English phrasal verbs of aviation English: stages and techniques of teaching

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Ivan Kozhedub Kharkiv national air force university

English phrasal verbs of aviation English: stages and techniques of teaching

Maryna Hlukhovska,

candidate of philological sciences, senior lecture at the department of aviation English

Kharkiv

Abstract

The article is devoted to the study ofphrasal verbs in Aviation English, the main stages and techniques of teaching. The article discusses the main linguistic difficulties in learning a phrasal verb, namely abundance and variety of English phrasal verbs. The author focuses on the idiomatic meaning ofphrasal verbs, which cause great difficulties for learning phrasal verbs in learning process. The formation of grammatical competence includes three stages. They are orientation - Preparatory stage, that includes three factors, stereotypical-situational and variable-situational stages. It is emphasized that at the first stage, information should be received by students or cadets through two channels - auditory and visual. And second and third stages of developing grammatical skills are automation of actions. Introducing students or cadets to new grammatical structure, the author emphasizes importance of the functions of grammatical structure, and its form must be learned in an indissoluble unity with its function.

The components of grammatical competence are grammatical knowledge, language grammar skills and grammatical abilities. The formation of students' or cadets' grammatical competence occurs in receptive and receptive-reproductive exercises, both non-communicative, and conditionally communicative and communicative-speech. The article states that the formation of Aviation English-language grammatical competence based on some material of phrasal verbs occurs in a complex, including exercises for each stage offormation of grammatical skills.

The author after analyzing each stage ofteaching phrasal verbs in English gives teaching techniques, namely examples of exercises for students and cadets which are appropriate to use at each stage offorming grammatical competence.

Keywords: automation, grammatical competence, grammatical skills, grammatical structure, idiomatic meaning, phrasal verbs.

Анотація

Марина Глуховська,

кандидат філологічних наук, старший викладач кафедри авіаційної англійської мови Харківського національного університету Повітряних Сил імені іванаКожедуба

(Харків, Україна)

Фразові дієслова в авіаційній англійській мови етапи та техніка викладання

Стаття присвячена вивченню фразових дієслів авіааційної англійської мови, основних етапів та технік викладання. В статті розглянуто основні лінгвістичні труднощі при вивченні фразового дієслова, а саме велика кількість і різноманітність англійських фразових дієслів. Авторказвертає свою увагу на ідіоматичнезначенняфразовихдієслів, яківикликаютьвеликітруднощі для вивченняфразовихдієслів в процесінавчання. Формуванняграматичноїкомпетенціївключає в себе три етапи: орієнтаційно-підготовчий, якийвключає в себе три фактори; стереотипно-ситуаційнийетап і варіативно-ситуаційнийетап. Підкреслено, що на першомуетапіінформаціямаєнадходити до студентів та курсантів по двох каналах - слуховому і візуальному. А другий і третійетапапиформуванняграматичнихнавичок - автоматизаціядій. Знайомлячиучнів з новою граматичною структурою, авторканаголошує на важливостіфункційграматичноїструктури, а форма має бути засвоєна в нерозривнійєдності з функцією.

Компонентами граматичноїкомпетенції є граматичнізнання, мовніграматичнінавички та граматичніздібності. Формуванняграматичноїкомпетенціїстудентів та курсантіввідбувається в рецептивних і рецептивно-репродуктивнихвправах, як некомунікабельних, так і умовно-комунікативних і комунікативно - мовних. В статтізазначено, щоформуванняангломовноїграматичноїкомпетенції на матеріаліфразовихдієслів в авіаційнійанглійськіймовівідбувається в комплексі, включаючивправи для кожного етапуформуванняграматичнихнавичок.

Авторка, проаналізувавши кожен етап викладання фразових дієслів в англійській мові, наводить техніку навчання, а саме приклади вправ для студентів та курсантів, які доречно використовувати на кожному етапі формування граматичної компетенції.

Ключові слова: автоматизація, граматичнакомпетенція, граматичнінавички, граматична структура, ідіоматичнезначення, фразовїдїєслова.

Main part

aviation english linguistic verb

Problem Statement. Work on the lexical side of speech at all stages of Aviation English learning is given a large place. After all vocabulary in the system of language means is the most important component of speech activity: listening, speaking, reading and writing. Teaching experience shows that it is the lexical side of speech that presents the greatest difficulties for students or cadets. Phrasal verbs are particularly difficult for learners. Phrasal verbs are very common in neutral-informal English. Today's English is impossible without thousands of phrasal verbs that enliven speech. They serve as colloquial substitutes for formal Latin verbs. Every English learner should know at least the basic phrasal verbs.

The purpose of this article is to consider the stages and provide exercises for describing the technique of learning of phrasal verbs in Aviation English.

The object of the article is phrasal verbs in the English language.

Many verbs in modern English change their shades of meaning depending on which particles they are used with. But sometimes we deal with such combinations in which a verb with a particle takes on a meaning that is completely different in meaning from the meaning of the verb itself.

Research Background. The components of grammatical competence are grammatical knowledge, speech grammatical skills and grammatical ability. Highlighting these important components of grammatical competence, however, it should be noted that they are formed not separately from each other, but together. Therefore, it is important to consider the stages of forming English grammatical competence.

S.F. Shatylov determined the next three stages of the formation of the grammatical competence. The first stage, according to S.F. Shatylov, is indicative - preparatory. At this stage, students are introduced to the new grammatical phenomenon and the primary performance of speech grammatical action on the sample, if it is elementary, or the primary performance of individual operations that are part of the grammatical action on the basis of awareness of how to perform them (Шатилов, 1986: 29-30).

Objective Statement. In the second stereotypical - situational stage there is an automation of students' or cadets' actions with the new grammar structure at the phrase level. At the third varying-situational stage the automation of students' actions with the new grammar structure at the multiphase unity and text level continues (Шатилов, 1986: 29).

In the first stage, students are introduced to the new grammar structure in the context or situation of speech - a real or specially created by teacher, that means a presentation of the new grammar structure. The purpose of this phase is to provide an indicative basis for further developing the skill in the process of presenting it in oral and written speech. The presentation format is chosen taking into account the following factors: 1) Stage of study (primary, secondary, final); 2) The complexity of grammatical material; 3) Purpose of assimilation: active possession of the material or passive knowledge (Шишканова, 2012: 80-86).

Any small text - a poem, a song, a short dialogue, an excerpt from a video, and so on - can serve as a context. It is advisable that information will be received by students through two channels - auditory and visual. If the video is used, the submission of information through the visual channel should be delayed after watching the video, otherwise the students will miss the video.

When acquainting students or cadets with the new grammar structure, the teacher must first pay attention to the function of the grammar structure, and the form must be assimilated in indissoluble unity with the function. Nowadays, situational organization of grammatical material is considered optimal, i.e. the grammar structure should be presented to students or cadets in a situation / context. The context should be sufficient to demonstrate the grammar structure function. A. Neal calls these situations illustrative. Therefore the new grammar structure should be introduced to the students or cadets: in typical illustrative situations (dialogue, excerpt, poem, song); small portions (quanta); on the principle of one complexity at a time (Електронний ресурс).

In the second and third stages of the formation of grammatical skills there is an automation of actions of students or cadets with the new grammar structure at the level of phrase, multiphase unity and the whole text, which requires appropriate exercises and tasks.

The stage of automation is consistent with the stages of the formation of speech grammatical skills, in particular, with stereotypical-situational and variational-situational stages, where purposeful communicative training of grammatical form in unity with its function in certain organized exercises, during which the speech stereotype as unity of form, its meaning and situational use, is formed.

Exercises for the formation of English grammatical competence of students on the secondary level should be: motivated,

communicatively oriented; meaningful; authentic; integrated (i.e. performed in four types of speech activity); aimed at stimulating the students' or cadets' speech and mental activity; focused on expanding learners' knowledge space and developing the world picture; mainly collectively organized; built with regard to cultural, situational and personal contexts; with supports and game component (Електронний ресурс).

Since the object of this study is peculiar to the formation of English grammatical competence on the material of phrase verbs, it is advisable to consider the phenomenon of phrase verb in in Aviation English and the linguistic difficulties of learning this grammatical phenomenon in the process of forming English grammatical competence in a lesson of English.

While teaching students or cadets to use phrasal verbs the teacher must first identify and explain a number of characteristic features that distinguish phrasal verbs from simple verbs. These features include: idiomaticity; high productiveness, ability to place adverbial prepositions before and after the noun used with this verb; the ability to express emotionally and figuratively the subtlest shades of thoughts and feelings; possibility of its replacement by a simple verb and others (Григорьев, 2003: 55).

Learning verbal phrases is quite difficult, because in its process students must develop skills that will help them to understand the phrase verbs not only when reading or listening to texts, but also to learn to use them independently, overcoming the difficulties of their perception. Here are some of the issues that make it difficult for anyone who wants to master English. First of all it is the large number and variety of Aviation English phrase verbs that make it impossible to learn and memorize them all. There are about 12,000 English verbs in total but the person need to know at least a few hundred phrase verbs to speak English freely.

Secondly, the idiomatic meaning of phrase verbs also is a difficulty for a teaching process. The phrase verbs are difficult to translate, since the meaning of an entire complex is not deduced from the totality of the meanings of its components. If a student or a cadet is unfamiliar with the phrase verb encountered in the text, he or she is not able to adequately understand the whole sentence or utterance. Most often the lear - hers tries to associate two separate words with the lexical environment not understanding that that is a semantic whole.

Quite often mistakes occur in the use of the verb in combination with different parts (often opposite in primary spatial sense) in the same meaning: swallowup= swallowdown, slowup= slowdown, buyback/ in/off/out/over/up, etc. (Григорьев, 2003: 55).

There also are some difficulties with the separation of many phrase verbs when the main verb and postpositive can be broken by another word. This type of mistake is attributed to the incorrect placement of the postpositive when there are pronouns or a whole noun group (Hewasgoingtogiveupherinstead of Hewasgoingtogiveherup), circumstances or intensifier words (go aheadstraightinstead of gostraightahead) between the verbs.

Analysis. Therefore, the phrase verb is a linguistic phenomenon of purely Aviation English and is therefore difficult to learn and understand for students or cadets. Teachers' efforts in teaching verbal phrases should be directed primarily at ensuring that they understand this phenomenon of English enriching their vocabulary of phrase verbs and developing the skills to use them correctly in Aviation English language.

The formation of English-speaking grammatical competence on the material of phrase verbs in the secondary schools takes place in a complex, which involves exercises for each stage of formation of grammatical skills. There are three stages in which grammatical skills are formed in each of the appropriate types of exercises.

Stage 1

The first stage of forming English grammatical competence on the material of phrase verbs in Aviation English is the introduction of grammatical material in a specific communicative situation. At this stage, it is advisable to use the following exercises:

Exercise 1

Objective: To acquaint students or cadets with the concept and function of phrase verbs to motivate learners to study activities.

Instructions: One of the brightest features of English language is usage of phrasal verbs. A phrasal verb is a combination of a verb and preposition, a verb and an adverb, or a verb with both an adverb and a preposition. Thus it forms a new verb which meaning cannot be understood by looking at the meaning of every word in the dictionary. Can you remember some examples of phrasal verbs?

Now, let's check your understanding of the phrasal verb. You have one minute to finish the sentence:

A phrasal verb is

Instructions: Read the definitions of phrasal verbs in Aviation English and try to give the Ukrainian equivalents to them.