Listen to a lecture course on psycholinguistics at the institute. Psycholinguistic foundations of foreign language teaching methods. psychological aspects in the methodology

Language is the most important means of human communication. Moreover, as an instrument of communication, it must have a certain structure and form the unity of its elements as a certain system. Without language, human communication is impossible, and without communication there can be no society, and thereby no person. Without language there can be no thinking, i.e. a person’s understanding of reality and himself in it.

When we think and want to convey to someone what we have realized, we put our thoughts into the form of language. Thus, thoughts and born based on language and are fixed in him. Language and thinking form a unity, since without thinking there can be no language and thinking without language is impossible. However, this does not mean that language and thinking are identical.

The laws of thinking are studied by logic. Logic distinguishes concepts with their signs, judgments with their members and inferences with their forms. There are other significant units in the language: morphemes, words, sentences, which does not coincide with the specified logical division. Language is studied and described by linguistics.

Over time, linguists began to come to the conclusion that linguistics should not be confined to one language. Language is connected with the totality of a person’s sensory and mental behavior, with his organization as a living being, with his way of life, with the society in which he lives, with his creativity - technical, artistic, mental, with history human society. Therefore, the science of language should also seek connections with many sciences: exact, natural and humanities. Let us name, for example, philology, sociology, psychology, physiology, ethnography, semiotics, history and even mathematics [Reformatsky, 1967]. Linguists not only use for their research certain facts achieved in different sciences, but also successfully borrow the research methods used in them (for example, the use of methods of mathematical statistics was very productive, which led, in particular, to the emergence of a new direction in linguistics - quantitative linguistics). In turn, linguistics enriched related sciences. For example, linguistic data helps shed light on certain historical events, clarifying their dating, location, etc.

However, it is especially worth noting the invaluable benefits that linguistics has brought to teaching methods. foreign language. Linguistics provides a comprehensive description of language, which allows teachers to teach it in a mindful manner. Operating with a number of linguistic terms (“vocabulary”, “phonetics”, “grammar”; “part of speech”, “categories of parts of speech” - grammatical tense, cases of nouns, etc.), the teacher can explain certain linguistic phenomena, transfer into practice the rules and exceptions formulated by linguists, etc.

The question of priorities in language research was radically revised when the anthropocentric approach prevailed in linguistics. In Russian science, L.V. can be considered the “pioneer” of this approach. Shcherbu. In his programmatic work “On the Threefold Aspect linguistic phenomena and about experiment in linguistics" [Shcherba, 1974] he identified as the first aspect of linguistic phenomena the language itself or language system. In his opinion, this is precisely what traditional linguistics has been doing for centuries, offering various models language and linguistic patterns. The practical result of the activities of linguists was a variety of dictionaries and grammars of languages.

All linguistic quantities with which we operate when compiling these same dictionaries and grammars are derived from language material(the second aspect of linguistic phenomena according to Shcherba). Language material is not an activity individuals, but the totality of everything spoken and understood in one or another era in the life of a given social group. In the language of linguists, these are “texts”.

Finally, the third aspect of linguistic phenomena is speech activity, which covers the processes of generation, understanding, and interpretation of linguistic signs. Shcherba emphasized that this aspect is no less active and no less important than the other two. However, at that time (30s of the XX century) this aspect was ignored by linguistic science. It has now become the main subject of study in psycholinguistics.

Psycholinguistics began to take shape as an independent science in the middle of the 20th century, and its name itself was finally established after the publication of the work of Miller and McNeill “Psycholinguistics”.

Three important factors make it possible to distinguish between psycholinguistics and traditional linguistics.

• 1. Psycholinguistics deals with the study of speech, not language, i.e. a fundamentally new factor is introduced - man.
• 2. Along with the speaker (listener) factor, the situation factor is also introduced: speech is always carried out in a specific situation. The language system is considered as something stable, independent of the situational moment. Speech activity strongly depends on the given situation: the age of the speaker, the degree of his education, etc. Recently, the gender factor has been actively studied. It is shown, for example, that for some purely language settings of a text, one can say with a high degree of certainty whether its author is a man or a woman [Vasilevich, Mamaev, 2014].
• 3. Another important factor is experiment. By studying the processes of perception and production of speech, psycholinguistics offers various models speech activity, which must be tested in an experiment with native speakers.

Let's return to the comparison of linguistics and psycholinguistics. Linguists proceed from the fact that we think in a specific language (Russian, English, etc.), and accordingly describe Russian, English, and other languages ​​separately. Psycholinguists believe that there are two languages: internal, conceptual, in which the work of the intellect is carried out, and external, formally intended for communication with other speakers of the same culture. The internal language is essentially universal. Psycholinguistics is, in fact, engaged in its study and description. The central ones here are: fundamental concepts like linguistic consciousness, language ability, speech mechanisms, etc.

Can be called big number theoretical and especially practical problems, for the solution of which a purely linguistic approach that does not take into account the factor talking man, turns out to be insufficient. Here are just a few of them:

• ? the process of children acquiring their native language;
• ? foreign language teaching;
• ? speech influence, especially in propaganda and advertising;
• ? linguistic picture of the world;
• ? speech pathology - description and possible ways rehabilitation;
• ? forensics, etc.

Some areas of research become autonomous and receive their own name: neurolinguistics, ethnolinguistics, psychosemantics, etc.

Of course, psycholinguistic research was carried out simultaneously in different countries, on the material different languages, and the results obtained were compared. And here it turned out that there is whole line patterns common not only to individual native speakers, but also to speakers of different languages.

Yes, accepted universal model the process of generating a statement. The impetus for creating an utterance is always a person’s need to engage in verbal communication to solve certain communicative problems. Following the communicative intention, the speaker’s general intention is determined: what exactly he wants to tell the listener or reader, convey to him, what to convince, etc. The idea in consciousness does not initially exist in words, it is some “vague desire” in the form of images, ideas, peculiar schemes, in the form of a “code of inner speech.” Next, the emerging general plan begins to unfold (also in inner speech); the main milestones of the statement are outlined. When planning, the narrator must first outline the main thesis of the story, its core. Then he looks for approaches to this center and an introduction in which hints on further development can be given, and perhaps promises to solve some problem. After this, you need to think about the conclusions and the ending. The described scheme is formal, but it reflects the process of internal preparation of the statement, its reflection.

The ideas described were directly related to the methods of teaching a foreign language. The analysis showed that when training The creation of statements (oral or written) in practice usually does not take into account a number of circumstances. Thus, the teacher rarely cares about the child’s need to engage in communication. The student creates a statement because this is the teacher’s task; he has no actual communicative motive. The teacher most often does not provide the student with specific situation communication (awareness of to whom, why, under what circumstances he is speaking) - usually he “simply” writes an essay or “simply” answers questions about the material covered. In real speech practice, “simply” statements are not created.

“Repetition of a segment of speech for the purpose of an exercise to develop a skill or acquire knowledge removes the communicative function of speech. Speech becomes artificial and aimless...” [Zhinkin, 1998, p. 103].

The problem of the connection between language and thinking runs through many works of psycholinguists. But no less relevant is the study of the process of children acquiring their native language. Only humans have the ability to speak, the mechanisms that generate speech. They should not be confused with speech organs. Lips, tongue, etc. Many species of animals have it, but none of them are capable of mastering meaningful speech. However, the genetically inherent language ability itself cannot be realized outside the appropriate external conditions. The child learns to breathe, look, and walk, so to speak, “automatically” when “the time comes.” With the ability to speak, the situation is completely different. If a newborn child is placed on a desert island, he will run perfectly, climb, hide from dangers, get his own food, but he will not speak, since he has no one to learn to speak from and no one to talk to.

Skin color, body proportions, skull shape, hair type inevitably follow the biological laws of heredity. But what language a child will speak depends not on who his parents were, but on the language environment in which he will grow up. Moreover, the development of speech mechanisms is a fairly long process, proceeding, like other processes of development of the body, from simple to complex: just as a child learns first to hold his head, then sit, crawl, walk, eat more and more varied foods, etc. With the development of speech mechanisms, the sounds produced by the child become more and more complex: first, these are vowel and syllabic combinations mainly with labial consonants: ma-ma, pa-pa, ba-ba; then individual syllables become meaningful, turning into words, etc. And what is characteristic is that, regardless of the specific language, the time is to some extent predetermined when the child has the first sounds, the first meaningful syllables and words, etc., just as the time is determined when his first tooth appears or he begins to walk.

The development of speech mechanisms (and it begins in childhood and continues throughout life) is a constant improvement of the network of names, layered on an increasingly complex and subtle picture of the world in the human mind. The fundamental possibility of naming any phenomenon accessible to us with the help of linguistic means appears already at the earliest stages of speech development, from two to five and even earlier, although over time the number of objects accessible to our understanding and the number of means for more finely delineating the names of all kinds of objects grows. signs, abstract concepts. The formation of consciousness is the sequential collapse of external action, first into speech, and then into mental action itself. It is interesting that at some stage (up to 3-4 years) a child can think only out loud, talking and thinking in this way even alone with himself.

Research on children's speech has revealed a number of facts useful for child psychologists, speech therapists, and even teachers. The specificity of language as an object of acquisition is that its acquisition does not give a person direct knowledge about reality. He is only the carrier of this information, the form of its existence in the individual and public consciousness. In addition, language teaching requires consistency and completeness. You cannot study vocabulary alone without paying attention to grammar, just as you cannot limit yourself in grammar to the section “verb tenses”, ignoring the section “degrees of comparison of adjectives.” Likewise, it is impossible to engage in listening alone without paying attention to special attention for reading, speaking, etc. You should know all the grammar, all the vocabulary necessary for a variety of communication situations; master all types of speech activity.

A separate area of ​​psycholinguistics is the study of the phenomenon of polyglots. Knowledge of two or more languages ​​today is one of the important conditions a good career, but which languages ​​can you learn faster than others? There are attempts to rank foreign languages ​​according to the difficulty of learning them by Russian-speaking students. Among the easiest are, naturally, Slavic languages; Germanic languages on average much more difficult than Romance languages ​​(with the exception of English and French, which are in the middle), etc. They even suggest a study order individual languages(Slovak and Polish are easier to learn after mastering Czech, English after French, Korean and Japanese after Chinese, etc.). Others believe that the difficulty of any foreign language is a myth and that if you wish, you can master any. When choosing a language, you should be guided not by its “ease,” but by its relevance. As you know, currently English is such a language; a significant part of Russians study it. But the future is not at all behind it: in 2-3 decades, the most relevant language in the world will be Chinese.

Be that as it may, when talking about polyglots, one cannot ignore such an important phenomenon as “linguistic abilities”.

The speed and depth of language acquisition depends on the genetically determined inclinations of a person. This is especially evident in the process of learning a foreign language: experience shows that differences in language proficiency become obvious a year after the start of training.

In many ways, it would be useful to be able to identify linguistically capable students - in the same way as those who are capable of mathematics, musically gifted, etc. are identified. Unfortunately, the so-called linguistic Olympiads turn out to be of little use in this sense, since in the overwhelming majority of cases such Olympiads test knowledge language; tasks to test linguistic flair, the ability to find linguistic patterns, etc. are extremely rare [Vasilevich, 2014].

Let us dwell in more detail on the results of psycholinguistic research, which in one way or another examine the issues of mastering one’s native language and mastering a foreign language. If a child acquires his native language unconsciously and unintentionally, then learning a foreign language begins with awareness and intentionality [Vygotsky, 1982].

Of course, when teaching a foreign language, you can to some extent rely on the student’s thinking, formed on the basis of his native language. But there is no guarantee that a contradiction will not arise between the student’s intellectual potential and (most often) the meager verbal foreign language means that he has to express his thoughts or to understand the thoughts of others. Actually, resolving this contradiction, achieving a gradual understanding by students of the linguistic means of a foreign language and the phenomena of a foreign culture, is the main task of the methodology of teaching a foreign language as a science. This is a “double-edged” process: as intelligence develops, the possibilities for conscious language learning increase, and on the other hand, the development of speech itself creates highest degree favorable conditions to exercise your thinking ability.

It should be remembered that the main activity of the child, especially during early stages development is a game.

“When a child plays soldiers or mother, he is exercising necessary complexes ideas and emotions, similar to how a kitten prepares itself to hunt animals” [Bleuler, 1927, p. 76]. In the child's fantasies, his intellectual abilities increase as much as his physical dexterity in outdoor games.

According to I.A. Winter, compared with the native language, a foreign language is characterized by a number of distinctive features[Winter, 1997]. Let's name the main ones.

• 1. Direction of the path of mastery. Both native and foreign languages ​​act as a means of satisfying the communicative need to express thoughts, feelings, and will. However, the native language is the first to become natural, natural form awareness of the existence and designation of the emotional-volitional sphere of man. Any other language coexists, but does not replace, much less displace, the native language in this function. Evidence of this is the fact that the most intimate, involuntary, personal significant people those who speak several languages ​​express themselves only in their native language.
• 2. Density of communication. The volume and intensity of a child’s communication with the children and adults around him in his native language is incomparably higher than in a foreign language (in the latter case, everything is actually limited to school hours).
• 3. Sensitive age. Discovery of the phenomenon of the sensitive period speech development child, i.e. period of greatest sensitivity to language acquisition, was a major milestone in the history of the development of psycholinguistics and had the most direct consequence for the organization educational process in early language learning. They begin to learn a foreign language when a significant part of the sensitive period has already passed. This problem will be discussed in more detail below.

Let us add to what has been said that a specific feature of a foreign language is academic subject is also common in our school negative attitude to it as a very difficult subject, practically impossible to handle in conditions schooling. The main reason for difficulties in learning foreign languages ​​is the difference between their linguistic structures and the structure of the native language. Specific difficulties that arise when teaching foreign language listening, reading, grammar, etc. will be described below in the relevant sections of this textbook.

One could go on and on about the results of psycholinguistic research that have enriched the theory and practice of teaching a foreign language. For example, many experiments confirm the presence of a probabilistic forecasting mechanism in humans

[Probability... 1971]. In particular, it has been shown that words stored in a person’s long-term memory have peculiar “frequency indexes”: the higher this index, the faster and easier the word is retrieved from memory. This allows you to optimize speech behavior.

Finally, for the sociocultural aspect of the foreign language learning process great importance has accumulated in psycholinguistics extensive factual material of a regional and ethnocultural plan. This data is contained in numerous scientific works, carried out in the field of research of the linguistic picture of the world. They began with the well-known Sapir-Whorf hypothesis, according to which the categorization of the surrounding world is determined by national language(in Russian there is no name for the time of day, defined in English as afternoon, but there is a main color name blue, absent in almost all European languages, etc.). It is worth mentioning the presence of a huge number of associative dictionaries of different languages. Information about associations (which, of course, have a pronounced national-cultural character) is currently considered as an equally important part of lexical competence as knowledge of the compatibility of a word or its word-formation capabilities.

• The description of language as a system was first proposed by F. de Saussure [Saussure, 2007].

The purpose of the course is to provide an introduction to experimental linguistics and one of its rapidly developing branches, which studies the brain activity that supports language procedures. And also to introduce the basics of experimental studies of language and speech in children and adults, the main provisions and tasks of psycholinguistics, specific studies, methodology and scientific paradigms

About the course

The Psycholinguistics course will discuss how general issues psycholinguistics and more specific problems. For example, what and how do ants, dolphins and monkeys talk to each other? How to recognize mental illness by the characteristics of a person’s speech? Why do some errors appear in texts more often, others less often, some are immediately noticeable, while others may not be noticed? Why is it never possible to learn a foreign language as well as your native one? The purpose of the course is to give an idea of ​​experimental linguistics and one of its rapidly developing modern parts related to the study of brain activity that provides language procedures, including introducing the basics of experimental studies of language and speech in children and adults, in persons with various disorders and in people studying foreign languages, as well as give an idea of ​​some areas related to these topics (cerebral organization of speech activity, animal communication, theory of grammar and lexicon, etc.). In addition, the program provides an introduction to the basic principles and objectives of psycholinguistics, the history of this area, specific psycho- and neurolinguistic research, methodology and scientific paradigms. The course is propaedeutic in nature, designed for a wide range of students and is designed to give them a fundamental understanding of language as the main means of communication and thinking.

Format

The form of study is correspondence (distance). The course is built on the principle of transferring the pedagogical experience of St. Petersburg State University teachers through the use of modern innovative technologies, which includes video lectures accompanied by texts, explanations, links, assignments, tests, as well as receiving feedback from the course authors.

Requirements

Necessary requirement The preparation for taking this course is an introductory course in linguistics. This course is designed for undergraduate students.

Course program

Week 1. Introduction to Psycholinguistics
Week 2. Origin of language
Week 3. Mental grammar and mental lexicon
Week 4 Research into the production and perception of sounding speech
Week 5. Reading and Writing Research
Week 6 Experimental text studies
Week 7 Child speech research
Week 8 Bilingualism
Week 9 Neurolinguistic research. Conclusion

Learning outcomes

Successful completion of this course will allow the student to:

Develop basic skills in planning, conducting and processing psycholinguistic research data.
To form ideas about methods of psycholinguistic research, current problems of modern psycholinguistics, familiarity with the main empirical works in this field and development of the skill of their critical analysis.
To form ideas about speech ontogenesis, as well as about the basic patterns of speech functioning in normal and various types pathologies.
To form ideas about the specificity of human language as a sign system and speech as a cognitive function.
Systematize and deepen existing knowledge about mechanisms speech behavior people and the possibilities of their empirical study.

Formed competencies

As a result of mastering this course, the student will:

Know: main theoretical problems of psycholinguistics, a system of basic concepts and basic terms, modern approaches and methods of psycholinguistic science, current state and prospects for the development of the discipline.

Be able to: analyze traditional and modern approaches to the study of speech phenomena, give scientific interpretation from the standpoint of their ontological properties, demonstrate a professional position in controversial issues of psycholinguistics; perceive, generalize, analyze new information on the subject, use the acquired knowledge to qualify the nature and characteristics of speech phenomena.

Own: skills in planning and conducting psycholinguistic research using traditional methods and modern information technologies; basic methods for analyzing speech phenomena and experimental methods for studying and describing material; professional communication skills using conceptual apparatus psycholinguistics.

Connections with psycholinguistics, which studies the mechanisms of speech generation (expression of thoughts) and speech recognition (speech understanding), become important for the technique.

Based on the principles of psycholinguistics, the methodology divides the following types speech activity (SSA): reading, speaking, writing, listening.

divisions according to the WFD are based on the differences between oral and written speech. written language conveys information graphically, and spoken language conveys information graphically audio channel. oral speech is always primary. We include writing and reading as written VRD, and listening and speaking as oral. For oral speech They have their own lexical and grammatical means, which indicates the presence of a style of oral and book-written speech. differences between oral and written speech require that training in different educational activities be structured differently (selection of material, special systems exercises, etc.).

UR characteristics:

1. Richness of intonation.

2. The presence of paralinguistic means (facial expressions, gestures, proxemics, toxemics).

4. Having contact with the interlocutor.

5. Linearity (it unfolds in time).

6. Has its own means (phonetic: intonation, lexical: its own words (colloquial, jargon, slang), grammatical: elliptical constructions).

PR characteristics:

1. Lack of intonation.

2. Lack of contact with the interlocutor.

3. Lack of paralinguistic means.

4. Development in space, not in time.

5. It also has its own means (linguistic means - words, grammar).

6. Characterized by deployment.

the difference is important for the methodology internal and external speech. external speech is a complete linguistic design, internal speech is characterized by fragmentation, convolution, i.e. this is a pre-folded pronunciation that can precede both oral speech acts, and written speech. Accordingly, when teaching any VRD, it is necessary to form auditory-motor images of linguistic material, without which pronunciation is impossible. The automated implementation of speech activity is characterized by convolution of internal speech.

all VFDs are divided into productive and receptive. The activity of encoding information is called productive speech (writing, speaking), while the activity of decoding is called receptive (reading, listening). the process of receptive speech proceeds from the forms of language to thought, and the operations performed in this case can be called analytical. the process of productive speech is carried out from thought to design by means of language; the operations are synthetic. hence the difference in the selection of material: productive - active min, receptive - passive min.

for the methodology it is important to distinguish knowledge, skills and abilities.

knowledge is not only knowledge of forms, constructions or words and their meanings, but also other information necessary for carrying out operations with this linguistic material in the process of receptive and productive speech activity.

skill is an automated component of a consciously performed activity. skills could be: receptive/expressive, language/speech.

skill is the unity of automatism and consciousness, stability and variability, fixity and flexibility.

3 stages of skill formation:

1. orientation-preparatory: presentation of material, initial consolidation, control of understanding.

2. automation: repetition of material in various forms.

3. situationally varying: practicing skill flexibility, Fluency them.

indicator of automation of action:

Speed

Integrity/smoothness of action

Economy (discarding unnecessary things)

Low tension level

Ready to turn on

Language skill is the skill of operating with language and speech material outside the terms of communication.

Types of language skills (SL): grammatical skills, phonetic skills, lexical skills

Speech skill(RN) is the skill of intuitively correct use of material in a communication situation. No operations are performed. Context of reading, speaking and listening.

Speech skill(RU) – the ability to use linguistic means in speech activity.

Speech activity itself in its various types is a conscious activity, the elements of which are phonetic, lexical and grammatical skills (+ reading technique, writing technique). That's why different kinds speech activity should be considered as speech skills(monologue speech skills, dialogical speech, reading, writing, etc.). =˃ skill is always conscious and complex (complex of skills)

structure of speech activity:

Expressive VRD:

1. motivational stage(stimulus)

2. communicative task ( speech problem which both participants in communication are trying to solve) and/or communicative intention (a need that can only be expressed by means of language)

3. plan

4. design in structure and words (vocabulary + grammar)

5. sound design - speaking, pronunciation

6. Feedback(we hear ourselves and control)

Receptive VRD:

2. perception

4 assessment of goal and result

problems of psycholinguistics:

1. negative impact of one phenomenon on another - interference:

Intralingual (two phenomena within one language, Pr: grammatical tenses of the English language)

Interlingual (the influence of one language on another, Ex: different word order, articles, etc.)

2. positive influence one phenomenon to another - positive transfer (transference):

Intralingual

Interlingual

psychological aspects in the methodology:

General psychology studies mental processes (thinking, memory, imagination). Because general psychology describes memory, types of memory, patterns (memory can be short-term and long-term), this classification is used in the methodology of teaching foreign languages. language

Memory includes 3 processes:

1) Memorization (most important)

2) Save-playback.

3) Forgetting.

According to the efforts the student makes memorization: voluntary and involuntary

When teaching a foreign language, it should prevail involuntary memorization, especially on initial stages, except for those cases when we memorize speech cliches/cliches, proverbs, poems.

Peculiarities involuntary memorization:

1) It proceeds better if it is associated with active creative activity

2) Involuntary memorization should be based on various sensations. the lesson should include visuals and games with movements

3) There must be either a comparison or combination of the new with the previously studied

The teacher’s task is to transfer from short-term memory to long-term memory. John Miller established and proved that short-term memory capacity = 7+-2 new words

Information moves from short-term memory into working memory as a result of work in the lesson. Information moves from working memory to long-term memory as a result of further work.

Forgetting actively occurs immediately after memorization. During the first 3-4 hours, 70% of the information is forgotten, and after 5-6 days complete forgetting occurs if the material is not practiced.

Memory functioning improves in the presence of emotions (Game situations, clarity, additional means).

In October we are launching the first webinar module " Psycholinguistics and psychosemiotics" This module is intended for beginners and consists of 10 lectures devoted to the structure of psychosemiotic text analysis and the main tools of this analysis. The first module ends test work, based on the results of which participants will be selected to work in the second module.

The second module will be held in the form of full-fledged seminars in micro groups of 6 – 8 people. It will be held in conference mode. We will jointly analyze our own texts, using the tools obtained in the first module. All seminar participants will be able to directly contact each other, discuss solutions and ask questions online.

First module program

Lecture 1.

Any text is an unconscious message from its author about his unique picture of the world. We are not aware of most linguistic choices because... too many choices are made in the flow of speech at the same time. Stopping and slowing down is a way to make the intuitive subject of analysis. Explication of intuition: gains and losses.

Lecture 2.

Levels of text at which selection is made.
Plot:
Lexical: choice of a word from a number of synonyms, choice of abstract and concrete vocabulary, etiquette choice, stylistic choice.
Semantic: external and internal predicates
Deep syntactic: choice between agentic and non-agentic constructions.
Morphological: choice of parts of speech, choice of grammatical verb tense, choice between finite and impersonal verb forms.
Phonetic: choice of intonation patterns, pausing, faster-slower, louder-quieter, choice of three registers and transitions from register to register.

Lecture 3.

Plot level. The choice of plot syntax, the choice of the degree of detail, the choice of place for plot defaults.

Lecture 4.

Semantic level: meanings that appeal to vision and hearing, and meanings that do not appeal to any sense organs.

Lecture 5.

Syntax level. The choice of syntactic construction as a message about freedom or non-freedom. Linguistic demons and divine Kairos - what they influence in our daily lives.

Lecture 6.

Level of morphology. Grammatical tense verbs.
The past is a cognitive tense. Verbs referring to the past:
“I know”, “I remember”, “I understand”.

Lecture 7.

The future is a time of uncertainty and the kingdom of divine Kairos.
Verbs referring to the future:
“I want”, “I’m afraid”, “I’m mistaken”.

Lecture 8.

The present is the time of feelings.

Lecture 9.

Is grammatical tense a time or a place?
What is linguistic space and linguistic time. The semantics of time is a metaphor from the semantics of space.

Lecture 10.

The connection between the loci of time. The cause-and-effect relationship and its pre-logical, spatial ancestor: the temporal connection.
Defaults of different levels in the text. Reconstruction of defaults.

Conditions

Classes on Saturdays at 19-30 (first module) using remote technologies. The group starts on October 13.
The schedule for the second module will be announced separately.