Філологічна освіта учнів на уроці німецької мови

Abstract

(uk) У статті розглядається питання філологічної освіти учнів на уроці німецької мови. Акцентується увага на важливості розширення філологічного кругозору учнів у процесі реалізації навчальних цілей засобами німецької мови. Підкреслюється важливість засвоєння учнями старших класів філологічних знань з таких аспектів мови, як історія німецької мови, теоретична фонетика та лексикологія, для успішного вирішення навчальних завдань та для реалізації розвивальної мети. Оскільки засвоєння окремих аспектів філологічних наук сприяє розвитку у старшокласників правильного уявлення про природу мови та сприяє удосконаленню логічного мислення.

(en) The poper examines the issue of philological education jf students during German classes. A special attention is drawn to the importance of windwning student’s philological outlook in the course of achieving education objectives by means of the German language. The authors stress upon the significance of mastering philological klowledge by high scool student’s in terms of the German language, theoretical phonetics and lexicology that can promote further realization of educational and developing aims. The acquisition of separate aspects within the philological competence fosters students’ comprehension of nature of the language and enhances their logical thinking. It is necessary teachers should expose their students to the theoretical issues of structure and functions of German. The historical perspective may help students understand the questions concerning first- and second- person forms of strong verbs in Präsens that involves related linguistic phenomena, such as changes of root vowels, consonant alterations within the paradigm of three basic forms of strong verbs and derived nouns, the functioning of Werner’s law.Students are also interested in the questions dealing with the German vocabulary stock development by means of changing lexical meanings of words, word substitutions, and borrowings. Frequently, phonetic phenomena that are nonexistent in Ukrainian (long and short vowels, fixed word stress, glottal stop etc.) also become a focus of German language learners’ special academic interest. In Ukrainian secondary education establishments much attention is paid to teaching German lexis. The teachers’ task is to design particular strategies aiming at students’ mastering peculiar German vocabulary units as well as making them able to compare related lexical item to those of their mother tongue. German teachers are to provide explanation of such notions as polysemy (of verbs, nouns, adjectives, and adverbs), synonymy, antonymy and homonymy. Sometimes it is necessary to trace the origin of words. Students are also to become aware of the fact that target idiomatic and phraseological expressions have their peculiar structural and semantic core, etymology and equivalents in the native language. The explanatory notes of the theoretical issues should be made in accordance with the age of students and the level of the German language acquisition.