New Perspectives in Science Education

Mastering a set of isomorphic units is most important for learners of a non-native language, and it is primarily a system for expressing semantic universals. Mastering these systems is a necessary link in the complete development of students' speech, which presupposes complete development of both the students’ speech and thinking. Every language system has a set of isomorphic units, including the ones used for the expression of semantic universals. Among such are the ones united by the ability to convey determinative, comparative, temporal, spatial, cause-effect, objective and other meanings. In languages, the above-mentioned semantic universals are represented by a system of units of different levels - lexical, word-building, morphological, syntactic. There is no doubt that the set of language units capable of transmitting a certain language universality is unique for each specific language. However, there is a variety of forms of expression, and a number of linguistic units can be used to express a semantic category, each of which brings some concepts with it as well as perceptions, the understanding of which is necessary for the complete development of speech. But isomorphism productive from the point of view of methodology can be observed not only in language systems of expression of structural-semantic categories. For example, isomorphism covers multilevel syntactic systems capable of expression, in particular, those based on the phenomenon of syntactic homogeneity. So, it becomes particularly important to work with such groups of linguistic units in the context of learning a non-native language, when it is important to develop active and passive vocabulary in order to develop skills for adequate decoding of perceived non-native speech and to develop skills of expression their thoughts freely. Forming an effective method of teaching isomorphic means of a non-native language with correlative constructions of the native language for the students means taking into account three equivalent components: 1) the peculiarities of a particular group of students, their proficiency in the non-native language and the possible learning objectives determined by these factors; 2) the specificity of the means of expressing isomorphic groups in both languages as a subject of study; 3) the effectiveness of well-known teaching methods and techniques for a particular methodology. The main concepts of the developed methodology are: the study of isomorphic constructions of a non-native language in interrelation, which implies the implementation of the principle of interdisciplinary connections; the functional approach to the study of isomorphic structures; taking the students' native language as a basis. To use the isomorphic means in their active vocabulary the students must not only perceive them, but it is also impossible without special work based on the most important principles of the methodology. The definition of learning content of isomorphic structures as a means of developing non-native speech of students is based on the communicative value of the structures selected for study; the selection of the most frequent and aesthetically significant constructions is quite justified. The development of bilingual speech based on a system of isomorphic structures that transmit certain semantic universals is intended to improve the quality of coherent statements of students, improve the accuracy and expressiveness of their speech.

Keywords: isomorphism, language universals, Russian as a second language;

Notes:
The main concepts of the developed methodology: the study of isomorphic constructions of a non-native language in interrelationship that implies the implementation of the principle of interdisciplinary connections; the functional approach to the study of isomorphic structures based on the students' native language.