Мetaphorization of financial terminology using the example of animal names

  FINANCIAL TERMS IN ENGLISH LESSONS 

Contents

Introduction ………………………………………………………4

1. Financial terms in English lessons……………........................6

   1. Financial literacy in English lessons…………………………6

   2. Characteristics of English-language financial terminology….7

2. Financial terms in English lessonson the example of the

educational and methodical kit “Spotlight 7-8”……………….9

1. 1. Etymologyof financial terms in English…………………......9

   2. Examples of financial literacy exercises in English lessons…11

Summary…………………………………………………………..15

References…………………………………………………………16

Introduction

Financial literacy in the modern world is becoming a skill that is necessary not only for professional economists and bankers, but also for people who do not have a special economic education. In addition, situations of interaction with money and requiring timely solutions to financial issues become an integral part of the lives of not only adults, but also school-age children.

Since schoolchildren are included in the category of unprotected citizens and require some attention to the development of their financial competence, financial literacy training is becoming relevant today.

Improving financial literacy is one of the priorities at the state level in the Russian Federation. Financial education is considered a necessary skill, since the ability to properly manage finances is the key to the future development of the state, improving the welfare of the population.

In the Federal State Educational Standard, the financial literacy skill is named one of the most important and competitive for graduates of modern schools.

Aim of the work is to study and systematize information about the translation of financial terms in English lessons in grades 7-8.

The following taskswere set:

1.Consider the characteristics of English-language financial terms

2. To study the general etymology of financial terms

3. Study the etymology of financial terms in English

4. Consider exercises with the translation of English-language financial terms in

teaching interdisciplinary competence of financial literacy.

Objectof the exploration is financial literacy in English lessons.

Subjectof the exploration is financial terms and their translation in English lessons.

Methodsof the work involve:

• text search method;

• method of comparative analysis;

• the method of direct linguistic observation and description.

Noveltyof the work consist the followings: teaching financial literacy in English lessons is an interdisciplinary skill necessary for real life.

The practical significance of our work lies in the fact that this material can be used as a supplementary material for English lessons and additional financial literacy classes.

The research material is the Educational and methodical kit "Spotlight 7-8" and examples of financial terms in English.

The structure of the work includes an introduction, theoretical and practical sections of the study, a conclusion and a list of sources used.

1. Financial terms in English lessons

1.1 Financial literacy in English lessons

Financial literacy in the school subject "English" has the same importance as in teaching other subjects. Knowledge of financial terminology is an interdisciplinary skill.

Elements of financial literacy on the following topics can be introduced, effectively worked out and assimilated into the English language program for grades 5-11 of a secondary school: currencies of different countries, the currency of the country of the language being studied;the origin and history of money; use of personal budget and pocket money;family budget.

In addition, the English language program for students in grades 5-11 may include the following topics: “Why do you need to be educated in the topic of finance?”, “Types and functions of money, history of money”, “Economic relations of the family and the state”, “Institutions regulating financial activities”.

The authors of the manual "Financial Literacy in English" note that it is necessary to instill in students’ knowledge about working with money from the fifth grade as part of English lessons.

Thanks to the study of the concepts of financial literacy, students will be able to master basic financial terminology, expand their understanding of the financial side of life (budget planning, the idea of necessary spending, the ability to save money for certain purposes, to measure their savings with the cost of purchases and their necessity) [1, p.2]. In order for the assimilation of financial information to occur with the greatest benefit, it is necessary to use modern forms of education in the classroom, which assume a high communicative orientation and involvement of students in educational activities.

The financial concepts proposed for study should contribute to the development of knowledge, skills and abilities that students will be able to apply in communication in English, as well as in real life situations. Methodologists in the manual "Financial literacy in English lessons" suggest using group, game, role-playing, problem-based methods for teaching financial literacy in English lessons.

At the same time, work in a group can be individual, paired, group, collective. And the forms of interaction of students, their activities may include: questions, tests, games, essays, projects and micro-projects, suitable level cases, studies, problem situations.

The purpose of almost any task b is to simulate a real situation when a student will need to study, express his point of view or find a collective solution in a group regarding a certain financial situation (for example, planning a personal budget or saving money for a new camera).

Schoolchildren are included in the category of unprotected citizens and require some attention to the development of their financial competence, financial literacy training is becoming relevant today. English as a school subject can contribute to the development of students' general financial competencies.

1.2 Characteristics of English-language financial terminology

English-language financial terminology has its own peculiarities. Such terms refer to a specific vocabulary that cannot be translated into Russian, only the first meaning of the word is used.

The English terminological system has developed over many centuries and the emergence of financial concepts is closely related to historical events.

Thus, students in the classroom may face issues that require knowledge and orientation in financial and socio-social situations in which they have never been before. There is a need to conduct an excursion with students into the etymology and meaning of financial concepts. Also, this need is due to the fact that new financial concepts appear in the world on an ongoing basis: banks offer the use of new financial products and technologies that require further study and consideration.

English-language financial terminology has its own peculiarities. For example, one of the important phenomena of the English financial conceptual apparatus is the stable and constant replenishment of new terms. Also note that many financial concepts in English have developed synonymy, even if there are no complete synonyms. For example, the words profit and salary can be synonymous in a certain context.

Comparison of financial terms can occur when using them in different examples, it is also necessary to compare different meanings and what these words are used with.An important characteristic of financial terminology in English is the predominance of phrases over monosyllabic terms (to be on sale, credit card, shop assistant).

According to the methods of formation, financial terms are divided into morphological and syntactic. The morphological method of formation of financial concepts involves the participation of suffixes and prefixes in word formation, resulting in the formation of monosyllabic financial concepts [3, p.28].The syntactic method involves the formation of terms and concepts consisting of several words. The most common in the syntactic method of education are the models "noun + noun" ("noun + noun") and "adjective + noun" ("adjective + noun") [3, p.32].

Etymologically, English financial terminology goes back to borrowed words from many languages. Borrowings in the financial conceptual apparatus are due to a historical factor. More than 70% of English words are of Latin and French origin.Summing up the theoretical part of the study, we can conclude that the English-language financial terminology is characterized by:

1) developed synonymy (at the same time synonyms are relative, not absolute);

2) relative stability;

3) development of new terms and their borrowing into other languages, in particular, into the Russian language;

4) the presence of foreign borrowings due to the historical development of the English language.

5) consistency.

1. Financial terms in English lessons on the example of the

educational and methodical kit “Spotlight 7-8”

1. 1. Etymology of financial terms in English

Financial terms refer to special terminology – specific vocabulary that cannot be translated, only the first meaning of the word is used.

Let's consider topics that are of interest in the framework of financial literacy training. So, Spotlight 7 presents the following topics related to finance:

- purchase of tickets English in Use module 7 (Is there a discount for students?);

- charity English in Use module 8 (English in Use 8).

Spotlight 8 examines the following aspects of financial literacy:

- what is debt and what will happen if you lend or borrow funds ( 4 c);

- receiving payment for work and processing;

- what is saving, how to save, save and earn money (Culture Corner 2: profit, raise money);

- make purchases in the store and communicate with sellers (to shop, to be on sale, a shop assistant).

So, in Spotlight 7 - 8, the topic "finance" is being introduced into different sections of the textbook. The peculiarity of these textbooks is that the topic of financial literacy is not separated from the context of other topics, the concepts introduced (pay, salary, credit card and others) are part of public life, this is reflected in textbooks.

Let's look further at the vocabulary of financial concepts in Spotlight 7 and Spotlight 8. The following lexical units are present in the first kit:

bankaccount – банковскийсчёт;cheque – чек;cash –наличныеденьги;cost–стоить;creditcard – кредитнаякарта;direct debit – денежныйперевод(English in Use 8 Vocabulary)[2].

The following lexical units related to financial terminology are present in Spotlight 8:pay – платить;gettingpaid – получатьоплату;wellpaid – хорошооплачиваемый;rise – повышениезарплаты;salary – зарплата;cashier – кассир;customer –покупатель;client–клиент(3bVocabulary).

In the field of economics and finance, there are many words borrowed from foreign languages. These terms are actively used in the Russian language, having no analogues in principle and without changing their spelling in our lives. For example, "check-in, drop–off" or write them in Russian letters«эмейл», «кэшбек», «онлайн».

The Consumer Relations Service of the Bank of Russia has identified a list of the most commonly used words in the financial sphere. As a result of special linguistic research, it was revealed that 90% of foreign terms are present in the field of economics. And if we take the words that have appeared in the Russian language over the past 20 years, then almost 100% of the words are foreign, written in Cyrillic.

Let's try to figure out whether it is possible to translate borrowed financial terms into Russian words.

We offered the students of our school a small list of economic terms, from where they had to choose financial concepts familiar to them and try to replace them with Russian words.

After analyzing this work, we came to the conclusion that the students could easily choose terms familiar to them, but replacing them with Russian concepts turned out to be a very difficult task for them. Russian equivalents were used to replace the economic terms that the students of our school had a simple translation character, i.e. financial terms were mostly simply translated into Russian. And the natural forces of the Russian language were not effective.

For example, the word Bank is a monetary organization that regulates the payment turnover in cash and non—cash form. The students were able to find suitable words for this term, such as "money house", "financial building", etc.Analyzing the etymology of this term, similar metamorphoses with the words "shop" and "bank" were found. In Russian, "bench" was at first called only a bench in a hut. Then the noun had a new meaning – "merchant's counter". Further, this word began to be called the entire room where the sale of goods was carried out.Continuing to expand its meaning in the same direction, the word "bank" later began to denote an institution engaged in various financial transactions.

Financial terms refer to special terminology – specific vocabulary that cannot be translated, only the first meaning of the word is used. It is worth noting that economic terms are shorter in their pronunciation than the description of an economic phenomenon or concept in general in Russian. And as you know, short words are easier to remember.

2.2 Examples of financial literacy exercises in English lessons

Next, we will give examples of semantics (the introduction of these financial terms into the work) in English lessons.

Task 1.While working with the topic of UMK Spotlight 7 from the first chapter of the textbook [2, p. 13], it is possible to use financial terms in the context of the topic “Travel”. The task is based on working with the text “Mexico”.The aim is to improve foreign language competence and create conditions for the use of financial terms necessary for communication in the topic “Tourism”.As a situation for modeling a real life experience, it is necessary to create an additional dialogue on the topic “Buying souvenirs in Mexico”.

The dialogue must be played out in pairs, it is also possible to use the dialogue as homework – and then students will need to write out new words, learn the dialogue by heart and perform dialogues in pairs at the beginning of the next lesson.

Example of a dialog:

Shop assistant: Hello! Can I help you?

Customer: Hi! How much is this cup with “Mexico City” on it?

Shop assistant: It`s 100 peso. Would you like to payin cash or by card?

Customer: By card, please.

Shop assistant: Here it is. Thank you. Look at these travelling brochures!

They`re on special this week.

Customer: Ok, let me choose. I`ll look at them closer.

Shop assistant: Sure, take your time.

Building work with the dialog.

After reading the dialog, you need to enter the following expressions into the active vocabulary and translate the dialog:to pay in cash,to pay by card,tobeonspecial

In this case, when students translate the dialogue, additional questions may arise related to the meaning of the expression to be on special. It is necessary to explain to students that to be on special is an abbreviated form of to be on special low price, which translates as "to be at a discount (lowest) price".

Further work with the topic of Traveling /Countries /Tourism is possible with the help of project work or a quiz.

The dialogue uses the national currency of Mexico – the peso (peso). An integral part of traveling is getting to know the national currencies of various states, there is also a need to explain the use of exchange offices and the value of currency and use modeling of the situation.

Task 2.Explainingcurrency:Currencyisthemoney used in a country. The currency in Mexico is peso, in Russia it is rubles. ThecurrencyinBritainispound. Thereisaspecialsignforit. Therearenotesorbanknotesfor 5, 10, 20, 50 pounds. TheBritishpoundsaredividedinto100 pence.

It is necessary to enter the following words and expressions into the active vocabulary:abank, theexchangerate,tochangemoney,tochangemoneyback, tochargecommission

Then the students independently get acquainted with the text on the topic of Changing Money and questions on the topic:

After reading and translating the questions, students need to useCashier's answers and arrange the answers in the required order.

As a result of working with additional exercises on financial literacy and financial management within a number ofTraveling/Countries/Tourism topics, we note that new financial terms require not only knowledge of translating words into their native language, but also definitions of these concepts in foreign and native languages, since many terms (for example, currency, exchange rate and others) are new not only in their external form, but also in their internal meaning for schoolchildren.

In the 7th grade, students can be offered to complete projects in an individual or collective form, depending on the class level.:

Compilation of dialogues on the topic "in the bank";

Creating instructions for using an ATM (with a credit card);

Creating a credit card layout (individual project) [1].

Thus, in this part of the work, several exercises on teaching financial literacy in English lessons in high school were considered. As a result of the analysis of the translation of financial concepts and terms, it was found out that the translation of the terms of the English-language financial terminology system requires not only equivalents, but also an explanation to students of the principles of handling finance.

Summary

In the work, the theoretical and practical foundations of financial terminology in secondary school were considered. This topic is an actual direction in a foreign language, since the purpose of learning a foreign language in secondary school is to prepare students for possible situations of real foreign language communication and the application of basic knowledge of English in this case.

The English terminological system has developed over many centuries, financial terms are part of the general terminological system. In the first chapter of the study, the etymology of financial terms in the English language was considered, as well as general cases of using concepts on the topic "Finance (Culture corner). In English, the emergence of financial concepts is closely related to historical events. The historical factor of the development of Great Britain as a native English-speaking country is due to the presence of more than 70% of borrowings in various areas of the language – from literature and music to cinema and painting. There are borrowings in English from French, Latin, Swedish, Italian, Spanish and other languages.

In the second chapter of the study, the work of translating financial terms in teaching interdisciplinary competence of financial literacy was considered. As a result of the analysis of the exercises, it was noted that the use of translation for effective interaction with students is not enough. Semantics can be used as tools for working with financial terms.

Exercises are necessary for secondary school students in order for them to acquire not only knowledge, but also skills and skills related to the financial topic. What also matters is that modeling situations of live communication and the use of financial terms in English lessons in secondary school is also useful for students to understand the practical value of knowledge of a foreign language and proficiency in foreign language competencies.

References

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2. Афанасьева О. В. Spotlight 7. Student'sbook: Английский в фокусе 7 класс / О. В. Афанасьева, Д. Дули, И. В. Михеева, Б. Оби, В. Эванс. – М.: ExpressPublishing : Просвещение, 2012. – 248 с.

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