YOUR PERSONAL GUIDE
TO THE ENGLISH-SPEAKING WORLD
Looking for a qualified and experienced teacher of English?
Do you want to study or pursue your career abroad?
Have you relocated and realised you need to polish your current English level?
Do you need to prepare for a job interview in English?
Is there some other reason that encourages you to learn and improve your English?
Maria Turchinskaya, Ph.D. in Linguistics, Associate Professor, over 15 years of experience as an English teacher
Do you want to learn basic English but do not know how to start?
ABOUT ME
Ph.D. in Linguistics, Associate Professor. Received professional training abroad and participated in international scientific and practical conferences (EU, USA)
Author of numerous publications, including monographs, scientific articles, and textbooks for university students
Over 12 years of experience teaching English in IT companies, both online and offline
Over 15 years of teaching experience in general and professional English courses (Business English, IT English, OET Medicine, TOEFL, IELTS, Matura, etc.)
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ACADEMIC AND PROFESSIONAL
BACKGROUND
Lecturer
Associate Professor
2008-2017
2017-2022
- Taught English and a wide spectrum of university disciplines in English
- Developed two English lecture courses on linguistics
- Successfully supervised graduate (MA) and undergraduate (BA) research papers
- Co-authored curricula
- Worked as a jury member and chairperson, and designed tests and tasks for Scientific Competitions in Foreign Languages and English Olympiads for Schoolchildren
Department of English Stylistics, MSLU
Department of English Stylistics, MSLU
Postgraduate course
Master’s degree
2013-2016
2007-2008
Minsk State Linguistic University; Master’s degree in Germanic languages
Minsk State Linguistic University; Postgraduate course on Comparative, Contrastive, and Typological Linguistics
Graduated with honours
2002-2007
Minsk State Linguistic University; graduated with honours, qualified as a linguist, teacher of the English, German, Italian languages, and literature
Scholarly and Research Accomplishments
Defended PhD dissertation “Structural, Semantic and Pragmatic
Characteristics of Lexical Paradigms in English and Belarusian”
Characteristics of Lexical Paradigms in English and Belarusian”
Was conferred the academic title of Associate Professor
Successfully supervised graduate (MA) and undergraduate (BA) students research.
Contributed to the creation of educational curricula for university students.
Reviewed dissertations, articles, and textbooks.
2017
2020
> 30 PUBLICATIONS
I am the author of more than 30 scientific publications in the field of lexical semantics, cognitive and typological linguistics, including peer-reviewed articles, monographs, and a textbook for advanced university learners of English
SERVICES
GROUP AND CORPORATE TRAINING
ONE-ON-ONE
TUTORING
TUTORING
Development and delivery of Business / IT / General English courses, both online and in-person; assessment of employees' proficiency in English; personalized recommendations for employees’ learning paths
Online and offline private English lessons: Business English, IT English, OET Medicine, TOEFL, IELTS, Matura, etc.
Master your English with a qualified and experienced teacher from the comfort of your home or office! I offer interactive online classes tailored to the level and specific needs of each learner
How does tutoring
WORK?
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Following that, I’ll suggest appropriate textbooks and supplementary materials, which I provide in digital format or will assist you in acquiring paper copies
Throughout our learning journey, we’ll adjust methods and resources to align with your personality, interests, and evolving needs
During our initial session, we’ll meet to evaluate your English proficiency and establish goals, course format and duration based on your preferences and requirements
I will also provide you with various tools and self-study methods to ensure you achieve and retain your desired level of English proficiency
QUESTIONS?
FAQ
I remember when I was a schoolgirl, there wasn’t a wide choice of books if you wanted to learn English (actually, the only good option available was ‘English textbook’ by Natalia Bonk – the author of the legendary textbook that millions of post-Soviet citizens used for learning English). Much later, we opened the world of well-known English coursebooks such as Headway and Murphy, which absolutely transformed the teaching approach to English at that time.
Fortunately, today there is an incredibly wide range of good teaching materials we can choose from according to the interests and needs of our students, the types of our courses and their duration, the size of the group and many other criteria. There are textbooks that focus on teaching English for communication, exam preparation, learning business and English for special purposes etc. Some coursebooks accentuate a communicative approach and develop speaking skills, while others pay more attention to grammar and writing. Thus, you can always find something that meets your personal requirements.
Nevertheless, the most important thing is that a quality coursebook is always prepared by a team of qualified specialists who have worked on the course materials for years. They assessed the book, its exercises and teaching aids, gathered and analysed critical comments improving and revising the content several times before publication. No teacher, no matter how exceptionally talented, qualified, and experienced he/she is, can prepare such a volume of high-quality, authentic (used in real life by native speakers) and/or adapted (i.e. “tailored” to learners) material for each student he/she works with. So, there is no need to reinvent the wheel if you can buy the one tailored to the needs of your student.
A good teacher always provides additional material (textual, audio, video material, sets of exercises and games) designed for his/her students, or may resort to two or even more coursebooks to meet the needs of a student. However, the arrangement of educational material in a quality textbook allows you not “to jump” from topic to topic, but to progress logically and rationally through the variety of its tasks and exercises. Nonetheless, a competent teacher knows when and how to introduce additional material adapted for their students.
Fortunately, today there is an incredibly wide range of good teaching materials we can choose from according to the interests and needs of our students, the types of our courses and their duration, the size of the group and many other criteria. There are textbooks that focus on teaching English for communication, exam preparation, learning business and English for special purposes etc. Some coursebooks accentuate a communicative approach and develop speaking skills, while others pay more attention to grammar and writing. Thus, you can always find something that meets your personal requirements.
Nevertheless, the most important thing is that a quality coursebook is always prepared by a team of qualified specialists who have worked on the course materials for years. They assessed the book, its exercises and teaching aids, gathered and analysed critical comments improving and revising the content several times before publication. No teacher, no matter how exceptionally talented, qualified, and experienced he/she is, can prepare such a volume of high-quality, authentic (used in real life by native speakers) and/or adapted (i.e. “tailored” to learners) material for each student he/she works with. So, there is no need to reinvent the wheel if you can buy the one tailored to the needs of your student.
A good teacher always provides additional material (textual, audio, video material, sets of exercises and games) designed for his/her students, or may resort to two or even more coursebooks to meet the needs of a student. However, the arrangement of educational material in a quality textbook allows you not “to jump” from topic to topic, but to progress logically and rationally through the variety of its tasks and exercises. Nonetheless, a competent teacher knows when and how to introduce additional material adapted for their students.
Unfortunately, there is no magic method, as well as no "Oxford Method" widely advertised by some language schools today (there is a wide range of language courses and educational material published by Oxford University Press, Cambridge University Press & Assessment etc., which I have described in my answer to the previous question).
In today’s media space of aggressive marketing, we should be careful and critical as far as everything advertised and offered is concerned. A vast number of unique, alternative and/or express methods of teaching foreign languages turn out to be pseudoscientific and ineffective approaches to learning. Without going into the details of many unique “methods,” ask yourself: can one learn to drive a car by reading express instructions for 15 minutes a day? Or to learn to play tennis employing audio materials only? Especially listening to them when sleeping?! Or become a cook learning one hundred most important culinary terms? The chain of analogies here is endless. And it is not only that language is a complex system of signs and rules necessary for communication. Any knowledge that we acquire is a combination of a certain theory (mum says that the pot on the fire is hot and shouldn’t be touched) and practice (the child touches the pot and gets the experience of a hot object), which we get only based on our own work, effort and experience. No one can program, retranslate, or simply transfer knowledge from one head to another.
The achievements of modern science make it possible to choose the best way of acquiring knowledge and to explain things that a few decades ago seemed incredibly complicated or simply could not be explained at all. Think back to your school years. No doubt in every school subject, there were topics that you understood and remembered without any problems, as they were well described and looked simple and logical. At the same time, there were rules and laws which you simply had to memorise or even learn by heart, because they had no logical explanation. So, everything that was easy to remember, logical and painless to define, was based on the work of generations of researchers who in a large array of data managed to see a logical pattern and describe it. A competent teacher knows these subtleties of his/her subject and becomes a reliable source of support on the fascinating way of acquiring knowledge.
Therefore, when choosing a foreign language course, you should not follow manipulative promises to learn everything easily and quickly. You should carefully study the content of the course, qualifications, and credentials of the teachers, and read reviews of former students (although reviews today can also be fake or paid). And do not forget to apply a healthy critical approach to everything you are promised.
In today’s media space of aggressive marketing, we should be careful and critical as far as everything advertised and offered is concerned. A vast number of unique, alternative and/or express methods of teaching foreign languages turn out to be pseudoscientific and ineffective approaches to learning. Without going into the details of many unique “methods,” ask yourself: can one learn to drive a car by reading express instructions for 15 minutes a day? Or to learn to play tennis employing audio materials only? Especially listening to them when sleeping?! Or become a cook learning one hundred most important culinary terms? The chain of analogies here is endless. And it is not only that language is a complex system of signs and rules necessary for communication. Any knowledge that we acquire is a combination of a certain theory (mum says that the pot on the fire is hot and shouldn’t be touched) and practice (the child touches the pot and gets the experience of a hot object), which we get only based on our own work, effort and experience. No one can program, retranslate, or simply transfer knowledge from one head to another.
The achievements of modern science make it possible to choose the best way of acquiring knowledge and to explain things that a few decades ago seemed incredibly complicated or simply could not be explained at all. Think back to your school years. No doubt in every school subject, there were topics that you understood and remembered without any problems, as they were well described and looked simple and logical. At the same time, there were rules and laws which you simply had to memorise or even learn by heart, because they had no logical explanation. So, everything that was easy to remember, logical and painless to define, was based on the work of generations of researchers who in a large array of data managed to see a logical pattern and describe it. A competent teacher knows these subtleties of his/her subject and becomes a reliable source of support on the fascinating way of acquiring knowledge.
Therefore, when choosing a foreign language course, you should not follow manipulative promises to learn everything easily and quickly. You should carefully study the content of the course, qualifications, and credentials of the teachers, and read reviews of former students (although reviews today can also be fake or paid). And do not forget to apply a healthy critical approach to everything you are promised.
Well, yes and no. On the one hand, there are lists of the most frequent words of the English language (the most frequently used words in the speech of native speakers of modern English, for example, The Longman Communication 3000). Naturally, the more words from this list you know, the more confident you feel in speaking English. But the problem is that most words have not just one but two, three or even more meanings. For example, the word table, in addition to the meaning 'a piece of furniture with a flat top and one or more legs' is also used in such meanings as ‘a set of facts or figures; a slab of wood or stone bearing an inscription; a company of persons assembled for a meal, game, etc.; a flat surface of a gem’ etc. It can also be a verb and denote such actions as ‘to place on a table; to submit (a bill, etc.) for consideration by a legislative body; to suspend discussion of (a bill, etc.) indefinitely or for some time; to enter in or form into a list; tabulate' etc. Moreover, it can also denote a feature of the object, i.e. it can be used in the meaning of an adjective ‘table knife, table glass, table napkin, table grapes, table wine, table corn, table lamp, table tennis’ etc. Moreover, the word ‘table’ has also a range of specialized meanings: architecture ' a horizontal moulding, a cornice’; music ‘the sounding board of a violin, guitar’; sailing ‘to strengthen (a sail) by making a hem at the edge’ etc. Should we consider all these meanings as separate words? Or are they the meanings of one word? Do we know this word then?
In no way do I want to scare you with the complexity of the process of learning new words. The core of the problem I want to point out is that simply memorizing lists of words is an ineffective way to learn something. Words are not stored as lists of items in our heads, they all function and demonstrate their meanings in context. That is why you need to get to know new words and understand their meanings and peculiarities of use (appropriateness in different situations, shades of meanings and cultural specificity) in the example of their usage in speech. Still, it may be a good idea to have lists of words to summarize what you have learned or vocabulary (a set of words on a particular topic) that you can get back to check yourself.
Keeping in mind everything I have said above, you should not forget that words are only building blocks. To build and understand statements, you need to know the rules of how to put these building blocks together. My thoughts on how essential grammatical skills are you will find in my next answer.
In no way do I want to scare you with the complexity of the process of learning new words. The core of the problem I want to point out is that simply memorizing lists of words is an ineffective way to learn something. Words are not stored as lists of items in our heads, they all function and demonstrate their meanings in context. That is why you need to get to know new words and understand their meanings and peculiarities of use (appropriateness in different situations, shades of meanings and cultural specificity) in the example of their usage in speech. Still, it may be a good idea to have lists of words to summarize what you have learned or vocabulary (a set of words on a particular topic) that you can get back to check yourself.
Keeping in mind everything I have said above, you should not forget that words are only building blocks. To build and understand statements, you need to know the rules of how to put these building blocks together. My thoughts on how essential grammatical skills are you will find in my next answer.
Consider the following example by H. Gleason: "The iggle squiggs trazed wombly in the harlish hoop”. On the one hand, all the words are completely meaningless in it. On the other, any native speaker of English understands that this artificial sentence was created on the basis of the English language. And despite the meaningless combination of sounds instead of words, the word order in the sentence, the meanings of suffixes, endings, and function words allow native speakers of English to get an idea of what is meant: someone/something (plural) acted in a certain way somewhere.
And here is an example of a different kind: "Children easily adults to teach." You know the meaning of the words. But do you understand the meaning of the sentence here: Children easily teach adults? Or do adults easily teach children? Or have taught? Or will teach? Or maybe: Children are easily taught by adults?
If the words of a language are some kind of blocks of meaning, then grammar is something that allows us to connect these blocks and build correct, meaningful speech segments. Therefore, just as you cannot speak without knowing words' meanings, you cannot speak without knowing the grammar of the language you are learning.
And here is an example of a different kind: "Children easily adults to teach." You know the meaning of the words. But do you understand the meaning of the sentence here: Children easily teach adults? Or do adults easily teach children? Or have taught? Or will teach? Or maybe: Children are easily taught by adults?
If the words of a language are some kind of blocks of meaning, then grammar is something that allows us to connect these blocks and build correct, meaningful speech segments. Therefore, just as you cannot speak without knowing words' meanings, you cannot speak without knowing the grammar of the language you are learning.
There is nothing wrong with making mistakes in a foreign language. Even machines sometimes malfunction and make mistakes. After all, we are only human beings who want to speak more languages! I have met students who were simply afraid to speak because of the fear of saying something wrong. Many of them admitted that their fear had developed back in schoolyears when their language teacher or someone else used to react inadequately to their mistakes.
As for our first steps in the process of learning a foreign language, it is quite natural that we make different types of mistakes. At this stage, it is particularly important to be self-confident and to overcome the language barrier. Because after making a lot of mistakes you finally find yourself expressing your thoughts correctly. And the fact that you are understood in a foreign language will give you even more confidence and motivation to proceed with your learning.
Furthermore, psychologists say that mistakes are a necessary part of progress and growth. Look at toddlers who have been learning to speak. Adults correct them over and over again, kindly but confidently helping them to pronounce a word or express a thought. Even though the process of language acquisition is somewhat different for children and adults, the most important thing is to have someone around who can point out your mistakes, help correct and analyse them if necessary.
When we talk about the mistakes of “advanced” learners of a foreign language, there is nothing shameful about it either. We make mistakes even in our native language! How many times have you found yourself getting words mixed up, saying something wrong or simply making a mistake in your mother tongue? It is absolutely normal.
Nevertheless, it is important to highlight that some mistakes can also say a lot about the level of education (consider, for example, the English language used by royal family members and some gangsters). Some native English speakers commonly confuse ‘there, their, they’re’, ‘fewer and less’, ‘well and good’, ‘affect and effect’ etc. These language mistakes by no means reveal that something is wrong with the people who make them. These inaccuracies only indicate that there has never been a person around to help them identify the mistakes and explain how to use these forms and words correctly. So, it is good to have someone by your side who can correct your mistakes in any language you would like to speak fluently.
As for our first steps in the process of learning a foreign language, it is quite natural that we make different types of mistakes. At this stage, it is particularly important to be self-confident and to overcome the language barrier. Because after making a lot of mistakes you finally find yourself expressing your thoughts correctly. And the fact that you are understood in a foreign language will give you even more confidence and motivation to proceed with your learning.
Furthermore, psychologists say that mistakes are a necessary part of progress and growth. Look at toddlers who have been learning to speak. Adults correct them over and over again, kindly but confidently helping them to pronounce a word or express a thought. Even though the process of language acquisition is somewhat different for children and adults, the most important thing is to have someone around who can point out your mistakes, help correct and analyse them if necessary.
When we talk about the mistakes of “advanced” learners of a foreign language, there is nothing shameful about it either. We make mistakes even in our native language! How many times have you found yourself getting words mixed up, saying something wrong or simply making a mistake in your mother tongue? It is absolutely normal.
Nevertheless, it is important to highlight that some mistakes can also say a lot about the level of education (consider, for example, the English language used by royal family members and some gangsters). Some native English speakers commonly confuse ‘there, their, they’re’, ‘fewer and less’, ‘well and good’, ‘affect and effect’ etc. These language mistakes by no means reveal that something is wrong with the people who make them. These inaccuracies only indicate that there has never been a person around to help them identify the mistakes and explain how to use these forms and words correctly. So, it is good to have someone by your side who can correct your mistakes in any language you would like to speak fluently.
That is a very interesting question. Modern researchers assert that when a person starts speaking another language, not only the peculiarities of their pronunciation but even the timbre of their voice changes. Many of my students who are fluent in English say that they hear how the auditory parameters of their voices are modified when they switch from one language to another (i.e. their voice sounds different when they speak different languages).
I stick to the position that emphasizes the importance of studying correct pronunciation from the very first stages of foreign language acquisition. Of course, if you start learning English at a mature age (or continue as an adult learning that you once started at school), and if you were not born in an English-speaking environment, the chance of speaking English like a real American or British person is slim. Moreover, do not forget that there are several distinct varieties of English today.
It is quite normal and natural that we retain certain pronunciation patterns of our native language when we speak English. I think many people can easily identify speakers of other languages by their English pronunciation, or you’ve heard jokes about Russian English, Chinese English, Pakistani English, etc. Yes, we may save our linguistic identity even when we can express thoughts in a foreign language very well. And we shouldn’t be embarrassed about it.
Does it mean that we learn English pronunciation only to sound like a native speaker? Not at all. Pronunciation is not only about how lovely I sound in this or that language. The really important question you should ask yourself is: does my pronunciation affect my communication in English? Do people understand me correctly? And I mean here not just funny examples of mispronunciation of some English words like ‘cucumber’ as [su'sumbə] instead of ['kjuːkʌmbə] or ‘spider’ as ['spɪdə] instead of ['spaɪdə].
There are pairs of slightly different sounds in different languages around the world that can completely change the meanings of the words they are found in. In particular, there are deceptive English sounds which may lead a beginner who doesn’t know their specificity not only to systematic errors in their pronunciation but also to serious failures in communication. For example, the words pen and pan are easily distinguished in writing. But in speech, they are quite tricky, especially if you are a non-native speaker of English. I witnessed a situation when a native English speaker asked to give him a pan and a woman rushed to bring him a pen. The thing is that these two words pen [pen] and pan [pæn] sound almost the same to a native Russian speaker. And if students are not taught to feel the difference in the pronunciation of these sounds, they tend to have difficulties in communication because of mispronunciation of a whole number of words: bed – bad, men – man, ten – tan, head – had, dead – Dad, etc.
Another funny case occurred when a Russian-speaking man described his ship in English, pronouncing the English word ship [ʃɪp] as the English word sheep [ʃiːp]. In that case, a native English listener was confused for a while unable to understand why it cost so much to keep a sheep (or maybe a flock of sheep, since sheep has the same plural form).
Therefore, I am very sceptical of those teaching methods where pronunciation is not given enough attention, and I consider it necessary and important to teach correct pronunciation from the primary stages of learning a foreign language.
I stick to the position that emphasizes the importance of studying correct pronunciation from the very first stages of foreign language acquisition. Of course, if you start learning English at a mature age (or continue as an adult learning that you once started at school), and if you were not born in an English-speaking environment, the chance of speaking English like a real American or British person is slim. Moreover, do not forget that there are several distinct varieties of English today.
It is quite normal and natural that we retain certain pronunciation patterns of our native language when we speak English. I think many people can easily identify speakers of other languages by their English pronunciation, or you’ve heard jokes about Russian English, Chinese English, Pakistani English, etc. Yes, we may save our linguistic identity even when we can express thoughts in a foreign language very well. And we shouldn’t be embarrassed about it.
Does it mean that we learn English pronunciation only to sound like a native speaker? Not at all. Pronunciation is not only about how lovely I sound in this or that language. The really important question you should ask yourself is: does my pronunciation affect my communication in English? Do people understand me correctly? And I mean here not just funny examples of mispronunciation of some English words like ‘cucumber’ as [su'sumbə] instead of ['kjuːkʌmbə] or ‘spider’ as ['spɪdə] instead of ['spaɪdə].
There are pairs of slightly different sounds in different languages around the world that can completely change the meanings of the words they are found in. In particular, there are deceptive English sounds which may lead a beginner who doesn’t know their specificity not only to systematic errors in their pronunciation but also to serious failures in communication. For example, the words pen and pan are easily distinguished in writing. But in speech, they are quite tricky, especially if you are a non-native speaker of English. I witnessed a situation when a native English speaker asked to give him a pan and a woman rushed to bring him a pen. The thing is that these two words pen [pen] and pan [pæn] sound almost the same to a native Russian speaker. And if students are not taught to feel the difference in the pronunciation of these sounds, they tend to have difficulties in communication because of mispronunciation of a whole number of words: bed – bad, men – man, ten – tan, head – had, dead – Dad, etc.
Another funny case occurred when a Russian-speaking man described his ship in English, pronouncing the English word ship [ʃɪp] as the English word sheep [ʃiːp]. In that case, a native English listener was confused for a while unable to understand why it cost so much to keep a sheep (or maybe a flock of sheep, since sheep has the same plural form).
Therefore, I am very sceptical of those teaching methods where pronunciation is not given enough attention, and I consider it necessary and important to teach correct pronunciation from the primary stages of learning a foreign language.
Fortunately, today there is no need to carry your textbooks with you, as a very wide range of English courses have e-textbooks or even online platforms to support you. Thus, you can store your digital textbook in the cloud, do exercises, edit texts, make notes, send assignments to your teacher for review, etc.
I have had many students who prefer a tablet to print books. There is nothing wrong with that. But there is one important nuance. When we write something with our hand, not just type on a keyboard but resort to “old-fashioned” physical handwriting, the chances that this written-by-hand information will stay in our memory are much bigger. Fine motor skills are usually mentioned in the context of child development, as they start developing in infancy, and keep improving as kids get older. Scientists underline the crucial role fine motor skills have as numerous findings suggest close links between cognitive and motor development. It is common knowledge that fine motor skills are directly related to speech, thinking, memory and imagination. Keeping that in mind, I believe it is never too late to use fine motor skills, especially if it helps to advance in the context of learning a foreign language. For example, if you can’t remember some words, try not only to repeat them aloud, but also write them several times by hand. Hence, I always advise my students to write and do some tasks in writing if they can do it.
I have had many students who prefer a tablet to print books. There is nothing wrong with that. But there is one important nuance. When we write something with our hand, not just type on a keyboard but resort to “old-fashioned” physical handwriting, the chances that this written-by-hand information will stay in our memory are much bigger. Fine motor skills are usually mentioned in the context of child development, as they start developing in infancy, and keep improving as kids get older. Scientists underline the crucial role fine motor skills have as numerous findings suggest close links between cognitive and motor development. It is common knowledge that fine motor skills are directly related to speech, thinking, memory and imagination. Keeping that in mind, I believe it is never too late to use fine motor skills, especially if it helps to advance in the context of learning a foreign language. For example, if you can’t remember some words, try not only to repeat them aloud, but also write them several times by hand. Hence, I always advise my students to write and do some tasks in writing if they can do it.
It definitely does. First of all, if you already have experience of learning a foreign language, it will be easier for you both to organize your new process of learning and to overcome a new language barrier. Secondly, in the beginning, you may find that other languages you speak may sort of ‘interfere’ and affect your English pronunciation, word order etc. However, the more languages you know, the better you feel that languages are not only different from one another but also have many similarities. When you realise it, you will learn and remember patterns and structures not only based on their contrast in different languages but also on the similarity and correlation of many phenomena in different languages of the world.
Of course, you can! Let’s start with the fact that learning English on your own is something many people have done. And I personally know such people. And good textbooks (which I have described in my previous answers above) will be your best assistants. If you are autonomous, motivated, and able to organize yourself, do not even hesitate to start learning a foreign language. Find a good online dictionary or better install it on your computer. Actually, it is good to have two types of dictionaries: a bilingual one for translation from/into your native language (this type of dictionary you will definitely need at the initial stages of language learning), and a good monolingual dictionary which explains meanings of the words in English (you will need it to advance in your studies and feel how words are understood and used by native speakers).
In addition to textbook lessons, it is a clever idea to find more ways to study English. For example, there is a really wide range of mobile applications that you can install on your phone and get training activities every time you want or have a spare minute for it. Moreover, consider changing the interface language of your gadgets to English. You’ll be surprised with the number of English words and structures you’ll learn naturally and effortlessly.
Watch movies in English, read the news, listen to audiobooks, and look for every opportunity to practice the language you are learning. Visiting an English-speaking country will also be an amazingly effective way to start speaking the language fluently.
What is important if you choose to learn a foreign language on your own, is to organize regular ‘tests’ of your knowledge and skills. The ideal situation is when there is a native speaker in your close environment who can correct you (for example, in bilingual families). Or if there is English communication at your work, or if you frequently visit the country where English is spoken. If these options are not available, it could be a few lessons with a teacher who can point out the mistakes you make or the inaccuracies you have. A good way to test your communication skills and the way people can understand you would be attending various speaking clubs, where different topics are discussed in English (fortunately, their choice today is incredibly wide: free and expensive, online and offline in good locations, different in terms of the number of participants, topics, etc.).
Whatever language learning option you choose (independent, individual with a teacher or in a group), the main thing is motivation. A person who understands the purpose of learning a language, why he/she needs it and what it will help him/her to achieve, is bound to succeed!
In addition to textbook lessons, it is a clever idea to find more ways to study English. For example, there is a really wide range of mobile applications that you can install on your phone and get training activities every time you want or have a spare minute for it. Moreover, consider changing the interface language of your gadgets to English. You’ll be surprised with the number of English words and structures you’ll learn naturally and effortlessly.
Watch movies in English, read the news, listen to audiobooks, and look for every opportunity to practice the language you are learning. Visiting an English-speaking country will also be an amazingly effective way to start speaking the language fluently.
What is important if you choose to learn a foreign language on your own, is to organize regular ‘tests’ of your knowledge and skills. The ideal situation is when there is a native speaker in your close environment who can correct you (for example, in bilingual families). Or if there is English communication at your work, or if you frequently visit the country where English is spoken. If these options are not available, it could be a few lessons with a teacher who can point out the mistakes you make or the inaccuracies you have. A good way to test your communication skills and the way people can understand you would be attending various speaking clubs, where different topics are discussed in English (fortunately, their choice today is incredibly wide: free and expensive, online and offline in good locations, different in terms of the number of participants, topics, etc.).
Whatever language learning option you choose (independent, individual with a teacher or in a group), the main thing is motivation. A person who understands the purpose of learning a language, why he/she needs it and what it will help him/her to achieve, is bound to succeed!
A foreign language is like physical fitness, it is something that needs to be maintained. You won’t forget the language you learnt, but if you don’t have any practice at all, the skills will decline over time. Saying that I don’t mean that you will have to take classes and study for the rest of your life. To keep your foreign language at a desired level you just should read in it, watch movies, and talk to native speakers whenever possible. From time to time, you can attend classes or take courses you need. The main thing is to understand what you need at your current level and to keep polishing your language keenly and for your pleasure.
Combine several types of language practice to enjoy your classes and to make them effective. And don’t forget that a teacher gives you a start, provides you with the help you need to speak the language and feel confident in communication. But then you set out to explore independently the vast expanse of modern English. And I wish you the best of luck in this journey!
Combine several types of language practice to enjoy your classes and to make them effective. And don’t forget that a teacher gives you a start, provides you with the help you need to speak the language and feel confident in communication. But then you set out to explore independently the vast expanse of modern English. And I wish you the best of luck in this journey!
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Turchynskaya, M. The lexical paradigm based on sex distinction and the semantics of its constituents in English and Belarusian / M. Turchynskaya // Gender, language and the periphery [Pragmatics & Beyond New Series, 264] / ed. : J. Abbou, F. H. Baider. – Amsterdam ; Philadelphia : J. Benjamins, 2016. – P. 195–224.
MY BOOKS
Язык профессионального общения (английский) = English for Professional Communication : пособие для студентов учреждений высшего образования, обучающихся по специальности 1-21 06 01-01 «Современные иностранные языки (преподавание)». В 2 ч. Ч. 1 / А. В. Ломовая, А. В. Разумова, М. В. Турчинская, А. А. Христо – Минск : МГЛУ, 2022. – 196 с.
Monographs
Турчинская М. В. Лексические парадигмы в английском и белорусском языках : структура, семантика и прагматика / М. В. Турчинская. – Минск : МГЛУ, 2019. – 120 с. (Lexical Paradigms in the English and Belarusian Languages: Structure, Semantics and Pragmatics. – Minsk : MSLU, 2019. – 120 p.)
PUBLICATIONS
Турчинская, М. В. Организация дистанционного профессионально ориентированного обучения студентов выпускного курса факультета английского языка МГЛУ: сложности и перспективы / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 15-16 апреля 2021 г. : в 5 ч. / Мин. гос. лингвист. ун-т ; редкол.: Л. А. Тарасевич (отв. ред.) [и др.]. – Минск, 2021 – C. 185-187.
Турчинская, М. В. Семантический потенциал наименований лиц по социальному положению в английском языке / М. В. Турчинская // Семантический потенциал языковых единиц и его реализация : тез. докл. Междунар. науч. конф., Минск, 20-21 окт. 2021 г. / Мин. гос. лингвист. ун-т ; редкол.: Л. М. Лещева (отв. ред.) [и др.]. – Минск, 2021. – С. 206–207.
Турчинская, М. В. Специфика семантических отношений в подсистеме наименований лиц по социальному положению в английском и белорусском языках / М. В. Турчинская // Вестн. Мин. гос. лингвист. ун-та. Сер. 1, Филология. – Минск : МГЛУ, 2020. – № 5 (108). – С. 64-70.
Турчинская, М. В. Идентификация и нейтрализация гендера в современном англоязычном, русскоязычном и белорусскоязычном дискурсе / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 17-27 апреля 2020 г. : в 5 ч. / Мин. гос. лингвист. ун-т ; редкол.: Л. А. Тарасевич (отв. ред.) [и др.]. – Минск, 2020. – Ч. 4. – С. 189-190.
Турчинская, М. В. Наименования детенышей животных в лексической системе белорусского и английского языков / М. В. Турчинская // Соловьёвские чтения – 2018: сб. науч. ст. / редкол.: А. В. Ломовая (отв. ред.) [и др.]. – Минск: МГЛУ, 2020. – С. 103–107.
Турчинская, М. В. Семантическая специфика перцептивных прилагательных в современном английском языке/ М. В. Турчинская // Соловьевские чтения – 2020 : сб. науч. ст. – Минск : МГЛУ, 2020. – С. 248-253.
Турчинская, М. В. Полифония лексических единиц / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 18-19 апреля 2019 г. : в 5 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.].– Минск : МГЛУ, 2019. - Ч. 4. - С. 255-257.
Турчинская, М. В. Динамика отношения студентов факультета английского языка к внеурочным формам НИРС в МГЛУ / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 18-19 апреля 2019 г. : в 4 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.]. – Минск, 2019. – C. 124-126.
Турчинская М. В. Семантика и прагматика терминов родства в английском и белорусском языках/ М. В. Турчинская // Вестн. Мин. гос. лингвист. ун-та. Сер. 1, Филология. – 2019. – № 2 (99). – С. 94-103.
Турчинская, М. В. Специфика прилагательных обонятельного восприятия в современном английском языке / М. В. Турчинская // Вариативность в языке и речи : тез. докл. Междунар. науч. конф., Минск, 4-5 апреля 2019 г. / Мин. гос. лингвист. ун-т ; редкол.: Л. М. Лещева (отв. ред.) [и др.]. – Минск, 2019. – С. 239–241.
Турчинская, М. В. Наименования детенышей животных в лексической системе белорусского и английского языков / М. В. Турчинская // – Соловьевские чтения – 2018 : сб. науч. ст. / редкол. : Л. А. Тарасевич (отв. ред.) [и др.]. – Минск : МГЛУ, 2018. – C. 18-26.
Турчинская, М. В. Универсальное и специфическое в значеиях слов man/woman в английском языке и мужчына/жанчына в белорусском языке / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 19-20 апреля 2018 г. : в 4 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.]. – Минск, 2018. – С. 142-145.
Турчинская, М. В. Структурно-семантические особенности наименований детенышей животных в современном английском и белорусском языках / М. В. Турчинская // Вестн. Мин. гос. лингвист. ун-та. Сер. 1, Филология. – 2018. – № 4 (95). – С. 50-58.
Турчынская, М. В. Прататыпічныя прыкметы як паказчык сістэмнай значнасці лексічных адзінак (на матэрыяле найменняй асоб процілеглага полу ў беларускай і англійскай мовах) / М. В. Турчынская // Беларуская лінгвістыка / НАН Беларусi, Цэнтр даслед. беларус. культуры, мовы і літ., Ін-т мовы і літ. – Мінск, 2018. – Вып. 80. – С. 70-79.
Turchinskaya, M. The Variety of Meaning Constituents in English and Belarusian Nouns Denoting Male/Female Human Beings / М. Turchinskaya // Neofilologia dla przyszłos̀ci / Lingwistyczna Szkoła Wyższa w Warszawie / red.: J. F. Nosowicz. – Warszawa, 2017. – Tom II. – P. 243-255.
Турчинская, М. В. Структурно-семантические и прагматические характеристики лексических парадигм в английском и белорусском языках: автореф. дис. … канд. филол. наук : 10.02.20 / М. .В. Турчинская ; Мин. гос. лингв. ун-т. – Минск, 2017. – 24 с.
Турчинская, М. В. / Релевантность имплицитных характеристик, сопряженных с семантическим признаком пола, в значениях наименований лиц противоположных полов в английском и белорусском языках / М. В. Турчинская // Эксплицитное и имплицитное в языке и речи : тез. докл. Междунар. науч. конф., Минск, 10–11 мая 2017 г. / Мин. гос. лингвист. ун-т ; редкол.: Л. М. Лещева (отв. ред.) [и др.]. – Минск, 2017. – С. 273–275.
Турчинская, М. В. Категория наименований живых существ в английском и белорусском языках / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 5–6 мая 2017 г. : в 4 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.]. – Минск, 2017. – С. 156-159.
Турчынская, М. В. Найменні жывых істот у святле апазіцыі «мужчынскае / жаночае» (псіхалінгвістычны эксперымент) / М. В. Турчынская // Беларуская лінгвістыка / НАН Беларусi, Цэнтр даслед. беларус. культуры, мовы і літ., Ін-т мовы і літ. – Мінск, 2016. – Вып. 76. – С. 97–105.
Турчинская, М. В. Лакуны в лексической парадигме наименований живых существ (на материале английского и белорусского языков) / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 19–20 апр. 2016 г. : в 4 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.]. – Минск, 2016. – Ч. 3. – С. 159–162.
Турчинская, М. В. Семантика наименований особей животного мира в свете оппозиции «мужской / женский» (на материале современного английского языка) / М. В. Турчинская // Изв. Смол. гос. ун-та. – 2015. – № 2 (30). – С. 127–137.
Турчинская, М. В. Прагматические характеристики наименований лиц женского пола в современном английском языке / М. В. Турчинская // Вестн. Пятиг. гос. лингвист. ун-та. – 2015. – № 3. – С. 76–81.
Турчинская, М. В. Типичные характеристики представителей «сильного пола» в английской языковой картине мира / М. В. Турчинская // Семантика и прагматика языковых единиц : тез. докл. Междунар. науч. конф., Минск, 11–12 мая 2015 г. / Мин. гос. лингвист. ун-т ; редкол.: А. М. Горлатов (отв. ред.) [и др.]. – Минск, 2015. – С. 149–150.
Турчинская, М. В. Семантика наименований лиц противоположных полов в свете деривационных процессов / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 23–24 апр. 2015 г. : в 5 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.]. – Минск, 2015. – Ч. 2. – С. 72–74.
Турчинская, М. В. Способы выражения семантического признака пола в наименованиях живых существ современного белорусского и английского языков / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 24–25 апр. 2013 г. : в 4 ч. / Мин. гос. лингвист. ун-т ; отв. ред. Н. П. Баранова. – Минск, 2013. – Ч. 2. – С. 103–105.
Турчинская, М. В. Оценочный компонент в семантике наименований мужских и женских особей животных (на материале английского языка) / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 13–14 мая 2014 г. : в 5 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.]. – Минск, 2014. – Ч. 2. – С. 50–51.
Турчинская, М. В. Семантическая категория пола и способы ее выражения (на материале наименований живых существ в белорусском и английском языках) / М. В. Турчинская // Вестн. Мин. гос. лингвист. ун-та. Сер. 1, Филология. – 2013. – № 4 (65). – С. 34–43.
Турчинская, М. В. Половая дифференциация наименований живых существ в современном английском языке / М. В. Турчинская // Язык – когниция – социум : тез. докл. Междунар. науч. конф., Минск, 12–13 нояб. 2012 г. / Мин. гос. лингвист. ун-т ; редкол.: З. А. Харитончик (отв. ред.) [и др.]. – Минск, 2012. – С. 134–135.
Турчинская, М. В. Семантический потенциал наименований лиц по социальному положению в английском языке / М. В. Турчинская // Семантический потенциал языковых единиц и его реализация : тез. докл. Междунар. науч. конф., Минск, 20-21 окт. 2021 г. / Мин. гос. лингвист. ун-т ; редкол.: Л. М. Лещева (отв. ред.) [и др.]. – Минск, 2021. – С. 206–207.
Турчинская, М. В. Специфика семантических отношений в подсистеме наименований лиц по социальному положению в английском и белорусском языках / М. В. Турчинская // Вестн. Мин. гос. лингвист. ун-та. Сер. 1, Филология. – Минск : МГЛУ, 2020. – № 5 (108). – С. 64-70.
Турчинская, М. В. Идентификация и нейтрализация гендера в современном англоязычном, русскоязычном и белорусскоязычном дискурсе / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 17-27 апреля 2020 г. : в 5 ч. / Мин. гос. лингвист. ун-т ; редкол.: Л. А. Тарасевич (отв. ред.) [и др.]. – Минск, 2020. – Ч. 4. – С. 189-190.
Турчинская, М. В. Наименования детенышей животных в лексической системе белорусского и английского языков / М. В. Турчинская // Соловьёвские чтения – 2018: сб. науч. ст. / редкол.: А. В. Ломовая (отв. ред.) [и др.]. – Минск: МГЛУ, 2020. – С. 103–107.
Турчинская, М. В. Семантическая специфика перцептивных прилагательных в современном английском языке/ М. В. Турчинская // Соловьевские чтения – 2020 : сб. науч. ст. – Минск : МГЛУ, 2020. – С. 248-253.
Турчинская, М. В. Полифония лексических единиц / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 18-19 апреля 2019 г. : в 5 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.].– Минск : МГЛУ, 2019. - Ч. 4. - С. 255-257.
Турчинская, М. В. Динамика отношения студентов факультета английского языка к внеурочным формам НИРС в МГЛУ / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 18-19 апреля 2019 г. : в 4 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.]. – Минск, 2019. – C. 124-126.
Турчинская М. В. Семантика и прагматика терминов родства в английском и белорусском языках/ М. В. Турчинская // Вестн. Мин. гос. лингвист. ун-та. Сер. 1, Филология. – 2019. – № 2 (99). – С. 94-103.
Турчинская, М. В. Специфика прилагательных обонятельного восприятия в современном английском языке / М. В. Турчинская // Вариативность в языке и речи : тез. докл. Междунар. науч. конф., Минск, 4-5 апреля 2019 г. / Мин. гос. лингвист. ун-т ; редкол.: Л. М. Лещева (отв. ред.) [и др.]. – Минск, 2019. – С. 239–241.
Турчинская, М. В. Наименования детенышей животных в лексической системе белорусского и английского языков / М. В. Турчинская // – Соловьевские чтения – 2018 : сб. науч. ст. / редкол. : Л. А. Тарасевич (отв. ред.) [и др.]. – Минск : МГЛУ, 2018. – C. 18-26.
Турчинская, М. В. Универсальное и специфическое в значеиях слов man/woman в английском языке и мужчына/жанчына в белорусском языке / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 19-20 апреля 2018 г. : в 4 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.]. – Минск, 2018. – С. 142-145.
Турчинская, М. В. Структурно-семантические особенности наименований детенышей животных в современном английском и белорусском языках / М. В. Турчинская // Вестн. Мин. гос. лингвист. ун-та. Сер. 1, Филология. – 2018. – № 4 (95). – С. 50-58.
Турчынская, М. В. Прататыпічныя прыкметы як паказчык сістэмнай значнасці лексічных адзінак (на матэрыяле найменняй асоб процілеглага полу ў беларускай і англійскай мовах) / М. В. Турчынская // Беларуская лінгвістыка / НАН Беларусi, Цэнтр даслед. беларус. культуры, мовы і літ., Ін-т мовы і літ. – Мінск, 2018. – Вып. 80. – С. 70-79.
Turchinskaya, M. The Variety of Meaning Constituents in English and Belarusian Nouns Denoting Male/Female Human Beings / М. Turchinskaya // Neofilologia dla przyszłos̀ci / Lingwistyczna Szkoła Wyższa w Warszawie / red.: J. F. Nosowicz. – Warszawa, 2017. – Tom II. – P. 243-255.
Турчинская, М. В. Структурно-семантические и прагматические характеристики лексических парадигм в английском и белорусском языках: автореф. дис. … канд. филол. наук : 10.02.20 / М. .В. Турчинская ; Мин. гос. лингв. ун-т. – Минск, 2017. – 24 с.
Турчинская, М. В. / Релевантность имплицитных характеристик, сопряженных с семантическим признаком пола, в значениях наименований лиц противоположных полов в английском и белорусском языках / М. В. Турчинская // Эксплицитное и имплицитное в языке и речи : тез. докл. Междунар. науч. конф., Минск, 10–11 мая 2017 г. / Мин. гос. лингвист. ун-т ; редкол.: Л. М. Лещева (отв. ред.) [и др.]. – Минск, 2017. – С. 273–275.
Турчинская, М. В. Категория наименований живых существ в английском и белорусском языках / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 5–6 мая 2017 г. : в 4 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.]. – Минск, 2017. – С. 156-159.
Турчынская, М. В. Найменні жывых істот у святле апазіцыі «мужчынскае / жаночае» (псіхалінгвістычны эксперымент) / М. В. Турчынская // Беларуская лінгвістыка / НАН Беларусi, Цэнтр даслед. беларус. культуры, мовы і літ., Ін-т мовы і літ. – Мінск, 2016. – Вып. 76. – С. 97–105.
Турчинская, М. В. Лакуны в лексической парадигме наименований живых существ (на материале английского и белорусского языков) / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 19–20 апр. 2016 г. : в 4 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.]. – Минск, 2016. – Ч. 3. – С. 159–162.
Турчинская, М. В. Семантика наименований особей животного мира в свете оппозиции «мужской / женский» (на материале современного английского языка) / М. В. Турчинская // Изв. Смол. гос. ун-та. – 2015. – № 2 (30). – С. 127–137.
Турчинская, М. В. Прагматические характеристики наименований лиц женского пола в современном английском языке / М. В. Турчинская // Вестн. Пятиг. гос. лингвист. ун-та. – 2015. – № 3. – С. 76–81.
Турчинская, М. В. Типичные характеристики представителей «сильного пола» в английской языковой картине мира / М. В. Турчинская // Семантика и прагматика языковых единиц : тез. докл. Междунар. науч. конф., Минск, 11–12 мая 2015 г. / Мин. гос. лингвист. ун-т ; редкол.: А. М. Горлатов (отв. ред.) [и др.]. – Минск, 2015. – С. 149–150.
Турчинская, М. В. Семантика наименований лиц противоположных полов в свете деривационных процессов / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 23–24 апр. 2015 г. : в 5 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.]. – Минск, 2015. – Ч. 2. – С. 72–74.
Турчинская, М. В. Способы выражения семантического признака пола в наименованиях живых существ современного белорусского и английского языков / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 24–25 апр. 2013 г. : в 4 ч. / Мин. гос. лингвист. ун-т ; отв. ред. Н. П. Баранова. – Минск, 2013. – Ч. 2. – С. 103–105.
Турчинская, М. В. Оценочный компонент в семантике наименований мужских и женских особей животных (на материале английского языка) / М. В. Турчинская // Дни науки МГЛУ : материалы ежегод. науч. конф. преподавателей и аспирантов ун-та, Минск, 13–14 мая 2014 г. : в 5 ч. / Мин. гос. лингвист. ун-т ; редкол.: Н. П. Баранова (отв. ред.) [и др.]. – Минск, 2014. – Ч. 2. – С. 50–51.
Турчинская, М. В. Семантическая категория пола и способы ее выражения (на материале наименований живых существ в белорусском и английском языках) / М. В. Турчинская // Вестн. Мин. гос. лингвист. ун-та. Сер. 1, Филология. – 2013. – № 4 (65). – С. 34–43.
Турчинская, М. В. Половая дифференциация наименований живых существ в современном английском языке / М. В. Турчинская // Язык – когниция – социум : тез. докл. Междунар. науч. конф., Минск, 12–13 нояб. 2012 г. / Мин. гос. лингвист. ун-т ; редкол.: З. А. Харитончик (отв. ред.) [и др.]. – Минск, 2012. – С. 134–135.
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