Pub Date : 2023-03-30DOI: 10.22363/2618-8163-2023-21-1-18-32
O. Boginskaya
The author analyzes Russian lexical and syntactic hedges as a rhetorical strategy for mitigating the negative evaluation of the reviewed research. The relevance of the study is due to the ongoing attempts to reconceptualize the nature of academic discourse, which is increasingly viewed both as an interactive space and an information environment. This approach determines the need to study metadiscourse as an effective strategy for constructing a harmonious dialogue between the reviewer and the author of the dissertation under review. The purpose of the study is to identify lexical and grammatical categories of hedges and their rhetorical functions in the thesis reviews. A corpus of 90 dissertation reviews published on the websites of Russian dissertation councils in 2019-2022 was used as research materials. The object of the study was the genre of a dissertation review, where for the first time the linguistic means of mitigating negative evaluation on two linguistic levels were identified. This determines the scientific novelty of this study. To analyze the lexical and syntactic realizations of the hedging strategy, the methods of quantitative and interpretive analysis were used. The quantitative analysis revealed that the hedging strategy is mainly verbalized with the help of verbs, adverbs and introductory constructions. The interpretive analysis showed that hedges perform a wide range of communicative functions: shifting the communicative focus; modal mitigation of criticism; deintensification. The research contributes to linguistics disciplines such as pragmalinguistics, text theory and discourse analysis. The prospects of the research are an analysis of lexical and grammatical categories of other metadiscursive strategies.
{"title":"Russian lexical and syntactic hedges in dissertation reviews","authors":"O. Boginskaya","doi":"10.22363/2618-8163-2023-21-1-18-32","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-1-18-32","url":null,"abstract":"The author analyzes Russian lexical and syntactic hedges as a rhetorical strategy for mitigating the negative evaluation of the reviewed research. The relevance of the study is due to the ongoing attempts to reconceptualize the nature of academic discourse, which is increasingly viewed both as an interactive space and an information environment. This approach determines the need to study metadiscourse as an effective strategy for constructing a harmonious dialogue between the reviewer and the author of the dissertation under review. The purpose of the study is to identify lexical and grammatical categories of hedges and their rhetorical functions in the thesis reviews. A corpus of 90 dissertation reviews published on the websites of Russian dissertation councils in 2019-2022 was used as research materials. The object of the study was the genre of a dissertation review, where for the first time the linguistic means of mitigating negative evaluation on two linguistic levels were identified. This determines the scientific novelty of this study. To analyze the lexical and syntactic realizations of the hedging strategy, the methods of quantitative and interpretive analysis were used. The quantitative analysis revealed that the hedging strategy is mainly verbalized with the help of verbs, adverbs and introductory constructions. The interpretive analysis showed that hedges perform a wide range of communicative functions: shifting the communicative focus; modal mitigation of criticism; deintensification. The research contributes to linguistics disciplines such as pragmalinguistics, text theory and discourse analysis. The prospects of the research are an analysis of lexical and grammatical categories of other metadiscursive strategies.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41567737","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: 10.22363/2618-8163-2023-21-1-49-63
Y. Dorofeev, Evgenia A. Zhuravleva
Today the Russian language has gone beyond Russia and forms the planetary Russian-speaking world, so Russian language studies, whose subject matter is traditionally considered the literary form of the language, seeks to reach a new level of comprehension of both the language and individual facts. The relevance of the study is due to the fact that at the present stage ideas of synthesis come to the fore in linguistics, there are tendencies to develop a theory of language integrating the latest achievements of different areas of linguistics on a single basis. In accordance with this, the aim of the research is to compare the regulative concept of language in the works of A.N. Rudyakov with the works of other linguists in order to establish the key features and principles of a new linguistic paradigm and define language as a regulatory system based on linguistic functionalism. Deductive, analytical-theoretical and modeling methods describe the current state of the scientific linguistic paradigm and general linguistic problems associated with the concepts under study. The key features of the modern scientific linguistic paradigm are established, since without defining theoretical guidelines, modern language science loses its practical value. As a result, the authors substantiated that the new paradigm is not only an appeal to new material and new research methods, but the creation of a fundamentally new theory that will take into account the role of language in society, its ontological, functional essence. Based on the definition of the key features of the functional approach to the language and its units, the authors demonstrate that linguistics not only borders on other sciences, but is in some way an integral part of them, the basis of the human Universe. In the future, the presented material allows us to see that the change of the scientific paradigm, despite the objective difficulties, today is a prerequisite for the further development of linguistics. It also outlines a range of theoretical and practical tasks that modern linguistics faces and which can be solved within the framework of a new paradigm.
{"title":"Functional paradigm in Russian studies: from the functioning of units to the regulatory concept of language","authors":"Y. Dorofeev, Evgenia A. Zhuravleva","doi":"10.22363/2618-8163-2023-21-1-49-63","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-1-49-63","url":null,"abstract":"Today the Russian language has gone beyond Russia and forms the planetary Russian-speaking world, so Russian language studies, whose subject matter is traditionally considered the literary form of the language, seeks to reach a new level of comprehension of both the language and individual facts. The relevance of the study is due to the fact that at the present stage ideas of synthesis come to the fore in linguistics, there are tendencies to develop a theory of language integrating the latest achievements of different areas of linguistics on a single basis. In accordance with this, the aim of the research is to compare the regulative concept of language in the works of A.N. Rudyakov with the works of other linguists in order to establish the key features and principles of a new linguistic paradigm and define language as a regulatory system based on linguistic functionalism. Deductive, analytical-theoretical and modeling methods describe the current state of the scientific linguistic paradigm and general linguistic problems associated with the concepts under study. The key features of the modern scientific linguistic paradigm are established, since without defining theoretical guidelines, modern language science loses its practical value. As a result, the authors substantiated that the new paradigm is not only an appeal to new material and new research methods, but the creation of a fundamentally new theory that will take into account the role of language in society, its ontological, functional essence. Based on the definition of the key features of the functional approach to the language and its units, the authors demonstrate that linguistics not only borders on other sciences, but is in some way an integral part of them, the basis of the human Universe. In the future, the presented material allows us to see that the change of the scientific paradigm, despite the objective difficulties, today is a prerequisite for the further development of linguistics. It also outlines a range of theoretical and practical tasks that modern linguistics faces and which can be solved within the framework of a new paradigm.","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":"41769206","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: 10.22363/2618-8163-2023-21-1-33-48
Sergei G. Vorkachev
Linguists are particularly interested in observing lexical units, reflecting the picture of the world of a modern person. It allows to visually study fashionable words and expressions as indicators of the linguistic taste of the era. The relevance of the research is due to the need to study the trends in using colloquial lexical units as markers of cognitive and social development of personality at the present stage. The aim is to characterize the functions and pragmasemantic meanings of the particle sebe (to oneself) and the set expression vpolne sebe (quite) in modern Russian linguistic culture. The material was taken from the explanatory dictionaries of the Russian language and examples from the National Corpus of the Russian Language. The author used the methods of continuous sampling, contextual and interpretive analysis, elements of quantitative analysis, and semantic analysis of dictionary definitions. It was found that quite often the freedom and independence of actions of the statement protagonist, conveyed by this particle, his autonomy and sovereignty receive negative assessment of the subject of speech: they are considered as indifference to others, disregard for ethical norms and norms of social life and they are condemned, and this assessment is emphasized by the presence in the statement of the particle sebe (oneself). It was determined that the increase in the activity of the particle sebe (oneself) in modern speech is associated with changes in the modal type of the Russian personality. The semantic core, which focuses the basic meanings of the set expression vpolne sebe (quite), is concentrated in the lexeme vpolne (quite), while pragmatic meanings remain in the particle sebe (oneself). The author revealed that the main communicative purpose of the expression vpolne sebe (quite) is the function of taking off the responsibility for the statement's content, singling out the object of speech and identifying the speaker with the social group which is elite in his perception. Being a fashionable expression, the phrase is nowadays actively used in Runet, penetrates into public speech, reaches the peak of its popularity and then may give way to new indicators of linguistic fashion.
{"title":"Sebe and vpolne sebe: semantics, pragmatics, functions","authors":"Sergei G. Vorkachev","doi":"10.22363/2618-8163-2023-21-1-33-48","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-1-33-48","url":null,"abstract":"Linguists are particularly interested in observing lexical units, reflecting the picture of the world of a modern person. It allows to visually study fashionable words and expressions as indicators of the linguistic taste of the era. The relevance of the research is due to the need to study the trends in using colloquial lexical units as markers of cognitive and social development of personality at the present stage. The aim is to characterize the functions and pragmasemantic meanings of the particle sebe (to oneself) and the set expression vpolne sebe (quite) in modern Russian linguistic culture. The material was taken from the explanatory dictionaries of the Russian language and examples from the National Corpus of the Russian Language. The author used the methods of continuous sampling, contextual and interpretive analysis, elements of quantitative analysis, and semantic analysis of dictionary definitions. It was found that quite often the freedom and independence of actions of the statement protagonist, conveyed by this particle, his autonomy and sovereignty receive negative assessment of the subject of speech: they are considered as indifference to others, disregard for ethical norms and norms of social life and they are condemned, and this assessment is emphasized by the presence in the statement of the particle sebe (oneself). It was determined that the increase in the activity of the particle sebe (oneself) in modern speech is associated with changes in the modal type of the Russian personality. The semantic core, which focuses the basic meanings of the set expression vpolne sebe (quite), is concentrated in the lexeme vpolne (quite), while pragmatic meanings remain in the particle sebe (oneself). The author revealed that the main communicative purpose of the expression vpolne sebe (quite) is the function of taking off the responsibility for the statement's content, singling out the object of speech and identifying the speaker with the social group which is elite in his perception. Being a fashionable expression, the phrase is nowadays actively used in Runet, penetrates into public speech, reaches the peak of its popularity and then may give way to new indicators of linguistic fashion.","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":"45701278","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: 10.22363/2618-8163-2023-21-1-79-96
Vyacheslav I. Terkulov
The author describes the methods of finding and predicting compound word correlates in its equivalence nest on the basis of paradigmatic relations between the abbreviation and its decoding stimuli. The relevance of the study is determined by the fact that it established the principles of dictionary entries formation for the Exploratory Dictionary of Russian Word Abbreviations compiled by Exploratory Laboratory of Abbreviation Trends Research at the Russian Language Department of Donetsk National University. The paper gives general idea of the multiple motivation possibilities of abbreviated words in the modern language. The aim of the study is to generally represent the dictionary methods of finding and predicting the content of compound abbreviation equivalence nests. The author considered pure search models in existing dictionaries of abbreviations and texts, where abbreviations and their equivalents are presented as absolute synonyms, as well as extrapolation prediction methods by decoding matrices models of word equivalence nests, connected with the described abbreviations and their decoding stimuli through their paradigmatic relations. The latter led to forming compound abbreviations paradigmatic associations typology, including an abbreviation nest, an abbreviation-onomasiologic field, an abbreviation group and an abbreviation paradigm. The novelty of the study has been determined by the fact that for the first it provides a set of methods for finding and predicting the equivalence nest of abbreviated words; the methodology of the obtained results verification is also described. The results have provided the possibility of a full-fledged comprehensive dictionary description of compound abbreviated appellatives. In the future, the author is planning to develop methods of searching for equivalents of other formal onomasicologic abbreviation types - initial abbreviations and onym compound abbreviations.
{"title":"The paradigmatics of a compound abbreviation as a means of predicting equivalence relations","authors":"Vyacheslav I. Terkulov","doi":"10.22363/2618-8163-2023-21-1-79-96","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-1-79-96","url":null,"abstract":"The author describes the methods of finding and predicting compound word correlates in its equivalence nest on the basis of paradigmatic relations between the abbreviation and its decoding stimuli. The relevance of the study is determined by the fact that it established the principles of dictionary entries formation for the Exploratory Dictionary of Russian Word Abbreviations compiled by Exploratory Laboratory of Abbreviation Trends Research at the Russian Language Department of Donetsk National University. The paper gives general idea of the multiple motivation possibilities of abbreviated words in the modern language. The aim of the study is to generally represent the dictionary methods of finding and predicting the content of compound abbreviation equivalence nests. The author considered pure search models in existing dictionaries of abbreviations and texts, where abbreviations and their equivalents are presented as absolute synonyms, as well as extrapolation prediction methods by decoding matrices models of word equivalence nests, connected with the described abbreviations and their decoding stimuli through their paradigmatic relations. The latter led to forming compound abbreviations paradigmatic associations typology, including an abbreviation nest, an abbreviation-onomasiologic field, an abbreviation group and an abbreviation paradigm. The novelty of the study has been determined by the fact that for the first it provides a set of methods for finding and predicting the equivalence nest of abbreviated words; the methodology of the obtained results verification is also described. The results have provided the possibility of a full-fledged comprehensive dictionary description of compound abbreviated appellatives. In the future, the author is planning to develop methods of searching for equivalents of other formal onomasicologic abbreviation types - initial abbreviations and onym compound abbreviations.","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":"43048689","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 : 2023-01-01DOI: 10.22363/2618-8163-2023-21-2-148-162
M. Lebedeva, Doreen D. Wu
The communicative approach to teaching Russian as a foreign language (RFL) implies that the main goal - the acquisition of communication skills - can only be achieved in a stimulative communicative environment. Meanwhile, the online format, which is currently becoming popular, is characterized by limited interaction between the participants of the educational process. Thus, the problem of developing methodological foundations for a productive communicative environment in the process of online teaching is becoming acute for the methodology of teaching RFL. The aim of this study is to describe the features of educational communication, determined by Chinese cultural and educational traditions, on the material of monolingual groups from China studying Russian in Russian universities, and to develop a methodological framework for creating a productive communicative environment for synchronous RFL online lessons, considering the specifics of students' communicative behavior. The study material included 10 synchronous online RFL lessons with a total duration of 15 hours and 51 minutes. Monolingual groups of Chinese students (A2-B2) participated in the lessons. A content analysis method using Atlas.ti software was applied to process the results. Coding was based on a deductive approach with elements of inductive approach; the coding system was based on the category of social presence, operationalized and adapted to the specifics of RFL learning. The prevalence of several communication behavior patterns among Chinese students, which conflict with the current methodological principles, was shown. At the same time, deviations from conventional behavior of Chinese students at the analyzed RFL classes were observed. This suggested that despite the strong influence of cultural attitudes, the parameters of the communicative environment of an online lesson may vary depending on the teacher's efforts. It is argued that the formation of communicative environment of a synchronous online RFL lesson requires that the teacher possesses the ability to manage the interactivity of communication, to form an atmosphere of cooperation and cohesion in the online group, to maintain emotionality of online communication. The study contributes to the development of digital language teaching, forming a scientific basis for creating methodological technologies of a productive educational environment in RFL online teaching.
{"title":"The communicative environment of a synchronous online Russian lesson in Chinese groups","authors":"M. Lebedeva, Doreen D. Wu","doi":"10.22363/2618-8163-2023-21-2-148-162","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-2-148-162","url":null,"abstract":"The communicative approach to teaching Russian as a foreign language (RFL) implies that the main goal - the acquisition of communication skills - can only be achieved in a stimulative communicative environment. Meanwhile, the online format, which is currently becoming popular, is characterized by limited interaction between the participants of the educational process. Thus, the problem of developing methodological foundations for a productive communicative environment in the process of online teaching is becoming acute for the methodology of teaching RFL. The aim of this study is to describe the features of educational communication, determined by Chinese cultural and educational traditions, on the material of monolingual groups from China studying Russian in Russian universities, and to develop a methodological framework for creating a productive communicative environment for synchronous RFL online lessons, considering the specifics of students' communicative behavior. The study material included 10 synchronous online RFL lessons with a total duration of 15 hours and 51 minutes. Monolingual groups of Chinese students (A2-B2) participated in the lessons. A content analysis method using Atlas.ti software was applied to process the results. Coding was based on a deductive approach with elements of inductive approach; the coding system was based on the category of social presence, operationalized and adapted to the specifics of RFL learning. The prevalence of several communication behavior patterns among Chinese students, which conflict with the current methodological principles, was shown. At the same time, deviations from conventional behavior of Chinese students at the analyzed RFL classes were observed. This suggested that despite the strong influence of cultural attitudes, the parameters of the communicative environment of an online lesson may vary depending on the teacher's efforts. It is argued that the formation of communicative environment of a synchronous online RFL lesson requires that the teacher possesses the ability to manage the interactivity of communication, to form an atmosphere of cooperation and cohesion in the online group, to maintain emotionality of online communication. The study contributes to the development of digital language teaching, forming a scientific basis for creating methodological technologies of a productive educational environment in RFL online teaching.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68281814","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 : 2023-01-01DOI: 10.22363/2618-8163-2023-21-2-228-241
O. Valentinova, M. Rybakov, Lyudmila V. Ekshembeeva
The relevance of the research is caused by the need to find a method that provides a complete and systematic presentation of Russian grammar. The aim of the study is to discuss the prospects for creating a grammar that will clarify the reasons for the features of each level of the language and the principle of mutual functional coordination of all levels. Structural and systemic models for constructing grammatical theory became the object of the study, and a comparative systemic analysis of these models was used as a method. The authors show that there are objective prerequisites for the successful creation of a new model of academic grammar - determinant theory of language developed by the founder of modern systemic linguistics G.P. Melnikov. The most stable property of the language system (internal determinant), acquired as a result of its adaptation to the conditions of communication, makes it possible to explain the interdependence of the composition of vowels and consonants, the structure of the syllable, morpheme and word form, the means of syntactic connection of words in a sentence, the features of the internal form of the language, the non-randomness of the composition of grammatical categories and grammatical ways of expressing them. The internal determinant of the inflectional Russian language, formed in the conditions of poor awareness of the interlocutors about each other, formulated as the need to save the length of the speech stream due to the appearance of a large number of joint-meaning morphemes, makes it possible to explain and link such features of the Russian language as the widespread use of internal inflection and fusion, the preparedness of word forms, methods and functions of affixation, the non-randomness of the grammatical categories of tense, person and case, and ways of expressing them. Research prospects are associated with the uniqueness of the determinant approach, which synthesizes the possibilities of typological and historical approaches and makes it possible to establish the meaning and mutually agreed function of each element of the form. Therefore, it allows to create an academic grammar not of a descriptive, but of an explanatory nature.
{"title":"Determinant grammar of the Russian language as an academic grammar of a new type","authors":"O. Valentinova, M. Rybakov, Lyudmila V. Ekshembeeva","doi":"10.22363/2618-8163-2023-21-2-228-241","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-2-228-241","url":null,"abstract":"The relevance of the research is caused by the need to find a method that provides a complete and systematic presentation of Russian grammar. The aim of the study is to discuss the prospects for creating a grammar that will clarify the reasons for the features of each level of the language and the principle of mutual functional coordination of all levels. Structural and systemic models for constructing grammatical theory became the object of the study, and a comparative systemic analysis of these models was used as a method. The authors show that there are objective prerequisites for the successful creation of a new model of academic grammar - determinant theory of language developed by the founder of modern systemic linguistics G.P. Melnikov. The most stable property of the language system (internal determinant), acquired as a result of its adaptation to the conditions of communication, makes it possible to explain the interdependence of the composition of vowels and consonants, the structure of the syllable, morpheme and word form, the means of syntactic connection of words in a sentence, the features of the internal form of the language, the non-randomness of the composition of grammatical categories and grammatical ways of expressing them. The internal determinant of the inflectional Russian language, formed in the conditions of poor awareness of the interlocutors about each other, formulated as the need to save the length of the speech stream due to the appearance of a large number of joint-meaning morphemes, makes it possible to explain and link such features of the Russian language as the widespread use of internal inflection and fusion, the preparedness of word forms, methods and functions of affixation, the non-randomness of the grammatical categories of tense, person and case, and ways of expressing them. Research prospects are associated with the uniqueness of the determinant approach, which synthesizes the possibilities of typological and historical approaches and makes it possible to establish the meaning and mutually agreed function of each element of the form. Therefore, it allows to create an academic grammar not of a descriptive, but of an explanatory nature.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68281786","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 : 2023-01-01DOI: 10.22363/2618-8163-2023-21-2-242-253
A. Chudinov, N. Segal
The comprehensive study of the title of the novel “Crime and Punishment” by F.M. Dostoevsky as a source of precedence in the texts of Russian media is presented. The relevance of the research is determined by the need to study fiction as a valuable source of precedence in modern media discourse. Manipulative nature of modern media implies the expansion of the spheres-sources of precedence, appealing to the cultural background of the Russian linguistic culture bearers. The authors prove that the formation of the actual media space is based on a wide set of connotatively marked linguistic means, used as a tool to influence the potential reader. On the example of the precedent construction “Crime and Punishment”, appealing to the title of the famous novel by F.M. Dostoevsky, semantic-pragmatic and transformational features of precedent constructions and the specificity of their associative potential in the perception and interpretation in the Russian linguistic culture are illustrated. The research material includes texts of electronic media covering international, state, and regional issues and problems from 2017 to 2022. The research results are ensured by a wide repertoire of publications reflecting various aspects of society and state development. The card index included contexts (corpus of 120 examples), objectifying important social, economic, and political problems for modern society. The component and contextual analysis, distributive method, linguistic modeling were applied. Further study of the precedent phenomena appealing to fiction could present a valuable fragment of the media picture of the world, including the corpus of texts significant for the Russian linguistic culture.
{"title":"The precedent phenomenon of “Crime and Punishment” in Russian media discourse","authors":"A. Chudinov, N. Segal","doi":"10.22363/2618-8163-2023-21-2-242-253","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-2-242-253","url":null,"abstract":"The comprehensive study of the title of the novel “Crime and Punishment” by F.M. Dostoevsky as a source of precedence in the texts of Russian media is presented. The relevance of the research is determined by the need to study fiction as a valuable source of precedence in modern media discourse. Manipulative nature of modern media implies the expansion of the spheres-sources of precedence, appealing to the cultural background of the Russian linguistic culture bearers. The authors prove that the formation of the actual media space is based on a wide set of connotatively marked linguistic means, used as a tool to influence the potential reader. On the example of the precedent construction “Crime and Punishment”, appealing to the title of the famous novel by F.M. Dostoevsky, semantic-pragmatic and transformational features of precedent constructions and the specificity of their associative potential in the perception and interpretation in the Russian linguistic culture are illustrated. The research material includes texts of electronic media covering international, state, and regional issues and problems from 2017 to 2022. The research results are ensured by a wide repertoire of publications reflecting various aspects of society and state development. The card index included contexts (corpus of 120 examples), objectifying important social, economic, and political problems for modern society. The component and contextual analysis, distributive method, linguistic modeling were applied. Further study of the precedent phenomena appealing to fiction could present a valuable fragment of the media picture of the world, including the corpus of texts significant for the Russian linguistic culture.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68281847","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 : 2023-01-01DOI: 10.22363/2618-8163-2023-21-2-133-147
E. G. Azimov, N. V. Kulibina, Venin Van
Currently, online learning materials in Russian as a foreign language have been actively developed, which set the task of learning through various functions of social services that are popular in the modern world. The aim of the research is to identify and justify the linguodidactic potential of social networks as a means of teaching Russian as a foreign language based on the analysis of their functions and the communicative needs of users. The material of the study included different types of social services, which present educational materials for teaching Russian, available through information retrieval systems. Theoretical (analysis, comparison) and diagnostic (pedagogical observation, oral interviews with teachers and students) methods were used. The obtained results determine the specifics of teaching and learning Russian as a foreign language in social networks. The authors characterize different social groups (age, interests, communication needs), focused on the use of digital resources for learning Russian. The use of social services in teaching Russian considers communicative needs of students, their interests, implements a sociocultural approach to learning, significantly increases the number of students learning Russian, contributes to the promotion of the Russian language on the Internet.
{"title":"Linguistic and didactic potential of social networks in teaching Russian as a foreign language","authors":"E. G. Azimov, N. V. Kulibina, Venin Van","doi":"10.22363/2618-8163-2023-21-2-133-147","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-2-133-147","url":null,"abstract":"Currently, online learning materials in Russian as a foreign language have been actively developed, which set the task of learning through various functions of social services that are popular in the modern world. The aim of the research is to identify and justify the linguodidactic potential of social networks as a means of teaching Russian as a foreign language based on the analysis of their functions and the communicative needs of users. The material of the study included different types of social services, which present educational materials for teaching Russian, available through information retrieval systems. Theoretical (analysis, comparison) and diagnostic (pedagogical observation, oral interviews with teachers and students) methods were used. The obtained results determine the specifics of teaching and learning Russian as a foreign language in social networks. The authors characterize different social groups (age, interests, communication needs), focused on the use of digital resources for learning Russian. The use of social services in teaching Russian considers communicative needs of students, their interests, implements a sociocultural approach to learning, significantly increases the number of students learning Russian, contributes to the promotion of the Russian language on the Internet.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68281705","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 : 2023-01-01DOI: 10.22363/2618-8163-2023-21-2-212-227
Anna A. Churunina, M. Solnyshkina, I. Yarmakeev
The parametric model of the text as a research problem is of paramount importance in modern linguistics and education, since it opens up new approaches to understanding the processes of comprehending texts of various types. In the current study, 17 Russian language textbooks for elementary school were employed to identify correlations between lexical diversity indices and other complexity predictors. The total volume of the corpus compiled for the study is 439,938 words. The two-stage research algorithm included the evaluation of the reference values of text features at the basic level (word length, sentence length, the number of unique, non-repeating words and the number of word forms), evaluation and subsequent contrasting of complexity predictors, i.e. lexical diversity and readability indices. All calculations were performed with the automatic text analyzer RuLingva. The study revealed a positive dynamic of readability and no evidence of lexical diversity increase across grades. An average level of vocabulary diversity and overlaps of every 4th word in the text are fixed. No indication of correlation between text readability and lexical diversity is found. The obtained results can be useful to researchers, textbook authors, and teachers selecting textbooks. The prospects are seen in implementing functional and epidigmatic stratification of the vocabulary of the Russian textbooks under study.
{"title":"Lexical diversity as a predictor of complexity in textbooks on the Russian language","authors":"Anna A. Churunina, M. Solnyshkina, I. Yarmakeev","doi":"10.22363/2618-8163-2023-21-2-212-227","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-2-212-227","url":null,"abstract":"The parametric model of the text as a research problem is of paramount importance in modern linguistics and education, since it opens up new approaches to understanding the processes of comprehending texts of various types. In the current study, 17 Russian language textbooks for elementary school were employed to identify correlations between lexical diversity indices and other complexity predictors. The total volume of the corpus compiled for the study is 439,938 words. The two-stage research algorithm included the evaluation of the reference values of text features at the basic level (word length, sentence length, the number of unique, non-repeating words and the number of word forms), evaluation and subsequent contrasting of complexity predictors, i.e. lexical diversity and readability indices. All calculations were performed with the automatic text analyzer RuLingva. The study revealed a positive dynamic of readability and no evidence of lexical diversity increase across grades. An average level of vocabulary diversity and overlaps of every 4th word in the text are fixed. No indication of correlation between text readability and lexical diversity is found. The obtained results can be useful to researchers, textbook authors, and teachers selecting textbooks. The prospects are seen in implementing functional and epidigmatic stratification of the vocabulary of the Russian textbooks under study.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68282143","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 : 2023-01-01DOI: 10.22363/2618-8163-2023-21-2-181-195
Tatiana I. Popova, Daria V. Kolesova
Teaching a foreign language within the framework of an online course has its specifics. Control in such courses is characterised by a lack of feedback from the teacher (only self-learning of course materials is assumed), a decrease in the individualization of learning, an increase in the role of students' independent work, which leads to the use of a method of mutual checking and the associated need to develop students' cognitive abilities for self-assessment of the results of mastering an online course. The development of such abilities is particularly relevant in the online course “Russian as a foreign language”, where students need to evaluate texts in a foreign language. The aim of the research is to introduce conceptually a step-by-step training model for introducing peer review tasks within an online course in Russian as a foreign language and evaluate its effectiveness. The peer checking assignments in the block “We write in Russian” from the massive online course “Russian as a foreign language. B1+” on the “Otkrytoye Obrazovaniye” (Open Education) platform were used as the data for the study. The general scientific method of analysis and synthesis, targeted observation and the modeling method were applied. An overview of the main research papers on the forms of control in massive online courses is given. Attention is drawn to such features of control in a distance learning course as the lack of feedback from the teacher, a decrease in the individualization of learning, an increase in the role of students' independent work, and the related need to develop students' cognitive abilities to evaluate a text according to the developed criteria. The stages of formation of the cognitive procedures of different levels are considered - from the level of rules to the cognitive level associated with the students' awareness of their cognitive strategies, their effectiveness, as well as the ability to independently assess their language and speech level. As the result of the study, the authors present a training model of tasks aimed at forming students’ competence of an “expert” who can check the peer checking tasks. It is concluded that students can adequately evaluate each other's academic work, using the proposed evaluation parameters, taking into account the type of the text, its genre, and the typical language means of its implementation. The submitted step-by-step training model of tasks for peer review can be successfully used in teaching other foreign languages at different levels.
{"title":"The teaching model of mutual checking exercises in online course on Russian as a foreign language","authors":"Tatiana I. Popova, Daria V. Kolesova","doi":"10.22363/2618-8163-2023-21-2-181-195","DOIUrl":"https://doi.org/10.22363/2618-8163-2023-21-2-181-195","url":null,"abstract":"Teaching a foreign language within the framework of an online course has its specifics. Control in such courses is characterised by a lack of feedback from the teacher (only self-learning of course materials is assumed), a decrease in the individualization of learning, an increase in the role of students' independent work, which leads to the use of a method of mutual checking and the associated need to develop students' cognitive abilities for self-assessment of the results of mastering an online course. The development of such abilities is particularly relevant in the online course “Russian as a foreign language”, where students need to evaluate texts in a foreign language. The aim of the research is to introduce conceptually a step-by-step training model for introducing peer review tasks within an online course in Russian as a foreign language and evaluate its effectiveness. The peer checking assignments in the block “We write in Russian” from the massive online course “Russian as a foreign language. B1+” on the “Otkrytoye Obrazovaniye” (Open Education) platform were used as the data for the study. The general scientific method of analysis and synthesis, targeted observation and the modeling method were applied. An overview of the main research papers on the forms of control in massive online courses is given. Attention is drawn to such features of control in a distance learning course as the lack of feedback from the teacher, a decrease in the individualization of learning, an increase in the role of students' independent work, and the related need to develop students' cognitive abilities to evaluate a text according to the developed criteria. The stages of formation of the cognitive procedures of different levels are considered - from the level of rules to the cognitive level associated with the students' awareness of their cognitive strategies, their effectiveness, as well as the ability to independently assess their language and speech level. As the result of the study, the authors present a training model of tasks aimed at forming students’ competence of an “expert” who can check the peer checking tasks. It is concluded that students can adequately evaluate each other's academic work, using the proposed evaluation parameters, taking into account the type of the text, its genre, and the typical language means of its implementation. The submitted step-by-step training model of tasks for peer review can be successfully used in teaching other foreign languages at different levels.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68281913","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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