Pub Date : 2023-09-30DOI: 10.22363/2618-8163-2023-21-3-370-386
Elizaveta A. Khamraeva, Natalia I. Kytina, Elena V. Bolmazova
The most important tool for the adaptation and integration of foreign-speaking children into the Russian educational space is the Russian language. In modern Russian schools, the most pressing issue is the assessment of the level of proficiency in Russian by foreign children, since in the situation of formed migration there is no common institutional complex for the diagnosis of these children's language and speech skills. It is necessary first of all to make diagnostic measurements of the ability of school children from migrant families to master school subjects in Russian. The lack of methodological tools of this kind complicates the process of adaptation of foreign language students to the educational space of the Russian school. This circumstance conditioned the tools for developing and implementing complex diagnostics aimed at determining the language skills and the level of speech competence not only of foreign-speaking children, but also of all students in educational institutions of the Domodedovo city district. The aim of the study was to determine the general didactic and methodological requirements for a foreign-speaking student in a Russian school, and to create an effective tool for defining the linguistic and socio-cultural competencies of this category of students. The research development of the diagnostic procedures carried out and their results aimed at determining the levels of Russian language proficiency among students of 5-9 grades in the polyethnic composition of the Domodedovo city district are presented. Within the framework of the study, methods of pedagogical observation, statistical method, method of diagnostic testing and expert evaluation, method of quantitative processing of the obtained data were applied. In the diagnosis 1248 students of Domodedovo city district schools took part. The testing was carried out in electronic format, which made it possible to obtain and process the results in the shortest possible time. The methodological basis for the research and development of testing materials was the manual by Elizaveta A. Khamraeva “Linguodidactic diagnostics” (the series “Russian school”), which includes tests for children aged 6-14 years, compiled on the basis of the meta-subject approach. The results of this study can serve as a content base for individual educational trajectories, based on the principles of differentiated learning, which will contribute to the successful learning of academic disciplines in accordance with the requirements of the Federal State Educational Standard in a modern multicultural school.
外语儿童适应和融入俄罗斯教育空间的最重要工具是俄语。在现代俄罗斯学校中，最紧迫的问题是对外国儿童俄语熟练程度的评估，因为在形成移民的情况下，没有共同的机构综合体来诊断这些儿童的语言和演讲技能。首先，有必要对俄罗斯移民家庭学龄儿童掌握学校科目的能力进行诊断性测量。这种方法论工具的缺乏使外语学生适应俄罗斯学校教育空间的过程变得复杂。这种情况制约了制定和实施复杂诊断方法的工具，这些工具的目的不仅是确定讲外语的儿童的语言技能和语言能力水平，而且还包括多莫杰多沃市教育机构的所有学生。这项研究的目的是确定俄语学校中讲外语学生的一般教学和方法要求，并为确定这类学生的语言和社会文化能力创造一个有效的工具。介绍了为确定多莫杰多沃市多民族地区5-9年级学生俄语熟练程度而开展的诊断程序的研究进展及其结果。在研究框架内，采用了教学观察法、统计学方法、诊断测试法和专家评价法以及对所得数据进行定量处理的方法。在诊断中，多莫杰多沃市学区学校的1248名学生参与。测试以电子格式进行，这使得可以在最短的时间内获得和处理结果。研究和开发测试材料的方法基础是Elizaveta A. Khamraeva编写的手册"语言教学诊断"("俄语学校"系列)，其中包括根据元科目方法编写的6-14岁儿童测试。本研究结果可作为基于差异化学习原则的个体教育轨迹的内容基础，有助于在现代多元文化学校中按照联邦州教育标准的要求成功学习学科。
{"title":"Comprehensive diagnostics of the level of Russian language proficiency in a multiethnic Russian school","authors":"Elizaveta A. Khamraeva, Natalia I. Kytina, Elena V. Bolmazova","doi":"10.22363/2618-8163-2023-21-3-370-386","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-3-370-386","url":null,"abstract":"The most important tool for the adaptation and integration of foreign-speaking children into the Russian educational space is the Russian language. In modern Russian schools, the most pressing issue is the assessment of the level of proficiency in Russian by foreign children, since in the situation of formed migration there is no common institutional complex for the diagnosis of these children's language and speech skills. It is necessary first of all to make diagnostic measurements of the ability of school children from migrant families to master school subjects in Russian. The lack of methodological tools of this kind complicates the process of adaptation of foreign language students to the educational space of the Russian school. This circumstance conditioned the tools for developing and implementing complex diagnostics aimed at determining the language skills and the level of speech competence not only of foreign-speaking children, but also of all students in educational institutions of the Domodedovo city district. The aim of the study was to determine the general didactic and methodological requirements for a foreign-speaking student in a Russian school, and to create an effective tool for defining the linguistic and socio-cultural competencies of this category of students. The research development of the diagnostic procedures carried out and their results aimed at determining the levels of Russian language proficiency among students of 5-9 grades in the polyethnic composition of the Domodedovo city district are presented. Within the framework of the study, methods of pedagogical observation, statistical method, method of diagnostic testing and expert evaluation, method of quantitative processing of the obtained data were applied. In the diagnosis 1248 students of Domodedovo city district schools took part. The testing was carried out in electronic format, which made it possible to obtain and process the results in the shortest possible time. The methodological basis for the research and development of testing materials was the manual by Elizaveta A. Khamraeva “Linguodidactic diagnostics” (the series “Russian school”), which includes tests for children aged 6-14 years, compiled on the basis of the meta-subject approach. The results of this study can serve as a content base for individual educational trajectories, based on the principles of differentiated learning, which will contribute to the successful learning of academic disciplines in accordance with the requirements of the Federal State Educational Standard in a modern multicultural school.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135081647","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 : 2023-09-30DOI: 10.22363/2618-8163-2023-21-3-356-369
Maria R. Sarycheva, Svetlana A. Derybina
The high recognizability of the precedent names among the native speakers of a particular linguistic culture has led to the relevance of studying these linguistic units in the aspect of foreign language teaching, where considerable attention is paid to the formation of linguistic-cultural competence. The aim of the work is to study the peculiarities of precedent name perception in the Russian language discourse by humanitarian foreign students. The materials of the research included adapted and original texts, Internet memes with precedent names. The subject of analysis was precedent names from literary works and movies. The nature of the material under study necessitated the use of the continuous sampling method. Twenty-seven precedent names from fiction and journalistic texts, from Internet memes were used. Further processing of the obtained results was carried out with the help of descriptive, contextual and semantic analyses. A total of seven tasks were offered to recognize precedent names in fiction, journalistic and educational texts and to correlate the precedent names with their characteristics and sources. It was proved that the indicator of the attractiveness of precedent names in Russian language teaching is the interest of foreigners in characters that are highly recognizable by native speakers, the reference to sources significant for native speakers, and the possibility to correlate them with the precedents from their native linguistic culture. The authors describe the specifics of selecting significant precedents for native speakers of a particular linguistic culture and suggest compiling a linguistic-cultural commentary on the language units studied, considering the realities of the country of the language under study. Moreover, the high interest of foreign students to the memes containing precedents shows the research perspective in terms of defining the principles of selecting the precedents and developing appropriate methodological recommendations.
{"title":"Foreign humanitarian students’ perception of a precedent name in the Russian discourse","authors":"Maria R. Sarycheva, Svetlana A. Derybina","doi":"10.22363/2618-8163-2023-21-3-356-369","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-3-356-369","url":null,"abstract":"The high recognizability of the precedent names among the native speakers of a particular linguistic culture has led to the relevance of studying these linguistic units in the aspect of foreign language teaching, where considerable attention is paid to the formation of linguistic-cultural competence. The aim of the work is to study the peculiarities of precedent name perception in the Russian language discourse by humanitarian foreign students. The materials of the research included adapted and original texts, Internet memes with precedent names. The subject of analysis was precedent names from literary works and movies. The nature of the material under study necessitated the use of the continuous sampling method. Twenty-seven precedent names from fiction and journalistic texts, from Internet memes were used. Further processing of the obtained results was carried out with the help of descriptive, contextual and semantic analyses. A total of seven tasks were offered to recognize precedent names in fiction, journalistic and educational texts and to correlate the precedent names with their characteristics and sources. It was proved that the indicator of the attractiveness of precedent names in Russian language teaching is the interest of foreigners in characters that are highly recognizable by native speakers, the reference to sources significant for native speakers, and the possibility to correlate them with the precedents from their native linguistic culture. The authors describe the specifics of selecting significant precedents for native speakers of a particular linguistic culture and suggest compiling a linguistic-cultural commentary on the language units studied, considering the realities of the country of the language under study. Moreover, the high interest of foreign students to the memes containing precedents shows the research perspective in terms of defining the principles of selecting the precedents and developing appropriate methodological recommendations.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135081648","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 : 2023-09-30DOI: 10.22363/2618-8163-2023-21-3-261-277
Anastasia Yu. Vikhrova, Tatiana V. Lypkan
The softness of Russian consonants in the oral speech of two generations of Russian-speaking bilinguals in Germany and monolinguals in Russia is explored. The relevance of the problem is due to the importance of studying the inherited Russian language of bilinguals, comparing the phonetic features of the speech of different generations of bilinguals, as well as their comparison with the features of the speech of Russian native speakers living in Russia, the need to study the state of the Russian language in the diaspora. The research is aimed at identifying the i-glide between the consonant and the subsequent vowel, which indicates the softness of the consonant. The material of the research was 300 syllables with soft consonants in voice recordings of phonetically representative texts developed in 1988 by S.B. Stepanova and used for many years as a universal tool for studying the phonetic aspect of oral speech. Auditory phonetic analysis of combinations of a soft consonant and a subsequent vowel, instrumental analysis with the Praat computer program (version 6.0.26), comparative analysis of the data were applied. The analysis of 300 syllables with soft consonants in various positions in the word showed that in the speech of bilinguals there are cases of i-glide absence: 83 cases (27%) in the speech of children and 32 cases (10%) in the speech of parents. It was proved that such cases most often occur with sonants, soft affricates, as well as some labial and dental consonants in the middle of a word. In the speech of monolinguals, there are almost no such cases. Russian speech in Germany is influenced by the phonetic system of the German language, however, most bilinguals (both children and adults) retain i-glide between a soft consonant and a vowel, which is characteristic of the Russian language. Comparison of the results of studying consonant softness with the results of studying their voicedness shows that softness is a more stable phonetic feature of Russian consonants compared to voicedness. The data obtained may be useful not only to linguists, but also to the authors of Russian language textbooks for bilingual children, as well as Russian language teachers working in German schools.
{"title":"Softness of consonants in the oral speech of Russian-speaking bilinguals in Germany and monolinguals in Russia","authors":"Anastasia Yu. Vikhrova, Tatiana V. Lypkan","doi":"10.22363/2618-8163-2023-21-3-261-277","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-3-261-277","url":null,"abstract":"The softness of Russian consonants in the oral speech of two generations of Russian-speaking bilinguals in Germany and monolinguals in Russia is explored. The relevance of the problem is due to the importance of studying the inherited Russian language of bilinguals, comparing the phonetic features of the speech of different generations of bilinguals, as well as their comparison with the features of the speech of Russian native speakers living in Russia, the need to study the state of the Russian language in the diaspora. The research is aimed at identifying the i-glide between the consonant and the subsequent vowel, which indicates the softness of the consonant. The material of the research was 300 syllables with soft consonants in voice recordings of phonetically representative texts developed in 1988 by S.B. Stepanova and used for many years as a universal tool for studying the phonetic aspect of oral speech. Auditory phonetic analysis of combinations of a soft consonant and a subsequent vowel, instrumental analysis with the Praat computer program (version 6.0.26), comparative analysis of the data were applied. The analysis of 300 syllables with soft consonants in various positions in the word showed that in the speech of bilinguals there are cases of i-glide absence: 83 cases (27%) in the speech of children and 32 cases (10%) in the speech of parents. It was proved that such cases most often occur with sonants, soft affricates, as well as some labial and dental consonants in the middle of a word. In the speech of monolinguals, there are almost no such cases. Russian speech in Germany is influenced by the phonetic system of the German language, however, most bilinguals (both children and adults) retain i-glide between a soft consonant and a vowel, which is characteristic of the Russian language. Comparison of the results of studying consonant softness with the results of studying their voicedness shows that softness is a more stable phonetic feature of Russian consonants compared to voicedness. The data obtained may be useful not only to linguists, but also to the authors of Russian language textbooks for bilingual children, as well as Russian language teachers working in German schools.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135081476","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 : 2023-09-30DOI: 10.22363/2618-8163-2023-21-3-306-320
Galina N. Chirsheva
The number of bilinguals and multilinguals of all age groups, including the youngest ones, constantly grows in many countries of the world, which explains the topicality of the study. While researchers explore various aspects of bilingual development, linguists concentrate their efforts on the analysis of bilingual speech, including code-switches. The author deals with Russian-English code-switches in the utterances of two siblings at the earliest stages of their bilingual development - before they were 36 months old. The children had acquired two languages since their first month in a monoethnic Russian family, their first language being Russian and their second (non-native) language being English. The aim of the study is to reveal specific structural, semantic, and pragmatic characteristics of mixed utterances observed in early code-switches of the siblings. The author argues that children’s code-switches at the earliest stages within one family reflect specific features of the communicative situations where children have to cope with the choice between the two languages spoken by their adult interlocutors. It is shown that the application of the Matrix Language Frame Model to the analysis of early childhood bilingual speech is possible, but has several restrictions and limitations related to incomplete and imperfect acquisition of both grammars. The originality of the research is not only in the use of specific data (the earliest stage of bilingual speech observed in simultaneous Russian-English dual-language development), but also in the employment of the Matrix Language Frame Model to study them. This work can contribute to the research of typical features of emerging code-switches in developmental perspective.
{"title":"Early code-switches in young Russian bilingual siblings","authors":"Galina N. Chirsheva","doi":"10.22363/2618-8163-2023-21-3-306-320","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-3-306-320","url":null,"abstract":"The number of bilinguals and multilinguals of all age groups, including the youngest ones, constantly grows in many countries of the world, which explains the topicality of the study. While researchers explore various aspects of bilingual development, linguists concentrate their efforts on the analysis of bilingual speech, including code-switches. The author deals with Russian-English code-switches in the utterances of two siblings at the earliest stages of their bilingual development - before they were 36 months old. The children had acquired two languages since their first month in a monoethnic Russian family, their first language being Russian and their second (non-native) language being English. The aim of the study is to reveal specific structural, semantic, and pragmatic characteristics of mixed utterances observed in early code-switches of the siblings. The author argues that children’s code-switches at the earliest stages within one family reflect specific features of the communicative situations where children have to cope with the choice between the two languages spoken by their adult interlocutors. It is shown that the application of the Matrix Language Frame Model to the analysis of early childhood bilingual speech is possible, but has several restrictions and limitations related to incomplete and imperfect acquisition of both grammars. The originality of the research is not only in the use of specific data (the earliest stage of bilingual speech observed in simultaneous Russian-English dual-language development), but also in the employment of the Matrix Language Frame Model to study them. This work can contribute to the research of typical features of emerging code-switches in developmental perspective.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135081649","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 : 2023-09-30DOI: 10.22363/2618-8163-2023-21-3-293-305
Alan S. Tskhovrebov, Galina N. Shamonina
The study is devoted to the syntactic characteristics of the Russian speech at the level of a complex sentence of two generations of Russian-German bilinguals: the speakers of inherited Russian, aged 10-15, who were born in Germany or came to Germany at an early age, and their parents, aged 35-50, who moved to Germany in 1990-2010, and the Russian monolinguals of the same age, living in Russia. The relevance of the study is due to the importance of exploring complex sentences in oral speech, as well as the need to analyze the syntactic level of Russian speech of the inherited language speakers. The aim of the study is to analyze the deviations in using complex sentences in the stories of two generations of Russian-German bilinguals and to compare them with similar deviations in the stories of Russian monolinguals. Research material: transcripts of story recordings based on pictures from the book “Frog, where are you?” by M. Mayer. Linguistic observation, descriptive, statistical and comparative methods were applied. The average share of deviations from syntactic norms in the informants' stories was revealed, the violations were ranked according to their structural types. The most typical deviations, connected with the organization of a complex sentence parts, the use of connective and correlative words, were established. It is noted, that the speech of children has much more deviations from syntactic norms, than the speech of their parents. This fact is explained by a higher level of education of parents. In the speech of bilinguals, more deviations from syntactic norms were revealed than in the speech of monolinguals, which is caused by the different status of the Russian language in Germany and Russia. The conclusion is made about the perspective of the structural approach to the analysis of the syntactic features of the oral speech of different categories of Russian native speakers at the level of a complex sentence.
{"title":"Syntactic features of Russian speech of two generations of bilinguals and monolinguals: a complex sentence","authors":"Alan S. Tskhovrebov, Galina N. Shamonina","doi":"10.22363/2618-8163-2023-21-3-293-305","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-3-293-305","url":null,"abstract":"The study is devoted to the syntactic characteristics of the Russian speech at the level of a complex sentence of two generations of Russian-German bilinguals: the speakers of inherited Russian, aged 10-15, who were born in Germany or came to Germany at an early age, and their parents, aged 35-50, who moved to Germany in 1990-2010, and the Russian monolinguals of the same age, living in Russia. The relevance of the study is due to the importance of exploring complex sentences in oral speech, as well as the need to analyze the syntactic level of Russian speech of the inherited language speakers. The aim of the study is to analyze the deviations in using complex sentences in the stories of two generations of Russian-German bilinguals and to compare them with similar deviations in the stories of Russian monolinguals. Research material: transcripts of story recordings based on pictures from the book “Frog, where are you?” by M. Mayer. Linguistic observation, descriptive, statistical and comparative methods were applied. The average share of deviations from syntactic norms in the informants' stories was revealed, the violations were ranked according to their structural types. The most typical deviations, connected with the organization of a complex sentence parts, the use of connective and correlative words, were established. It is noted, that the speech of children has much more deviations from syntactic norms, than the speech of their parents. This fact is explained by a higher level of education of parents. In the speech of bilinguals, more deviations from syntactic norms were revealed than in the speech of monolinguals, which is caused by the different status of the Russian language in Germany and Russia. The conclusion is made about the perspective of the structural approach to the analysis of the syntactic features of the oral speech of different categories of Russian native speakers at the level of a complex sentence.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135081650","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 : 2023-09-30DOI: 10.22363/2618-8163-2023-21-3-321-340
Maxim S. Shishkov
The lexical parameters of oral stories of two generations of Russian-German bilinguals and the function of lexical means in the narrative strategy implementation are describes. Through addressing the oral narrative this study is included in the range of modern works considering the features of text generation by bilinguals. The relevance of the study lies both in the material and in the chosen methods of analysis. The aim of the study is to identify the degree of the narrative strategy formation at the lexical level among representatives of two generations of Russian-German bilinguals in comparison with monolingual Russian native speakers. The research material is a corpus of experimentally collected oral stories (47 texts) of German-Russian bilinguals. M. Mayer’s book “Frog, where are you?” was used as a stimulus for subjects. The test subjects were representatives of 22 families: children - 26 people aged 8 to 19 years, parents - 21 people aged 30 to 55 years. To compare the characteristics of the corpora, the similar corpus of oral stories of monolinguals (42 stories) was involved. Quantitative and statistical analysis, corpus analysis, thematic and semantic analysis of vocabulary, elements of structural analysis of narrative were used. The novelty of the study is the corpus analysis identification of lexical parameters of narrative strategies used by two generations of bilinguals. The analysis showed that the degree of lexical skills development in the implementation of narrative strategies in bilinguals is lower than in monolinguals in both age groups, despite the statistical similarity of the texts of both corpora. This concerns, first of all, the completeness and uniformity of the lexical expression of the mandatory components of the narrative stimulated by the material, and the relations between them in the text. At the same time, the general trend of narrative creation was in line with expectations. The identified parameters can be further methodically interpreted in order to prepare educational materials for bilinguals.
{"title":"Narrative strategy formation in the bilinguals’ stories in Russian: corpus study","authors":"Maxim S. Shishkov","doi":"10.22363/2618-8163-2023-21-3-321-340","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-3-321-340","url":null,"abstract":"The lexical parameters of oral stories of two generations of Russian-German bilinguals and the function of lexical means in the narrative strategy implementation are describes. Through addressing the oral narrative this study is included in the range of modern works considering the features of text generation by bilinguals. The relevance of the study lies both in the material and in the chosen methods of analysis. The aim of the study is to identify the degree of the narrative strategy formation at the lexical level among representatives of two generations of Russian-German bilinguals in comparison with monolingual Russian native speakers. The research material is a corpus of experimentally collected oral stories (47 texts) of German-Russian bilinguals. M. Mayer’s book “Frog, where are you?” was used as a stimulus for subjects. The test subjects were representatives of 22 families: children - 26 people aged 8 to 19 years, parents - 21 people aged 30 to 55 years. To compare the characteristics of the corpora, the similar corpus of oral stories of monolinguals (42 stories) was involved. Quantitative and statistical analysis, corpus analysis, thematic and semantic analysis of vocabulary, elements of structural analysis of narrative were used. The novelty of the study is the corpus analysis identification of lexical parameters of narrative strategies used by two generations of bilinguals. The analysis showed that the degree of lexical skills development in the implementation of narrative strategies in bilinguals is lower than in monolinguals in both age groups, despite the statistical similarity of the texts of both corpora. This concerns, first of all, the completeness and uniformity of the lexical expression of the mandatory components of the narrative stimulated by the material, and the relations between them in the text. At the same time, the general trend of narrative creation was in line with expectations. The identified parameters can be further methodically interpreted in order to prepare educational materials for bilinguals.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135081652","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 : 2023-03-30DOI: 10.22363/2618-8163-2023-21-1-111-125
I. Pugachev, Liudmila P. Iarkina, Tkhi Tkhu Khuen Din
The relevance of the study is due to the lack of a methodological concept and training program for foreigners entering the Russian magistracy after completing bachelor's degree in their home country. As a rule, these students are not well-trained in Russian. This negatively influences the formation of their professional and communicative skills and abilities necessary for mastering the subject competence in the university. The aim of the study is to propose a methodology of professional language education of foreign non-humanitarian undergraduates in the conditions of linguistic educational situation with reduced teaching time, weak general language preparation of students and/or lack of understanding of the language of the specialty. The authors used the methods of direct and indirect observation of teaching and communicative activity of undergraduates while studying the teaching material according to the proposed methodology, accompanied with the analysis, fixation, description and generalization of accompanying changes, as well as the analysis of students’ communicative needs and mistakes. The research is based on practice of teaching scientific speech to non-philological first-year bachelor and master foreign students of the Academy of Engineering, Institute of Environmental Engineering, Faculty of Science of RUDN University, and also conducting entrance, intermediate and final tests. As a result of the research, the teaching program with the system of text and lexical-grammatical tasks for both classroom and independent work adapted for the students, was developed. The given technology allows to form and improve not only linguistic but also cognitive and metacognitive skills of undergraduates, extending possibilities of self-education, abilities to take independent decisions. It seems promising to use the obtained results to create a full-fledged textbook on scientific speech not only for undergraduates, but also for PhD students who have completed the previous stage of professional training in their home country.
{"title":"Teaching Russian to foreign master’s students of non-humanitarian profile in modern educational conditions","authors":"I. Pugachev, Liudmila P. Iarkina, Tkhi Tkhu Khuen Din","doi":"10.22363/2618-8163-2023-21-1-111-125","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-1-111-125","url":null,"abstract":"The relevance of the study is due to the lack of a methodological concept and training program for foreigners entering the Russian magistracy after completing bachelor's degree in their home country. As a rule, these students are not well-trained in Russian. This negatively influences the formation of their professional and communicative skills and abilities necessary for mastering the subject competence in the university. The aim of the study is to propose a methodology of professional language education of foreign non-humanitarian undergraduates in the conditions of linguistic educational situation with reduced teaching time, weak general language preparation of students and/or lack of understanding of the language of the specialty. The authors used the methods of direct and indirect observation of teaching and communicative activity of undergraduates while studying the teaching material according to the proposed methodology, accompanied with the analysis, fixation, description and generalization of accompanying changes, as well as the analysis of students’ communicative needs and mistakes. The research is based on practice of teaching scientific speech to non-philological first-year bachelor and master foreign students of the Academy of Engineering, Institute of Environmental Engineering, Faculty of Science of RUDN University, and also conducting entrance, intermediate and final tests. As a result of the research, the teaching program with the system of text and lexical-grammatical tasks for both classroom and independent work adapted for the students, was developed. The given technology allows to form and improve not only linguistic but also cognitive and metacognitive skills of undergraduates, extending possibilities of self-education, abilities to take independent decisions. It seems promising to use the obtained results to create a full-fledged textbook on scientific speech not only for undergraduates, but also for PhD students who have completed the previous stage of professional training in their home country.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48257491","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 : 2023-03-30DOI: 10.22363/2618-8163-2023-21-1-64-78
Xinyan Liu, Min Xu, E. V. Talybina
Non-verbal semiotics is one of the leading areas of modern communication research. The study is devoted to the topical interdisciplinary issue - the relationship between non-verbal semiotics and Russian grammar. The aim of the research is to characterize the representation of the temporal forms of the Russian verb in describing the kinesic behaviour of literary characters. The elements of nonverbal semiotics were analysed in the stories by A.P. Chekhov “Death of an Official”, “Chameleon”, “Thick and Thin”, “Horse Name”, “Surgery”. The following methods were used as the main ones: descriptive, semantic explication, differential, analytical. The methodological foundations of kinesics as an integrative science were considered, the correlation between the verbal realization of kinema and the temporal forms of the Russian verb was revealed. It has been proved that the most recurrent manifestations of non-verbal semiotics in Chekhov's stories are communicative emblems (in particular, etiquette and ritual), symptomatic emblems and dynamic descriptors, nominated with the help of aspect and tense forms of the Russian verb. Emblems-illustrators are quantitatively less represented in the analyzed stories. They are prospective for further research on the example of Russian literary classics.
{"title":"Aspect and tense forms of the Russian verb in describing the kinesic behaviour of the characters in A.P. Chekhov’s stories","authors":"Xinyan Liu, Min Xu, E. V. Talybina","doi":"10.22363/2618-8163-2023-21-1-64-78","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-1-64-78","url":null,"abstract":"Non-verbal semiotics is one of the leading areas of modern communication research. The study is devoted to the topical interdisciplinary issue - the relationship between non-verbal semiotics and Russian grammar. The aim of the research is to characterize the representation of the temporal forms of the Russian verb in describing the kinesic behaviour of literary characters. The elements of nonverbal semiotics were analysed in the stories by A.P. Chekhov “Death of an Official”, “Chameleon”, “Thick and Thin”, “Horse Name”, “Surgery”. The following methods were used as the main ones: descriptive, semantic explication, differential, analytical. The methodological foundations of kinesics as an integrative science were considered, the correlation between the verbal realization of kinema and the temporal forms of the Russian verb was revealed. It has been proved that the most recurrent manifestations of non-verbal semiotics in Chekhov's stories are communicative emblems (in particular, etiquette and ritual), symptomatic emblems and dynamic descriptors, nominated with the help of aspect and tense forms of the Russian verb. Emblems-illustrators are quantitatively less represented in the analyzed stories. They are prospective for further research on the example of Russian literary classics.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42953320","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 : 2023-03-30DOI: 10.22363/2618-8163-2023-21-1-7-17
Said Ahmed Mohamed Abdelhamid, N. Alefirenko, I. I. Chumak-Zhun
The relevance of the study is determined by the hidden turbulence of such concepts often used in Russian studies as “speech activity”, “speech acts” and “discourse”. The aim of the work is to determine the genetic connections of this trinity and the functional purpose of each of the categories under consideration. The main research means is the authors’ method of discursive-modus analysis of artistic speech. The research materials were dictionary definitions from explanatory dictionaries of the Russian language, in particular from “Dictionary of expressive stable phrases of the Russian language” compiled by V.Ju. Melikyan, as well as utterances extracted from the Russian National Corpus. The authors found that the communicative-speech act is a synergistic combination of mental-psychic and speech activity. Mental-psychic activity involves mental acts - the thought processes of the communicant at the moment of his locative readiness to make a statement and psychic activity of searching for adequate ways to reflect a communicatively significant event in the discursive consciousness of the communicants. Mental-psychic activity encodes and decodes the semantic content of the author's intentions with the help of the means of the language system. Speech activity produces speech acts - functional units of speech communication embodying a purposeful speech action. In conclusion, the categorical essence of the speech act and discourse are generalized. The perspective of the research is the development of a cognitive-pragmatic theory of speech-thinking activity based on the material of the Russian language.
{"title":"Speech acts and Russian text-generating discourse","authors":"Said Ahmed Mohamed Abdelhamid, N. Alefirenko, I. I. Chumak-Zhun","doi":"10.22363/2618-8163-2023-21-1-7-17","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-1-7-17","url":null,"abstract":"The relevance of the study is determined by the hidden turbulence of such concepts often used in Russian studies as “speech activity”, “speech acts” and “discourse”. The aim of the work is to determine the genetic connections of this trinity and the functional purpose of each of the categories under consideration. The main research means is the authors’ method of discursive-modus analysis of artistic speech. The research materials were dictionary definitions from explanatory dictionaries of the Russian language, in particular from “Dictionary of expressive stable phrases of the Russian language” compiled by V.Ju. Melikyan, as well as utterances extracted from the Russian National Corpus. The authors found that the communicative-speech act is a synergistic combination of mental-psychic and speech activity. Mental-psychic activity involves mental acts - the thought processes of the communicant at the moment of his locative readiness to make a statement and psychic activity of searching for adequate ways to reflect a communicatively significant event in the discursive consciousness of the communicants. Mental-psychic activity encodes and decodes the semantic content of the author's intentions with the help of the means of the language system. Speech activity produces speech acts - functional units of speech communication embodying a purposeful speech action. In conclusion, the categorical essence of the speech act and discourse are generalized. The perspective of the research is the development of a cognitive-pragmatic theory of speech-thinking activity based on the material of the Russian language.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47377437","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 : 2023-03-30DOI: 10.22363/2618-8163-2023-21-1-97-110
V. Karasik, E. Kitanina
The relevance of linguocultural modeling of power is due to the high importance of this phenomenon in institutional and personal communication and the multidimensionality of its evaluative characteristics. The aim of the study is to identify and describe linguistically relevant norms of behavior encoded in the concept of “power”. The data from dictionaries and reference books, examples from the National Corpus of the Russian Language, poetic and prose texts in Russian were used as material for the analysis. Methods of semantic, contextual, interpretative and associative analysis were applied. It has been established that power in the conceptual plane represents coercion and includes: (1) the condition (force, authority, tradition or law); (2) struggle for getting and keeping power; (3) manifestation of power (persons or organizations vested with power, the sphere of power application and the degree of coercion); (4) power assessment (fair/unfair, cruel/merciful, effective/ineffective). In figurative terms, the situational characteristics of power manifestation, verbalized in texts and reactions of the informants, were highlighted. The conceptualization of power is discursively specific. The authors revealed that the most vivid situational characteristics of power implementation in relation to its representatives are noted in journalistic texts. In fiction texts (mainly in poetry), power is shown as an irresistible force. In evaluative terms, it is possible to identify norms of behavior associated with the understanding of power - its acceptance as the most important condition of social order and condemnation of excessive striving for power and its abuse. These norms expressed in proverbs, jokes and aphorisms largely coincide, differing in that proverbs recommend to stay away from power, jokes sharply criticize corruption in power, aphorisms give a holistic picture of the proper behavior of the power holders and their subordinates. Prospects for the study consist in defining linguistically relevant personal typological evaluations of power.
{"title":"Axiology of power in the Russian language and culture","authors":"V. Karasik, E. Kitanina","doi":"10.22363/2618-8163-2023-21-1-97-110","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-1-97-110","url":null,"abstract":"The relevance of linguocultural modeling of power is due to the high importance of this phenomenon in institutional and personal communication and the multidimensionality of its evaluative characteristics. The aim of the study is to identify and describe linguistically relevant norms of behavior encoded in the concept of “power”. The data from dictionaries and reference books, examples from the National Corpus of the Russian Language, poetic and prose texts in Russian were used as material for the analysis. Methods of semantic, contextual, interpretative and associative analysis were applied. It has been established that power in the conceptual plane represents coercion and includes: (1) the condition (force, authority, tradition or law); (2) struggle for getting and keeping power; (3) manifestation of power (persons or organizations vested with power, the sphere of power application and the degree of coercion); (4) power assessment (fair/unfair, cruel/merciful, effective/ineffective). In figurative terms, the situational characteristics of power manifestation, verbalized in texts and reactions of the informants, were highlighted. The conceptualization of power is discursively specific. The authors revealed that the most vivid situational characteristics of power implementation in relation to its representatives are noted in journalistic texts. In fiction texts (mainly in poetry), power is shown as an irresistible force. In evaluative terms, it is possible to identify norms of behavior associated with the understanding of power - its acceptance as the most important condition of social order and condemnation of excessive striving for power and its abuse. These norms expressed in proverbs, jokes and aphorisms largely coincide, differing in that proverbs recommend to stay away from power, jokes sharply criticize corruption in power, aphorisms give a holistic picture of the proper behavior of the power holders and their subordinates. Prospects for the study consist in defining linguistically relevant personal typological evaluations of power.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49008831","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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