Проблема міжмовної омонімії в мтеодиці викладання другої слов'янської мови

Abstract

У статті розглянуто специфічні риси українсько-польських омонімів як окремого лексико-семантичного розряду слів, наголошено на їх значеннєво-функціональних особливостях, а також подано методичні прийоми, спрямовані на краще засвоєння цих одиниць. Ключові слова: міжмовні омоніми, українсько-польські мовні контакти, термін, семантико-функціональні відношення, методика викладання мови.   В статье рассматриваются специфические черты украинско-польских омонимов как особого лексико-семантического разряда слов, подчеркиваются особенности их значений и функций, а также предлагаются методические приёмы, направленные на лучшее усвоение этих единиц. Ключевые слова: межъязыковые омонимы, украинско-польские языковые контакты, термин, семантико-функциональные отношения, методика преподавания языка.   Due to the recently increased number of persons who get higher education in Poland, in particular, from Ukraine, the problem of mastering of closely connected languages draws attention by linguists from the methodological point of view. During preparatory courses the potential students dominate a certain amount of words which sound in Polish as in Ukrainian, however sometimes they have even opposite meanings. Thus, the selection of methods and means for the most effective mastering of Ukrainian and Polish are interlingual homonyms which take their extraordinarily place in the structure of on-line tutorials of Polish for foreigners and it seems very popular. The purpose of this work is to find out the role and place of the Ukrainian and Polish interlingual homonyms in the structure of teaching Polish for foreigners.  The outlined purpose determines the following tasks: select pairs of equivalent lexical units; study the semantic divergences of language units that sound similarly; reveal the specific interlingual features between the Ukrainian and the Polish homonyms on the level of the parts of speech; determine the methods and means which will help to avoid the hypothetical mixing of the meanings of such linguistic units and those which will prevent from making interference errors. The majority of the homonymous interlingual lexemes are polysemantic units which in Ukrainian and in Polish have different values. These units are self-bound in the lexico-semantic relations as to coincidences and exceptions. The functioning of  such words is not limited to the language style: there are simple language units and special lexical funds where the majority of words are nouns possessing their own status and functioning as other parts of speech. The professional preparation of the future workers who are originally Ukrainians will depend on the linguistic strategies, attention to the semantic differences, on the «falsely» similar lexemes which must be captured and emphasized at the initial level of learning Polish. The use of various types of creative tasks will benefit the student as to his language perception, for example: games and role plays can facilitate this process and do it more interactive, intellectual and interesting. Therefore, the subsequent elaboration and development of methods or means of work with the students whose mother tongue is Ukrainian and who learn Polish, is crucial.  The problem is not only in the direct linguistic limitations in Ukraine, but also in the lack of dictionaries of the Ukrainian and the Polish homonyms as well as other certified educational literature. Today this problem is considered topical raising debates among specialists in didactics, methodology and, in particular, linguistics. Key words: interlingual homonyms, Ukrainian and Polish linguistic links, terms, semantic and functional relations, language teaching.