The Analysis of the Binary Opposition of “Good” and “Evil” in Modern English and French in the Context of Foreign Language Teaching

Authors

  • Halyna Onyshchak PhD in Philology, Associate Professor, Department of English Philology, Uzhhorod National University
  • Vira Shastalo PhD in Philology, Associate professor, Department of English Philology and Foreign Language Teaching Methods, School of Foreign Languages, V. N. Karazin Kharkiv National University
  • Natalia Myronova PhD of Philological Sciences, Assistant Professor, Associate Professor at the Department of Italian and French Philology and Translation, Kyiv National Linguistic University
  • Kateryna Yesypovych Candidate of Philology, Associate Professor, Dean of Department of Romance Philology and Translation, Kyiv National Linguistic University
  • Nataliia Filonenko Doctor of Sciences in Philology, Associate Professor, Head of Department of Italian and French Philology and Translation, Kyiv National Linguistic University
  • Liudmyla Herman Phd in Philology, Associate Professor, Department of European Languages, State Biotechnological University

DOI:

https://doi.org/10.18662/rrem/15.4/788

Keywords:

Binary opposition, foreign language teaching, comparative approach, contrasting concepts, linguistic and intercultural awareness, cultural codes

Abstract

The research examines the binary opposition of “good” and “evil” in the English and French languages within the context of foreign language teaching. The aim is to analyze these concepts’ lexical-semantic and cultural aspects and explore their implications for foreign language learners. The study adopts a comparative approach, considering the similarities and differences in representing “good” and “evil” in the two distantly related languages. The analysis focuses on the semantic structure and distribution of lexical units associated with these concepts and the cultural connotations embedded in their usage. The research focuses on how the binary opposition of “good” and “evil” impacts language learners’ understanding of the target culture and their ability to communicate effectively in the foreign language. The latter gain a deeper appreciation of the target culture’s moral values and social dynamics by examining the cultural meanings and connotations associated with these oppositions. The findings highlight the asymmetry of lexical units within the lexical-semantic groups of “good” and “evil”, revealing discrepancies in the number and distribution of words and their meanings. Antonymy and enantiosemy are identified as regularities in forming vocabulary, denoting good and evil in the compared languages. These linguistic tools enable learners to express contrasting concepts and enhance their linguistic and intercultural awareness. Incorporating the binary opposition of “good” and “evil” in foreign language teaching can promote a deeper understanding of the target culture’s values, norms, and worldview. Learners become more sensitive to cultural aspects and better equipped to navigate intercultural interactions by unravelling the underlying cultural codes embedded in language.

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Published

2023-11-28

How to Cite

Onyshchak, H., Shastalo, V., Myronova, N., Yesypovych, K., Filonenko, N., & Herman, L. (2023). The Analysis of the Binary Opposition of “Good” and “Evil” in Modern English and French in the Context of Foreign Language Teaching. Revista Romaneasca Pentru Educatie Multidimensionala, 15(4), 192-206. https://doi.org/10.18662/rrem/15.4/788

Issue

Vol. 15 No. 4 (2023): Revista Românească pentru Educaţie Multidimensională

Section

Reform, Change and Innovation in Education

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