The article presents the results of our study of the intensity category representation in various types of discourse by the word-formation means of the Russian language. The study of the word-formation system of a certain language reveals its consistency when considering the issues of world conceptualization and the existence of a person of a certain linguistic culture. Our research into the word-formation phenomena in the light of the cognitive approach made it possible to put forward and substantiate the thesis on the cognitive-discursive nature of the intensity category actualization in various types of discourse.
The subject of our study is augmentatives, formed with the help of formants that actualize the semantic components of intensity.
Based on the analysis of the word-formation model with the formant -isch(e), the article determines that augmentative formations constitute an opposition to diminutive ones. The full pragmatic-semantic potential of augmentatives of the Russian language occurs in the con-situation of communication. It is determined not only by the specific type of discourse, but also by such aspects as the intention of the author or the subjects of communication to make the statement either pejorative or ameliorative. Due to the peculiarities of the Russian language derivational system, the linguistic potential of the Russian language is represented by units of the word-formation level: it is the word-formation means of the Russian language that make it possible to solve pragmatic and aesthetic-artistic tasks in texts of a certain type of discourse. Belonging to the conventional aspects of the language, augmentative formants allow the bearer of a certain linguoculture, from the standpoint of the cognitive-discursive paradigm of modern scientific knowledge, to conceptualize the phenomena of the surrounding reality and the inner world of a person through the prism of subjective and ethnocultural self-consciousness. A wide range of functioning of substantive augmentatives, formed with the help of word-building formants in the Russian language in various types of discourse, is explained by the specifics of the word-building system of the Russian language, namely the presence of word-building formants that actualize the category of intensity.
The problems of structural syntax, in particular dependency grammar, attract the attention of Russian and foreign linguists who explore syntactic links within sentences and between them. We consider the study of the sentence syntactic structure in the Russian language to be currently relevant, since the word order in the Russian sentence is free and involves several options for constructing sentences. The data of the study was taken from the book “Dior. Fashion Dictionary. Learn How to Dress: A Guide for Women” translated from French into Russian by Yu. L. Pliskina. The choice of research material is determined by the fact that the text contains highly specialized terms, related to the subject of fashion and located inside complex syntactic structures that are of interest for linguistic research. The book was first published by Cassell & Co. Ltd in 1954. It groups, in alphabetical order, women’s wardrobe items and items related to clothing, such as fabrics and colors. Each denotation corresponds to a description that gives us an idea of what place this or that item occupies in a woman’s wardrobe. When considering the construction of syntactic units in this book, we identified the main morphological features of the lexicon and made conclusions regarding the features of syntactic links in fashionable discourse.
The present article deals with the novel “A Compromise” by S. Dovlatov within the framework of the discourse linguistics problems. The research is focused on the compositional and stylistic specifics of the book where the technique of “editing” of several types of discourse in the fictional text field becomes dominant.
Using the method of discourse analysis, we achieved the set research goals: 1) to identify different types of discourse markers, which ensure a heterogeneous structure of the text in the novel “A Compromise” by S. Dovlatov; 2) to prove that the discourse heterogeneity in the work under study, firstly, is a text-forming dominant; secondly, it represents the stylistic originality of this work.
As a result of the research, we have found discourse markers of fictional and journalistic discourse, as well as the markers of Soviet ideological-political, everyday, ritual and anti-fascist types of discourse in the novel “A Compromise” by S. Dovlatov. In each of its twelve parts, the author’s narrative easily switches over from one of the mentioned types of discourse to the other, which ensures the discourse heterogeneity of the text. The technique of “editing” discourse of several types in a single artistic whole, on the one hand, testifies to the originality of the compositional organization of the text; on the other, it is a text-forming style dominant, which explicates S. Dovlatov’s individual authorial style.
This study is devoted to the phonetic features characterizing the speech of Russian-speaking emigrants who live in the United States. Pragmatics of the research is based on fundamental works on phonetics and phonology by U. Weinreich and V. Yu. Rozentsweig. The research contains the types of phonetic interference, conditions for their implementation and the result of the language contact in every type of phonetic interference. The research is based on audio and video interviews with the Russian-speaking emigrants who have different experience of staying abroad. Phonetic interference, which reflects the speech of the Russian language speakers living abroad, is discussed in this article within phonetic norms. The facts, illustrating the existence of phonetic interference, are highlighted by analyzing the process of Russian and English phoneme articulation.
The originality of the research includes topical practical data and the description of Russian-English accent, which is demonstrated as a phonetic background for Russian-speaking residents of the United States.
In conclusion, the study describes the indicators of a Russian English accent.
This article studies the methodology for conducting a survey, the main purpose of which is creating a database of “concreteness” / “abstractness” ranking. It focuses on using detailed instructions that are offered to respondents before taking the survey. In dealing with the topic, the experience of creating a similar database for various languages (English, Dutch, German and other languages) is taken into account, a special reference is made to the features of the “concreteness” / “abstractness” categories of Russian words that can affect the database structure and the nature of these instructions. The article analyzes the structure of instructions that are used to create abstractness ratings, it also describes the instruction that is used in surveys to build a rating of abstract words, taking into account the peculiarities of the Russian language. The paper describes an experiment that was conducted among two groups of respondents, one of which, before taking the survey, received detailed instructions indicating the criteria for distinguishing between abstract and concrete words; the other received abbreviated instructions indicating the rules for passing the survey. A correlation analysis of the results obtained leads to conclusions about the influence of instructions on the assessments of words of different categories. Thus, the differences between the evaluations of abstract nouns are discovered. The paper analyzes the semantics of these units and considers cases of possible concretization.
The article is devoted to the problem of network genres’ consistency, their classification and the identification of network texts’ general and specific features.
The purpose of the work is to describe the system of network speech genres in the Russian-language network discourse.
Internet discourse is defined as a special semiotic system, a network language that serves various spheres of human activity and is implemented in network speech in relatively stable types of utterances – network genres. The article identifies, analyzes and classifies generic and specific features of network genres. According to the type of content, network genres can be divided into primary and secondary; from the point of view of temporary communicative modality, we distinguish the genres of instant response and the genres of deferred feed-back; according to the type of formal evaluation, the genres of single and bigeminal formal evaluation communication are identified. The generic defining features of network genres, arising from the tasks and specifics of network communication, are their versatility, multi-channel character and their ostensively inferential principle. We should consider network genres to be a separate system of speech genres due to the fact that all the features of the genre system have pronounced specificity in the new digital discourse. The digital age generates a special genre thinking, dictating new rules of communication and genre design of texts.
The article examines the functioning of the lexical semantics of ‘alcohol consumption’ in the fictional world of the work.
The purpose of the study is to analyze the Bacchanalian vocabulary, its contextual environment and determine its role in the creation of micro- and macro-worlds of the protagonist.
The study is based on a selection of examples containing bacchanalian vocabulary from A. Chekhov’s detective novel “The Shooting Party” (1884). We mainly use the linguostylistic method, lexico-semantic and contextual analyses and, partially, a statistical data analysis. Based on the corpus data, the article reveals that the lexeme “drunk” becomes a frequency in A. Chekhov’s works and expands its valence properties, marking certain qualities of a person. Our analysis shows that utilitarian evaluation is characteristic of Sergei Zinoviev (Kamyshev) and Count Karneev, while emotional and sensual evaluation is the main characteristic of Urbenin. The article determines that the bacchanalian detail becomes a marker of the count’s constant addiction, and explicates a change in the state of the main character, Olga Skvortsova. The Bacchanalian world becomes desirable for the protagonist, as it differs from the current world of boredom and idleness by its activity and a thirst for action, which is verbalized by mean of emotional and evaluative vocabulary.
The problems of gender and professional self-identification are relevant today, and they are actively reflected in the field of academic discourse. Due to the fact that the problem of feminitives in linguistics is quite new, this phenomenon has been little studied, the problem of feminitives in academic discourse has been considered for the first time.
The purpose of this study is to form the definition of feminitives in academic discourse and to identify the relevance of their use in the modern scientific community.
The present study was carried out with the help the following methods: the descriptive method, including observation and interpretation, which was used while working on the theoretical part, and the questionnaire method, followed by a quantitative analysis and a description of the statistic data obtained. As a result of our research, it was revealed that the majority of female scientists, who have different scientific degrees and work positions at universities and who took part in our survey, accept feminitives in everyday discourse, while existing feminine derivatives in academic discourse are not considered acceptable by the recipients themselves and their use is undesirable for the addressees. The obtained research results contribute to the study of the problem of feminitives in general and open a new trend in the study of academic discourse.
This article is devoted to the linguo-psychological study of the concept of “FEAR” in the linguistic consciousness of the Russian language native speakers.
The purpose of this work is to study the influence of the emotional personality dominant on the assessment and structuring of the concept “FEAR” and to determine whether the emotional dominant of a person influences the choice of this concept’s words-representatives.
For this purpose, a linguistic questionnaire was developed, where the informants were asked to rate the words-representatives of the conceptual field “FEAR” from 1 (minimal manifestation) to 5 (maximal manifestation) according to three scales (force of influence, duration of influence, frequency of usage). Also included was a “yes” and “no” question about whether the informant experienced the feeling or not. In total, the informants were asked to evaluate 10 representative words: fear, misgiving, horror, fright, nightmare, apprehension, panic, confusion, anxiety, horror and phobia. To determine the emotional dominance of the personality, the SPANA (scales of positive affect (PA) and negative affect (NA)) of the Russian-language analogue of the PANAS method was used. The results of the study suggest that the emotional dominant of the personality directly affects the evaluation and structuring of the conceptual field of fear. In particular, informants with a negative dominant of the personality use more words related to the conceptual field “FEAR” in their speech than informants with a positive dominant of the personality.
In this paper, we will discuss the possibility of establishing the right relation between interpreting freedom and the necessity to follow the letter of the original, the whole issue being viewed as part of a translation adequacy problem. The case study involves the Russian version of Margaret Atwood’s dystopian novel “The Handmaid’s Tale” made by Anastasia Gryzunova. We deem poetics to be the novel’s dominant literary function. To validate the hypothesis, we examined “dehumanizing” metaphors, dehumanization being the major literary motif in the “brave new world” of fictional Gilead. The “dehumanizing” meaning has therefore formed the basis for our choice of text fragments, containing metaphoric language and bearing special conceptual significance. The study of “dehumanizing” meanings, expressed in a comparative figurative language, has supported the initial conjecture about the sensemaking role of metaphor in Atwoodian narrative. The comparative analysis of translated fragments against the original has shown that Gryzunova’s decision making was informed largely by the interpreter’s own intuition, rather than a conscious, data-based strategizing. We suggest that translation adequacy be interpreted as methodological consistency in pursuing a strategy building on the key ideas of the source text. More importantly, such approach should (and does, actually) prioritize the interpreter’s creative streak.
The present paper analyzes verbal and non-verbal representations of the concept “silence” and its cognitive and propositional structure in the artistic context. The research is based on Vladimir Bogomolov’s novel “Ivan” (1957).
The purpose is to decode the general linguistic layer underlying the artistic concept “silence” and to discover the author’s intention in the linguistic means of the concept objectification.
Using the expressive and aesthetic pragmatic approach, typical for a fictional text, the author narrates the mysterious story of Ivan, a twelve-year-old boy, who was found in the water near the river bank and arrested on suspicion of espionage. Resorting to the metaphor of silence, the author focuses on the description of the private story of the boy, deprived of his childhood, which he reverently guards in his silence, giving it more attention than to depicting military episodes. The article deals with a variety of the “silence” concept context verbalizations, revealing the author’s individual ideas about it, allowing him to present the conceptosphere “silence” as a field, whose core is a generalized cognitive and propositional structure including the main lexical representations of the concept. Figurative nominations constitute the nearest periphery, and subjective-modal meanings are the furthest periphery. This analysis seems productive for interpreting the individual-authorial picture of the world and fo broadening the understanding of the fictional text itself.
The study of communication has become paramount due to globalization, which is marked by cultural migration. Thus, verbal behaviour has become essential in communication studies focusing on code-switching that goes back to early times of the human development and reflects cross-cultural and cross language interactions. In spite of this fact, foreign linguists paid their special attention to the mentioned phenomenon only in the mid-1970s. The investigations proved code-switching to be mostly subconscious and motivated by “momentary inclination” (J. M. Lipski, D. M. Lance, G. Valdes-Falles, A. Aguirre), which is illustrated by the way immigrants mix their native and local languages. Being both a linguistic and cultural phenomenon, code-switching (CS) has a high functional potential and contributes to the solution of a significant number of communicative tasks. The given research represents an attempt of the comparative and contrastive approach to the issue of code-switching in three global languages – Russian, English and French. As part of translation studies, CS can enhance major professional skills and needs further analysis.
The article considers reasons and features of objection as an utterance-reaction to the representation of a new lexicographic project, exemplified by the “Dictionary of the Russian Covid Quarantine Antiproverbs” and the “Dictionary of Corona Virus Epoch”. Based on publications on news portals, the article reveals the strategies, promoting linguistic scientific knowledge for the wide audience. We identify the reasons for selecting certain speech strategies, used to promote this knowledge from the viewpoint of contemporary mass media, and explain the contradiction between the standards of linguistic scholars and journalists in presenting new knowledge. Our study of the empiric material demonstrates that an attempt to attract the reader with bright forms of expression, sometimes makes the journalists omit sufficient parts of the content. Thus, in mass media materials, the subject of lexicographic projects is absolutely unclear for the wide audience, which causes its objection against dictionaries, their authors and the scientific society on the whole. Readers cannot see the true value of academic lexicographic practices, called to fix the life of language in lists of words and proverbs with an unusual form, which may be found in publications. The result of our analysis is a number of recommendations, which, being followed, allow correcting the shift of accents in representations of lexicographic practices in journalistic publications, which in its turn, creates the opportunity to avoid a reaction of strong objection to new linguistic research.
The article studies linguistic representations of the concepts LIFE and DEATH, which are actualized in the medical narrative and serve as the basic elements of professional self-identification of a surgeon. We carried out a conceptual and content analysis of three generations of medical professionals’ interviews: surgeons born in the 1920 and 1930s, in the 1940 and 1960s, and in the 1970 and 1990s. In the analyzed texts, the following representations of the concept DEATH related to professional euphemisms are found: sad outcome, cease to be, zero prognosis, the patient is doomed, should be left on the table and not subject to surgical treatment. It is noted that metaphorical representations of the LIFE concept, such as being on the verge of life and death and holding life in one's hands, are of particular importance for determining the features of surgeons’ professional self-identification. An important feature of the surgeon’s perception of their profession is the interpretation of their surgical activity not as a struggle with death, but a struggle for life, which is carried out by solving a specific problem. As a result of the study, we have found that the first generation is characterized by a sense of increased personal responsibility for saving lives as the quintessence of their professional activity. The second generation is more reflective, striving for a philosophical, figurative and romanticized understanding of their profession. The third generation is more pragmatic and less reflective. As a result of the study, we have established that the perception of the surgical activity as a way to prolong life is common to all generations, while death is not perceived metaphorically as a transition to another world, but as a cessation of the vital functions of the body.
This paper studies South Slavonic and East Slavonic phonetic reflexes in the Old Russian manuscript of the Apostolus Christinopolitanus. This manuscript of the Galicia-Volyn origin is dated from the middle to the end of the 12th century. The work examines the text of the Lvov and Kiev portions of the manuscript, including marginalia tests. This edition of the Apostolus Christinopolitanus is a machine-readable version. That made it possible to use the single-text enquiry module of the information-analytical system “Manuscript” to extract linguistic data. The article studies the reflexes of consonant combinations with j and consonantal combinations’ palatalisations, the reflexes of diphthongic combinations of vowels with the smooth r, l, and the system of the initial vowel writing. Particular attention is paid to the study of the ways palatal consonants are marked, which is an important distinguishing feature of the manuscript. The author concludes that in the manuscript of the Apostolus Christinopolitanus the distribution of the South Slavonic and East Slavonic reflexes is determined by the choice of one or the other of them. The scribe consistently uses South Slavonic reflexions in the case where they do not contradict the Old Russian phonetic system. On the contrary, if the South Slavic reflexion does not correspond to the sound system of the Old Russian language in general, the new norm is used. While preserving a significant number of South Slavonic spellings, the Apostolus Christinopolitanus, being a bookish text, reflects the process of orthography Russification.
Linguistic research is currently characterized by anthropocentricity where the main figure is a person, and the focus of study is their mental activity and representation of thought processes. The scientific interest in the human personality has become the starting point for the formation of cognitive linguistics as an independent trend of modern linguistics, within which cognitive linguists seek to show the linguistic picture of the world of individual groups of people, how language reflects the perception of the world and affects intellectual productivity. The term “concept” has become a tool for describing a person’s picture of the world and the key point in cognitive linguistics. This paper gives a brief theoretical consecration of cognitive linguistics issues, presenting the definitions of the concept, the key concept of mental linguistics. It also characterizes the social network “VKontakte” as a Russian-language discursive platform. We present the lexical content of the concept “Medicine”, based on the comments of the social network “VKontakte” users. Particular attention is paid to the emotional and intentional components of the concept representations.
The purpose of this work is to find out how users of the Russian-language social network “VKontakte” “reify” one of the largest and most important concepts – the concept of “Medicine”.
Our analysis of the Internet discourse in the studied social network showed that the concept of “Medicine” has an internal form: “a medical worker”, “a disease”, “health”. The given examples clearly reflect the emotional message of the commentators and the nature of the structural components of the concept “Medicine”.
The article analyzes the corpus of toponyms in terms of their linguistic and cultural potential, based on their functions of nomination, fixation of objects in space, their cognitive and cumulative functions actualized in the preservation of knowledge about both the material and spiritual culture of the Iraqi people. We present the classification of toponyms, found in the text, and prove that the vast majority of toponymic designations are urbanonyms. The article highlights the most important anthropological understandings, names other urbanonymic components and describes the etymology of a number of significant urbanonyms. The Baghdad toponymy dominates, and within its framework, the precedent urbanonymy is the most frequent. The article indicates the presence of microtoponyms in the text. Our analysis revealed the functional potential of toponyms, their differential-localizing role as chronotope markers, as well as their role in the socio-cultural characterization of the characters. A number of toponyms create political and historical allusions thereby enhancing the accusatory pathos of the work. We consider the connotative meanings of two main toponyms: the choronym Iraq and the astyonym Baghdad. We have established that the former has predominantly negative connotations, the latter is ambivalent in the novel. However, the novel has not got any usual, matrix connotations of the oikonym Baghdad as a magical city of fairy tales “One Thousand and One Nights”. The novel focuses on such a semantic load of a number of toponyms as social ghettoization. There is a brief comparison of urbanonymy and hydronymy in the novel. Based on the analysis of the frequency of use of urbanonyms, the thesis is put forward about the urban-centricity of Sa'adawi’s artistic world. The vast majority of toponyms belong to real toponymy. The article concludes that the possibility of extracting important information from the toponymic designations of the novel demonstrates their essential linguoculturological, ethnic and socio-historical potential, that the Baghdad urbanonymy, dominating in the text as a generation and reflection of national culture, is a source of valuable regional and linguistic-cultural information; therefore, the practice-oriented direction of its study can contribute to the formation of communicative literacy.
Sergei Davydov's play “The Republic” is dedicated to the Russian residents of Dushanbe, who had to flee to Russia as a result of the civil war that broke out in Tajikistan in the first half of the 1990s. The article examines the image of Russia created by the author and the artistic means by which the author depicts the relationship of his characters with their historical homeland. As a result of the analysis, we conclude that the strategy, chosen by the author, – the transposition of documentary evidence into the poetic form of vers libre, the alternation of the characters’ monologues, the parallels with Soviet and biblical mythology – makes it possible to create a polysemantic text of the play: by avoiding direct conclusions and assessments, the author manages to offer various subjective points of view on the historical events that took place in post-Soviet Russia in the 1990s and to talk about the present and future of Russia. On the one hand, the image of the indestructible fraternal country, created by Soviet mythology and glorified in the Soviet anthem, is being destroyed; on the other hand, through an analogy with the biblical myth of the world creation, we can trace the idea of the possibility of creating a new Russia and a new myth about Russia.
The article analyzes the ideological and artistic originality of the story “At Karaklars” (“Horse Thieves”, 1912) by Kasym Bikkulov, a Tatar writer-educator, religious and public figure of the early twentieth century (1868-1937). It is proved that, in terms of genre, this work is not a novel, but a short story. The work clearly reflects the author’s educational views. K. Bikkulov glorifies the ideal of an educated shakird, a graduate of the Jadid madrasah. Implicitly, through a graduate of the city Jadid madrasah, the writer, using antithesis, characterizes the mores and customs of the old method school. An important
place in the work is given to the portraits of mullahs, teachers and their students. The author stands up for the enlightenment of the Tatar people, clearly showing that the people’s social life depends on the level of education of their ordinary representatives. The story contains criticism of the common people, mired in superstition and blindly trusting enterprising rogues. The author’s pathos is not devoid of didactics. The life of the mekteb and madrasah is shown through the prism of a child’s perception. The description of the old method school is distinguished by its naturalistic directness. The idea of new method teaching is described through the body of knowledge that its graduate possesses (astronomy, geography, law). The image of the main character is given in dynamics.
This article investigates the stereotypical image of a German baker in Petersburg. Our analysis is based on the following works of three writers: Alexander Sergeyevich Pushkin’s novel “Eugene Onegin”, Vladimir Ivanovich Dal’s story “A Person’s Life, or A Walk along Nevsky Prospect” and Pyotr Andreyevich Karatygin’s vaudeville “The Bakery, or a Petersburg German”. The article concludes that the components, constituting the images of the Germans are very similar, these components being their national character, mentality, features of everyday life and speech characteristics. The type of a German baker reflects the peculiarities of German craftsmen from Petersburg in the mid-19th century. Because of the large number of such artisans, they were well known to the inhabitants of the capital. The images, created by the authors, are typified: the characteristic features of the German bread merchants were easily recognizable by their contemporaries. The writers portrayed them as the ones immersed in a limited world of petty-bourgeois interests, everyday problems and everyday life. The attitude of the authors towards the German characters is full of both good humor and undisguised irony over the limitations of their lives, the desire to show their superiority over the Russians, elevating their craft to the rank of art. The article examines in detail P. A. Karatygin’s vaudeville “The Bakery…” little known to the general reader, its very genre suggesting a comic basis.
The subject of the study is the phenomenon of binary in the political story “Demgorodok” by Yu. Polyakov.
This paper considers binary opposition as one of the most important modes for creating a picture of the world in the story “Demgorodok”. We analyze the four main oppositions in this story: “a princess – a swineherd”, “an EX-president – an ex-PRESIDENT”, “‘Democrats’ – a Deliverer of the Fatherland”, “power – people”, as well as fictional images of characters who have moved from one extreme to another. The abundance of sharp opposites creates a grotesque atmosphere in the story and allows the author to satirically reflect the absurd social phenomena of the early 1990s. The research methodology is based on the conceptual method, there are elements of the descriptive method and a component analysis of the text.
The purpose of the study is to reveal the role of binary oppositions as one of the main methods for building a fictional world in the dystopian story “Demgorodok”.
The study is relevant due to the need to reveal the manifestation of binary in the “Demgorodok” world model from the position of cognitive science.
The scientific novelty consists in the implementation, from cognitive-hermeneutical perspectives, of a multidimensional study of binary oppositions in the world, created by Yu. Polyakov in his “Demgorodok”.
For the first time, the article has explored the poetics of A. Gilyazov’s story title “Three Arshins of Land” in the context of Russian literature, namely the story “How Much Land Does a Person Need” by Leo Tolstoy and the story “Gooseberry” by Anton Chekhov. The methodological basis of the study is a synthesis of traditional approaches that have stood the test of time (historical-literary and comparative-historical methods) and research practices that are relatively rare in Russian literary criticism (a hermeneutic analysis and receptive aesthetics). The methodological principles of the listed trends are used depending on the specific material and the tasks set. The article is an experience of a hermeneutic analysis including the actualization of the concepts of “a hermeneutic analysis” and “an expectation horizon”. The study of intertextual echoes of A. Gilyazov’s story title “Three Arshins of Land” with the stories by Leo Tolstoy and Anton Chekhov allows us not only to identify the common and different features in these texts, but also to better and deeper understand all these works. Moreover, the article reveals only an external polemical understanding of the expression “three arshins of land” by Anton Chekhov regarding the story of Leo Tolstoy “How Much Land Does a Person Need”. In A. Gilyazov’s story, this phraseological unit is comprehended within the framework of the Tatar cultural paradigm, which actualizes the life-giving connection of a Tatar person with their native land, with their native culture, traditions and their native world.
The article highlights a modern approach to teaching Russian as a foreign language, based on the use of memes in pedagogical practices. Within the framework of the article, memes are understood as illustrations with a caption text, in their unity providing a humorous effect. Our choice of memes as a material for lessons of Russian as a foreign language, including the language of specialty (medical Russian within the framework of a medical university), is conditioned by the intention to enrich the teaching methods of this subject with innovative techniques and modern technologies aimed to increase the students’ efficiency in the Russian language learning, to improve their level of general language proficiency and the level of proficiency in the language of their specialty. The article describes principles of selecting such specific language material as memes, and positive aspects and limitations of their use in the classroom. Our analysis of a large number of memes, selected from the Internet, has made it possible to present a whole range of tasks and didactic developments. We also present the approbation of some types of assignments in the medical university classroom. The article fully reveals the cognitive and didactic potential of the use of memes in the classroom.
The article describes technologies for teaching business writing to international students with Certification Level II (level B2) of Russian. The first technology is “focus on the SAEC” (style, architectonics, etiquette, cross-culture). It is used in the classroom and involves focusing students’ attention on the features of the formal business style, architectonics and etiquette of a business letter/document. At the same time, teacher should take a cross-cultural aspect into consideration. The second technology is “focus on the SAE” (style, architectonics, etiquette). It is implemented in an electronic environment, where a foreigner is provided with detailed instructions on composing a genre of business written speech. In instructions, the emphasis is laid on the norms of formal business style, architectonics and etiquette of a business letter/document. Also, the instruction is supported by an electronic link, which is provided with a sample of a business letter/document, analyzed earlier in the classroom. To make this technology work, it is important to use the technique of duplicating theoretical information. It means that in the electronic environment, the student is given theoretical information, received earlier in the classroom. The third technology is “focus on the style”: on the basis of phrases, sentences and texts of the business letter/document genre, studied in the classroom, students consolidate their knowledge of linguistic features of the formal business style during their work online. The results of our experiment showed that by using three technologies simultaneously, we significantly increase the effectiveness of teaching Russian business writing to foreign citizens. The suggested technologies can be successfully applied when teaching other foreign languages in their business written variety in the process of blended learning.
The article presents our concept of teaching, at preparatory faculties, the professional sphere language to international students who plan to study at universities of the Russian Federation and specialize in “Design”. In the nomenclature of scientific specialties in the current version of the Federal State Educational Standard 3++, “Design” refers to the specialty 54.00.00 “Fine and Applied Arts”, which prescribes universities at the pre-university stage of study to place international students, who have chosen this specialization, into a humanitarian profile groups. However, the professional competencies that a designer should possess are acquired in the process of studying not only the humanities, such as “History of Arts”, “Color Studies” and “Fundamentals of Composition”, but also have knowledge of the technological processes, used in manufacturing design products, and develop design skills. Design students acquire this knowledge when doing the cycle of technical disciplines, which cannot be successful without basic vocabulary formed at the stage of international students’ preparation for university studies. A professionally oriented set of lessons was developed especially for international design students of St. Petersburg Polytechnic University based on the disciplines “Descriptive Geometry” and “Engineering Graphics”. Special attention in each lesson is paid to the introduction of terminological vocabulary, the activation of grammatical constructions, used in authentic texts, and the formation of professional and communicative skills in all types of speech activities.
The article describes interlingual lexical and semantic correlations focusing on their influence on students’ mistakes made in the process of learning Russian as a foreign language. The research base is the lexical minimum of Russian as a foreign language. The study presents a typology of lexical-semantic correlations: complete, incomplete and false parallels (in accordance with the classification of V. V. Dubichinsky), and shows stylistic and morphological differences. We provide interpretations of correlative pairs according to the Russian and English explanatory dictionaries. The classification is based on English-Russian lexical-semantic parallels, as most international students can speak English. The experiment was conducted to identify the international students’ level of mastering English-Russian correlates. In the course of the experiment, we revealed the most typical mistakes and their causes when learning Russian as a foreign language. It has been established that communicatively significant mistakes occur in the process of interlingual interference when learning incomplete and false lexical-semantic parallels. We prove that the analysis of the Russian and English correlative pairs’ structure is one of the important methodological principles in teaching Russian as a foreign language.
The purpose of the article is to show the specifics of implementing intensive training in writing the final essay at the preparatory courses for The State Final Attestation in the Russian Language at The Center for Pre-University Education (CPE) of Kazan State Power Engineering University at the level of organizational forms of training and methods of teaching.
The article indicates the expediency of using intensive training and describes the variable form of a training session as the main organizational unit of intensive training with the following sequence of forms: a lecture (with visualization) – practical work – individual work (at home). We offer the approaches for structuring the content of the lesson’s educational material, based on compression, using the model in the form of oriented graph and the methods of interactive learning as the appropriate tool for the specifics of humanitarian knowledge (it has a “subjective-evaluative” component) and the conditions of the final essay training, based on the literary material at the CPE, when the emphasis shifts from the formation of new knowledge to deepening the existing understanding of the educational material, a literary text. The article emphasizes the inseparability of the emotional and rational levels of cognitive activity in the fictional text analysis, and highlights the aspects of work on the logical and evaluation features of the final essay’s text and students’ language culture. The experimental data, described in the article, confirm the effectiveness of our approach to the intensive training course in the final essay writing. The theoretical aspects of the article enrich the concept of intensive training in the Humanities. The developed method can be recommended to teachers of philology.
Our study is relevant due to the necessity to improve the practical methodology of Russian as a non-native language, taking into account the influence of the mother tongue, especially when the disciplines of specialization are studied. In the article, we consider the difficulties that Turkmen bachelor students encounter when learning morphology of the Russian language and suggest the ways to overcome these difficulties when mastering the grammatical categories of different parts of speech and the features of their grammatical forms.
The novelty of the study lies in the fact that we involve relevant scientific grammatical material in the practice of teaching Russian as a non-native language and clarify a number of methodological techniques in teaching Russian morphology in Turkmen groups.
We pay special attention to the study of nominal parts of speech and the ways, in which we represent their general and particular grammatical categories, lexical and grammatical categories, similar and different in the Russian and Turkmen languages. The article considers the problems of confusing grammatical terms, the problems of recognizing different parts of speech in the text, especially adjectives, confusion of adjectives and adverbs, the problems of determining the part of speech with abstract semantics, the problems of identifying the grammatical form of different parts of speech in the text, the problems of distinguishing the forms of grammatical synonyms, the definitions of the gender of nouns with a soft stem and a zero ending, and some other issues. We offer effective ways to overcome these difficulties using modern pedagogical technologies.
The formation of discourse competence, as a single whole, should take place in a comprehensive and systematic way. Discourse competence components should be interconnected and formed simultaneously, developing each component by means of thematic discursive events, which consist of a sequence of blocks. Thus, due to the complexity of the discourse competence structure, its formation is not a linear and consequential process, but a methodological system with interrelated components. This article presents the results of our study of discourse competence content, as well as the process of its formation after testing the developed methodological system while teaching military discourse to foreign military personnel in the Russian language classes. The model for organizing the content of teaching military discourse should ensure the formation of institutional, genre, linguistic, para- and extralinguistic, strategic and pragmatic components of discourse competence, while the formation of each component should be carried out in blocks: building background knowledge, reading texts and mastering lexical and grammatical material, watching video fragments, doing a variable block, playing language games, performing activities based on song material, using language laboratory, and testing the level of knowledge, skills and abilities. The content of training is determined by the topics of the selected discursive events whose formation requires the sequence of eight blocks.
This article describes the practice of reading authentic literary texts (LT) during the process of teaching the Russian language to international students. The increased attention to LT in the practice of teaching Russian as a Foreign Language (RFL) appears to be relevant due to its powerful linguodidactic, sociocultural, and cognitive potential.
The purpose of this article, which is based on the cognitive model of reading developed by N. V. Kulibina, is to propose a system of working with LT aimed at solving the main reader’s task – comprehending the sense of the text – by solving problems related to the formation and development of students’ linguistic and communicative competencies.
The article presents a possible variant for reading D. Rubina’s story “The Voice in the Metro”, which can be used by a teacher during the classroom work. The text material structuring is based on identifying key mini-situations, which are analyzed according to one logical-grammatical scheme (subject, event, place, and time). The strategy of thought-provoking reading is implemented through the observation of linguistic units in the text and comprehension of their function, accompanied by the use of updated lexical-grammatical material in speech, going from its linguistic meanings into the field of sense. Such an approach to teaching reading activates all types of students’ mental cognitive activity, bringing educational reading as close as possible to the natural perception of the text and its sense comprehension.
The article contributes to the resolution of the contradiction between the current objectively existing need to increase the effectiveness of the interethnic tolerance formation in schoolchildren and the insufficient development of a number of theoretical and practical issues of this formation in the course of foreign language learning. The article substantiates the potential of foreign language education to develop the foundations of students’ respectful attitude towards representatives of other peoples, identifies the advantages of developing high school students’ interethnic tolerance based on quoting famous personalities’ statements on issues related to the relationships between peoples among other means used for this purpose in foreign language lessons. The article describes the criteria for selecting quotations and the technology of their use in the process of teaching schoolchildren to speak a foreign language. The technology is based on the theoretical assumption that it is possible to ensure the interconnection of the simultaneous mastery of speaking a foreign language and the development of schoolchildren’s interethnic tolerance through the use of speech and conditional speech exercises with supports in the form of quotations. The technology is developed on the basis of E. I. Passov’s concept of foreign language education, which assumes the unity of language and culture learning.
The article deals with the problem of finding new effective educational tools in the preparation of a future teacher. We place special emphasis on the formation of prognostic skills. The ability to predict is included in the implementation of all key functions of the teacher. One of the modern forecasting technologies, the foresight method, is an effective tool for developing prognostic skills of a future teacher. The article systematizes various approaches to the definition of foresight and the stages of applying this technology. To unlock the potential of forecasting technology, we analyzed the educational standard and the competencies, formed during the study of the discipline “Modern problems and innovations in education”, identifying implicitly included prognostic skills. We also highlighted the key topics of the course, which require the development of the foresight technology. The article presents an algorithm for its use and an example of its application in teaching students. Rapid Foresight was chosen as a methodology, its main stage being a foresight session on the topic “Skills and competencies of a teacher in distance education”. The result of the study was the students’ reflective assessment of their prognostic skill development based on the foresight technology.
