THE AREAS OF FOREIGN SCIENCES APPLICATION IN MODERN LITERARY ARMENIAN

Abstract

This article presents a linguistic analysis of foreign borrowings found in literary works taught in high school. Specifically, it examines linguistic phenomena that may hinder students’ ability to maintain purity of speech. The study addresses common inaccuracies at the phonetic, lexical, and syntactic levels. It highlights the connections between foreign words and borrowings, comparing various linguists’ perspectives on the issue.

Many linguists classify certain borrowings as foreign words, which creates challenges in understanding and integrating them into the vocabulary.

Based on the results of research conducted among high school students, the study identifies the main reasons that prevent foreign-derived constructions from being replaced by Armenian equivalents.

By analyzing several literary texts from the high school curriculum, the frequency of these borrowings is examined. Given the extent of their usage in literature, the article recommends regularly addressing this topic in grades 10 through 12, explaining the inappropriateness of such usages and teaching the Armenian alternatives.

The domains in which foreign borrowings are used in modern literary Armenian are also explored—both in everyday conversational language and in artistic literary styles.

This research can serve as a guide for teachers when teaching about borrowings.

Additionally, it is advisable to develop relevant methodological materials that will ease the work of both teachers and students, thereby supporting a more conscious process of linguistic purification.

Such an approach can serve as a foundation for innovative educational initiatives aimed at the development of linguistic policy.