Pub Date : 2022-01-27DOI: 10.15593/2224-9389/2021.4.8
{"title":"FORMING A LAWYER′S PROFESSIONAL IMAGE BY MEANS OF A FOREIGN LANGUAGE","authors":"","doi":"10.15593/2224-9389/2021.4.8","DOIUrl":"https://doi.org/10.15593/2224-9389/2021.4.8","url":null,"abstract":"","PeriodicalId":170306,"journal":{"name":"PNRPU Linguistics and Pedagogy Bulletin","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116059351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.15593/2224-9389/2021.3.2
П. Тарнаева
The study of the language of political communication has recently become one of the topical is-sues in humanities research. Much attention is paid to the study of the peculiarities of the linguistic means of political discourse at the lexical, grammatical, stylistic level. However, the problem of idiomaticity of political discourse has not been sufficiently covered. The purpose of this study is to identify and describe functioning of idiomatic speech units in political communication by the example of the English pre-election discourse. The paper gives a definition of idiomaticity, outlines the main approach-es to the interpretation of this phenomenon, analyzes the central subgenres of the pre-election discourse from the point of view of idiomaticity – pre-election speech, pre-election television debates and interviews of politicians. It was revealed that idiomatic speech units represented by phraseological units are of the highest frequency in these subgenres. Structural and semantic types of phraseological units functioning in the analyzed discourse are determined, among which we identify non-predicative phraseological units (with the structure of a phrase), partially predicative (phrases with a grammatically leading component) and predicative ones, represented by proverbs. It has been determined that, in accordance with the ranking by frequency, non-predicative phraseological units are in the foreground. Their seman-tics is distinguished by a rather transparent connection with the motivating basis. The article provides excerpts from the above subgenres of the pre-election discourse, which makes it possible to show the significant role of idiomatic speech units in creating a political portrait of a politician, as well as in imple-menting communication strategies and tactics used by the participants of election campaigns. The research has theoretical and practical significance. In theoretical terms, the results obtained and the con-clusions drawn can contribute to the further development of the theory of political discourse. The practical significance of the research lies in the opportunity of using its results in lecture courses on political linguistics, as well as in the development of methodological models for teaching translation and use of idiomatic speech units of English political discourse to students specializing in the field of international relations.
{"title":"IDIOMATIC CHARACTER OF THE ENGLISH PRE-ELECTION DISCOURSE","authors":"П. Тарнаева","doi":"10.15593/2224-9389/2021.3.2","DOIUrl":"https://doi.org/10.15593/2224-9389/2021.3.2","url":null,"abstract":"The study of the language of political communication has recently become one of the topical is-sues in humanities research. Much attention is paid to the study of the peculiarities of the linguistic means of political discourse at the lexical, grammatical, stylistic level. However, the problem of idiomaticity of political discourse has not been sufficiently covered. The purpose of this study is to identify and describe functioning of idiomatic speech units in political communication by the example of the English pre-election discourse. The paper gives a definition of idiomaticity, outlines the main approach-es to the interpretation of this phenomenon, analyzes the central subgenres of the pre-election discourse from the point of view of idiomaticity – pre-election speech, pre-election television debates and interviews of politicians. It was revealed that idiomatic speech units represented by phraseological units are of the highest frequency in these subgenres. Structural and semantic types of phraseological units functioning in the analyzed discourse are determined, among which we identify non-predicative phraseological units (with the structure of a phrase), partially predicative (phrases with a grammatically leading component) and predicative ones, represented by proverbs. It has been determined that, in accordance with the ranking by frequency, non-predicative phraseological units are in the foreground. Their seman-tics is distinguished by a rather transparent connection with the motivating basis. The article provides excerpts from the above subgenres of the pre-election discourse, which makes it possible to show the significant role of idiomatic speech units in creating a political portrait of a politician, as well as in imple-menting communication strategies and tactics used by the participants of election campaigns. The research has theoretical and practical significance. In theoretical terms, the results obtained and the con-clusions drawn can contribute to the further development of the theory of political discourse. The practical significance of the research lies in the opportunity of using its results in lecture courses on political linguistics, as well as in the development of methodological models for teaching translation and use of idiomatic speech units of English political discourse to students specializing in the field of international relations.","PeriodicalId":170306,"journal":{"name":"PNRPU Linguistics and Pedagogy Bulletin","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127939433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.15593/2224-9389/2021.3.11
Российская Федерация, Получено
GRADUATES’ QUALIFICATION The aim of the article is to analyze the relevance of the problem of external (independent) assessment of qualification of graduates majoring in pedagogy. Research methods embrace multidimensional analysis of the relevance of the problem under study, comparative analysis of Russian and international practices of external assessment in professional education, abstraction and concretization, generalization and classification. The research is mainly focused on the Russian system of qualification assessment and the European system represented by the Bologna and Copenhagen processes. Interpretations of the concept "qualification" and procedures of qualification assessment were used as grounds for comparison. In the course of the research the authors have revealed the relevance aspects of external assessment of graduate qualification. Theoretically, the relevance is substantiated through a statement of the problem of defining the concept "qualification". Methodologically, relevance is presented as a view through the prism of a new philosophy in the system of education and qualifications. Relevance in methodological terms is considered through the classification of different approaches to the implementa-tion of the concept of "qualification" in practice. Relevance in practical terms is shown through the study of normative regulation of external assessment of qualifications. The authors stress a complexity of the issue and a need to develop the concept of independent assessment of qualifications for higher pedagogical institution graduates.
{"title":"RELEVANCE ASPECTS OF EXTERNAL ASSESSMENT OF HIGHER PEDAGOGICAL INSTITUTION GRADUATES’ QUALIFICATION","authors":"Российская Федерация, Получено","doi":"10.15593/2224-9389/2021.3.11","DOIUrl":"https://doi.org/10.15593/2224-9389/2021.3.11","url":null,"abstract":"GRADUATES’ QUALIFICATION The aim of the article is to analyze the relevance of the problem of external (independent) assessment of qualification of graduates majoring in pedagogy. Research methods embrace multidimensional analysis of the relevance of the problem under study, comparative analysis of Russian and international practices of external assessment in professional education, abstraction and concretization, generalization and classification. The research is mainly focused on the Russian system of qualification assessment and the European system represented by the Bologna and Copenhagen processes. Interpretations of the concept \"qualification\" and procedures of qualification assessment were used as grounds for comparison. In the course of the research the authors have revealed the relevance aspects of external assessment of graduate qualification. Theoretically, the relevance is substantiated through a statement of the problem of defining the concept \"qualification\". Methodologically, relevance is presented as a view through the prism of a new philosophy in the system of education and qualifications. Relevance in methodological terms is considered through the classification of different approaches to the implementa-tion of the concept of \"qualification\" in practice. Relevance in practical terms is shown through the study of normative regulation of external assessment of qualifications. The authors stress a complexity of the issue and a need to develop the concept of independent assessment of qualifications for higher pedagogical institution graduates.","PeriodicalId":170306,"journal":{"name":"PNRPU Linguistics and Pedagogy Bulletin","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122220117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.15593/2224-9389/2021.3.10
Н. Ельцина, Российская Федерация, Получено
COMPETENCE The article is devoted to the linguistics and translation students’ foreign language professional communicative competency to be employed in international relations. This competency model formation is a necessary stage of the professional language teaching methodology development. This methodology is appropriate for the translation students’ teaching, whose professional activities are going to relate to the international events holding, drafting formal documents using foreign languages and its translation to Russian, interpretation services providing at the international meetings and negotiations. Based on the Russian academic literature, the main features of the foreign language professional communicative competency were presented, and the definition of this competency was given. The authors investigate the key competences of the foreign language professional communicative competency structure and outline the linguistics and translation students’ foreign language professional communicative competency model. This model consists of the following components: linguistics competence, translation competence, methodological competence, communicative competence, intercultural competence, professional competence. These competences include both linguistics and professional skills in the international relations sphere. The combination of these skills is necessary to cope with the professional tasks at the sphere of international relations using foreign languages. According to the consideration that both linguistic and professional competences should be included, a comparative analysis of the Ural Federal University educational programs (“Translation and intercultural communication” and “International relations”) was conducted. Based on this analysis, the linguistics and translation students’ main skills and knowledge in the international relations sphere are presented. All of them are included in the competences of the competency under consideration. translation student’s competency model, language competence, translation competence, methodological competence, professional competence, intercultural competence, communicative competence .
{"title":"COMPETENCE MODEL FOR STUDENTS OF TRANSLATION IN THE INTERNATIONAL RELATIONS SPHERE","authors":"Н. Ельцина, Российская Федерация, Получено","doi":"10.15593/2224-9389/2021.3.10","DOIUrl":"https://doi.org/10.15593/2224-9389/2021.3.10","url":null,"abstract":"COMPETENCE The article is devoted to the linguistics and translation students’ foreign language professional communicative competency to be employed in international relations. This competency model formation is a necessary stage of the professional language teaching methodology development. This methodology is appropriate for the translation students’ teaching, whose professional activities are going to relate to the international events holding, drafting formal documents using foreign languages and its translation to Russian, interpretation services providing at the international meetings and negotiations. Based on the Russian academic literature, the main features of the foreign language professional communicative competency were presented, and the definition of this competency was given. The authors investigate the key competences of the foreign language professional communicative competency structure and outline the linguistics and translation students’ foreign language professional communicative competency model. This model consists of the following components: linguistics competence, translation competence, methodological competence, communicative competence, intercultural competence, professional competence. These competences include both linguistics and professional skills in the international relations sphere. The combination of these skills is necessary to cope with the professional tasks at the sphere of international relations using foreign languages. According to the consideration that both linguistic and professional competences should be included, a comparative analysis of the Ural Federal University educational programs (“Translation and intercultural communication” and “International relations”) was conducted. Based on this analysis, the linguistics and translation students’ main skills and knowledge in the international relations sphere are presented. All of them are included in the competences of the competency under consideration. translation student’s competency model, language competence, translation competence, methodological competence, professional competence, intercultural competence, communicative competence .","PeriodicalId":170306,"journal":{"name":"PNRPU Linguistics and Pedagogy Bulletin","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122750411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.15593/2224-9389/2021.3.5
{"title":"STRUCTURAL FEATURES OF MILITARY CHEMICAL MULTICOMPONENT TERMS","authors":"","doi":"10.15593/2224-9389/2021.3.5","DOIUrl":"https://doi.org/10.15593/2224-9389/2021.3.5","url":null,"abstract":"","PeriodicalId":170306,"journal":{"name":"PNRPU Linguistics and Pedagogy Bulletin","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126104991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.15593/2224-9389/2021.3.7
Российская Федерация, Получено
The article deals with the methods of teaching to produce a meaningful spontaneous monologic utterance in dialogic communication in the light of the psycholinguistic concepts of the connection between speech, language and thinking as a function of the intellect. The article reveals in detail the char-acteristics of monologic utterance in the conditions of dialogic communication: cohesion, coherence, meaningfulness, spontaneity, contextual-situational conditionality, and dialogicality. The author highlights and characterizes the meaningfulness and spontaneity of monologic utterance and the underlying psycholinguistic categories of "sense", "intention", "semantic connections" in the text of different levels, the semantic content in the process of listening and speech perception, as well as in speaking and speech production. Much emphasis is put on vocabulary, semantic rows of words as lexemes grouped by meaning in denotative, subject-predicate unity for understanding the semantic content of the acoustic message and generating thought in utterance production. The author compares and reveals the correlation and functions of lexical and grammatical means of language in the process of regular switching between listening and speaking in dialogic communication (change of roles of a listener and a speaker). Special attention is paid to the consideration of process deployment schemes as links in the chain of speech perception, comprehension, understanding, formation and formulation of thoughts, followed by the process of consecutive steps of producing meaningful sentences as units of speech and combining them by their meaning as meaningful units of speech, text fragments. The article describes the devised instructing solutions in the light of the psycholinguistic concep-tual positions concerning the development of technologies to teach producing meaningful spontaneous monologic utterances of two types; the selection and use in each step of the technology of speech units, such as microtexts and micromonologues; the use of such forms of organization of speech communication as communicative pairs, subject-subject intra- and intergroup interaction of interpersonal and interpersonal communication in both types of technology from the very first steps to form dialogicality and dialogic relations; on accounting for factors and creating conditions of generating a spontaneous meaningful evidentiary monologic utterance. The paper substantiates the research and adoption of such dialogic speech units for teaching and learning as "microdialogue", "dialogic unity", and "dialogized evidentiary monologic utterance".
{"title":"TEACHING SPONTANEOUS MONOLOGIC UTTERANCE IN THE LIGHT OF THE PSYCHOLINGUISTIC CONCEPT OF CONNECTION BETWEEN SPEECH, LANGUAGE AND THINKING","authors":"Российская Федерация, Получено","doi":"10.15593/2224-9389/2021.3.7","DOIUrl":"https://doi.org/10.15593/2224-9389/2021.3.7","url":null,"abstract":"The article deals with the methods of teaching to produce a meaningful spontaneous monologic utterance in dialogic communication in the light of the psycholinguistic concepts of the connection between speech, language and thinking as a function of the intellect. The article reveals in detail the char-acteristics of monologic utterance in the conditions of dialogic communication: cohesion, coherence, meaningfulness, spontaneity, contextual-situational conditionality, and dialogicality. The author highlights and characterizes the meaningfulness and spontaneity of monologic utterance and the underlying psycholinguistic categories of \"sense\", \"intention\", \"semantic connections\" in the text of different levels, the semantic content in the process of listening and speech perception, as well as in speaking and speech production. Much emphasis is put on vocabulary, semantic rows of words as lexemes grouped by meaning in denotative, subject-predicate unity for understanding the semantic content of the acoustic message and generating thought in utterance production. The author compares and reveals the correlation and functions of lexical and grammatical means of language in the process of regular switching between listening and speaking in dialogic communication (change of roles of a listener and a speaker). Special attention is paid to the consideration of process deployment schemes as links in the chain of speech perception, comprehension, understanding, formation and formulation of thoughts, followed by the process of consecutive steps of producing meaningful sentences as units of speech and combining them by their meaning as meaningful units of speech, text fragments. The article describes the devised instructing solutions in the light of the psycholinguistic concep-tual positions concerning the development of technologies to teach producing meaningful spontaneous monologic utterances of two types; the selection and use in each step of the technology of speech units, such as microtexts and micromonologues; the use of such forms of organization of speech communication as communicative pairs, subject-subject intra- and intergroup interaction of interpersonal and interpersonal communication in both types of technology from the very first steps to form dialogicality and dialogic relations; on accounting for factors and creating conditions of generating a spontaneous meaningful evidentiary monologic utterance. The paper substantiates the research and adoption of such dialogic speech units for teaching and learning as \"microdialogue\", \"dialogic unity\", and \"dialogized evidentiary monologic utterance\".","PeriodicalId":170306,"journal":{"name":"PNRPU Linguistics and Pedagogy Bulletin","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134203680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.15593/2224-9389/2021.3.13
Российская Федерация, Получено
Life in the modern world is characterized by incessant political and economic transformations, which leads to changes in the functioning of all social institutions. In the sphere of education there exists a search for effective instruction technologies, which could take into consideration individual features, interests and needs of every learner. Foreign language education is a traditional leader in realization of innovative approaches, methods and means of teaching and learning. Formative assessment, the ideas of which existed in domestic psychology and pedagogy many decades ago, is now becoming more popular in Russia due to the influence of western countries. The benefits of formative assessment are focus on the learners, their needs and learning intentions, strengths and weaknesses. Formative assessment is meant for learning, it is integrated in the educational process. However, despite all the posi-tive effects of formative assessment schools and higher educational establishments encounter difficulties in the process of its realization. For the successful organization of formative assessment it is not enough to select suitable tools, for nearly any tool can be used for formative assessment with the right approach of a teacher. Thereby, the difficulties lie in the necessity to change a teacher’s professional perspective and way of thinking. In the framework of our research we put forward the idea of using mindfulness as a basis for formative assessment. Mindfulness, which has proved its effectiveness in tackling various psychological disorders, is becoming more popular in pedagogy. The components of mindfulness (attention, self-regulation, self-reflection, empathy, openness to novelty, value-sense orien-tation) enable a teacher to reveal negative patterns in professional activity for devising new and effective strategies of foreign language teaching.
{"title":"MINDFULNESS-BASED FORMATIVE ASSESSMENT IN FOREIGN LANGUAGE TEACHING","authors":"Российская Федерация, Получено","doi":"10.15593/2224-9389/2021.3.13","DOIUrl":"https://doi.org/10.15593/2224-9389/2021.3.13","url":null,"abstract":"Life in the modern world is characterized by incessant political and economic transformations, which leads to changes in the functioning of all social institutions. In the sphere of education there exists a search for effective instruction technologies, which could take into consideration individual features, interests and needs of every learner. Foreign language education is a traditional leader in realization of innovative approaches, methods and means of teaching and learning. Formative assessment, the ideas of which existed in domestic psychology and pedagogy many decades ago, is now becoming more popular in Russia due to the influence of western countries. The benefits of formative assessment are focus on the learners, their needs and learning intentions, strengths and weaknesses. Formative assessment is meant for learning, it is integrated in the educational process. However, despite all the posi-tive effects of formative assessment schools and higher educational establishments encounter difficulties in the process of its realization. For the successful organization of formative assessment it is not enough to select suitable tools, for nearly any tool can be used for formative assessment with the right approach of a teacher. Thereby, the difficulties lie in the necessity to change a teacher’s professional perspective and way of thinking. In the framework of our research we put forward the idea of using mindfulness as a basis for formative assessment. Mindfulness, which has proved its effectiveness in tackling various psychological disorders, is becoming more popular in pedagogy. The components of mindfulness (attention, self-regulation, self-reflection, empathy, openness to novelty, value-sense orien-tation) enable a teacher to reveal negative patterns in professional activity for devising new and effective strategies of foreign language teaching.","PeriodicalId":170306,"journal":{"name":"PNRPU Linguistics and Pedagogy Bulletin","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133567755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.15593/2224-9389/2021.3.3
E. S. Stepanov
The present article examines peculiarities of realization and functioning of conceptual metaphor in scientific and popular science discourse based on the material of German. A case study of metaphor KÖRPER IST MECHANISMUS (“Body is a mechanism”) dwells on establishing of a correlation between function of conceptual metaphor and the discourse it is used in. The relevance of the research is based on the interest in the study of the connection between thinking and language und the role of the metaphor in the process of categorization, conceptualization and structuring of new knowledge. Metaphor enables to explain one fact through another by the means of analogy or similarity and acts as an in-strument to perception of complex abstract phenomena and processes. Novelty of the approach results in comparative character of analysis of functions that are peculiar to metaphor in stringent scientific and in derivate popular science discourse. In the course of the study, it has been discovered that metaphors in scientific texts serve the purpose of creating new concrete meaning by the means of understanding one conceptual field through the other, while metaphors in popular science texts are used to explain complex propositions by the means of already known to recipient. Conceptual metaphor is thus an in-strument of nomination and serve the heuristic function in scientific discourse. On the other hand, it possesses of more expressivity and fulfills the didactic function in popular science discourse. The ob-tained results make contribution to the theoretical cognitive linguistics and can be used to study metaphor in other types of discourse. The research perspectives include contrastive analysis of functions of conceptual metaphor in German and other European languages.
本文以德语为基础，考察了概念隐喻在科学和科普话语中的实现和功能特点。以隐喻为例KÖRPER IST MECHANISMUS(“身体是一种机制”)探讨了概念隐喻的功能与话语之间的关系。该研究的相关性是基于对思维与语言之间的联系以及隐喻在新知识的分类、概念化和结构过程中的作用的研究兴趣。隐喻可以通过类比或相似的方式来解释一个事实，并作为感知复杂抽象现象和过程的工具。这种方法的新颖性导致了隐喻在严格科学和衍生科普话语中所特有的功能分析的对比性。在研究过程中，我们发现科学语篇中的隐喻是通过理解一个概念领域来创造新的具体意义，而科普语篇中的隐喻则是通过接受者已知的方式来解释复杂的命题。因此，概念隐喻是一种提名法，在科学语篇中起着启发式的作用。另一方面，它在科普话语中具有更强的表达能力和教学功能。本文的研究成果对认知语言学的理论发展有一定的贡献，也可用于其他语篇隐喻的研究。研究视角包括德语和其他欧洲语言概念隐喻功能的对比分析。
{"title":"CONCEPTUAL METAPHOR IN GERMAN SCIENTIFIC AND POPULAR SCIENCE DISCOURSE: ANALYSIS OF USAGE AND FUNCTIONS","authors":"E. S. Stepanov","doi":"10.15593/2224-9389/2021.3.3","DOIUrl":"https://doi.org/10.15593/2224-9389/2021.3.3","url":null,"abstract":"The present article examines peculiarities of realization and functioning of conceptual metaphor in scientific and popular science discourse based on the material of German. A case study of metaphor KÖRPER IST MECHANISMUS (“Body is a mechanism”) dwells on establishing of a correlation between function of conceptual metaphor and the discourse it is used in. The relevance of the research is based on the interest in the study of the connection between thinking and language und the role of the metaphor in the process of categorization, conceptualization and structuring of new knowledge. Metaphor enables to explain one fact through another by the means of analogy or similarity and acts as an in-strument to perception of complex abstract phenomena and processes. Novelty of the approach results in comparative character of analysis of functions that are peculiar to metaphor in stringent scientific and in derivate popular science discourse. In the course of the study, it has been discovered that metaphors in scientific texts serve the purpose of creating new concrete meaning by the means of understanding one conceptual field through the other, while metaphors in popular science texts are used to explain complex propositions by the means of already known to recipient. Conceptual metaphor is thus an in-strument of nomination and serve the heuristic function in scientific discourse. On the other hand, it possesses of more expressivity and fulfills the didactic function in popular science discourse. The ob-tained results make contribution to the theoretical cognitive linguistics and can be used to study metaphor in other types of discourse. The research perspectives include contrastive analysis of functions of conceptual metaphor in German and other European languages.","PeriodicalId":170306,"journal":{"name":"PNRPU Linguistics and Pedagogy Bulletin","volume":"125 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129725204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.15593/2224-9389/2021.3.4
{"title":"PROTOTYPICAL TAXIS OF SIMULTANEITY","authors":"","doi":"10.15593/2224-9389/2021.3.4","DOIUrl":"https://doi.org/10.15593/2224-9389/2021.3.4","url":null,"abstract":"","PeriodicalId":170306,"journal":{"name":"PNRPU Linguistics and Pedagogy Bulletin","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122367026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.15593/2224-9389/2021.3.6
Российская Федерация, Получено
The work examines the semantic variants of the lexeme ненависть in Russian and hate/hatred in English. Based on the analysis of the data of the language corpora (the National Corpus of the Russian Language and the British National Corpus), it is proved that the lexemes ненависть and hate/hatred have two semantic variants: ненависть 1 and hate/hatred 1 is an intense feeling of hostili-ty; ненависть 2 and hate/hatred 2 is a feeling of lesser intensity, provoked by displeasure experienced by the subject upon contact with the object; it is linked with the standard way of interacting with the ob-ject. At the same time, semantically diffuse uses of these lexemes are always possible. The differences between Russian and English in this respect at the lexical level are manifested primarily in the synony-my of the English nouns hate and hatred , the analogue of which is absent in the Russian language, and in the higher frequency of occurrence of the second semantic variant in English: judging by the corpus data, the frequency of English variant is an order of magnitude higher. Moreover, hatred rather than hate is the main lexical means of its expression. The semantic symmetry of love and hate in both Russian and English is expressed by the presence of two main semantic variants of each of the compo-nents of the opposition, distinguished on similar grounds; while the asymmetry, first of all, in the com-plex structure of the first of the selected variants of love, which includes five sub-variants that are absent in the corresponding variant of hatred.
本文研究了俄语词素ненависть和英语词素hate/ hate的语义变体。通过对语言语料库(俄语国家语料库和英国国家语料库)数据的分析，证明了词素ненависть和hate/ hate具有两种语义变体:ненависть 1和hate/ hate 1是一种强烈的敌意;ненависть 2和仇恨/仇恨2是一种强度较低的感觉，由主体在与客体接触时体验到的不快引起;它与与对象交互的标准方式相关联。同时，这些词汇在语义上的分散使用总是可能的。在词汇层面上，俄语和英语在这方面的差异主要表现在英语名词hate和hate的同义关系上，俄语中没有类似的名词hate和hate，而英语中第二语义变体的出现频率更高:从语料库数据来看，英语变体的出现频率要高一个数量级。此外，“hate”的主要词汇表达方式是“hate”而不是“hate”。在俄语和英语中，爱与恨的语义对称表现为两种主要的语义变体的存在——对立的每个组成部分，在相似的基础上加以区分;而不对称，首先在复杂的结构中选择了第一种爱的变体，其中包括五个子变体，而这些变体在相应的恨变体中是不存在的。
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