Search engine for discovering works of Art, research articles, and books related to Art and Culture
ShareThis
Javascript must be enabled to continue!

ANGLOSURZHYK IN THE PROFESSIONAL SPEECH OF LANGUAGE TEACHERS

View through CrossRef
The article focuses on the analysis of anglicisms in the professional speech of language teachers on the basis of educational and methodological materials posted on the popular educational platforms “Vseosvita” and “Na urok”. The main focus is on the compounds with the element “бук”, as the number of such titles has increased significantly in recent years. The speech of teachers of language and literature abounds in the following anglicisms: буктрейлер, буккросинг, артбук, воркбук, лепбук, скрапбук. It is noteworthy that most of these new words are recorded only in the Dictionary of Modern Anglicisms, which was published in 2022. Other lexicographical sources do not list them, and also do not contain the component “бук” either as part of other compounds or as an independent word. Anglosurzhyk words appear in teachers’ speech due to various factors: learning from the professional experience of fellow teachers from English-speaking countries, using working methods from such fields as economics, business and management in the educational process, translation difficulties, the desire to make it concise, the desire to embellish their speech with unusual words and evoke interest of the students. Functioning in speech, these new words play the role of professionalisms. The latter are known for their stylistically colouring, they exist beyond the linguistic norm and may disappear over time. However, the widespread usage of these names in educational and methodological works indicates the desire to make these words normative terms. Compound words of English origin with the component “бук” used by teachers of language and literature do not denote new concepts, and therefore need to be replaced by those with more transparent semantics. The teachers frequently use foreign words to denote concepts that already have or may have Ukrainian names. Transliteration of English words does not enrich our language, but contaminates it and leads to the formation of another type of language mix – anglosurzhyk.
Institute of the Ukrainian Language of National Academy of Sciences of Ukraine
Title: ANGLOSURZHYK IN THE PROFESSIONAL SPEECH OF LANGUAGE TEACHERS
Description:
The article focuses on the analysis of anglicisms in the professional speech of language teachers on the basis of educational and methodological materials posted on the popular educational platforms “Vseosvita” and “Na urok”.
The main focus is on the compounds with the element “бук”, as the number of such titles has increased significantly in recent years.
The speech of teachers of language and literature abounds in the following anglicisms: буктрейлер, буккросинг, артбук, воркбук, лепбук, скрапбук.
It is noteworthy that most of these new words are recorded only in the Dictionary of Modern Anglicisms, which was published in 2022.
Other lexicographical sources do not list them, and also do not contain the component “бук” either as part of other compounds or as an independent word.
Anglosurzhyk words appear in teachers’ speech due to various factors: learning from the professional experience of fellow teachers from English-speaking countries, using working methods from such fields as economics, business and management in the educational process, translation difficulties, the desire to make it concise, the desire to embellish their speech with unusual words and evoke interest of the students.
Functioning in speech, these new words play the role of professionalisms.
The latter are known for their stylistically colouring, they exist beyond the linguistic norm and may disappear over time.
However, the widespread usage of these names in educational and methodological works indicates the desire to make these words normative terms.
Compound words of English origin with the component “бук” used by teachers of language and literature do not denote new concepts, and therefore need to be replaced by those with more transparent semantics.
The teachers frequently use foreign words to denote concepts that already have or may have Ukrainian names.
Transliteration of English words does not enrich our language, but contaminates it and leads to the formation of another type of language mix – anglosurzhyk.

Related Results

Hubungan Perilaku Pola Makan dengan Kejadian Anak Obesitas
Hubungan Perilaku Pola Makan dengan Kejadian Anak Obesitas
<p><em><span style="font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-langua...
Učinak poučavanja razrednomu jeziku u izobrazbi nastavnika njemačkoga
Učinak poučavanja razrednomu jeziku u izobrazbi nastavnika njemačkoga
The actual use of classroom language is principally limited to the classroom environment. As far as foreign language learning is concerned, the classroom often turns out to be the ...
Przestępca zawodowy
Przestępca zawodowy
 The article seeks to sum up all that has been said on the subject of professional criminality in the past half-century. It was never any part of the author’s aim to offer an analy...
STRUGGLING FIELD OF SPEECH-LANGUAGE PATHOLOGY IN PAKISTAN
STRUGGLING FIELD OF SPEECH-LANGUAGE PATHOLOGY IN PAKISTAN
The need of speech and language pathology (SLP) as a specialized field in Pakistan emerged with the education of deaf. Development in education of deaf began in Pakistan by Mr. Sid...
Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists
Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists
Background For many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific ...
Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives
Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives
<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System an...
Head Teachers’ Practices and Teachers’ Performance in Government-Aided Secondary Schools in Kibibi Sub-County, Butambala District
Head Teachers’ Practices and Teachers’ Performance in Government-Aided Secondary Schools in Kibibi Sub-County, Butambala District
The main purpose of this study is to examine the influence of head teachers’ practices on teachers’ performance in government-aided secondary schools in Kibibi Sub-county, Butambal...

Back to Top