Development of Non-Native Speech Relying on Language Isomorphism

In order to master a non-native language it is important to know set isomorphic units, and these are mainly systems expressing semantic universals. Mastering these systems is seen as a link that is vital for full development of students' speech, which presupposes full development of both speech and thinking. Each language system has a set of isomorphic units, including the ones used for expressing semantic universals. Among such isomorphic systems we can name the units, combined by the ability to express defining, comparative, temporary, spatial, causal, object and other meanings. In languages the above-mentioned semantic universals are expressed by system units of different levels - lexical, word forming, morphological and syntactic. There is no doubt that set language units, capable of transmitting a certain linguistic universal are unique for each specific language. However, there is a diversity of forms of expressions, and for expressing a semantic category set language units may be used, each of them bringing with it co-meanings, understanding which is compulsory for full development of speech. But isomorphism that is considered productive in the aspect of methodology may be observed not only in language systems expressing structurally semantic categories. For example, isomorphism covers multi-level syntactic systems that have the function of expression, in particular, those that are based on the phenomenon of syntactic homogeneity. That is why work with similar groups of language units in conditions of study of a non-native language becomes especially important for the development of active and passive vocabulary means to form adequate skills for decoding perceived non-native speech and for development of skills of free expression of thoughts. Building effective techniques of study of isomorphic means of non-native language in interrelation with correlating constructions native for language learners presupposes taking into consideration of three equivalent components: 1) particular features of students in groups, the level of their possession of non-native language, possible goals of training defined by them; 2) specificity of means of expression of isomorphic groups in both languages as an object of training; 3) efficiency of known training techniques for a certain teaching method. The main concepts of developed techniques are: study of isomorphic designs of non-native language in interrelation, which assumes implementation of principle of inter-subject connections; functional approach to the study of isomorphic constructions; relying on students' first language. To be included in the active vocabulary isomorphic means not only have to be perceived by students without any special work based on most important principles of methodology. Definition of content of training in isomorphic constructions as means of development of students' non-native speech is based on communicative value of constructions selected for study; selection of constructions that are most frequently used and are aesthetically significant is quite justified. Development of bilingual speech relying on the system of isomorphic designs, transmitting certain semantic universals is intended to improve quality of students' connected statements, increase accuracy, correctness and expressiveness of speech.