Pub Date : 2024-07-16DOI: 10.47475/1994-2796-2024-487-5-85-92
Tatyana A. Vorontsova
The article deals with the specifi cs of functioning of popular scientifi c linguistic discourse in mass media. Popular science content is not mandatory for mass media. The main task of mass media is to communicate relevant information to the addressee. The functioning of popular scientifi c linguistic discourse in media sources of this type is conditioned by a number of factors that make scientifi c information relevant to the mass addressee. Based on the analysis of three print media (the newspapers Argumenty i Fakty, Izvestia and Kommersant) three factors of actu-alization of scientifi c linguistic knowledge have been revealed: 1) intellectual; 2) pragmatic; 3) informational and entertaining. The popular scientifi c linguistic discourse, the actualization of which is conditioned by the intellectual factor, helps the reader to comprehend actual facts and events. Linguistic information in this case can be presented in diff erent amounts and represented in diff erent ways. But at the same time popular scientifi c linguistic discourse is not independent, it is presented in the context of an event relevant to the reader. With the help of scientifi c knowledge, the mass addressee gets an opportunity to critically evaluate this event. Popular scientifi c linguistic discourse, the relevance of which is conditioned by the pragmatic factor, can be used by the addressee in practical speech activity. These are materials about the normative use of individual units of the Russian literary language and articles about the rules of speech interaction. The relevance of popular scientifi c linguistic discourse can be conditioned by the informational-entertainment factor: the reader as a language user shows interest in certain linguistic phenomena. On the basis of thematic analysis, the spheres of linguistic knowledge which are of the greatest interest to the mass addressee are singled out: 1) history of words and phraseologisms; 2) lexical meaning of obsolete and new words (neologisms); 3) the use of proper names. As the analysis has shown, popular scientifi c linguistic discourse in mass media is subordinated to the main principle of content formation — the principle of relevance. Communicative, genre and style specifi city, as well as the way of representation of linguistic information are determined by the in-tellectual, pragmatic or informational and entertaining factors of actualization of this discourse.
文章论述了大众传媒中科普语言话语的具体运作。科普内容并非大众传媒的强制性内容。大众传媒的主要任务是向受众传播相关信息。科普语言话语在这类媒体资源中的运作受到一系列因素的制约，这些因素使得科普信 息与大众受众相关。根据对三家印刷媒体（《Argumenty i Fakty》、《Izvestia》和《Kommersant》）的分析，揭示了科学语言知识行动化的三个因素：1) 知识性；2) 实用性；3) 信息性和娱乐性。大众科学语言话语的实用化受知识因素的制约，它有助于读者理解实际的事实和事件。在这种情况下，语言信息可以以不同的数量和方式呈现。但与此同时，大众科学语言话语并不是独立的，它是在与读者相关的事件背景下呈现的。在科学知识的帮助下，大众读者有机会对这一事件进行批判性评价。大众科学语言话语的相关性受到实用因素的制约，受众可以在实际言语活动中使用这些话语。这些材料涉及俄语文学语言各个单位的规范使用，以及有关言语互动规则的文章。大众科学语言话语的相关性可以由信息娱乐因素决定：读者作为语言使用者对某些语言现象表现出兴趣。在专题分析的基础上，选出了大众读者最感兴趣的语言知识领域：1) 词语和短语的历史；2) 过时词和新词（新词）的词义；3) 专有名词的使用。分析表明，大众传媒中的通俗科学语言话语服从于内容形成的主要原则--相关性原则。交际、体裁和风格的具体化，以及语言信息的表达方式都是由这种话语的知识性、实用性或信息性和娱乐性因素决定的。
{"title":"POPULAR SCIENCE LINGUISTIC DISCOURSE IN MASS MEDIA: UPDATING LINGUISTIC KNOWLEDGE","authors":"Tatyana A. Vorontsova","doi":"10.47475/1994-2796-2024-487-5-85-92","DOIUrl":"https://doi.org/10.47475/1994-2796-2024-487-5-85-92","url":null,"abstract":"The article deals with the specifi cs of functioning of popular scientifi c linguistic discourse in mass media. Popular science content is not mandatory for mass media. The main task of mass media is to communicate relevant information to the addressee. The functioning of popular scientifi c linguistic discourse in media sources of this type is conditioned by a number of factors that make scientifi c information relevant to the mass addressee. Based on the analysis of three print media (the newspapers Argumenty i Fakty, Izvestia and Kommersant) three factors of actu-alization of scientifi c linguistic knowledge have been revealed: 1) intellectual; 2) pragmatic; 3) informational and entertaining. The popular scientifi c linguistic discourse, the actualization of which is conditioned by the intellectual factor, helps the reader to comprehend actual facts and events. Linguistic information in this case can be presented in diff erent amounts and represented in diff erent ways. But at the same time popular scientifi c linguistic discourse is not independent, it is presented in the context of an event relevant to the reader. With the help of scientifi c knowledge, the mass addressee gets an opportunity to critically evaluate this event. Popular scientifi c linguistic discourse, the relevance of which is conditioned by the pragmatic factor, can be used by the addressee in practical speech activity. These are materials about the normative use of individual units of the Russian literary language and articles about the rules of speech interaction. The relevance of popular scientifi c linguistic discourse can be conditioned by the informational-entertainment factor: the reader as a language user shows interest in certain linguistic phenomena. On the basis of thematic analysis, the spheres of linguistic knowledge which are of the greatest interest to the mass addressee are singled out: 1) history of words and phraseologisms; 2) lexical meaning of obsolete and new words (neologisms); 3) the use of proper names. As the analysis has shown, popular scientifi c linguistic discourse in mass media is subordinated to the main principle of content formation — the principle of relevance. Communicative, genre and style specifi city, as well as the way of representation of linguistic information are determined by the in-tellectual, pragmatic or informational and entertaining factors of actualization of this discourse.","PeriodicalId":229258,"journal":{"name":"Bulletin of Chelyabinsk State University","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141831553","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}
The article is devoted to the linguistic specifi cs of ways of expressing requests in Russian and Persian business correspondence. The purpose of the article is to analyze the structure of request letters in Russian and Persian languages. Objectives of the study: to consider etiquette speech formulas in letters of request in Russian and Persian; compare the expressions used when writing such letters; identify diff erences, similarities, as well as universal ways of expressing requests in business correspondence in Russian and Persian. The main object of this scientifi c work is Russian and Persian business letters of request. This article contributes to the study of cross-cul-tural business correspondence by expanding the understanding of linguistic nuances in the expression of requests in Russian and Persian. Although the topic has been addressed in previous works, the present study deepens the analysis by comparing etiquette formulas and verb structures used in business request letters. As a result of the study, the authors came to the conclusion that the use of addresses and the use of verb forms in Russian and Per-sian business letters of request are signifi cantly diff erent. An important discovery was that in the Persian language, addresses have strict forms and arrangements that are diff erent from Russian, which refl ects deep cultural and lin-guistic traditions. The absence of patronymics and exclamation marks in Persian addresses, as well as the unique use of verb forms, emphasize the specifi cs of intercultural communication and the need to take these features into account when teaching Russian language. The practical value of the work is determined by the possibility of using its materials when teaching special courses on intercultural communication and contrastive linguistics, as well as when compiling textbooks on Russian as a foreign language.
{"title":"LANGUGE-SPECIFIC WAYS OF EXPRESSING A REQUEST IN RUSSIAN AND PERSIAN BUSINESS CORRESPONDENCE","authors":"Narges Ashtiani Majdabadi Kohne, Kosar Salimi Abdolmaleki","doi":"10.47475/1994-2796-2024-487-5-60-67","DOIUrl":"https://doi.org/10.47475/1994-2796-2024-487-5-60-67","url":null,"abstract":"The article is devoted to the linguistic specifi cs of ways of expressing requests in Russian and Persian business correspondence. The purpose of the article is to analyze the structure of request letters in Russian and Persian languages. Objectives of the study: to consider etiquette speech formulas in letters of request in Russian and Persian; compare the expressions used when writing such letters; identify diff erences, similarities, as well as universal ways of expressing requests in business correspondence in Russian and Persian. The main object of this scientifi c work is Russian and Persian business letters of request. This article contributes to the study of cross-cul-tural business correspondence by expanding the understanding of linguistic nuances in the expression of requests in Russian and Persian. Although the topic has been addressed in previous works, the present study deepens the analysis by comparing etiquette formulas and verb structures used in business request letters. As a result of the study, the authors came to the conclusion that the use of addresses and the use of verb forms in Russian and Per-sian business letters of request are signifi cantly diff erent. An important discovery was that in the Persian language, addresses have strict forms and arrangements that are diff erent from Russian, which refl ects deep cultural and lin-guistic traditions. The absence of patronymics and exclamation marks in Persian addresses, as well as the unique use of verb forms, emphasize the specifi cs of intercultural communication and the need to take these features into account when teaching Russian language. The practical value of the work is determined by the possibility of using its materials when teaching special courses on intercultural communication and contrastive linguistics, as well as when compiling textbooks on Russian as a foreign language.","PeriodicalId":229258,"journal":{"name":"Bulletin of Chelyabinsk State University","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141831534","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 : 2024-07-16DOI: 10.47475/1994-2796-2024-487-5-37-44
Ekaterina S. Krinitsyna, S. Pitina
The article attempts to classify writers the linguistic and cultural type of writer. The relevance of the study of the linguistic and cultural type of writer is determined by the signifi cance of writers in the development of the culture of a particular people, as well as the world cultural heritage in general. Based on the modeling of linguistic and cultural types, an analysis of the components of the type presented for research is carried out. The con-ceptual component is represented by the study of dictionary entries, as well as the defi nition of lexemes included in the semantic field of the criterion. The fi gurative and associative features inherent in writers are considered. The axiological side of the linguistic and cultural type of writer is represented by the value guidelines of the writer’s creative activity. Writing activity is a subject-object relationship, where the subject is the author of the work, and the object is the result of his creativity. Also included in this scheme is the reader, who, depending on the position of consideration, can be both an object and a subject. Thus, we have identifi ed two categories of criteria: subjective and objective. The subjective components of the linguistic and cultural type of writer include the following criteria: talent, fame, signifi cance, professionalism. The category of object components of the linguistic and cultural type of a writer includes two criteria: the type and genre of literature, as well as the author’s target audience. The criteria "talent", "fame" and “professionalism” are presented in the form of dichotomies, that is, components that are mutu-ally exclusive. A dichotomous approach to classifying the components of the linguistic and cultural type of writer expands the concept of writer and also allows us to clarify its defi nition. As a result of the study, it was revealed that, regarding the volume of components of the object category of criteria, two components are distinguished — gift and glory. The completeness and complexity of the criteria allow us to draw a conclusion about the importance of the “fame” component for American linguistic culture. In addition, this allows us to make an assumption about the uni-versal nature of the "gift" criterion as characteristic of the linguistic and cultural type of writer in diff erent cultures.
{"title":"CLASSIFICATION OF THE LINGUISTIC AND CULTURAL TYPE \"WRITER\"","authors":"Ekaterina S. Krinitsyna, S. Pitina","doi":"10.47475/1994-2796-2024-487-5-37-44","DOIUrl":"https://doi.org/10.47475/1994-2796-2024-487-5-37-44","url":null,"abstract":"The article attempts to classify writers the linguistic and cultural type of writer. The relevance of the study of the linguistic and cultural type of writer is determined by the signifi cance of writers in the development of the culture of a particular people, as well as the world cultural heritage in general. Based on the modeling of linguistic and cultural types, an analysis of the components of the type presented for research is carried out. The con-ceptual component is represented by the study of dictionary entries, as well as the defi nition of lexemes included in the semantic field of the criterion. The fi gurative and associative features inherent in writers are considered. The axiological side of the linguistic and cultural type of writer is represented by the value guidelines of the writer’s creative activity. Writing activity is a subject-object relationship, where the subject is the author of the work, and the object is the result of his creativity. Also included in this scheme is the reader, who, depending on the position of consideration, can be both an object and a subject. Thus, we have identifi ed two categories of criteria: subjective and objective. The subjective components of the linguistic and cultural type of writer include the following criteria: talent, fame, signifi cance, professionalism. The category of object components of the linguistic and cultural type of a writer includes two criteria: the type and genre of literature, as well as the author’s target audience. The criteria \"talent\", \"fame\" and “professionalism” are presented in the form of dichotomies, that is, components that are mutu-ally exclusive. A dichotomous approach to classifying the components of the linguistic and cultural type of writer expands the concept of writer and also allows us to clarify its defi nition. As a result of the study, it was revealed that, regarding the volume of components of the object category of criteria, two components are distinguished — gift and glory. The completeness and complexity of the criteria allow us to draw a conclusion about the importance of the “fame” component for American linguistic culture. In addition, this allows us to make an assumption about the uni-versal nature of the \"gift\" criterion as characteristic of the linguistic and cultural type of writer in diff erent cultures.","PeriodicalId":229258,"journal":{"name":"Bulletin of Chelyabinsk State University","volume":" 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832117","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 : 2024-07-16DOI: 10.47475/1994-2796-2024-487-5-114-122
N. Fedyaeva, Irina S. Kharitonova
The article describes the results of a psycholinguistic experiment aimed at identifying the perceptions of the Russian language in the minds of teachers of Russian as a foreign language. The specifi city of the experi-ment consists of the explicit professionally oriented character of the stimulus Russian language; during planning the experiment, the experience of similar studies with respondents-physicians was generalized of similar studies with respondents-philologists. One of the hypotheses, that preceded the experiment was the assumption that the teachers’ linguistic consciousness combines naive and scientifi c ideas about the Russian language in the teachers’ linguistic consciousness language. The experiment, built according to the free-chain model, was conducted in March–April 2023. The described material was extracted from 177 questionnaires, the total number of analyzed reactions is 1,185. In the fi rst stage of the analysis, the reactions were characterized in structural and grammati-cal aspect (predominantly one-word associations expressed by nouns), and at the second stage — in the semantic aspect. Semantic analysis of the associates allowed us to distinguish three semantic fi elds: “Russian language as an object of evaluation”, “Russian language as the basis of national Russian language as an object of evaluation”, “Russian language as the basis of national self-consciousness”, and “Russian language as an academic subject”. While analyzing the reactions that made up the fi rst fi eld, it proved expedient to refer to the typology of evalua-tive meanings proposed by N. D. Arutyunova. As a result, the predominance of private evaluative meanings in the fi eld was established of a wide spectrum. The second fi eld combines reactions based on their linguocultural potential: thus, the fi eld includes ethnonyms, culturally signifi cant toponyms, precedent phenomena, and symbol-ic words. The third fi eld most clearly represents the results of the work of professional linguistic consciousness and includes reactions of mainly terminological nature, correlated with linguistic concepts, sections of the course “Russian Language”, etc. The interpretation of the empirical material testifi es to the professionalization of the concept “Russian language” in the cognitive space of philologists and confi rms the hypothesis that associations refl ect the specifi cs of teaching Russian as a fo reign language, combining language teaching with immersion in Russian culture and intercultural communication. The respondents’ everyday perceptions include positive asso-ciative and evaluative meanings
{"title":"PERCEPTIONS OF THE RUSSIAN LANGUAGE IN THE MINDS OF TEACHERS OF RUSSIAN AS A FOREIGN LANGUAGE (Based on a Psycholinguistic Experiment)","authors":"N. Fedyaeva, Irina S. Kharitonova","doi":"10.47475/1994-2796-2024-487-5-114-122","DOIUrl":"https://doi.org/10.47475/1994-2796-2024-487-5-114-122","url":null,"abstract":"The article describes the results of a psycholinguistic experiment aimed at identifying the perceptions of the Russian language in the minds of teachers of Russian as a foreign language. The specifi city of the experi-ment consists of the explicit professionally oriented character of the stimulus Russian language; during planning the experiment, the experience of similar studies with respondents-physicians was generalized of similar studies with respondents-philologists. One of the hypotheses, that preceded the experiment was the assumption that the teachers’ linguistic consciousness combines naive and scientifi c ideas about the Russian language in the teachers’ linguistic consciousness language. The experiment, built according to the free-chain model, was conducted in March–April 2023. The described material was extracted from 177 questionnaires, the total number of analyzed reactions is 1,185. In the fi rst stage of the analysis, the reactions were characterized in structural and grammati-cal aspect (predominantly one-word associations expressed by nouns), and at the second stage — in the semantic aspect. Semantic analysis of the associates allowed us to distinguish three semantic fi elds: “Russian language as an object of evaluation”, “Russian language as the basis of national Russian language as an object of evaluation”, “Russian language as the basis of national self-consciousness”, and “Russian language as an academic subject”. While analyzing the reactions that made up the fi rst fi eld, it proved expedient to refer to the typology of evalua-tive meanings proposed by N. D. Arutyunova. As a result, the predominance of private evaluative meanings in the fi eld was established of a wide spectrum. The second fi eld combines reactions based on their linguocultural potential: thus, the fi eld includes ethnonyms, culturally signifi cant toponyms, precedent phenomena, and symbol-ic words. The third fi eld most clearly represents the results of the work of professional linguistic consciousness and includes reactions of mainly terminological nature, correlated with linguistic concepts, sections of the course “Russian Language”, etc. The interpretation of the empirical material testifi es to the professionalization of the concept “Russian language” in the cognitive space of philologists and confi rms the hypothesis that associations refl ect the specifi cs of teaching Russian as a fo reign language, combining language teaching with immersion in Russian culture and intercultural communication. The respondents’ everyday perceptions include positive asso-ciative and evaluative meanings","PeriodicalId":229258,"journal":{"name":"Bulletin of Chelyabinsk State University","volume":" 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832433","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 : 2024-07-16DOI: 10.47475/1994-2796-2024-487-5-123-134
R. Phillipson
The article compares the documents defi ning the priorities of the UK language policy in relation to the English language. The study is relevant for understanding the prerequisites and principles of language planning. The object of the study is the offi cial discourse that substantiates the spread and promotion of the English language. Research methods include conceptual-textual analysis, retrospective-diachronic and comparative methods. The key document that recorded the essence of the language policy of the British Empire was the “Minute on education in India”, prepared by Thomas Babington Macaulay in 1835. Macaulay carried out political technological manage-ment of the process of spreading the English language, which was called upon to enlighten the Asians. In 2010, the report “English Next India” by David Graddol was published, which made the case for maintaining the position of the English language training industry. A comparative analysis shows signifi cant strategic continuity between these documents, which is also confi rmed in the actions of the British Council as a conductor of British language policy abroad. Both works make the case for the importance of English in the Indian educational system. Macaulay argues that English should become the main language of education in India as it provides access to information and educa-tion and facilitates economic linkages. Graddol, in turn, emphasizes that introducing English into every classroom and every home in India will signifi cantly improve the country’s prospects in all areas. In 2008, Gordon Brown, then Prime Minister of Great Britain, expressed his commitment to spreading the English language around the world, which he believed could boost the UK economy by billions of pounds. As part of this strategy, the British Council launched a program to recruit “master trainers” to improve the skills of 750,000 English teachers. However, despite British commercial interest in the Indian and other English language markets, there are concerns about the mono-lingual paradigm promoted by proponents of English-medium education. This paradigm may lead to restrictions on the use of national and minority languages and potentially have a negative impact on multilingual education
{"title":"CONTINUITY IN THE DISCOURSE ON THE PROMOTION OF THE ENGLISH LANGUAGE FROM THE 19TH CENTURY UNTIL NOW","authors":"R. Phillipson","doi":"10.47475/1994-2796-2024-487-5-123-134","DOIUrl":"https://doi.org/10.47475/1994-2796-2024-487-5-123-134","url":null,"abstract":"The article compares the documents defi ning the priorities of the UK language policy in relation to the English language. The study is relevant for understanding the prerequisites and principles of language planning. The object of the study is the offi cial discourse that substantiates the spread and promotion of the English language. Research methods include conceptual-textual analysis, retrospective-diachronic and comparative methods. The key document that recorded the essence of the language policy of the British Empire was the “Minute on education in India”, prepared by Thomas Babington Macaulay in 1835. Macaulay carried out political technological manage-ment of the process of spreading the English language, which was called upon to enlighten the Asians. In 2010, the report “English Next India” by David Graddol was published, which made the case for maintaining the position of the English language training industry. A comparative analysis shows signifi cant strategic continuity between these documents, which is also confi rmed in the actions of the British Council as a conductor of British language policy abroad. Both works make the case for the importance of English in the Indian educational system. Macaulay argues that English should become the main language of education in India as it provides access to information and educa-tion and facilitates economic linkages. Graddol, in turn, emphasizes that introducing English into every classroom and every home in India will signifi cantly improve the country’s prospects in all areas. In 2008, Gordon Brown, then Prime Minister of Great Britain, expressed his commitment to spreading the English language around the world, which he believed could boost the UK economy by billions of pounds. As part of this strategy, the British Council launched a program to recruit “master trainers” to improve the skills of 750,000 English teachers. However, despite British commercial interest in the Indian and other English language markets, there are concerns about the mono-lingual paradigm promoted by proponents of English-medium education. This paradigm may lead to restrictions on the use of national and minority languages and potentially have a negative impact on multilingual education","PeriodicalId":229258,"journal":{"name":"Bulletin of Chelyabinsk State University","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832082","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 : 2024-02-16DOI: 10.47475/1994-2796-2024-483-1-92-98
Eva E. Shekhovtsova
Using the example of the life and work of former British Prime Minister Liz Truss, this article examines the problem of perception and evaluation of the personality of a female politician by media representatives. The aim of the study is to examine the sociolinguistic markers used in the English-language media in 2022, which characterise Liz Truss. The objectives of the research are to search for information about her biography and career growth, as well as to analyse articles published on the websites of leading English-language media in order to select sociolinguistic markers that assess the personality and the work of the ex-prime minister. As a result of the study, the hypothesis was confirmed that the media had a positive attitude towards Liz Truss’s coming to power, which was quickly replaced by a negative attitude due to her failure to bring about social and economic transformation in the UK. The result of the work was a corpus of sociolinguistic markers that characterise the personality and activities of Truss, which allow us to argue that the negative attitude towards the prime minister was not based on gender, but on a failure to fulfil the expectations that society had of her.
{"title":"The Rise and Fall of Liz Truss in English-Language Media Coverage","authors":"Eva E. Shekhovtsova","doi":"10.47475/1994-2796-2024-483-1-92-98","DOIUrl":"https://doi.org/10.47475/1994-2796-2024-483-1-92-98","url":null,"abstract":"Using the example of the life and work of former British Prime Minister Liz Truss, this article examines the problem of perception and evaluation of the personality of a female politician by media representatives. The aim of the study is to examine the sociolinguistic markers used in the English-language media in 2022, which characterise Liz Truss. The objectives of the research are to search for information about her biography and career growth, as well as to analyse articles published on the websites of leading English-language media in order to select sociolinguistic markers that assess the personality and the work of the ex-prime minister. As a result of the study, the hypothesis was confirmed that the media had a positive attitude towards Liz Truss’s coming to power, which was quickly replaced by a negative attitude due to her failure to bring about social and economic transformation in the UK. The result of the work was a corpus of sociolinguistic markers that characterise the personality and activities of Truss, which allow us to argue that the negative attitude towards the prime minister was not based on gender, but on a failure to fulfil the expectations that society had of her.","PeriodicalId":229258,"journal":{"name":"Bulletin of Chelyabinsk State University","volume":"53 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140455368","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 : 2024-02-16DOI: 10.47475/1994-2796-2024-483-1-81-91
Maria A. Gaevskaya, Elena V. Moshnyaga, Daria V. Chikhacheva
The article studies values representation peculiarities in American coaches’ motivation discourse. The research focuses on analyzing their speech tactics choices to gain the audience’s trust and indoctrinate them with necessary information. Through compiling and studying the corpus of examples the research results in specifying the notion of motivation discourse, detecting the core values of the American society and the ways to exploit them to manipulate the audience.
{"title":"Motivation discourse axiological pragmatics in American coaches’ speeches","authors":"Maria A. Gaevskaya, Elena V. Moshnyaga, Daria V. Chikhacheva","doi":"10.47475/1994-2796-2024-483-1-81-91","DOIUrl":"https://doi.org/10.47475/1994-2796-2024-483-1-81-91","url":null,"abstract":"The article studies values representation peculiarities in American coaches’ motivation discourse. The research focuses on analyzing their speech tactics choices to gain the audience’s trust and indoctrinate them with necessary information. Through compiling and studying the corpus of examples the research results in specifying the notion of motivation discourse, detecting the core values of the American society and the ways to exploit them to manipulate the audience.","PeriodicalId":229258,"journal":{"name":"Bulletin of Chelyabinsk State University","volume":"367 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140454211","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 : 2024-02-16DOI: 10.47475/1994-2796-2024-483-1-22-35
E. Shelestyuk
The article introduces the concept of characterologism — a lexeme denoting a character trait in conjunction with the concept it expresses. Three groups of classifications of characterologisms are identified: ontological, linguoculturological and linguistic. The ontological group reflects the essence of characterological concepts/concepts and the meanings of corresponding lexemes. It includes a number of classifications, namely everyday and scientific classifications, as well as a classification of constant and situational characterological units. The linguoculturological group reflects the linguocultural aspects of characterologisms, the first classification includes cross-cultural universals and culturally determined characterological concepts, the second — characterologisms simple and complex in semantics. The linguistic group corresponds to various linguistic aspects of characterological vocabulary. It includes the following classifications of characterological units: synonymous/antonymic series in combination with etymological characteristics, semantic, stylistic, idiomatic, syntactic, morphological and word-building (morphemic) classifications.
{"title":"Classifications of personality trait lexemes (exemplified by the lexis of Russian and English)","authors":"E. Shelestyuk","doi":"10.47475/1994-2796-2024-483-1-22-35","DOIUrl":"https://doi.org/10.47475/1994-2796-2024-483-1-22-35","url":null,"abstract":"The article introduces the concept of characterologism — a lexeme denoting a character trait in conjunction with the concept it expresses. Three groups of classifications of characterologisms are identified: ontological, linguoculturological and linguistic. The ontological group reflects the essence of characterological concepts/concepts and the meanings of corresponding lexemes. It includes a number of classifications, namely everyday and scientific classifications, as well as a classification of constant and situational characterological units. The linguoculturological group reflects the linguocultural aspects of characterologisms, the first classification includes cross-cultural universals and culturally determined characterological concepts, the second — characterologisms simple and complex in semantics. The linguistic group corresponds to various linguistic aspects of characterological vocabulary. It includes the following classifications of characterological units: synonymous/antonymic series in combination with etymological characteristics, semantic, stylistic, idiomatic, syntactic, morphological and word-building (morphemic) classifications.","PeriodicalId":229258,"journal":{"name":"Bulletin of Chelyabinsk State University","volume":"355 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140454485","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 : 2024-02-16DOI: 10.47475/1994-2796-2024-483-1-12-21
Maryam Moradi
The article considers the semantic field “Organs of the human body” and presents a comparative analysis of some important somatic phraseological units of the Persian and Russian languages. Semantic, syntactic and morphological features of the components in each phraseological unit are studied, the similarities and differences between the correlates in Russian and Persian are established. Among the methods used are the semantic and descriptive methods for the identification and description of the phraseological units, comparison and contrast. It was found that in most cases the phraseological units lack precise equivalents and lend themselves to descriptive translation — 7 cases. Translation by analogy (“functional analogues”) is constituted by 7 cases, 8 cases reveal partial equivalence. 2 more examples are an example of synonymous translation in combination with deidiomatization and an example of translation by the equivalent. The results of the work done can be applied in classes of Russian lexicology in order to familiarize Iranian students studying Russian as a foreign language with different methods of translating phraseological units.
{"title":"Phraseological units of the semantic field “Organs of the human body” in Persian and ways of their translation into Russian","authors":"Maryam Moradi","doi":"10.47475/1994-2796-2024-483-1-12-21","DOIUrl":"https://doi.org/10.47475/1994-2796-2024-483-1-12-21","url":null,"abstract":"The article considers the semantic field “Organs of the human body” and presents a comparative analysis of some important somatic phraseological units of the Persian and Russian languages. Semantic, syntactic and morphological features of the components in each phraseological unit are studied, the similarities and differences between the correlates in Russian and Persian are established. Among the methods used are the semantic and descriptive methods for the identification and description of the phraseological units, comparison and contrast. It was found that in most cases the phraseological units lack precise equivalents and lend themselves to descriptive translation — 7 cases. Translation by analogy (“functional analogues”) is constituted by 7 cases, 8 cases reveal partial equivalence. 2 more examples are an example of synonymous translation in combination with deidiomatization and an example of translation by the equivalent. The results of the work done can be applied in classes of Russian lexicology in order to familiarize Iranian students studying Russian as a foreign language with different methods of translating phraseological units.","PeriodicalId":229258,"journal":{"name":"Bulletin of Chelyabinsk State University","volume":"686 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140453870","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 : 2024-02-16DOI: 10.47475/1994-2796-2024-483-1-58-71
E.A. Gubina
The emphatic style of paragraphemics (active non-normative use of font variation and planar text organization) and syntactic partition (breaking or weakening of syntactic links in a sentence) are complex text properties that increase its discreteness in terms of visual organization and syntactic structure, respectively. The autonomy of these two integral properties of the text is due to the fact that their implementation belongs to different aspects of the text. Emphatic style and syntactic partition, when combined within a single text, can strengthen and reinforce each other, which is reflected in the coordination of syntactic structure, graphics (punctuation) and paragraphemics (emphasis, indentation). They are also able to form two relatively independent layers of text organization, which, nevertheless, equally contribute to the fragmentation of the text and increase its discreteness.
{"title":"Emphatic style of paragraphemics and syntactic partition (on the material of fiction)","authors":"E.A. Gubina","doi":"10.47475/1994-2796-2024-483-1-58-71","DOIUrl":"https://doi.org/10.47475/1994-2796-2024-483-1-58-71","url":null,"abstract":"The emphatic style of paragraphemics (active non-normative use of font variation and planar text organization) and syntactic partition (breaking or weakening of syntactic links in a sentence) are complex text properties that increase its discreteness in terms of visual organization and syntactic structure, respectively. The autonomy of these two integral properties of the text is due to the fact that their implementation belongs to different aspects of the text. Emphatic style and syntactic partition, when combined within a single text, can strengthen and reinforce each other, which is reflected in the coordination of syntactic structure, graphics (punctuation) and paragraphemics (emphasis, indentation). They are also able to form two relatively independent layers of text organization, which, nevertheless, equally contribute to the fragmentation of the text and increase its discreteness.","PeriodicalId":229258,"journal":{"name":"Bulletin of Chelyabinsk State University","volume":"384 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140454560","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}
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