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      <page pageid="5683" ns="0" title="Rusova Y.V. The ways of improving future primary school teachers’ English speaking skills">
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          <rev xml:space="preserve">[[Русова Юлія Володимирівна]] – студентка [[Педагогічний інститут|Педагогічного інституту]] [[КМПУ|Київського університету імені Бориса Грінченка]], спеціальність «[[Початкова освіта]]», кафедра [[Кафедра іноземних мов і методик їх навчання Київського університету імені Бориса Грінченка | іноземних мов і методик їх навчання]] [[КМПУ|Київського університету імені Бориса Грінченка]]


'''Стаття присвячена проблемі вдосконалення навичок говоріння англійською мовою майбутніх учителів початкової школи. У статті обґрунтовано важливість формування та вдосконалення навичок говоріння для здійснення успішного спілкування; вказано найбільш значущі фактори, що впливають на вдосконалення навичок говоріння; запропоновано декілька ефективних способів вдосконалення навичок говоріння англійською мовою.'''

''Ключові слова'': '''навички говоріння, розвиток і вдосконалення, комунікативний підхід, ефективні способи, майбутні учителі початкової школи.'''


'''Статья посвящена проблеме совершенствования навыков говорения на английском языке будущих учителей начальной школы. В статье обосновано важность формирования и совершенствования навыков говорения для осуществления успешного общения; указано наиболее значимые факторы, влияющие на совершенствование навыков говорения; предложено несколько эффективных способов совершенствования навыков говорения на английском языке.'''

''Ключевые слова'': '''навыки говорения, развитие и совершенствование, коммуникативный подход, эффективные способы, будущие учителя начальной школы.'''


'''The article is devoted to the problem of improving future primary school teachers’ English speaking skills. The importance of developing and improving speaking skills for the successful communication is substantiated; the most significant factors affecting the improving of speaking skills are indicated; several effective ways of improving English speaking skills are proposed in the article.'''

''Key words'': '''speaking skills, development and improving, communicative approach, effective ways, future primary school teachers. '''


== Problem setting ==

The strategic course of our country to integrate into the European cultural, educational, and economic space inevitably affects the educational sphere, the current priority direction of which is to form a new generation of teachers, particularly primary school teachers. As each modern primary school teacher of Ukraine is also a teacher of a foreign language, one of the urgent tasks of a high pedagogical institution is to optimize the professional training of future teachers who are able to form the individuality of a primary school student by means of a foreign language.


In other words, the main aim of the foreign language teaching in high school is future primary school teachers’ speaking skills developing and improving. Future Ukrainian teachers have to acquire the ability to speak a foreign language at an independent level, which will make possible their direct contacts with representatives of other countries, provide them effective functioning in academic and professional environment as well as mobility and competitiveness at the global labour market.


== Last scientific researches and publications analysis ==

The question how to approach the teaching of speaking skills best has long been the focus of methodological debates. It has become a subject of investigation of many native and foreign researchers. 

Different aspects of teaching foreign language speaking of high school students have been studied so far: principles of teaching speaking (V.A. Artemov, B.V. Bieliaiev, E.P. Shubin, M.A. Florez), a speaking training system (Yu.I. Passov), communication fields and creating of educational authentic situations (V.A. Bukhbinder, V.L. Skalkin, H.A. Rubinshtein, Ye.M. Rozenbaum, T. Wallace, W.E. Stariha, H.J. Walberg, H. Kayi), a system of exercises for teaching speaking (Yu.I. Passov, N.K. Skliarenko, V.M. Filatov, V.B. Tsarkova), functions and units of dialogical and monological speaking (N.I. Hez, P.B. Hurvych, A.D. Klymentenko), peculiarities of teaching speaking through the use of dramatizing (G. Bolton, R.A. Via, S. Holden, G.P. Ladousse, M.L. Schewe, E. Tselikas, Сh. Wessels).


== Formulation of the article’s purpose ==

During the analysis of recent publications, it was found out that the problem of improving English speaking skills is topical and it has been studied by a great deal of linguists and methodologists. It was investigated that improving of students’ speaking skills depends on the teachers’ speaking, on the atmosphere in the auditorium, on the methods, forms, and tasks using during practical classes etc. 


However, despite the number of investigations which contain recommendations on how to teach speaking effectively, this important aspect of speech activity is paid little attention by most secondary and high school teachers and needs further development.


The aim of the article is to overview the ways of improving one of the main speech skills, namely speaking skills, of future primary school teachers and to work out practical recommendations on improvement of abovementioned skills which high school foreign language teachers can use in their practice.


== The statement of basic material of investigation ==

Teaching speaking is vital, but speaking is, to our mind, the most difficult part in learning a foreign language because it is usage sense involves the manifestation either of the phonological system or the grammatical system of the language. To form students’ English speaking skills is to teach them to:
*produce the English speech sounds and sound patterns;
*use word and sentence stress, intonation patterns, and the rhythm of the second language;
*select appropriate words and sentences according to the proper social setting, audience, situation, and subject matter;
*organize their thoughts in a meaningful and logical sequence;
*use language as a means of expressing values and judgments;
*use language quickly and confidently with few unnatural pauses, which is called as fluency [1; p. 108]. 


Thus, the forming and developing of speaking skills should be the priority area of teaching English. We are sure that one of the best ways of improving future primary school teachers’ English speaking skills is to put them in the foreign language environment where they are inspired and encouraged to try to speak the language. It is possible when a teacher uses the communicative approach. As we know, communicative approach to foreign language teaching is not just an environment in which students are offered to study, but directly the involvement of students into activities in the proposed conditions. When students are involved in real communication, their natural strategies for language acquisition are used, and this allow them to learn to use the language, and thus to develop their speaking skills.


It’s a common knowledge, that producing spoken language has often meant a difficulty and an obstacle for English learners. There are many reasons of it: speaking fears, uncertainty in the knowledge, low motivation, frightening atmosphere in the auditorium because of the authoritarian teacher etc. Therefore, English teachers’ task is to help students overcome the difficulties which arise in producing spoken language. In other words, they have to create comfortable environment in auditorium, to organize work in right way, to activate passive students through using of interesting speaking activities. This goal can be successfully achieved through three steps, which are: 
*reducing speaking fear; 
*maximizing student-talking time; 
*using activities to promote speaking.


Students often hesitate to speak because they are afraid of pronouncing foreign words incorrectly or feel really shy about talking in the presence of other students. English teachers can help them reduce this fear, as we think, by maintaining a friendly atmosphere in the auditorium. Once students feel a sense of support from their teacher and peers, it is likely that they will be more willing to speak the target language. It is considered that to make the classroom environment a non-threatening place a teacher should do the following: 
*encourage free discussion, as the objective is to make students speak fluently;
*tolerate students’ grammatical errors and correct them later, not during their speech;
*allow judicious use of certain words and expressions in the students’ native language when they struggle to find the equivalents in English;
*even if students violate the rule of speaking English, do not get angry with them but gently tell them not to use their native language;
*give more pair work and group work, as most students are comfortable being part of a small group;
*add humour to presentation and have fun with students;
*ask students sit face to face during group discussion, as direct eye contact helps students develop their communication skills. 


A teacher should also avoid situations which make students anxious such as correcting mistakes on the spot, calling on students at random, and calling on students without allowing them to prepare for the answers etc. In this way a teacher will definitely reduce students’ speaking fears and raise general motivation making the English classes fun and dynamic [4; p. 155-156].


Maximizing student-talking time is as important as reducing speaking fear. Therefore, before practical classes a teacher should choose educational materials which are interesting and engaging, should provide clear instructions before tasks to not waste time using unnecessary explaining. English language practical classes should include lots of pair and group work that will help reduce teacher talking time. 


During practical classes a teacher should be concentrate on eliciting rather than on telling students, there should be also open-ended questions such as Who, What, Why, How, etc, rather than closed questions which can be answered with a “yes” or “no”. A teacher should be a good listener, show interest in what students tell about and respond naturally.


At the end of practical classes a teacher should convert correcting errors into a class activity: errors which a teacher has noted down during the class should become the theme of students’ discussion in pairs – what is wrong with the sentences and how to correct them. And a teacher should ask students to sum up what they have learnt during the practical class.


We would like to point out that English teachers should use a lot of different activities to promote speaking. There exist a lot of speaking activities. But here we will mention only the most popular and effective of them. 


Brainstorming – a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its members. On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristic of brainstorming is that students are not criticized for their ideas so they will be open to sharing new ideas.


Discussion is another technique that can be held for various reasons after a content-based practical class. Before the discussion, it is essential that the purpose of the discussion activity is set by a teacher. A teacher may form groups of students, preferably of 4 or 5, and provide controversial sentences. Then each group works on their topic for a given time period, and presents their opinions to the others. It is important to let each group member to speak. At the end, all the students decide on the winning group who defended the idea in the best way. This activity fosters critical thinking and quick decision making, and students learn how to express and justify themselves in polite ways while disagreeing with the others [3; p. 227].


Information gap activities let students work in pairs. One student usually has the information that other partner does not have and the partners have to share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Each partner of such activities plays an important role because the task cannot be completed if a partner does not provide the information another one needs. These activities are effective because everybody has the opportunity to talk extensively in the target language.


Interviews are also effective speaking activities. Students can conduct interviews on selected topics with various people. Students should prepare their own interview questions and after interviews, they may present their study to the whole group. Conducting interviews with people gives students a chance to practice their speaking ability not only in auditorium but outside as well and helps them becoming socialized.


Role play supposes that students pretend they are in various social contexts and have a variety of social roles. In role-play activities, a teacher gives information to students such as who they are and what they think or feel. It puts students in situations in which they are required to use and develop language necessary in social relationships and helps them to build up their social skills [2; p. 261]. 


From our point of view, the use of all these recommendations can make students more active at English practical classes, help improve their speaking skills and at the same time make their learning more meaningful and fun.


== Conclusion ==

Thus, we are of the opinion that speaking is a crucial part of second language learning and teaching. The ability to communicate in English clearly and efficiently contributes to students’ success in high school and success later in their professional career and personal life. Therefore, language teachers should pay great attention to improving students’ English speaking skills by different means, remembering three main factors which affect students’ speaking in auditorium: comfortable psychological environment, quantity of students’-talking time, activities and forms of students’ work during practical classes. So, teachers should do their best to reduce students’ speaking fears, to maximize students’-talking time, and use different activities to promote speaking.


The next step of our research is to study the problem of using modern informational technologies in the process of mastering foreign language speaking skills of future primary school teachers.


== References ==

# A. Burns. Teaching Speaking. – Annual Review of Applied Linguistics, 18, 1998. – Pp. 102-123.
# A. Cohen. Developing the Ability to Perform Speech Acts. – Studies in Second Language Acquisition, 18 (2), 1996. – Pp. 253-267.
# F. Green, E. Christopher, J. Lam. Developing Discussion Skills in the ESL Classroom. – Methodology in Language Teaching. – New York: Cambridge University Press, 2002. – Pp. 225-234.
# R. Carter, M. McCarthy. Grammar and Spoken Language. – Applied Linguistics, 16 (2), 1995. – Pp. 141-158.

{{Шаблон:Вісник психології і педагогіки. Збірник наук. праць. - Випуск 11}}

[[Категорія:Наукові праці]]
[[Категорія:Вісник психології і соціальної педагогіки. Збірник наук. праць]]
[[Категорія:Педагогічний інститут Київського університету імені Бориса Грінченка]]
[[Категорія: Кафедра іноземних мов і методик їх навчання Київського університету імені Бориса Грінченка]]
[[Категорія:Наукові праці студентів Педагогічного інституту Київського університету імені Бориса Грінченка]]
[[Категорія:Наукові праці Русової Ю.В.]]
[[Категорія:Конференція «Іншомовна освіта очима студентів»]]
[[Категорія:Статті з педагогіки]]
[[Категорія:Для аспірантів]]
[[Категорія:Для магістрантів]]
[[Категорія:Для науковців]]
[[Категорія:Для студентів]]
[[Категорія:Статті англійською мовою]]</rev>
        </revisions>
      </page>
      <page pageid="5630" ns="0" title="Smyrnova O.M. Alliteration and assonance as phonetic stylistic devices in the context of the future primary school teachers’linguo-stylistic competence formation">
        <revisions>
          <rev xml:space="preserve">[[Смирнова Ольга Миколаївна]] – студентка [[Педагогічний інститут|Педагогічного інституту]] [[КМПУ|Київського університету імені Бориса Грінченка]], спеціальність «[[Початкова освіта]]», кафедра [[Кафедра іноземних мов і методик їх навчання Київського університету імені Бориса Грінченка | іноземних мов і методик їх навчання]] [[КМПУ|Київського університету імені Бориса Грінченка]]


'''У статті розглянено проблему розпізнавання, розуміння та запам’ятовування алітерації та асонансу як фонетичних стилістичних прийомів у процесі формування лінгво-стилістичної компетентності як однієї із іншомовних комунікативних компетентностей майбутніх учителів початкової школи. Автор досліджує різноманітні аспекти алітерації та асонансу, а також критерії їх відбору для використання у навчальному процесі.'''

''Ключові слова'': '''віршування, манера виконання, алітерація, асонанс, вмотивоване повторення, комбінація подібних звуків, приголосні, голосні, стисла послідовність, специфічні ефекти,  композиційні одиниці, поетика, фольклор.'''


'''В статье рассматривается проблема распознавания, понимания и запоминания  аллитерации и ассонанса как фонетических стилистических приёмов в процессе формирования лингво-стилистической компетентности как одной из иноязычных коммуникативных компетентностей будущих учителей начальной школы. Автор исследует разнообразные аспекты аллитерации и ассонанса, а также критерии их отбора для использования в учебном процессе.'''

''Ключевые слова'': '''стихосложение, манера исполнения, аллитерация, ассонанс, мотивированное повторение, комбинация подобных звуков, согласные, гласные, сжатая последовательность, специфические эффекты, композиционные единицы, поэтика, фольклор.'''


'''The article dwells upon the problem of recognizing, comprehension and memorizing alliteration and assonance as phonetic stylistic devices in the process of the formation of linguo-stylistic competence as one of the foreign language communicative competence of future primary school teachers. The author investigates various aspects of the alliteration and assonance and also criteria of their selection for the use in teaching process.'''

''Key words'': '''versification, instrumentation, alliteration, assonance, motivated repetition, combination of similar sounds, consonants, vowels, close succession, specified effects, compositional units, poetry, folklore.'''


== Problem setting ==

Nowadays, in Ukraine we observe the realization of a renewed strategic course in the sphere of education in the direction of improvement of the future primary school teachers whose English is fluent and who can use it as a tool in the culture dialogue and civilizations of the modern world.


The achievement of this purpose foresees the formation of students’ linguo-stylistics competence by means of a foreign language as one of the important means for training them to an intercultural communication in different spheres of life activity: personal, professional, educational, and public.  It is the use of special phonetic stylistics devices, alliteration and assonance, their nature and functions, possible interpretations of additional meanings they may carry in a message as well as their aesthetic value can result in the formation of linguo-stylistic competence as one of the components of foreign language communicative competence of the future primary school teachers. 


The use of phonetic stylistic devices, alliteration and assonance, as one of the effective means in the process of the formation linguo-stylistic competence of the future primary school teachers, conditions the actuality and expediency of our investigation.


== Last scientific researches and publications analysis ==

Both home and foreign scientists give much importance to the problem of new generation of future primary school teachers training whose foreign language communicative competence has been partly formed, and who are oriented to the achievement of the mutually conditioned activity with native foreigners’ culture.  The research results of  scientists V. Bukhbinder, N. Galskova, Z. Nikitenko, A. Konysheva, O. Maslyko, S. Nikolayeva, G. Rogova, V. Filatov, N. Moshkyn, L. Markova, M. Mastalygina, and others prove it.


The problem of future primary school teachers training  was defined in a State Curriculum “Teacher” and Curriculum for English Development in Universities and Institutes.


The essence of the stylistic analysis of the texts in the process of the formation of linguo-stylistic competence of the learners (in our case – future primary school teachers) was investigated by scientists: I. Galperin, I. Arnold, O. Valigura, L. Yefimov, T. Znamenska, Yu. Skrebnyov, D. Crystal, R. Chatman, K. Wales, N. Enkvist, and others.


== Formulation of the article’s purpose ==

Today the majority of modern manuals and textbooks are lack of linguo-stylistic analysis of different stylistic devices (in our case – phonetic stylistic devices) that help formation of appropriate linguo-stylistic competence of the future primary school teachers.

Non-correspondence of the texts in English textbooks that were compiled by non-native home authors with the aims and objectives of the Curriculum for English Language development in universities and Institutes demand from the future primary school teachers to be creative as for means of the formation of the appropriate level of linguo-stylistic competence as one of the foreign language communicative competences, to encourage and stimulate them to independent search of texts including different phonetic stylistic devises such as alliteration and assonance.


Modernization of the content, forms and technology of the professional development of the future primary school teachers conditioned by the trespass to the European Level in the sphere of education in order to improve the professional competence of the foreign language teacher, use of special texts containing different stylistic phonetic devices including alliteration and assonance in the process of the formation of the future primary school teacher linguo-stylistic competence as one of the foreign language communicative competence, have been investigated by us a s the most important tasks of the higher educational establishments. Considering all these things, the article’s purpose relates to the investigation of the definition of alliteration and assonance, their nature, communicative functions, possibilities of interpretation of additional meanings they may carry in a message as well as their aesthetic value in the process of the formation of the linguo-stylistic competence as one of the foreign language communicative competence.


== The statement of basic material of investigation ==


Stylistically marked phonemes do not exist. Consequently, there are no expressive means on the phonological language level. Nevertheless, specific combinations of sounds may create different speech effects and devices. 


Phonetic stylistic devices belong to versification and instrumentation types.


Versification is the art of writing verses. It is the imaginative expression of emotion, thought, or narrative, mostly in metrical form and often using figurative language. 


Instrumentation is the art of selecting and combining sounds in order to make utterances expressive and melodic. Instrumentation unites three basic stylistic devices: alliteration, assonance and onomatopoeia.


Alliteration is a phonetic stylistic device, which aims at imparting a melodic effect to the utterance. The essence of this device lies in the stylistically motivated repetition of similar sounds, in particular consonant sounds, in close succession, particularly at the beginning of successive words. For Example: 


“The possessive instinct never stands still. Through florescence and feud, frosts and fires it follows the laws of progression.” (Galsworthy) or:


“Deep into the darkness peering, long I stood there wondering, fearing”,


“Doubting, dreaming dreams no mortals ever dared to dream before” (E.Poe); 
She sells sea shells on the sea shore. 
Peter Piper picked a peck of pickled pepper. 


Alliteration, like most phonetic expressive means, does not bear any lexical or other meaning unless we agree that a sound meaning exists as such. But even so we may not be able to specify clearly the character of this meaning, and the term will merely suggest that a certain amount of information is contained in the repetition of sounds, as is the case with the repetition of lexical units.


However, certain sounds, if repeated, may produce an effect that can be specified. 


For example, the sound [m] is frequently used by Tennyson in the poem “The Lotus Eaters” to give a somnolent effect.
“How sweet it were
To lend our hearts and spirits wholly
To the music of mild-minded melancholy;
To muse and brood and live again in memory.”


Therefore alliteration is generally regarded as a musical accompa¬niment of the author’s idea, supporting it with some vague emotional atmosphere which each reader interprets for himself. Thus the repeti¬tion of the sound [d] in the lines quoted from Poe’s poem “The Raven” prompts the feeling of anxiety, fear, horror, anguish or all these feelings simultaneously.


Sometimes a competent reader, if unable to decipher the implied purpose of the alliteration, may grow irritated if it is overdone and be ready to discard it from the arsenal of useful stylistic devices.


An interesting example of the overuse of alliteration is given in Swinburne’s “Nephelidia” where the poet parodies his own style:


“Gaunt as the ghastliest of glimpses that gleam through the gloom of the gloaming when ghosts go aghast.”


When the choice of words depends primarily on the principle of alliteration, exactitude of expression, and even sense may suffer. But when used sparingly and with at least some slight inner connection with the sense of the utterance, alliteration heightens the general aesthetic effect.


Alliteration in the English language is deeply rooted in the traditions of English folklore. The laws of phonetic arrangement in Anglo-Saxon poetry differed greatly from those of present-day English poetry. In Old English poetry alliteration was one of the basic principles of verse and considered, along with rhythm, to be its main characteristic. Each stressed meaningful word in a line had to begin with the same sound or combination of sounds. 


The repetition of the initial sounds of the stressed words in the line, as it were, integrates the utterance into a compositional unit. Unlike rhyme in modern English verse, the semantic function of which is to chain one line to another, alliteration in Old English verse was used to consolidate the sense within the line, leaving the relation between the lines rather loose. But there really is an essential resemblance structural¬ly between alliteration and rhyme (by the repetition of the same sound) and also functionally (by communicating a consolidating effect). Alli¬teration is therefore sometimes called initial rhyme.


The traditions of folklore are exceptionally stable and alliteration as a structural device of Old English poems and songs has shown remark¬able continuity. It is frequently used as a well-tested means not only in verse but in emotive prose, in newspaper headlines, in the titles of books, in proverbs and sayings, as, for example, in the following:


Tit for tat; blind as a bat, betwixt and between; It is neck or nothing; to rob Peter to pay Paul; or in the titles of books:


“Sense and Sensibility” (Jane Austin); “Pride and Prejudice” (Jane Austin); “The School of Scandal” (Sheridan); “A Book of Phrase and Fable” (Brewer).


Alliteration is often used in children’s rhymes, because it emphasizes rhythm and makes memorizing easier:
Baa baa black sheep 
Have you any wool?
Yes sir, yes sir.
Three bags full. 


The same effect is employed in advertising, so that slogans will stick in people’s minds: Snap, crackle and pop. 


Assonance is a stylistically motivated repetition of stressed vowels. The repeated sounds stand close together to create a euphonious effect (a sense of ease and comfort in pronouncing of hearing) and rhyme: The rain in Spain falls mainly on the plain. We love to spoon beneath the moon in June. 


Just like alliteration, assonance makes texts easy to memorize. It is also popular in advertising for the same reason. Assonance is seldom met as an independent stylistic device. It is usually combined with alliteration, rhyming, and other devices.


Cacophony is a stylistic device that produces a sense of strain and discomfort in pronouncing and hearing: “No soul helps flesh now more than flesh helps soul” (R. Browning). It is considered to be the opposition to alliteration and assonance.


== Conclusion ==

Summarizing, it is necessary to underline that the use of the texts containing alliteration and assonance as phonetic stylistic devices in the process of teaching a foreign language results in favourable and encouraging background for the formation and development of the linguo-stylistic competence as one of the foreign language communicative competence of the future primary school teachers.


But the problem of the correspondence of the texts embracing different stylistic devices and analysis of them that are used in teaching foreign languages is quite complicated and covers a lot of divergence in views.


On the one hand, it is much better to teach a foreign language using texts including alliteration and assonance and especially in the primary school that makes the learner’s memorizing the texts much easier.  


On the other hand, such texts are too difficult and sometimes they are not adequate concerning specific tasks and conditions of the learning process.


Taking into consideration all the things that have been mentioned above, the logics gives us the perspective direction: to compile texts in manuals and textbooks that are mostly close to natural patterns, containing alliteration and assonance as effective instrumental types of phonetic stylistic devices taking into consideration their specific sound meaning, the character of this meaning,  musical accompaniment of the author’s idea, exactitude of expression, a certain amount of information alliteration and assonance  contain, emotional atmosphere which the learner interprets for himself/herself, aesthetic effect for effective formation of the linguo-stylistic competence of the future primary school teachers.


== References ==

#Загальноєвропейські Рекомендації з мовної освіти: вивчення, викладання, оцінювання / наук. ред. українського видання доктор пед. наук, проф. С.Ю.Ніколаєва. – К. : Ленвіт, 2003. – 273 с.
#Програма з англійської мови для університетів/інститутів (пятирічний курс навчання). Проект / [кол. авторів: С.Ю.Ніколаєва, М.І.Соловей (керівники), Ю.В.Головач та ін.] ; Київ. держ. лінгв. ун-т та ін. – К.: The British Council, 2001. – 246 c. 
#Арнольд И.В. Стилистика cовременного английского языка: учеб. [для вузов]. – М.: Флинта: Наука, 2005 – 281 с.
#Валігура О.Р., Борецька О.Ю. Стилістика англійської мови : навч. посіб. [для студ. вищ. навч. закл.]. – Тернопіль : «Лібра Терра», 2009. – 200 с.
#Єфімов Л.П. Стилістика англійської мови. – Вінниця : Нова книга, 2004. – 240 с.
#Знаменская Т.А. Стилистика английского языка. Основы курса. – М. : Эдиториал УРСС, 2002.
#Wales K. A Dictionary of Stylistics. – London: Longman, 2001. – 297 p.

{{Шаблон:Вісник психології і педагогіки. Збірник наук. праць. - Випуск 11}}

[[Категорія:Наукові праці]]
[[Категорія:Вісник психології і соціальної педагогіки. Збірник наук. праць]]
[[Категорія:Педагогічний інститут Київського університету імені Бориса Грінченка]]
[[Категорія: Кафедра іноземних мов і методик їх навчання Київського університету імені Бориса Грінченка]]
[[Категорія:Наукові праці студентів Педагогічного інституту Київського університету імені Бориса Грінченка]]
[[Категорія:Конференція «Іншомовна освіта очима студентів»]]
[[Категорія:Статті з педагогіки]]
[[Категорія:Для аспірантів]]
[[Категорія:Для магістрантів]]
[[Категорія:Для науковців]]
[[Категорія:Для студентів]]
[[Категорія:Статті англійською мовою]]</rev>
        </revisions>
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