Педагогические науки

Педагогические науки. Современные методы преподавания.

Latanova R.U., IrmanovaА.I.

L.N.Gumilyov Eurasian national university, Kazakhstan

Fairy- tale is the method of teaching stylistic peculiarities in English and in Russian

Fairy tale is a type of short story that typically features European folkloric fantasy characters, such as dwarves, elves, fairies, giants, gnomes, goblins, mermaids, trolls, or witches, and usually magic or enchantments. Fairy tales may be distinguished from other folk narratives such as legends (which generally involve belief in the veracity of the events described) and explicitly moral tales, including beast fables [1].

Children’s life is narrowly connected with life of adults but they have special psychological peculiar, as K.I.Chukovskiy wrote that adults are feeling via words, children are feeling via senses and worlds’ subjects.

We suppose that fairy- tales have a huge number of benefits. To begin with, fairy- tales boost child's cultural literacy and imagination. Child's imagination is a powerful and unique thing. It is not only used to make up stories and games, it is a key factor in their creative thoughts and can define the type of education, career and life they have. With this imagination comes a cultural literacy; fairy tales often consist of diverse cultures and ways of doing things. They teach children about cultural differences in the world outside their own one gifting them a curiosity to learn new things and experience new places. Basing this information, we know that fairy- tales teach us to differentiate right things from wrong ones, also fairy-tales instruct us the basics of a useful concept: to be honest, kind, hold out the helping arms, every time be with old parents and other moral values, one of the features of fairy-tales in the end of the story the author wrote the conclusion of situation and proverbs or sayings which keep worth of the older, passing generation to generation, will help them make decisions and face danger alone.

Outgoing from these facts we want to utilize fairy- tales materials during lessons, simultaneously we can teach English and moral values, also the added benefit of making the lesson enjoyable since the stories are often fantastical ones. And this is all not even considering the bonding potential of spending every lesson to read. But there still remains the issue of picking the right stories that will express the views and the theme of lesson will be encounter.

After some researching we did the decision that the schoolboys (7-8 classes) is passing some stylistic devices which is facing in English:

We have token the example: fairy- tale “The Princess Who Couldn`t Laugh”

Stylistic devices of “The Princess Who Couldn`t Laugh”

The object of our research is analyzing fairy- tale “The Princess Who Couldn`t Laugh”. The main hero, who has lived in the Kingdom with her father, is not laughing, and the King, who loves his daughter like any other father wants to see smile and laugh on her face. But unfortunately his trying does not work. Chancellor advised him - to make a match between young men, held in the courtyard and living in the kingdom, and the first one who laughed Her Majesty, will receive the award, is to marry her and additionally the half of the kingdom. As a result finally she laughs and the Princess falls in love Hans.

Stylistic devices of the fairy- tale "The Princess Who Could not Laugh" by

A. Milne, according to the lexical- stylistic was used the following methods:

1. Hyperbola

There are hyperbolicity in a fairy- tale like in any other, as any deviation from the norms. So we see that in the fairy- tale "The Princess Who Could not Laugh" obviously hyperbole was used by the author's attitude to the Princess. He calls her only as "perfection":

“ she was so lovely that the reports of her beauty went far and wide”

“she never laughed”

“Lovers comes from the whole world: south and from north, from east and from west, came to try their luck”- here the author is increasing the interest of all young men.

Here you can see obvious exaggeration of qualities Princess. Another hyperbole we see in the following passage:

“So in their turn, all the young men of the country put their riddles and told their stories, not only on that day, but on many other days”

“That’s a fine bird you have got there

“she laughed till her sides shook”

“they had a wedding which was heard of far and wide”

3. Epithet

According to text they are usually attributive word or phrase expressing some quality of a person, thing or event:

"a loud roasing noise"

"funny story"

"sudden laughter "

" happy enjoyment "

" faithful people "

“lovely golden goose”

" those with humorous riddles or merry jests to tell "

Epithet expresses the author's personal attitude to hero which was described. This is a powerful tool in the hands of the writer, which transmits to the reader his emotions.

4. Simile

It is based on the similarity of two objects belonging to different classes:

"So she turned like one in thought"

“the princess was just as serious and immovable as ever”

“It was like somebody pressed a button inside her”

“the princess’s windows and began drilling just as if Sergeant Nils himself were

there”

“he was as big and tall as a giant”

“like a cat”

“as if he only had the goose with him”

5. Metaphor

It is express our perception of similarity between two objects or ideas:

“Their eyes spoke to each other” - eyes can not "speak", "talk", but looking at each other, so Princess and Han understand each other's thoughts);

“ ..her Eyes cried to him” - eyes can not "scream", the author shows this technique, what she wanted to say Han”

“ ..roaring with laughter” - through using metaphors with the verb "to rumble" Milne shows the king’ power

"She thrilled and gurgled and choked, and choked and gurgled and thrilled" - «thrill» - волноваться, «choke» - шокироваться, «gurgle» - пыхтеть, via these metaphors the author shows how much managed princess laughing.

6. Onomatopoeia

It is significantly revitalizes dialogic speech characters, and thus brings the reader to the characters. we meet Milne use simulating laughter heroes tales, particularly of the King:

- Ha-ha-ha-ha, went the King,

- Ha-ha-ha-ha-ha. Ha-ha- Princess’ laughter:

- Oh! Gasped the Princess. Oh-ho-ho-ho-ho! Ha-ha-ha-ha-ha! Oh-he-he-he-he!

- Yes, yes! That’s all very well

- Oh, yes!

this stylistic devise helps the reader visualize the power of laughter, and the author thus did not miss an important moment in tale. Distinctive feature of the literary fairy tale of Milne from any folk and author explicitly technique is playing with words, which is widely used by the author.

«A bird can fly, Your Majesty, but a fly can not be bird».

And the king enjoyed this joke, why he burst into laughter upon hearing it. This playing with words is show us that Princess takes everything seriously, but because it seems so stupid she was not funny.

8. Alliteration

“they thought it”- the letter T

“thought she ought to get married” ”- the letter T

“funny figure”- the letter F

9. Repetition

“Yes, yes! That’s all very well”

“Goosey, goosey!”

“She laughed up and up and up and up,

“she laughed down and down and down and down”

To draw the conclusion of this article we do the accent on the stylistic devices which is appearing in both languages as English as Russian. We are elaborating on details of every devices via example, and during the translation every teacher should take an account and functional styles and stylistic devices. The teacher should clearly realize not only the linguistic and stylistic specters of each style in English and in Russian language. It will eliminate the possibility of introducing alien stylistically elements in the translation, which is crucial for translation of special texts and literature. It is extremely crucial to distinguish between the translated text and the original trivial, do the accentuation of changes and keep stylistic equivalence - the essential component of adequate translation. There is always the danger of smooth and discolor the original or to translate more vivid and stylistically colored.

References:

1. Wikipedia

2. V.V. Savelyeva. Русская Словестность 7 класс. Almaty 2012- p.73

3. Русскаялитература 8 класс Almaty 2012- p346

- p347

- p351

- p354