Продуцирование языковых знаков и их роль в повышении эффективности обучения иностранному языку

Abstract

The purpose of the study is to investigate the conditions and patterns that are involved in the production of new language signs in the communication process. The article discusses two main models of the production of sign-forming structures. The first model includes grammatical structures, the second we will call "semi-finished signs". The methodology of teaching a foreign language requires a clear understanding of the process of producing sign-forming structures and their interaction. Grammatical structure is the foundation of any language sign. A language sign represents words, syntagmas, sentences, or messages. Grammar is related to mathematics. Formulas in algebra are similar to grammatical structures. The sign-forming grammatical structure, like a real linguistic sign, has not only a form ("signifier"), but also a content ("signified"). The article formulates the prerequisites that actualize the question of the need for the importance of studying the conditions and patterns that affect the effectiveness of teaching a foreign language. Special attention is paid to the question of the universality of grammatical structures. Universality implies the replacement of various constituent elements in grammatical formulas. The meaning of the grammatical structure is that it has a certain range of productivity, characterized by those groups of signs (and sometimes even specific signs) that can be used in them as wildcard elements. The tasks of developing a classification of data on the grammatical structure and the advantages and disadvantages of its use are defined. The logical result of the study was the conclusion that the production of new signs in communication almost never occurs through the conscious use of grammatical means; speakers and writers usually do not realize any account of the sign-forming means that they use and in most cases do not have the slightest idea about them. It should be emphasized that there is only one mechanism and only one psychology of sign formation, common to native and foreign languages, for children and adults; only the process of mastering it can be different.