AEAAeAI?ss I?EEI?AeIIIEO A?ENUeE OE?A?IE

?i. A. OIAEUeIEOeUeEIAI

AIEIAO?AA IEAIA OAAeI??AIA

OAeE 355.35:159.9

OI?IOAAIIss I?IOAN?EII-EIIOI?EAOEAII? NI?ssIIAAIINO? O NEOOA*?A IIAII?

NIAOe?AEUeIINO? A?ENUeEIAEO AOC?A(INEOIEIAI-E?IAA?NOE*IEE ANIAEO)

Niaoe?aeuei?noue 20.02.02 — A?enueeiaa iaaeaaia?ea oa ineoieia?y

Aaoi?aoa?ao aeena?oaoe?? ia caeiaoooy iaoeiaiai nooiaiy

eaiaeeaeaoa ineoieia?/ieo iaoe

Caeiaoaa/ Aieiao?aa I. O.

Oiaeueieoeueeee — 1999

Aeena?oaoe?y ? ?oeiienii.

Aeena?oaoe?th aeeiiaii a Aeaaeai?? I?eei?aeiiieo a?enuee Oe?a?ie ?i.
A.Oiaeueieoeueeiai.

Iaoeiaee ea??aiee: aeieoi? ineoieia?/ieo iaoe, aeioeaio Nao?i Ieaenaiae?
Aeaeai?eueiae/, Aeaaeai?y I?eei?aeiiieo a?enuee Oe?a?ie ?i.
A.Oiaeueieoeueeiai, eaoaae?a i?aeia?iaeiiai oa aeieia?/iiai i?aaa,
ia/aeueiee eaoaae?e.

Io?oe?ei? iiiiaioe:

aeieoi? ineoieia?/ieo iaoe, aeioeaio Naa/ei Ie?ineaa Aaneeueiae/,
Ae?iaiaeoeueeee iaaeaaia?/iee ?inoeooo ?i. ?.ss. O?aiea, eaoaae?a
ineoieia??, caa?aeoaa/ eaoaae?e;

eaiaeeaeao o?eieia?/ieo iaoe, aeioeaio Inaae/oe Ia??y Eoe?aia,
A?iieoeueeee ?aa?iiaeueiee ?inoeooo aeiiii?ee oa oi?aae?iiy, eaoaae?a
o?eieia??, caa?aeoaa/ eaoaae?e

I?ia?aeia onoaiiaa — Aeaaeai?y Ca?ieieo Nee Oe?a?ie, eaoaae?a
noni?eueii-aoiai?oa?ieo aeenoeeie?i, I?i?noa?noai iai?iie Oe?a?ie, i.
Ee?a.

Caoeno a?aeaoaeaoueny “ 30 ” aa?aciy 1999 ?ieo i 12 aiaeei? ia
can?aeaii? niaoe?ae?ciaaii? a/aii? ?aaee E70.705.02 a Aeaaeai??
I?eei?aeiiieo a?enuee Oe?a?ie ?i. A.Oiaeueieoeueeiai ca aae?anith:
280003, i. Oiaeueieoeueeee-3, aoe. Oaa/aiea, 46, cae can?aeaiue.

C aeena?oaoe??th iiaeia iciaeiieoeny o a?ae?ioaoe? Aeaaeai??
I?eei?aeiiieo a?enuee Oe?a?ie ?i. A.Oiaeueieoeueeiai ca aae?anith:
280003, i. Oiaeueieoeeee-3, aoe. Oaa/aiea, 46.

Aaoi?aoa?ao ?ic?neaiee “ 23 ” ethoiai 1999 ?ieo.

O/aiee nae?aoa?

niaoe?ae?ciaaii? a/aii? ?aaee A. AAE?IIA

CAAAEUeIA OA?AEOA?ENOEEA ?IAIOE

Anooi. Iaaaeuei? iio?aae a i?aeaioiaoe? aenieieaae?o?eiaaieo
niaoe?ae?no?a I?eei?aeiiieo a?enuee Oe?a?ie (IAO), ui iino?eii
anooiathoue o neoaeaiaee eiioaeo c i?aaenoaaieeaie e?a?i na?oiaiai
ni?aoiaa?enoaa aeeeeeathoue iaiao?aei?noue anaa?/iiai oi?ioaaiiy o ieo
i?ioan?eii cia/oueo yeinoae, cie?aia, i?ioan?eii-eiioi?eaoeaii?
ni?yiiaaiino?, ui iaiiaeeeaa aac iiiiaeaiiy iaoiaeeee iaa/aiiy,
aea/aiiy oa ocaaaeueiaiiy ii?yae c a?o/eciyiei ca?oa?aeiiai aeina?aeo ?o
iaa/aiiy ?iicaiieo iia. Oiio caa?iaiiy aei eiioi?eaoeaiiai i?aeoiaeo,
ui noaa i?ia?aeiei iaoiaee/iei iai?yiii o no/aniiio aeeeaaeaii?
?iicaiieo iia ca ei?aeiiii, ? aeooaeueiei ? nai?/aniei.

Aeooaeuei?noue oaie aeine?aeaeaiiy. Ca inoaii? aeaaaeoeyoue ?ie?a
eiioi?eaoeaiee i?aeo?ae (o oiio ae cia/aii? aaeeaathoueny oa?i?ie:
eiioi?eaoeaia ni?yioaaiiy a iaa/aii?, ooieoe?iiaeueii-nieneiaee,
ooieoe?iiaeueiee i?aeo?ae aei iaa/aiiy) noaa i??i?eoaoiei o oai-??? ?
i?aeoeoe? iaa/aiiy iiaai o anueiio na?o?. Cia/iee aianie a ?ic?iaeo
i?iaeaie ni?eeoaaiiy acaaae? oa eiioi?eaoeaiiai ni?yioaaiiy cie?aia
c?iaeee ?.E. A?i, ?.A. Ceiiy, A.A.Eeoaeai?iaenueea, A. Einoiia?ia, I.I.
Eaiioue?a, I.A. *aiae?aa, O.N. ssoeaiei oa ?io?. Ia aeeaey/eny ia oea,
ye iieacaa i?iaaaeaiee aiae?c, aeina?ae ?aae?caoe?? eiioi?eaoeaiiai
i?aeoiaeo i?e aea/aii? ?iicaiieo iia caeeoa?oueny iiee ui iaeiaea/aiei,
ui nooo?ai aaeueio? ye oaiie, oae ? aoaeoeai?noue i?aeaioiaee
aenieieaae?o?eiaaieo i?ioa-n?iiae?a I?eei?aeiiieo a?enuee Oe?a?ie.
Iino?eiee ?icaeoie eiioi?eaoeaiiai i?aeoiaeo coiiaeth? iaiao?aei?noue
iiaeaeueoiai aeine?aeaeaiiy oai?aoe/ieo iniia oeueiai iai?yieo oa
niaoeeo?ee eiai ?aae?caoe?? o i?ioean? oi?ioaaiiy a iaeaooi?o io?oea??a
IAO i?ioan?eii-eiioi?eaoeaii? ni?yiiaaiino?.

Ca’ycie ?iaioe c iaoeiaeie i?ia?aiaie, ieaiaie, oaiaie. Aeena?oaoe?eia
aeine?aeaeaiiy aeeiiaia o a?aeiia?aeiino? aei ieaio iaoeiai? ?iaioe a
I?eei?aeiiieo a?enueeao Oe?a?ie (IAe? ? 297.14.53?, ? 299.2002 ?).

Ia’?eoii aeine?aeaeaiiy ? caaaeuei? iieiaeaiiy eiioi?eaoeaiiai i?aeoiaeo
aei iaa/aiiy aiae?enueei? iiae o aeueo a?enueeiaeo iaa/aeueieo
caeeaaeao.

I?aaeiaoii aeine?aeaeaiiy ? oi?ioaaiiy eiioi?eaoeaii? ni?yiiaaiino? ye
i?ioan?eii aaaeeeai? yeino? iniaenoino? o neooa/?a iiaieo oaeoeueoao?a
aeueo a?enueeiai-iaa/aeueieo caeeaae?a.

Iaoa aeine?aeaeaiiy iieyaa? o oiio, uia ?ice?eoe iniiai? iieiaeaiiy
eiioi?eaoeaiiai i?aeoiaeo aei iaa/aiiy ?iicaiieo iia, oai?aoe/ii
iaa?oiooaaoe oa iieacaoe iiaeeeaino? ?oiuei? ?aae?caoe?? a i?ioean?
oi?ioaaiiy o neooa/?a Aeaaeai?? IAO i?ioan?eii-eiioi?eaoeaii?
ni?yiiaaiino? ye iaei??? c iniiaieo i?ioan?eii cia/oueo yeinoae
iniaenoino?.

A?iioaca aeine?aeaeaiiy iieyaa? o i?eiouaii?, ui oi?ioaaiiy
eiioi?eaoeaii? ni?yiiaaiino? o neooa/?a aeueo a?enueeiaeo iaa/aeueieo
caeeaae?a aeaoa?i?iiaaii oa?aeoa?ii ineoieia?/ii iaa?oioiaaiiai
ai?iaaaeaeaiiy o iaa/aeueiee i?ioean ia?aaeiaeo a?eoainueeeo iaoiaeee
iaa/aiiy aiae?enuee?e iiae, a oaeiae iiia?aaeiueiai oi?ioaaiiy o ieo
eiioi?eaoeaieo ianoaiia.

Aeey aeinyaiaiiy iinoaaeaii? iaoe oa i?aeoaa?aeaeaiiy aenoiooi? a?iioace
aecia/aii oae? caaaeaiiy aeine?aeaeaiiy:

1. ?icaeyiooe oai?aoe/i? ia?aaeoiiae aeieeiaiiy eiioi?eaoeaiiai
i?aeoiaeo aei iaa/aiiy ?iicaiieo iia ca ei?aeiiii.

2. I?iaiae?coaaoe no/ani? eiioi?eaoeai? a?eoainuee? i?ae?o/ieee c
aiae?enueei? iiae.

3. Aenia?eiaioaeueii i?iaiae?coaaoe eiioi?eaoeaio naiaioeeo iiae.

4. ?ic?iaeoe iaoiaeeeo ae?aaiinoeee eiioi?eaoeaieo ianoaiia iniaenoino?.

5. Aecia/eoe iniiai? iai?yiee oi?ioaaiiy i?ioan?eii-eiioi?eaoeaii?
ni?yiiaaiino? i?e iaa/aii? iaeaooi?o oao?aoe?a eiio?ieueii-i?iioneieo
ioieo?a ?iicaii?e iia?.

I?e ae??oaii? iinoaaeaieo caaaeaiue aeei?enoiaoaaeenue oae? iaoiaee
aeine?aeaeaiiy: ii??aiyeueiee aiae?c ca?oa?aeieo i?ae?o/iee?a,
ineoie?iaa?noe/iee aiae?c c?ace?a iiaii? i?iaeoeoe??, oaeoi?iee aiae?c,
eeanoa?iee aiae?c, o?ainaeoiee aiae?c oei?a ni?eeoaaiiy, aenia?oia
ioe?iea, naiiioe?iea, a oaeiae aieaooaaiiy.

Iaoiaeieia?/iith oa oai?aoe/iith iniiaaie aeine?aeaeaiiy ? caaaeuei?
i?eioeeie ineoieia?/ii? iaoee (aeaoa?i?i?cio, a?aeia?aaeaiiy,
aeoeaiino?, nenoaiiiai i?aeoiaeo oa ?i.); oai?aoe/i? iieiaeaiiy
caaaeueii? oa aaiaoe/ii? ineoieia??, ui ?ice?eaathoue caeiiii??iino?
?icaeoeo iniaenoino? ye noa’?eoa aeanii? aeeoo?ae?yeueiino?.

Iaoeiaa iiaecia iaea?aeaieo ?acoeueoao?a iieyaa? a oiio, ui a i?aoe?
?aae?ciaaii oe?e?niee i?aeo?ae aei aiae?co iniiaieo iieiaeaiue
eiioi?eaoeaii? eiioeaioe?? a oai??? iaa/aiiy ?iicaiieo iia ca ei?aeiiii
? ?icaeyiooi ineoieia?/i? aniaeoe ?oiuei? ?aae?caoe?? o no/anieo
a?eoainueeeo i?ae?o/ieeao c aiae?enueei? iiae c oi/ee ci?o iaoe, ci?noo
iaa/aiiy, i?aai?caoe?? iaa/aeueiiai i?ioeano, a?aeai?o oa i?aai?caoe??
iaa/aeueiiai iaoa??aeo i?e oi?ioaaii? o neooa/?a eiioi?eaoeaii?
ni?yiiaaiino?. Caeiaoaa/ai ?ic?iaeaii aaoi?nueeo iaoiaeeee ae?aaiinoeee
eiioi?eaoeaieo ianoaiia iniaenoino?, a oaeiae iniiaieo iai?yie?a
?aae?caoe?? eiioi?eaoeaiiai i?aeoiaeo a iaa/aeueiiio i?ioean? ?iiiiaieo
eaoaae? a?enueeiaiai aoco.

I?aeoe/ia cia/aiiy ?iaioe iieyaa? a aaeaioaoe?? iaoiae?a oa i?eeii?a
eiioi?eaoeaiiai iaa/aiiy, ye? iiaeai? o a?eoainuee?e
iaa/aeueii-iaoiaee/i?e e?oa?aoo??; o aeyaeaii? ineoieia?/ieo ia?aaeoiia
?icaeoeo oai?/i? naiino?eii? ae?yeueiino? neooa/a. Aeae?eai? e?eoa???
aiae?co oa iniiai? oa?aeoa?enoeee eiioi?eaoeaieo i?ae?o/iee?a
(oi?iaeueiee, ooieoe?iiaeueiee, no?oeoo?iee) aeathoue ciiao aeeeaaea/ai
ia o?eueee a?enueeiaeo, aea e oeea?eueieo aoc?a eaae?o?eiaaii
aeei?enoiaoaaoe ?o o oi?ioaaii? a oeo, ooi iaa/a?oueny,
i?ioan?eii-eiioi?eaoeaii? ni?yiiaaiino?, a aaoi?ai — o noai?aii? iiaeo
iaa/aeueieo iin?aiee?a. E??i oiai, aiie iiaeooue aooe aeei?enoai? i?e
?ic?iaoe? iaa/aeueieo i?ia?ai c? niaoeeo?n?a ii nioe?aeuei?e ineoieia??,
iaaeaaia?oe? oa iaoiaeeoe? aeeeaaeaiiy ?iicaiieo iia.

Iniaenoee aianie caeiaoaa/a

O ?iaio? “?iaioa c aacaoith” iniaenoei aianeii caeiaoaa/a ?
aaeineiiaeaiiy eiioi?eaoeaiiai i?aeoiaeo i?e iaa/aiiy iaeaooi?o
io?oea??a IAO iaae/eai i?ioan?eii-i???ioiaaiiai ni?eeoaaiiy.

O ?iaio? “Iniiae noai?aiiy iaoiaeeee ae?aaiinoeee eiioi?eaoeaieo
ianoaiia iniaenoino? neooa/?a iiaii? niaoe?aeueiino?” iniaenoei aianeii
caeiaoaa/a ? aecia/aiiy iniiaieo i?aeoiae?a aei noai?aiiy iaoiaeeee
ae?aaiinoeee eiioi?eaoeaieo ianoaiia iniaenoino? neooa/?a iiaii?
niaoe?aeueiino?.

O ?iaio? “Aiae?c eiioi?eaoeaii? naiaioeee iiae neooa/?a ia caiyooyo ca
a?eoainueeith iaoiaeeeith “Headway”iniaenoei aianeii caeiaoaa/a ?
?ice?eooy ci?noo ?iaioe aeeeaaea/a i?ae /an i?iaaaeaiiy aiae?co
eiioi?eaoeaii? naiaioeee iiae neooa/?a.

O ?iaio? “Eiioi?eaoeaia eiiiaoaioi?noue ye ia?aaeoiiaa aoaeoeaii?
iaeaooiuei? i?ioan?eii? ae?yeueiino?” iniaenoei aianeii caeiaoaa/a ?
?ic?iaea ineoieia?/ieo oiia iaa/aiiy eiioi?eaoeaii? eiiiaoaioe?? oa
iniiaieo iai?yie?a ?aae?caoe?? eiioi?eaoeaiiai i?aeoiaeo a iaa/aeueiiio
i?ioean? a?enueeiaiai aoco.

Ai?iaaoe?y ?acoeueoao?a aeena?oaoe??. ?acoeueoaoe aeena?oaoe?eiiai
aeine?aeaeaiiy iaaiai?thaaeenue ia i?aeaoc?anueeeo eiioa?aioe?yo,
iaoeiaeo eiioa?aioe?yo Aeaaeai?? IAO ?i. A. Oiaeueieoeueeiai i?ioyaii
1997-1998 ?ie?a, a oaeiae ia ni?eueieo can?aeaiiyo eaoaae? aiae?enueei?,
i?iaoeueei? oa ?ioeo ?iicaiieo iia, eaoaae?e iaaeaaia?ee oa ineoieia??.
E??i oiai, iieiaeaiiy aeena?oaoe?? aeei?enoiaothoueny i?e aeeeaaeaii?
iaa/aeueieo aeenoeeie?i: “I?aeoe/iee eo?n aiae?enueei? iiae”, “?iaioa c
aiaeiiiaaiith i?anith” oa a naiino?ei?e ?iaio? neooa/?a.

Ioae?eaoe??. ?acoeueoaoe aeena?oaoe?eiiai aeine?aeaeaiiy iioae?eiaaii o
oanoe iaoeiaeo noaooyo o iaoeiaeo aeo?iaeao oa ca??ieeao iaoeiaeo
i?aoeue ? iaeiiio iaa/aeueiiio iin?aieeo.

No?oeoo?a aeena?oaoe??. Aeena?oaoe?y neeaaea?oueny c? anooio, o?ueio
?icae?e?a oa aeniiae?a ia 153 noi??ieao, nieneo aeei?enoaieo
aeaea?ae (179 iaeiaioaaiue) ia 17 noi??ieao, oa 4-o aeiaeaoe?a ia 28
noi??ieao.

INIIAIEE CI?NO AeENA?OAOe??

O anooi? iaa?oioiaaii aeooaeuei?noue oaie aeine?aeaeaiiy; aecia/aii
ia’?eo, i?aaeiao, iaoo, caaaeaiiy aeine?aeaeaiiy; noi?ioeueiaaii
a?iioaco, ?ice?eoi iaoeiao iiaecio, oai?aoe/ia oa i?aeoe/ia cia/aiiy
?iaioe; aeeeaaeaii iniiai? iieiaeaiiy, ui aeianai? ia caoeno.

O ia?oiio ?icae?e? i?iaiae?ciaaii a?o/eciyiee oa ca?oa?aeiee
ineoieiai-iaaeaaia?/iee aeina?ae ? no/aniee noai ai?iaaaeaeaiiy
eiioi?eaoeaiiai i?aeoiaeo a i?aeoeeo iaa/aiiy ?iicaiieo iia.
?ic/a?oaaiiy o a?aiaoeei-ia?aeeaaeiiio iaoiae?, ui iaioaaa o 30-40-?
?iee, aeaa iiooiao aei aeoea?caoe?? iiooeo iiaeo iaoiae?a, cie?aia,
aoae?ie?iaaenoe/iiai — ae?oeua e?iaa?noe/iiai no?oeoo?ae?cio oa
aeoaa?i?enonueei? ineoieia??, ye? iaaoee oe?ieiai ?iciianthaeaeaiiy ia
eeoa ia nai?e aaouee?auei?, o NOA, aea ? a e?a?iao ?a?iie ia ii/aoeo
60-o ?ie?a.

Iaeiae oaea a na?aaeei? 60-o ?ie?a aeyaeeeny iniiai? iaaeie?ee ? oeueiai
iaoiaeo. Iaaiein ia onio iiao, caoiieaiiy /enoi iaoai?/ieie ai?aaaie ia
oeiaeo ai?aaai, ui ?icaeaathoue inieneaia iiaeaiiy, iaaeiioe?iea
?iaeea?aeoaeueieo iniaeeainoae oeo, ooi iaa/athoueny, aeeeeeaee
iacaaeiaieaiiy oa e?eoeeo c aieo aeeeaaea/?a-i?aeoee?a. Aeieeee
caia?a/aiiy c aieo iiaiciaaoe?a, ineoieia?a, oai?aoee?a, iaoiaeeno?a.
Aoae?ie?iaa?noe/iee i?aeo?ae ii?iaeea i?ia-eaie, ye? aeyaeeiny
iaiiaeeeai ae??oeoe a ?aieao oeueiai iaoiaeo (ye, iai?eeeaae,
iniaeeaino? ?icaeoeo iniaeno?no? oiai, ooi iaa-/a?oueny, iaoa aea/aiiy
iiae, iioeaaoe?? aea/aiiy iiae ? oe?eee ?yae ?ioeo /eiiee?a).

Ia ci?io eiio i?eeoia eiioi?eaoeaiee i?aeo?ae, ae??oaeueiei
/eiieeii iaa/aiiy i?e yeiio ? ye?noue ?icoi?iiy oa aeoeai?noue
iniaenoino? (Nommunicative Language Teaching, Community Language
Learning, the Silent Way, Suggestopedia). sse oai?aoe/ia aaca
eiioi?eaoeaiee i?aeo?ae nie?a?oueny ia i?aeoeeo a?eoainueeeo e?iaa?no?a,
i?ea?/iee?a ooieoe?iiaeueii? e?iaa?noeee (Aeae. O??n, I. Oaee?aeae,
A.A?aeionai oa ?i.), ia aeinyaiaiiy o nioe?ie?iaa?noeoe? (Ae. Oaeic,
Aeae.Aoiia?n, A.Eaaia), a oaeiae o?einionuee? aeine?aeaeaiiy
(Aeae.Ino?i, Aeae.N?a?e).

Aeine?aeaeaiiy Ae. A?ee?ica, A. A?aeionaia, E. Eaiaee?ia, E. A?oio?oa,
Ae. Aeaeiiniia, I. Oaee?aeay, A. Noaa?ea oa ?ioeo o/aieo, ?iaioe
aenia?o?a ?aaee ?a?iie neeaaeathoue oai?aoe/io aaco eiioi?eaoeaiiai
i?aeoiaeo aei iaa/aiiy iia, i?aeoe/ia ?aae?caoe?y yeiai a iaa/aeueieo
i?ia?aiao io?eiaea oe?iea aeciaiiy a onueiio na?o?.

Eiioi?eaoeaiee i?aeo?ae ni?yiiaaiee ia oi?ioaaiiy oa ?icaeoie o oeo,
ooi iaa/a?oueny, eiioi?eaoeaii? ni?yiiaaiino?, yea ia?aaeaa/a? ai?iiy
i?aeoe/ii ei?enooaaoeny iiaith, ui aea/a?oueny, ni?aa?aeiineoe ??
iaeeieoe?, oi?ie oa no?oeoo?i? i?aai?caoe?? c eiioi?eaoeaieie
ooieoe?yie, ui aeeiiothoueny ieie. I?e anueiio ?icia?oo? oeoia/aiue
eiioi?eaoeaiiai i?aeoiaeo aei iaa/aiiy ?iicaiieo iia ineoie?iaa?noe
iaeiinoaei? a oiio, ui iaoith iaa/aiiy ? iaieiae?iiy eiioi?eaoeaiith
eiiiaoaioe??th.

O ae?oaiio ?icae?e? a?aecia/a?oueny, ui oi?iaeueiee, ooieoe?i-iaeueiee
oa no?oeoo?iee e?eoa??? aiae?co i?ae?o/iee?a ? iaiao?aeieie oa
aeinoaoi?ie aeey aeyaeaiiy iiaii? oa?aeoa?enoeee i?ae?o/ieea ?iicaiii?
iiae. I?iaaaeaiee aiae?c i?ae?o/iee?a aiae?enueei? iiae (“Headway”,
John and Liz Soars; “Hotline”, Tom Hutchinson; “The Cambridge
English Course”, Michael Swan and Catherine Walter) c iaoith aeyaeaiiy
?o caaaeueieo oa niaoeeo?/ieo oa?aeoa?enoee o iaaeao eiioi?eaoeaii
ni?yiiaaiiai iaa/aiiy aeicaieea aecia/eoe aaeaeaaoi?noue cania?a
iaa/aiiy oe?eyi iaa/aiiy, ni?anoaaeoe iniaeeaino? ci?noo oa i?aai?caoe??
??cieo i?ae?o/iee?a, aeyaeoe iniiai? aeiiae aei i?ae?o/iee?a ca
ei?aeiiii.

sse a?aeiii, eiioi?eaoeaia naiaioeea iiae ca/?ia? iaeei c ??ai?a iiaii?
???a?o?? — aeu?e ?ioaa?aoeaiee ??aaiue iiaiiai iaoai?cio — oaeno, yeee
neoaeeoue ao?eaiith eiioi?eaoeaiiai iai??o, aea? iaiaiaaeai? iiaeeeaino?
?aae?caoe?? caaeoio, yaeyth/enue iniiaiei ia’?eoii naiaioe/iiai aiae?ca,
eiai aeo?aeiith oi/eith. C ia?aieo iaie iiceoe?e iiaa oa?aeoa?eco?oueny
ye eiiiiiaio aeoeaii? oe?eani?yiiaaii? eiioi?eaoeaii? iiaaae?iee,
i?iaeoeo ? aeaiaio eiioi?eaoe??. I?e oeueiio eiioaenoiee iien
iiaeaii?aiai i?ioeano, i???ioaoe?y ia ?ioa?ia?niiaeueio ? a?oiiao
eiioi?eaoe?th a?ae??ciythoue aeaia aeine?aeaeaiiy a?ae aeine?aeaeaiue
a?oaa?i?enonueei? ? eiai?oea?nonueei? ni?yiiaaiino?, noieoniaaieo ia
?iaeea?ae? ? iaaeinoaoiuei a?aoiaoth/eo i?ioeane, ui i?aai?cothoue
eiioi?eaoeaio aca?iiae?th. Aaoi?ii aoea c?iaeaia ni?iaa aiae?co iie?eiaa
ye ni?eueii? ae?yeueiino? c ia?a?iaee iiaeaii?ai? ?ioi?iaoe??.
I?eiouaiiy iieyaaei o oiio, ui oiiae ni?eueiiai iaaiai?aiiy oaie
ia?aaeaa/athoue iiaeaii?ao aeoeai?noue o/aniee?a, noieoniaaio ia
iia?aeiieaii? ye oaeiio, ? aeoeai?noue aca?iiae?? c ia?oia?aie.

Ine?eueee eiioi?eaoeaia naiaioeea iie?eiaa a?aeia?aaea? aca?iica’ycie ?
aeeiai?eo ci?noiaii? ? noinoieiai? eiioi?eaoe??, aoei i?iaiae?ciaaii
45-oaeeeiiee iie?eia i?ae /ioe?ia eiioi?eaioaie — neooa/aie iaeiaeiaiai
a?eo, aeaaii ciaeiieie iaeei c iaeiei. Iie?eia, iia’ycaiee c
iaaiai?aiiyi aeooaeueii? i?ioan?eii cia/oui? ?ioi?iaoe??, ciiaeaeueiaaii
uiaei eiie?aoiiai eiio?ieueii-i?iioneiiai ioieoo, aeiee niiioaiii ? aoa
caienaiee iaoiaeii “i?eoiaaiiai iaai?oioiia”. I?e ia?iaoe? caieno oaeno
o?enoaaany o aeaeyae? noaie iine?aeiaieo aeeth/aiue o/aniee?a. Ca
iaeeieoeth iiaeaii?ai? aeoeaiino? aoea i?eiyoa o?aca /e aeae?eueea o?ac
caaaeueii? i?aaiaoe/ii? ni?yiiaaiino?. Ia iniia? ineoie?iaa?noe/iiai
aiae?co ci?noo eaae?o?eoaaeenue aeaee iiaii? aeoeaiino?, ?o cia/aiiy o
?icaeoeo iaaiai?aiiy. Iieacaii, ui no?oeoo?a iie?eiaa iiaea aooe iiaeaia
ye ia?aeaeueiee ?icaeoie /ioe?ueio o?ae?a aeoeaiino?, aeaa c yeeo
a?aeia?aaeathoue ci?noiaio e?i?th eiioi?eaoe?? ? aeaa — noinoieiao (?en.
1,2). No?oeoo?a ? o?ae iie?eiaa i?aeii?yaeeiaothoueny noia?a/eea?e
aeeiaieoe? ci?noiaii? ? noinoieiai? eiioi?eaoe??. Oea aeyaey?oueny i?e
ni?aa?aeiiniiio aiae?c? o?aaiaio?a, ia?e??iaaieo coieieith
eiioi?-eaoe??, iaocith, ci?iith aniaeoo iaaiai?aiiy.

Iaeia c oeaio?aeueieo i?noeue o no?oeoo?? iniaenoino? iin?aeathoue ??
eiioi?eaoeai? yeino?, ye? oa?aeoa?ecothoue iniaeeaino? ?? iiaa-ae?iee a
??cieo neooaoe?yo ni?eeoaaiiy c? cia/eieie ?ioeie, a oaeiae iiaeeeaino?
?? naii?aae?caoe?? o ni?eeoaaii?. Ineoieia?/iei aacenii eiioi?eaoeaieo
yeinoae iniaenoino? ? ?? eiioi?eaoeai? ianoaiiae, ye? caaacia/othoue ??
aioiai?noue aoaeoaaoe a?aeiineie iaaiei /eiii oa c iaaiei oeiii
ia?oia??a, yeei iaaea?oueny ia?aaaaa.

A iniiao ?ic?iaeaii? aaoi?ii iaoiaeeee aoea iieeaaeaia oyaa i?i
o?ueioeiiiiiaioio no?oeoo?o eiioi?eaoeaieo ianoaiia, ui aeeth/a? a
naaa: aeani? iiceoe?? a ni?eeoaaii?, ca yeeie ethaeeia ao-aeo?
aca?iia?aeiineie c? nai?ie ia?oia?aie; ia?aaaaei? iiceoe?? ?ioeo
ethaeae, c yeeie ethaeei? aaea?oueny anoaiiaeoe aeeaie?
aca?iia?aeiineie; ??aaiue aeeaeie aca?iia?aeiinei, ia yeee ethaeeia
ci???ioiaaia o ni?eeoaaii?.

Ia iniia? iien?a, ye? ia?ii i?e o?ainaeoiiio aiae?c? ??ciiaeae?a
iiaaae?iee Ae, A, Ae? ie ae?eoee aei aeniiaeo, ui a on?o oeeo
aeiaaeeao iiaa eaea i?i ia?aaaaei?noue iaeiiai c /ioe?ueio oei?a
ni?eeoaaiiy. O ia?oiio iaaeeaeaii? ie iiaeaii aeae?eeoe 12 iniiaieo
iiceoe?e o ni?eeoaaii?, noai?aieo ia?ao?auaiiyi o?ueio aai-noai?a (Ae,
?, ? Ae?) c oeeie oeiaie ni?eeoaaiiy: Ae-aa?iii?eiee, Ae-oi?iaeueiee
oa ?i. (oaae. 1).

Nooi?iue aeeaeie aca?iia?aeiinei yaey? niaith aeayeee eiioeiooi,
e?aeieie oi/eaie yeiai ? ioeue ? aace?ia/i?noue. I?e iicia/aii?
a?ae??ce?a oeueiai eiioeiooio ie acyee ca iniiao oai??th eiioi?eaoeaiiai
?icaeoeo iniaenoino? A.?.Eaa??ia. Iniiai? aeaee aca?-iia?aeiinei, ui
a?aec??ciythoueny ca aeeaeiith, iaaaaeai? a oaae. 2. Ca aeiiiiiaith
iaaaaeaii? oeaee iiaeeeaa ioe?iea aeeaeie aca?ii-a?aeiinei ethaeeie ye c
eiaeiei ie?aiei ia?oia?ii, oae ? caaaeii, c a?oiith ia?oia??a.
Cacia/ai? oyae noiniaii iiceoe?e ia?oia??a o ni?eeoaaii? oa nooi?iue
aeeaeie aca?iia?aeiinei i?ae ieie aoei iieeaaeaii a iniiao iaoiaeeee
ae?aaiinoeee eiioi?eaoeaieo ianoaiia c ei?ioeei iienii iniiaieo
iiceoe?e o ni?eeoaaii? (oaae. 1) ? aeaiee c? oeaeith aeeaeie
aca?iia?aeiinei (oaae. 2).

Iaaaaeaii ocaaaeueiai? aeai? c aeayeeo ?c iieaciee?a eiioi?eaoeaieo
ianoaiia, io?eiai? i?e ianoaaeaii? 60 neooa/?a o a?oe? a?ae 17 aei
20 ?ie?a (30 neooa/?a oa 30 neooa/ie). Iiceoe?? o ni?eeoaaii?
aeey noeneino? aeeeaaeaiiy iicia/eii /eneaie a?ae 1 aei 12 o
a?aeiia?aeiino? aei oaae. 1.

Oaoaath/ee ii?yaeie aeanieo ?aaeueieo iiceoe?e aeey neooa/?a yaey?
niaith 9 1 11 5 12 10 6 7 3 8 4 2, a aeey ae?a/ao — 11 5 1 9 6 7 3 12 2
10 4 8. Aaaeai? iiceoe?? o ni?eeoaaii? aeey iaio eaoaai??e noiae? ? a
ona?aaeiaiiio aa??aio? neeaaeathoue ?yae 9 5 1 6 10 11 7 12 8 4 3 2.
Nooi?iue caaeiaieaiiy aeanieie iiceoe?yie (?) o neooa/?a eieeaa?oueny
a?ae -0,46 aei +0,91 i?e na?aaeiueiio cia/aii? +0,52, o neooa/ie — a?ae
— 0,22 aei + 0,95 i?e na?aaeiueiio +0,53.

Iiceoe?? ia?oia??a, c yeeie ethaeeia aaaeaea a onoaiiaeoe aeeaie?
a?aeiineie o iaeaooiueiio, yaeythoue niaith ?yae: 9 5 6 10 7 4 1 11 3 12
2 8, o yeiio ia ia?oiio ieai? ia?oia?e c aai-noaiaie Ae? oa A ?c
ia?aaaaeiinoth aa?iii?eiiai oeio ni?eeoaaiiy. E?euee?noue ia?oia??a, c
yeeie ethaeeia ?aaeueii anoaiiaeth? aeeaie? aca?ii-a?aeiineie (a 5 ? 6
aae?a), eieeaa?oueny a?ae 0 aei 9, neeaaeath/e na?aaei? cia/aiiy 3,2
aeey neooa/?a oa 3,4 aeey ae?a/ao; e?euee?noue aaaeaieo oaeeo ia?oia??a
eieeaa?oueny a?ae 3 aei 10 i?e na?aaei?o cia/aiiyo 4,9 aeey
neooa/?a-oeiioe?a ? 5,0 aeey ae?a/ao.

O o?aoueiio ?icae?e? cacia/a?oueny, ui ??ciiiai?oi? i?aeoiaee aei
iaa/aiiy ii-??ciiio aecia/athoue i?aai?caoe?th oa iine?aeiai?noue
iiaeaiiy iaoa??aeo, ui aea/a?oueny. O a?aiaoe/ii i???ioiaaieo eo?nao
iine?aeiai?noue iiaeaiiy iaoa??aeo caeaaeeoue a?ae o?oaeiiu?a oa
/anoeiaino? aaeeaaiiy iiaieo iaeeieoeue. O eiioi?eaoeaii i???ioiaaieo
i?ia?aiao (iniaeeai a eo?nao “English for Specific Purposes”)
i?aai?caoe?y iaa/aeueiiai iaoa??aeo aecia/a?oueny eiioi?eaoeaieie
iio?aaaie neooa/?a.

I?e a?aeai?? iaa/aeueieo iaoa??ae?a iaiao?aeii caa?oaoe oaaao ia oae?
e?eoa???: a?aooaaiiy iio?aa, ?ioa?an?a, caoe?eaaeaiiy neooa/?a;
ni?aa?aeiioaiiy c oaiith, ui aea/a?oueny, oa ni?yiiaai?noue ia ae??oaiiy
eiie?aoiiai eiioi?eaoeaiiai caaaeaiiy; a?aeiia?aei?noue ia o?eueee
iiiyooth no/aniino? iiae, aea e e?eoa??yi ii?iaoeaiino? oa /anoioiino?
aaeeaaiiy; a?aooaaiiy nioe?ieoeueoo?ieo ?aa-e?e, ui a?aeia?aaeathoue
oa?aeoa?i? iniaeeaino? iiaii? iiaaae?iee, aeio?eioth/enue aoe/ieo oa
anoaoe/ieo ii?i.

Oaeoeea iaa/aiiy ?iicaiii? iiae c caaacia/aiiyi eiioi?eaoeaii?
ni?yiiaaiino? iiai?noth i?aeei?y?oueny e?ioeaa?e iao? aea/aiiy iiae,
nooi?noue yei? iieyaa? o iiaeeeaino? aeei?enoiaoaaoe aea/a?io iiao o
nai?o oe?eyo, aeneiaethaaoe nai? aeoiee, oi?ioethaaoe nai? eiioi?eaoeai?
iai??e, iai?ithaaoeny ?aeayie, cia/ouith ?ioi?iaoe??th. Iaa/aiiy iiaii?
aca?iiae?? a?aeaoaa?oueny oeyoii iaoiae?a, ui ?aae?cothoueny a
iaoiaee/ieo i?eeiiao, ye? caaacia/othoue eiioi?eaoe?th, oiaoi aieea
iaeei ia iaeiiai c iaoith niiioeaiiy aei a?aeiia?aeieo iiaieo oa
iaiiaieo ae?e, ai eiioi?eaoe?y ? ia o?eueee iaoith, aea e caniaii
iaa/aiiy.

Aeina?ae iaa/aiiy iieaco?, ui oni?oia iaa/aiiy iiaeaii?ai? aca?iiae??
iaiiaeeeaa aac iayaiino? neooaoe?e aca?iiae?? aeeeaaea/a c? neooa/aie,
neooa/aie i?ae niaith. I?e oeueiio interaction (aca?iiae?y)
?icaeyaea?oueny ye iaoiae caeo/aiiy neooa/?a o i?ioean eiioi?eaoe?? ia
caiyoo?. Aeey i?aeaeuaiiy aoaeoeaiino? iaa/aiiy c ?iicaiii? iiae
aeei?enoiaothoueny ??ci? ?aaeeie ?iaioe a a?oi? (?iaioa oi?ii, o
a?oiao, o ia?ao, ?iaeea?aeoaeueia ?iaioa), caaaeyee /iio eiaeiee neooa/
? aeoeaiei o/anieeii iaa/aeueiiai i?ioeano, caeo/a?oueny a iiaio
ae?yeueiinoue i?ioyaii anueiai eo?no iaa/aiiy. Aiia aeeiio?oueny iei c
aaaeaiiyi oa ?ioa?anii, ca oiiae, cae/aeii, ui naia ae?yeuei?noue ia?
aeey neooa/?a iniaenoee nain. I?ae i?eeiiaie nioe?-aeueieo aca?iiae?e
?icoi?thoueny aeeneon??, aeaaaoe, ?ieueia? ?a?e, “iane?aeoaaiiy”
(simulations), ae?aiaoecaoe?y. Social interaction activities
aaaaeathoueny iniiaieie oa iaea?eueo aoaeoeaieie i?eeiiaie, ui
aeei?enoiaothoueny a eiioi?eaoeaii i???ioiaaiiio iaa/aii?.

Eiioi?eaoeaiee i?aeo?ae aei iaa/aiiy i?eionea? anoaiiaeaiiy
ia?oia?nueeeo noinoie?a i?ae aeeeaaea/ai oa neooa/aie, oai?/o
aca?iiae?th an?o o/aniee?a iaa/aeueiiai i?ioeano. Iaa/aiiy iiae oa
aea/aiiy iiae ?icaeyaea?oueny ye ?aeeiee i?ioean aca?iiae??. sse
a?aeiii, iaa/ath/e, ie iaa/a?iiny. Aeeeaaea/ — caaaeaee nai o/aiue, ui
iiaeiai i?aaiooe aei i?ioan?eiiai oaoiaiai naiiaaeineiiaeaiiy.

Ioaea, i?e ?icaeyae? aca?iiae?? aeeeaaea/a oa neooa/a i?e eiioi?eaoeaii
ni?yiiaaiiio iaa/aii? ianaiia?aae ae??oothoueny oae? ieoaiiy: ?icaeoie
aaoiiii?? neooa/a, anoaiiaeaiiy ni?eueii? aca?-iiae?? neooa/?a,
cieaeaiiy aeii?ioth/i? ?ie? aeeeaaea/a, anoaiiaeaiiy ia?oia?nueeeo
aca?iia?aeiinei aeeeaaea/a oa neooa/a, ooai?aiiy iiceoeaii?, aeia??/i?
aoiinoa?e iaa/aiiy.

AENIIAEE

Aiae?c iaoa??ae?a, ye? aoee io?eiai? a oiae? aeena?oaoe?eiiai
aeine?aeaeaiiy, aeicaieea noi?ioethaaoe oae? iniiai? aeniiaee:

1. ?ioa?an aei eiioi?eaoeaiiai i?aeoiaeo aoa aeeeeeaiee ye ?ic/a?oaaiiyi
a a?aiaoeei-ia?aeaciiio iaoiae?, oae ? iacaaeia?eueieie ?acoeueoaoaie
aoae?ie?iaa?noe/iiai iaoiaeo, ui o naith /a?ao a?ae?a?aee aeeeth/ii
aaaeeeao ?ieue a cai?iaaaeaeaii? ?iiaaoe?eieo iaoiae?a a aaeoc?
aeeeaaeaiiy iia, o ia?aoiae? aei i???ioiaaiiai aieiaiei /eiii, ia
i?aeoe/ia aeei?enoaiiy iia eiioi?eaoeaiiai i?aeoiaeo aei iaa/aiiy c
iaoith ni?eyiiy “a?eueiiio ia?anoaaiith ethaeae oa ?aeae”. O na?aaeei?
70-o ?ie?a aenia?oe ?aaee ?a?iie ?ic?iaeee iia?aoe?eio niaoeeo?eaoe?th
nii/aoeo o a?aeiioaii? oiai, ui iiaeiia ?iaeoe ethaeeia, ui aea/a?
iiae, eiee aiia aeei?enoiao? iiao naiino?eii aeey ni?eeoaaiiy a e?a?i?,
aea oey iiaa ? caniaii iianyeaeaiiiai ni?eeoaaiiy, a i?ney oeueiai
niaoeeo?eaoe??th o a?aeiioaii? iaiao?aeieo ciaiue, ai?iue. sse c?acie
aoee acyo? ai-ae?enueea oa o?aioeocueea iiae, ye? noaee aaciaith
iiaeaeeth, ui aoea i?enoiniaaia aei ?ioeo iia, a i?ney oeueiai
aaeineiiaeaia c o?aooaaiiyi iaeiie/aiiai aeina?aeo.

2. Ia iniia? aiae?co i?ae?o/iee?a “Headway”, “Hotline”, “The Cambridge
English Course” ? iiaeeeaei aeae?eeoe caaaeuei? oa?aeoa?enoeee
i?ae?o/iee?a, coiiaeai? aeiiaaie eiioi?eaoeaii ni?yiiaaiiai iaa/aiiy oa
aeaye? ?o niaoeeo?/i? ?ene, ui oa?aeoa?ecothoue eiaeiee eiie?aoiee eo?n,
nenoaii?noue; ianooii?noue; iiaia ni?yiiaai?noue; na?aeiia iaieiae?iiy
iiaiei iaoa??aeii; ?ioaa?aoeai?noue; caeo/ai?noue; ??ciiiai?oi?noue.

No/ani? i?ae?o/ieee aiae?enueei? iiae, noai?ai? a ?aieao eiioi?eaoeaii
ni?yiiaaiiai iaa/aiiy, caeeeeai? noeioethaaoe i?iaeoeoeaio i?ciaaaeueio
ae?yeuei?noue neooa/?a, ?o i?aaeiaoii i???ioiaaio aeoeai?noue.
Iaa/aeuei? iaoa??aee iaaeathoue neooa/ai iiaeeeaino? i?aeoe/ii
aeei?enoiaoaaoe iayai? ciaiiy. Oe?eaa? aeey neooa/?a oaenoe, caaaeaiiy,
oi?ie aca?iiae?? aeiiiiaaathoue ae??oaiith eiioi?eaoeaieo, eiai?oeaieo
oa ?icaeaaeueieo caaaeaiue.

Eiioi?eaoeai? iaa/aeuei? iaoa??aee ciaeiieyoue neooa/?a ?c nenoaii?noth
oa ooieoe?iioaaiiyi iiaeaii?aeo ? iiaieo yaeu oa iaeeieoeue iiae, ui
aea/a?oueny. Iiaeai? a eiioi?eaoeaieo i?ae?o/ieeao oaenoe neoaeaoue
noeioeii aeey iaa/aeueii? eiioi?eaoe?? oa i?noyoue oaeoe/iee iiaiee
iaoa??ae, iaiao?aeiee aeey oi?ioaaiiy nioe?ieoeueoo?ii? eiiiaoaioe??
neooa/?a, oe?ii?niiai noaaeaiiy aei iiae ye oaiiiaia eoeueoo?e.

Eiioi?eaoeaii i???ioiaai? i?ae?o/ieee iiai?noth a?aeiia?aeathoue aeiiaai
nenoaiiino?, ianooiiino?, iiaii? ni?yiiaaiino?, eiai?oeaiino?,
?ioaa?aoeaiino?, caeo/aiiy iniaenoino? neooa/a a iaa-/aeueiee i?ioean oa
??ciiiai?oiino?. Aiie a?ae??ciythoueny aenieei ??aiai ooaeiaeiueiai
ioi?ieaiiy, oe?eaaeie eiiiic?oe?eieie, eieuei-?iaeie,
nthaeaoii-ia?acieie ??oaiiyie, ui ? ?acoeueoaoii ie?aeii? ?iaioe
iaoiaeeno?a, ineoieia?a, ooaeiaeiee?a, iie?a?ao?no?a.

3. sse iai?yi ineoieia?/ieo aeine?aeaeaiue iiae eiioi?eaoeaia naiaioeea
i???ioiaaia ia ?aeeiee eiioi?eaoeaiee i?eioeei ?icaeyaeo oaenoiai? ?
aeeoa?aioe?aeueii-ineoieia?/ii? i?iaeaiaoeee. Aeyaeyth/e
?iaeea?aeoaeueii-iniaeno?ni? e ?ioa?aeoeai? aeaoa?i?iaioe ci?noo, aeaiee
i?aeo?ae iai?/a? ia?niaeoeao aiae?co oaenoo ye i?iaeoeoo e aeaiaioo
eiioi?eaoe??. Ni?acao/ii ?icaeaa?oueny aeeoa?aioe?aeueii-ineoieia?/iee
ieai iiaiiai aiae?co. Aei ?icaeyaeo aeeth/athoueny aaeee?
eiioi?eaoeaii-iiai? no?oeoo?e, ui aeicaieythoue oa?aeoa?ecoaaoe iiao ye
aniaeo aeoeaii?, oe?eani?yiiaaii? eiioi?eaoeaii? iiaaae?iee.

4. Ieoaiiy i?i iiceoe?? o ni?eeoaaii? iaea?eueo iiaio ?ic?iaeo
io?eiaei a ?one? o?ainaeoiiai aiae?co. C oi/ee ci?o oeueiai i?aeoiaeo
iiceoe?y (ye aeania, oae ? ia?oia?a) oa?aeoa?eco?oueny, ii-ia?oa,
i?ia?aeiei aai-noaiii ?, ii-ae?oaa, i?ia?aeiei oeiii ni?eeoaaiiy
iniaenoino?. ?ic?iaeaia aaoi?ii iaoiaeeea ae?aaiinoeee eiioi?eaoeaieo
ianoaiia iniaenoino? iiaea aeei?enoiaoaaoeny o i?aeoeoe? aaaeaiiy a?oi
nioe?aeuei-ineoieia?/iiai o?ai?iao c iaoith iioei?caoe?? i?ioeano
aoiaeaeaiiy neooa/a aei a?oiiai? ?iaioe, ? eiie?aoecaoe?? caaaeaiue eiai
ineoieia?/ii? ei?aeoe??, a oaeiae o aeoiai?e ?iaio? c?
neooa/aie-i?aaiii?ooieeaie aeey iiaeeo?eaoe?? ?o iaaaeaeaaoii?
ss-eiioeaioe?? oa o ineoieia?/iiio eiinoeueooaaii? naiioi?o ethaeae aeey
cieaeaiiy ?o ia?aae?noe/ieo i/?eoaaiue aei iaeaooiueiai ia?oia?a.

5. O ?acoeueoao? aiae?co iniaeeainoae a?aeai?o e i?aai?caoe??
iaa/aeueiiai iaoa??aeo i?e eiioi?eaoeaii ni?yiiaaiiio iaa/aii? aeyaeaii,
ui eiioi?eaoeai? iaa/aeuei? iaoa??aee cina?aaeaeothoue oaaao ia
eiioi?eaoeaieo ai?iiyo aaeaeaaoiiai aeneiaethaaiiy aeoiee a iaaieo
neooaoe?yo ni?eeoaaiiy, ni?eeiaiiy, ?ioa?i?aoaoe?? naino, iai?io
aeneiaethaaiiyie oa ?i. Na?aeiia nenoaiaoecaoe?y iiaieo yaeu i?eionea?
ona?aeiieaiiy ia?aaeeaiaoe/ieo ca’yce?a ne?a, iaieiae?iiy noee?noe/iith
no?aoeo?eaoe??th eaeneee, cina?aaeaeaiiy oaaae neooa/?a ia a?aiaoe/ieo
oi?iao oa ooieoe?yo iiaieo iaeeieoeue oa ?i.

O ?acoeueoao? aeine?aeaeaiiy iiaeeeainoae i?aai?caoe?? i?ioeano
iaa/aiiy i?e eiioi?eaoeai?e ni?yiiaaiino? iaa/aiiy ?ice?eo? iaoiaee oa
i?eeiie iaa/aiiy, ui caaacia/othoue aeoeaio aca?iiae?th neooa/a ?
aeeeaaea/a o iaa/aeueiiio i?ioean?. Aa?o/e o/anoue o noai?aii? i?iaeo?a,
aeeneon?yo, ?ieueiaeo ?a?ao, ae?aiaoecaoe?yo, ?ii?ia?caoe?yo,
aeeiioth/e caaaeaiiy oeio “iica?ea”, iniiao yeiai neeaaea?
?ioi?iaoe?eiee aeenaaeain i?ae ni?aaan?aeieeaie, neooa/? i?aeoe/ii
canoiniaothoue na?e iiaiee oa aeeoo?aee aeina?ae aeey ae??oaiiy
eiioi?eaoeaieo caaaeaiue.

Iniiaieie iai?yieaie iiaeaeueoiai aeine?aeaeaiiy i?iaeaie oi?ioaaiiy
eiioi?eaoeaii? ni?yiiaaiino? o neooa/?a oaoiaeo niaoe?-aeueiinoae aeueo
a?enueeiaeo iaa/aeueieo caeeaae?a iiaeia aaaaeaoe:

— aeeiai?eo ci?i eiai?oeaii? oa aiioe?eii-aieueiai? noa? neooa/a i?e
?aae?caoe?? eiioi?eaoeaii ni?yiiaaiiai i?aeoiaeo o iaa/aii? ?iicaiieo
iia;

— oaeineiiaeaiiy ineoieiai-iaaeaaia?/ieo oaoiieia?e oa oaoi?e
caaacia/aiiy eiioi?eaoeaiiai i?aeoiaeo o iaa/aii? ?iicaiieo iia;

— ii??aiyeueiee aiae?c aoaeoeaiino? eiioi?eaoeaii ni?yiiaaieo iaoiaeee
iaa/aiiy ?iicaiii? iiae oa ?ioeo, ?i aeueoa?iaoeaieo;

— ooieoe?iiaeuei? iniaeeaino? aca?iiae?? aeeeaaea/a oa neooa/a o
i?ioean? aea/aiiy aiae?enueei? iiae ca no/anieie aia?eeainueeeie
iaoiaeeeaie.

NIENIE IIOAE?EIAAIEO I?AOeUe CA OAIITH AeENA?OAOe??:

1. Aieiao?aa I. O. Aeei?enoaiiy a?eoainueei? iaoiaeeee aeeeaaeaiiy
?iicaiieo iia o a?oiao ia?aeeaaea/?a-?aoa?aio?a // Ca??iee iaoeiaeo
i?aoeue aeaaeai??. — N 4, — *. II. — Oiaeueieoeueeee: Aeaeaaieoeoai
AIAO, 1997. — N. 219-221.

2. Aieiao?aa I. O. Iao/aiea aoaeoueo niaoeeaeenoia
eiio?ieueii-i?iioneiiai ioieoa eiiioieeaoeaiie eiiiaoaioeee // Ca??iee
iaoeiaeo i?aoeue aeaaeai??, N 6. — *. II. — Oiaeueieoeueeee:
Aeaeaaieoeoai AIAO, 1998. — N. 78-82.

3. Aieiao?aa I. O. Aeooaeuei?noue aeai?o oaenoo // Oe?ii?ni?
i???ioaoe?? a a?iiaaenueeiio noaiiaeaii? iniaenoino?:
Iaoeiai-iaoiaee/iee ca??iee. — Ae?iaiae/: aeaeaaie/a o??ia
“A?ae?iaeaeaiiy”, 1998. — N. 146-148.

4. Aieiao?aa I. O., Ooioa I. A. ?iaioa c aacaoith: Iaa/aeueiee iin?aiee.
— Oiaeueieoeueeee: Aeaeaaieoeoai AIAO, 1998. — 100 n.

5. Aieiao?aa I.O., Nao?i I.Ae. Iniiae noai?aiiy iaoiaeeee ae?aaiinoeee
eiioi?eaoeaieo ianoaiia iniaenoino? neooa/?a iiaii? niaoe?aeueiino? //
Ca??iee iaoeiaeo i?aoeue aeaaeai??, N7. — *. II. — Oiaeueieoeueeee:
Aeaeaaieoeoai AIAO, 1998. — N. 161-164.

6. Aieiao?aa I.O., Nao?i I.Ae. Aiae?c eiioi?eaoeaii? naiaioeee iiae
neooa/?a ia caiyooyo ca a?eoainueeith iaoiaeeeith “Headway” // Ca??iee
iaoeiaeo i?aoeue aeaaeai??, N8. — *. II. — Oiaeueieoeueeee:
Aeaeaaieoeoai AIAO, 1998. — N. 134-137.

7. Aieiao?aa I. O., Nao?i I. Ae. Eiioi?eaoeaia eiiiaoaioi?noue ye
ia?aaeoiiaa aoaeoeaii? iaeaooiuei? i?ioan?eii? ae?yeueiino? //
A?niee Oaoiieia?/iiai oi?aa?neoaoo Iiae?eey, Na??y 3. — ? 1. —
Oiaeueieoeueeee, 1999. — N. 139-140.

AIIOAOe??

Aieiao?aa I. O. Oi?ioaaiiy i?ioan?eii-eiioi?eaoeaii? ni?yiiaaiino? o
neooa/?a iiaii? niaoe?aeueiino? a?enueeiaeo aoc?a
(ineoieiai-e?iaa?noe/iee aniaeo). ?oeiien.

Aeena?oaoe?y ia caeiaoooy iaoeiaiai nooiaiy eaiaeeaeaoa ineoieia?/ieo
iaoe c? niaoe?aeueiino? 20.02.02 — a?enueeiaa iaaeaaia?ea oa ineoieia?y.
— Aeaaeai?y I?eei?aeiiieo a?enuee Oe?a?ie ?i. A.Oiaeueieoeueeiai. —
Oiaeueieoeueeee, 1999.

Aeena?oaoe?y i?enay/aia ineoieiai-iaaeaaia?/iei aniaeoai oi?ioaaiiy
eiioi?eaoeaii? ni?yiiaaiino? o neooa/?a, ye? aea/athoue aiae?enueeo iiao
ca i?ia?aiith niaoe?ae?no?a eiio?ieueii-i?iioneieo ioieo?a; i?noeoue
?acoeueoaoe aenia?eiaioaeueiiai aeine?aeaeaiiy eiioi?eaoeaieo ianoaiia
iniaenoino?, a oaeiae aiae?co eiioi?eaoeaii? naiaioeee iiae, ye?
noinothoueny iniaeeainoae ia?a?iaee iiaeaii?ai? ?ioi?iaoe?? o aeeneo?n?,
iie?eic?, no?oeoo?e ni?eeoaaiiy, ?iaeea?aeoaeueieo oa?aeoa?enoee
eiioi?eaio?a. Aecia/aii i?ia?aei? iai?yiee ?aae?caoe?? eiioi?eaoeaiiai
i?aeoiaeo i?e iaa/aii? ?iicaiieo iia iaeaooi?o io?oea??a ei?aeiio.

Eeth/ia? neiaa: aeeneo?n, eiioi?eaoeai? ianoaiiae iniaenoino?,
eiioi?eaoeaia ni?yiiaai?noue, iie?eia, eiioi?eaoeaia naiaioeea iiae.

Aieiaoaaa A. O. Oi?ie?iaaiea i?ioanneiiaeueii-eiiioieeaoeaiie
iai?aaeaiiinoe o neooaoaeae ycueiaie niaoeeaeueiinoe aiaiiuo aocia
(ineoieiai-eeiaaenoe/aneee aniaeo). ?oeiienue.

Aeenna?oaoeey ia nieneaiea o/aiie noaiaie eaiaeeaeaoa ineoieiae/aneeo
iaoe ii niaoeeaeueiinoe 20.02.02 — aiaiiay iaaeaaiaeea e ineoieiaey. —
Aeaaeaiey Iia?aie/iuo aiene Oe?aeiu ei. A. Oiaeueieoeeiai. —
Oiaeueieoeeee, 1999.

Aeenna?oaoeey iinayuaia ineoieiai-iaaeaaiae/aneei aniaeoai oi?ie?iaaiey
eiiioieeaoeaiie iai?aaeaiiinoe o neooaoaeae, eco/athueo aiaeeeneee ycue
ii i?ia?aiia niaoeeaeenoia eiio?ieueii-i?iioneiuo ioieoia: niaea?aeeo
?acoeueoaou yenia?eiaioaeueiiai enneaaeiaaiey eiioieeaoeaiuo onoaiiaie
ee/iinoe, a oaeaea aiaeeca eiiioieeaoeaiie naiaioeee ?a/e, eanathueony
iniaaiiinoae ia?a?aaioee ?a/aaie eioi?iaoee a aeeneo?na, iieeeiaa,
no?oeoo?u iauaiey, eiaeeaeaeoaeueiuo oa?aeoa?enoee eiiioieeaioia.
Ii?aaeaeaiu aaaeouea iai?aaeaiey ?aaeecaoeee eiiioieeaoeaiiai
iiaeoiaea i?e iao/aiee eiino?aiui ycueai aoaeoueo ioeoea?ia a?aieoeu.

Eeth/aaua neiaa: aeeneo?n, eiiioieeaoeaiua onoaiiaee ee/iinoe,
eiiioieeaoeaiay iai?aaeaiiinoue, iieeeia, eiiioieeaoeaiay naiaioeea
?a/e.

Volobueva O. F. The formation of professional communicative attitude
of the cadets of the language professions (psychological and linguistic
aspects).

This thesis is for taking a scientific degree of the Candidate of
Psychological Sciences on the speciality 20.02.02 — Military
Pedagogics and Psychology. — The Academy of the Border Troops of
Ukraine named by Bogdan Khmelnitsky, Khmelnitsky, 1999.

This thesis is dedicated to the psychological and pedagogical aspects of
formation of communicative attitude of the cadets of the language
professions, who study English on the curriculum of the spesialists of
the check points. It containts the results of the experimental research
of the communicative personal purposes and also analysis of
communicative speech semantics concerned the peculiarities of the
thorough revision of speech information in discourse, polylog,
communicative structure and individual characteristics of the
communicators. The leading directions of realization of the
communicative approach to foreign language teaching of the future
borderguards have been determined.

By communicative semantics the author of this thesis understands the
aspect of speech text which is connected with the reflection of the
speaker’s psychological peculiarities and intentions, the moment of
interpersonal interaction with a partner ( reacting to audience) as well
the situation of communication as a whole. Considering the approach in a
much wider sense, the author points out the fact that this approach, as
a line of the analysis, is opposed to structural traditions and
germination due to which the text is investigated apart from actual
communication.

As the author emphasizes, speech is characterized as a component of an
active purposeful communicative behaviour, a product and an element of
the communicative competence.

As communicative speech semantics deals with one of the levels of speech
hierarchy — the highest intergrative level of speech mechanism, i.e.
text, the author has made an attempt of analysing the polylog as a
combined activity on thorough revision of speech information. As it has
been ascertained, communicative semantics of any polylog reflects
intercommunication and dynamics of communicative relations and its
structure may be presented as a parallel development of four active
tracks. Two of them reflect essential communicative line and two others
— communicative relations.

The author focuses on the lack of satisfactory methods which are
directed specially to determination and analysis of communicative
purposes as the main subject of diagnoses. That is why these worked out
methods are based on three-component structural conception of
communicative purposes. This structure consists of own positions in
communication, according to which the speaker bases relations with
partners and positions which are given preference to by other people
with whom a person succeeds in achieving close relations and also the
degree of intensity of such relations a person orientates towards. Each
of these three components may be considered as the following: a) a real
state (i.e. the real relations in reality at the present time); b) a
desirable state (i.e. the desirable relations for the future, existing
only in the imagination or as an idea).

As the question on positions in communication has been got the most
detailed development in the course of the transact analysis from the
point of which the positions (one`s own as well as partners` in
intercource) are characterized, firstly, by its main state, and,
secondly, by the main personal communicative type, so on the basis of
the existing descriptions of varieties of the behaviour of Ch., P., A.,
the author has come to a conclusion that in all cases it is a question
of advantage of one of the four types of communication: harmonious,
formal, estranged and conflicting ones (the latter is connected with the
tendency to temporary insanity and non-equivalent behaviour which often
verges on a pathological one. Thus in the first approach one can select
12 main positions in communication, which are formed by crossing of its
three states.

Different approaches to foreign language teaching assume different
principles of choice and organisation of teaching material. The choice
of teaching material deals with subject contest and speech material. The
author suggests to use different activities in a study group, such as
work in chorus, pair and individual work. Special attention should be
paid to pair and group work in the process of which the teacher is not
only the “distributor” of knowledge and marks, but he also supports a
cooperative activity and development of the learner’s self-government
which is compared with nature of the communicative oriented teaching.

Key words: discourse, communicative attitudes of a person,
communicative orientation, polylog, communicative speech semantics.

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