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The Logic and The Structure of The Course

The New Things That I have Learn About The English

English is a language of globalization, because the present age is an age of

globalization. For various reasons English has got the status of International language. As a
result, it has crossed the national borders of English speaking countries and reached people
who speak other languages. In todays world of information technology and hi-tech
communication, learning English is a must. The English Language For the Russian-
Speaking Students: A Corrective Course is expanding students learning opportunities and
eliminating some weaknesses of the artificial language learning environment. This course
also very important because English and Russian are very different in many important
aspects. In particular the grammar systems show significant variations. English has a fairly
fixed word order. Meaning is expressed through the addition of words (for example
auxiliaries) and movement of words within limited boundaries. Russian, on the other hand,
conveys meaning largely through changes in the composition of words (e.g., by inflections or
the addition of prefixes and suffixes). Its word order is very fluid. Because of these
differences Russians often find learning English a serious challenge. By this course we know
and understand the root causes of typical mistakes that Russian native speakers make (the
most obvious one is the use of articles a and the that simply do not exist in Russian). We
understand your learning priorities and needs and have practical answers to your questions.
Learning a language is mainly based upon self-struggle. Maybe the only thing to be
done by the teachers on this subject is to advise a method. Because, in a sense, language
cannot be taught but learned. So, it's suitable that the students are shown ways to increase
their capabilities and advised methods that give path to discoveries, instead of being obliged
to memorize piles of information. Second language learning is not a set of easy steps that can
be programmed in a quick do-it-yourself kit. The teaching process is the facilitation of
learning, in which you can "teach" a foriegn language successfully if, among other things, you

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know something about learns or fails to learn a second language. Thomas Kuhn (1970)
referred to "normal science" as a process of puzzle solving in which part of the task of the
scientist, in this case the teacher, is to discover the pieces, and then to fit the pieces together.
A search in contemporary dictionaries reveals that learning is acquiring or getting of
knowledge of a subject or a skill by study, experience, or instruction. A more specialized
definiton might read as follows: Learning, is relatively permanent change in behavioral
tendency and is the result of reinforced practice (Kimble and Garmezy 1963:133). Teaching
may be defined as showing or helping someone to learn how to do something, giving
instructions, guiding in the study of something, providing with knowledge, causing to know or
understand. A search in contemporary dictionaries reveals that learning is acquiring or
getting of knowledge of a subject or a skill by study, experience, or instruction. A more
specialized definiton might read as follows: Learning, is relatively permanent change in
behavioral tendency and is the result of reinforced practice (Kimble and Garmezy
1963:133). Teaching may be defined as showing or helping someone to learn how to do
something, giving instructions, guiding in the study of something, providing with knowledge,
causing to know or understand. Breaking down the components of the definition of
learning, we can extract, as we did with language: Learning is acquiring or getting.;
Learning is retention of information or skill; Retention implies storage systems, memory,
cognitive organization; Learning involves active, conscious focus on and acting upon events
outside or inside the organism; Learning is relatively permanent but subject to forgetting;
Learning involves some form of practice, perhaps reinforced practice; Learning is a change in
behavior.
Language is comprised of sounds, words, phrases and sentences. At all levels, language
is rule-based. At the sound level, phonology refers to the rules of the sound system and the
rules of sound combination. To succed making english sounds and intonation perfect you will
need to know exactly how to make them. Together with the sharpness of your ear and your
ability as an imitator the knowledge of how to produce correct sounds and intonation and
how to apply them in speech will provide the desirable effect. Mistakes can qualified as a
phonetic when an english is completely or partially substituted by a similiar Russian sound.
At the word level, morphology refers to the structure and construction of words.
Morphology skills require an understanding and use of the appropriate structure of a word,
such as word roots, prefixes, and affixes (called morphemes). Strong knowledge of
grammatical morphemes, such as use of ing for a present progressive verb, /s/ to indicate a

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plural form and correct use of verb tense, is necessary in order to have well developed
morphology skills. Syntax refers to the rules of word order and word combinations in order
to form phrases and sentences. Russian and English convey meaning through the verb
systems in different ways. The Russian system is based in the concept of aspect: actions are
either completed or not completed. This is shown by appending affixes to the verb stem.
There are few auxiliary verbs. This contrasts with English which has progressive and perfect
tense forms, and avoids the need for affixation or inflection by the extensive use of auxiliaries.
Linguistic problems and complexities can be classed as lexical, syntactic or semantic
depending on their context. Lexical problems involve the interpretation of particular words
or phrases rather than entire classes. These problems exist independent of context although
they are only evident in it. Syntactic problems involve structural relations between words or
phrases; they are often expressed semantically (ie in ambiguity) but this is a symptom rather
than a cause. Semantic problems are subdivided into lexical, syntactic and discourse types.
Although both lexical and semantic lexical problems involve single words or phrases, semantic
problems are syncategoric rather than specific. Semantic problems in syntax occur when a
construction's syntax is correct but its sense is ill-formed or ambiguous, or vice versa.
Discourse semantic cases involve an utterance's discourse context and, because utterances of
this type are both syntactically and semantically well-formed, describe language complexities
rather than problems.
This course encompasses explanation, rules, question and task that help students more
understand about English. In this course, i learnt the rule of English articulation basis,
English morphology, English lexis, English syntax, and functional style of English.

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