠ° Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΠ·ΡΠΊΠ° ΠΈ ΠΊΡΠ»ΡΡΡΡΡ Π½Π° ΠΏΡΠΎΡΠ΅ΡΡ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠ·Π°ΡΠΈΠΈ ΠΈΠ·ΡΡΠ΅Π½Π° Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎ. ΠΡΠΎΠ±Π΅Π½Π½ΠΎ Π²Π°ΠΆΠ½ΡΠΌ ΠΏΡΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ Π΄Π°Π½Π½ΠΎΠ³ΠΎ Π²ΠΎΠΏΡΠΎΡΠ° ΡΠ²Π»ΡΠ΅ΡΡΡ Π°Π½Π°Π»ΠΈΠ· ΡΠΏΠ΅ΡΠΈ- ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠ² Π·Π°Π΄Π΅ΠΉΡΡΠ²ΠΎΠ²Π°Π½Π½ΡΡ
ΠΏΡΠΈ Π²ΠΎΡΠΏΡΠΈΡΡΠΈΠΈ ΠΊΠ°ΠΊ Π²Π΅ΡΠ±Π°Π»ΡΠ½ΡΡ
, ΡΠ°ΠΊ ΠΈ Π½Π΅Π²Π΅ΡΠ±Π°Π»ΡΠ½ΡΡ
ΡΡΠΈΠΌΡΠ»ΠΎΠ²; ΠΎΡΠ½Π΅ΡΠ΅Π½ΠΈΠΈ ΡΡΠΈΡ
ΡΡΠΈΠΌΡΠ»ΠΎΠ² ΠΊ ΡΠΎΠΉ ΠΈΠ»ΠΈ ΠΈΠ½ΠΎΠΉ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠΈ; ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠΈ ΠΈΡ
ΡΠ°Π½Π³Π° Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΡΡΠΎΠΉ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠΈ
Π‘ΠΠΠ Π’ΠΠΠΠΠ― ΠΠΠΠΠΠΠΠ― ΠΠΠΠΠΠΠ‘ΠΠΠΠ Π―ΠΠ«ΠΠ ΠΠΠΠ¦Π 20 - ΠΠΠ§ΠΠΠ 21 ΠΠΠΠ Π Π‘ΠΠΠ‘ΠΠΠ« ΠΠ ΠΠΠ ΠΠΠΠ§Π ΠΠ Π Π£Π‘Π‘ΠΠΠ Π―ΠΠ«Π
The relevance of this study is determined by the increasing linguists scrutiny of such autonomous stratum of the vocabulary of the language as terminology in general and sports terminology in particular in the context of rapidly changing living conditions in the period of globalization, that is oriented to the dominance of the English language in all spheres of society. The subject of current research is the development of English and Russian sports terminological systems of the late 20th and early 21st centuries in the context of neology. The aim of the study is to identify the corpus of sports neologisms in English and their translation in Russian sports terminology. To achieve this goal it is necessary to identify the corpus of English neologisms of the late 20th and early 21st centuries to determine emerging trends in the development of the sports terminological system and to consider the English corpus of sports neologisms in Russian translation defining the most frequent and typical ways of transmission. The results of the study showed that the Russian translation of English sports neologisms is implemented in three ways - phonetic transcription, graphic transliteration and semantic calques. Only 23,4 % of English sports terms-neologisms have no terminological equivalences in Russian. The knowledge of sports terms-neologisms can contribute to the formation of the terminology literacy not only of sport fans, but also of society as a whole.ΠΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π° Π²ΠΎΠ·ΡΠ°ΡΡΠ°ΡΡΠΈΠΌ ΠΏΡΠΈΡΡΠ°Π»ΡΠ½ΡΠΌ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ΠΌ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΎΠ² ΠΊ ΡΠ°ΠΊΠΎΠΌΡ Π°Π²ΡΠΎΠ½ΠΎΠΌΠ½ΠΎΠΌΡ ΠΏΠ»Π°ΡΡΡ ΡΠ»ΠΎΠ²Π°ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠ½Π΄Π° ΡΠ·ΡΠΊΠ° ΠΊΠ°ΠΊ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡ Π² ΡΠ΅Π»ΠΎΠΌ ΠΈ ΡΠΏΠΎΡΡΠΈΠ²Π½Π°Ρ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡ Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ Π±ΡΡΡΡΠΎ ΠΈΠ·ΠΌΠ΅Π½ΡΡΡΠΈΡ
ΡΡ ΡΡΠ»ΠΎΠ²ΠΈΠΉ ΠΆΠΈΠ·Π½ΠΈ Π² ΡΠΈΡΡΠ°ΡΠΈΠΈ Π³Π»ΠΎΠ±Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ, ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ Π½Π° Π΄ΠΎΠΌΠΈΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° Π²ΠΎ Π²ΡΠ΅Ρ
ΡΡΠ΅ΡΠ°Ρ
ΠΆΠΈΠ·Π½Π΅Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°. ΠΡΠ΅Π΄ΠΌΠ΅ΡΠΎΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠΏΠΎΡΡΠΈΠ²Π½ΠΎΠΉ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΠΈ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ² ΠΊΠΎΠ½ΡΠ° 20 - Π½Π°ΡΠ°Π»Π° 21 Π²Π΅ΠΊΠ° Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠΈ. Π¦Π΅Π»ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ Π²ΡΡΠ²Π»Π΅Π½ΠΈΠ΅ ΠΊΠΎΡΠΏΡΡΠ° ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΡ
Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΎΠ² Π² Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ΅ ΠΈ ΡΠΏΠΎΡΠΎΠ±ΠΎΠ² ΠΈΡ
ΡΡΠ°Π½ΡΠ»ΡΡΠΈΠΈ Π² ΡΠΏΠΎΡΡΠΈΠ²Π½ΠΎΠΉ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΠ΅ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°. ΠΠ»Ρ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΡΡΠΎΠΉ ΡΠ΅Π»ΠΈ ΠΏΠΎΡΡΠ°Π²Π»Π΅Π½Ρ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ Π·Π°Π΄Π°ΡΠΈ: Π²ΡΡΠ²ΠΈΡΡ ΠΊΠΎΡΠΏΡΡ ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΡ
Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΎΠ² Π² Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌ ΡΠΏΠΎΡΡΠΈΠ²Π½ΠΎΠΌ Π΄ΠΈΡΠΊΡΡΡΠ΅ ΠΊΠΎΠ½ΡΠ° 20- Π½Π°ΡΠ°Π»Π° 21 Π²Π΅ΠΊΠ° Π² ΡΠ΅Π»ΡΡ
ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ Π½Π°ΠΌΠ΅ΡΠΈΠ²ΡΠ΅ΠΉΡΡ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ Π² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΡΠΏΠΎΡΡΠΈΠ²Π½ΠΎΠΉ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅ΡΡ Π²ΡΡΠ²Π»Π΅Π½Π½ΡΠΉ ΠΊΠΎΡΠΏΡΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΡ
ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΡ
Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΎΠ² Π² ΡΡΡΡΠΊΠΎΠΉ ΡΡΠ°Π½ΡΠ»ΡΡΠΈΠΈ Ρ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ΠΌ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠ°ΡΡΠΎΡΠ½ΡΡ
ΠΈ ΡΠΈΠΏΠΈΡΠ½ΡΡ
ΡΠΏΠΎΡΠΎΠ±ΠΎΠ² ΠΈΡ
ΠΏΠ΅ΡΠ΅Π΄Π°ΡΠΈ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ, ΡΡΠΎ ΡΡΡΡΠΊΠ°Ρ ΡΡΠ°Π½ΡΠ»ΡΡΠΈΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΡ
ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΡ
Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΎΠ² ΡΠ΅Π°Π»ΠΈΠ·ΡΠ΅ΡΡΡ ΡΡΠ΅ΠΌΡ ΡΠΏΠΎΡΠΎΠ±Π°ΠΌΠΈ - ΡΠΎΠ½Π΅ΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ°Π½ΡΠΊΡΠΈΠΏΡΠΈΠ΅ΠΉ, Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ°Π½ΡΠ»ΠΈΡΠ΅ΡΠ°ΡΠΈΠ΅ΠΉ ΠΈ ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΊΠ°Π»ΡΠΊΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ. ΠΠ· Π²ΡΠ΅Π³ΠΎ ΠΊΠΎΡΠΏΡΡΠ° Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΡ
ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΡ
ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ²-Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΎΠ² 23,4% ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ² Π½Π΅ Π½Π°ΡΠ»ΠΈ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΡ Π² ΡΡΡΡΠΊΠΎΠΉ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΠ΅. ΠΠ½Π°Π½ΠΈΠ΅ ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΡ
ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ²-Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΎΠ² ΠΌΠΎΠΆΠ΅Ρ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΠΎΠ²Π°ΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π³ΡΠ°ΠΌΠΎΡΠ½ΠΎΡΡΠΈ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΡΠΏΠΎΡΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°, Π½ΠΎ ΠΈ ΡΠΎΡΠΈΡΠΌΠ° Π² ΡΠ΅Π»ΠΎΠΌ