Pub Date : 2020-12-15DOI: 10.22363/2618-8163-2020-18-1-97-112
Vyacheslav I. Terkulov
The paper is devoted to compound abbreviated appellatives, i.e. non-initial common abbreviations, related to the collocations by means of “spontaneous” formation (in diachrony) and/or motivation (in synchrony).The relevance of the investigation is determined by implementing a new approach to interpreting abbreviation based on identifying onomasiologically significant mechanisms of the producing unit transformation into an abbreviation as well as on the differentiating synchronous and diachronic methods to abbreviations. As the result, the author can define new principles of abbreviations’ lexicographic description. The aim of the article is to establish the basic options for determining and describing compound abbreviated appellatives as an autonomous onomasiological type of abbreviations in diachrony and in synchrony. The novelty of the research consists in the following facts: firstly, the necessity to differentiate abbreviations as nominative units, arising from overcoming asymmetric dualism of descriptive collocations, from reductions, which act as formal doublets of abbreviated words because they preserve the onomasiological status of the original unit, is justified; secondly, it defines the reasons to refer compound abbreviated appellatives to an autonomous onomasiological class of abbreviations; thirdly, it shows the need to differentiate synchronous and diachronic descriptions of abbreviations. The practical significance lies in the fact that the results of the study can be used for composing dictionaries of abbreviations.
{"title":"Abbreviated appelatives as independent modifications of abbreviations","authors":"Vyacheslav I. Terkulov","doi":"10.22363/2618-8163-2020-18-1-97-112","DOIUrl":"https://doi.org/10.22363/2618-8163-2020-18-1-97-112","url":null,"abstract":"The paper is devoted to compound abbreviated appellatives, i.e. non-initial common abbreviations, related to the collocations by means of “spontaneous” formation (in diachrony) and/or motivation (in synchrony).The relevance of the investigation is determined by implementing a new approach to interpreting abbreviation based on identifying onomasiologically significant mechanisms of the producing unit transformation into an abbreviation as well as on the differentiating synchronous and diachronic methods to abbreviations. As the result, the author can define new principles of abbreviations’ lexicographic description. The aim of the article is to establish the basic options for determining and describing compound abbreviated appellatives as an autonomous onomasiological type of abbreviations in diachrony and in synchrony. The novelty of the research consists in the following facts: firstly, the necessity to differentiate abbreviations as nominative units, arising from overcoming asymmetric dualism of descriptive collocations, from reductions, which act as formal doublets of abbreviated words because they preserve the onomasiological status of the original unit, is justified; secondly, it defines the reasons to refer compound abbreviated appellatives to an autonomous onomasiological class of abbreviations; thirdly, it shows the need to differentiate synchronous and diachronic descriptions of abbreviations. The practical significance lies in the fact that the results of the study can be used for composing dictionaries of abbreviations.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43405044","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 : 2020-12-15DOI: 10.22363/2618-8163-2020-18-2-181-194
Nina V. Usova
The paper deals with poetonymological study of the text of M.Yu. Lermontovs poem Demon. The poem is for the first time investigated in terms of onomastics. The features of the poem and the ways of their interaction with the poetic context are considered. The focus is on the lexical-semantic and phonetic aspects of key myth- and anthropoetonyms. The identified poetonyms go back to proper names of different categories and represent mythopoetonyms, anthropoetonyms, cosmopoetonyms, topopoetonyms (including hydropoetonyms, poetonymschoronyms, poetonyms-oronyms). The counterpoint combination of the main melodic lines produces the effect of simultaneous sounding which is created to a large extent by skillful inserting poetonyms in the composition, system of images and artistic means of the poem as a whole. The determined oppositions form a network of counterpoint relations, important in terms of meaning. As for sound phenomena, the poem reveals an increase in the frequency of the sound letters of the poetonyms in their environment, as well as the phenomenon of irradiation, sound repetitions, assonances and alliterations, rhyme and anaphoric extension of the poetonyms, emphasis.
{"title":"Names and counterpoints of M.Yu. Lermontov’s poem “The Demon”","authors":"Nina V. Usova","doi":"10.22363/2618-8163-2020-18-2-181-194","DOIUrl":"https://doi.org/10.22363/2618-8163-2020-18-2-181-194","url":null,"abstract":"The paper deals with poetonymological study of the text of M.Yu. Lermontovs poem Demon. The poem is for the first time investigated in terms of onomastics. The features of the poem and the ways of their interaction with the poetic context are considered. The focus is on the lexical-semantic and phonetic aspects of key myth- and anthropoetonyms. The identified poetonyms go back to proper names of different categories and represent mythopoetonyms, anthropoetonyms, cosmopoetonyms, topopoetonyms (including hydropoetonyms, poetonymschoronyms, poetonyms-oronyms). The counterpoint combination of the main melodic lines produces the effect of simultaneous sounding which is created to a large extent by skillful inserting poetonyms in the composition, system of images and artistic means of the poem as a whole. The determined oppositions form a network of counterpoint relations, important in terms of meaning. As for sound phenomena, the poem reveals an increase in the frequency of the sound letters of the poetonyms in their environment, as well as the phenomenon of irradiation, sound repetitions, assonances and alliterations, rhyme and anaphoric extension of the poetonyms, emphasis.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46723587","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 : 2020-12-15DOI: 10.22363/2618-8163-2020-18-4-469-480
Y. Slozhenikina, Сложеникина Юлия Владимировна, Andrey V. Rastyagaev, Растягаев Андрей Викторович
The actuality of the undertaken research is conditioned by the necessity to study the role of Russian literature and journalism, separate linguistic programs of the middle of the 18th century in assertion of the main characteristics of the literary standard, which began to take shape in 80 years of this century. The aim of the scientific study is to analyze the similarities and differences between the linguistic theories of A. Sumarokov and V. Trediakovsky, to establish the place of this polemic in the history of Russian literary language of the 18th century, its significance for the formation of the literary standard. The language material is the original text of Sumarokov's article To typographers (K tipografskim naborshhikam), published in the May issue of the journal Trudolyubivaya pchela (1759). The system of views of scholars and writers of the mid-18th century on the Russian language are presented by means of descriptive and comparative methods with revealing the specifics of each language concept. An integral part of the methodology was the observation of the word usage in the texts by A. Sumarokov and V. Trediakovsky. The use of methods of linguoculturology made it possible to present linguistic polemics as a phenomenon of Russian culture. The extra-linguistic method and the method of reconstruction from historical sources were used to establish the phenomena of extra-linguistic reality that influenced the problems of the philological discussion. The results of the research showed that the extra-linguistic reason for writing the article was determined, the tradition of the writers' appealing to the typesetters in the history of domestic printing of the first half of the 18th century was traced, the group of works with which Sumarokov-philologist enters polemics was determined, the main concepts of the article were identified, the position of Sumarokov from the point of view of normalization of graphic, morphological, orthographic practice in the middle of the 18th century was fixed; the article by Sumarokov was considered in accordance with the concept of metatextual unity in the world. The prospects of the research relate to the fundamental theoretical development of the role of 18th century Russian literature in the formation of the Russian literary language standard.
{"title":"The dispute on the language norm in A.P. Sumarokov’s article “To typographers”","authors":"Y. Slozhenikina, Сложеникина Юлия Владимировна, Andrey V. Rastyagaev, Растягаев Андрей Викторович","doi":"10.22363/2618-8163-2020-18-4-469-480","DOIUrl":"https://doi.org/10.22363/2618-8163-2020-18-4-469-480","url":null,"abstract":"The actuality of the undertaken research is conditioned by the necessity to study the role of Russian literature and journalism, separate linguistic programs of the middle of the 18th century in assertion of the main characteristics of the literary standard, which began to take shape in 80 years of this century. The aim of the scientific study is to analyze the similarities and differences between the linguistic theories of A. Sumarokov and V. Trediakovsky, to establish the place of this polemic in the history of Russian literary language of the 18th century, its significance for the formation of the literary standard. The language material is the original text of Sumarokov's article To typographers (K tipografskim naborshhikam), published in the May issue of the journal Trudolyubivaya pchela (1759). The system of views of scholars and writers of the mid-18th century on the Russian language are presented by means of descriptive and comparative methods with revealing the specifics of each language concept. An integral part of the methodology was the observation of the word usage in the texts by A. Sumarokov and V. Trediakovsky. The use of methods of linguoculturology made it possible to present linguistic polemics as a phenomenon of Russian culture. The extra-linguistic method and the method of reconstruction from historical sources were used to establish the phenomena of extra-linguistic reality that influenced the problems of the philological discussion. The results of the research showed that the extra-linguistic reason for writing the article was determined, the tradition of the writers' appealing to the typesetters in the history of domestic printing of the first half of the 18th century was traced, the group of works with which Sumarokov-philologist enters polemics was determined, the main concepts of the article were identified, the position of Sumarokov from the point of view of normalization of graphic, morphological, orthographic practice in the middle of the 18th century was fixed; the article by Sumarokov was considered in accordance with the concept of metatextual unity in the world. The prospects of the research relate to the fundamental theoretical development of the role of 18th century Russian literature in the formation of the Russian literary language standard.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42838601","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 : 2020-12-15DOI: 10.22363/2618-8163-2020-18-1-69-84
Victoria V. Vyazovskaya, Вязовская Виктория Викторовна, Tatiana A. Danilevskaya, Данилевская Татьяна Александровна, Margarita E. Trubchaninova, Трубчанинова Маргарита Евгеньевна
The paper discusses using online resources in modern teaching Russian as a foreign language (henceforth - RFL). A lot of resources for teaching and learning Russian are uploaded online daily. However, the format of their integration into educational process has not been analyzed yet. The acuteness of the present study stems from the necessity to define effective educational online resources for teaching RFL. The study draws upon the data of free-access online resources developed for A0-B1 level students in leading Russian universities. The aim of the study is to analyse online RFL resources, including educational software, applications and sites, their structure and their chances to be integrated into teaching process. The research has resulted in estimating educational and functional value of online teaching resources for students who study Russian in order to enter Russian universities. The paper presents conclusions concerning practical application of online resources in RFL teaching practice in blended education of foreign students in the higher educational establishments. The theoretical significance of the research lies in the fact that the analysis of fundamental scientific articles and electronic materials allows us to expand and deepen our knowledge about the place of e-teaching aids in the sphere of teaching foreign languages and RFL, as well as to justify the need to include electronic teaching materials in order to intensify the learning process. The results of the research can be implemented in blended forms of learning, distance learning, as well as in organizing students' independent learning in the university environment.
{"title":"Online resources in teaching Russian as a foreign language: expectations vs reality","authors":"Victoria V. Vyazovskaya, Вязовская Виктория Викторовна, Tatiana A. Danilevskaya, Данилевская Татьяна Александровна, Margarita E. Trubchaninova, Трубчанинова Маргарита Евгеньевна","doi":"10.22363/2618-8163-2020-18-1-69-84","DOIUrl":"https://doi.org/10.22363/2618-8163-2020-18-1-69-84","url":null,"abstract":"The paper discusses using online resources in modern teaching Russian as a foreign language (henceforth - RFL). A lot of resources for teaching and learning Russian are uploaded online daily. However, the format of their integration into educational process has not been analyzed yet. The acuteness of the present study stems from the necessity to define effective educational online resources for teaching RFL. The study draws upon the data of free-access online resources developed for A0-B1 level students in leading Russian universities. The aim of the study is to analyse online RFL resources, including educational software, applications and sites, their structure and their chances to be integrated into teaching process. The research has resulted in estimating educational and functional value of online teaching resources for students who study Russian in order to enter Russian universities. The paper presents conclusions concerning practical application of online resources in RFL teaching practice in blended education of foreign students in the higher educational establishments. The theoretical significance of the research lies in the fact that the analysis of fundamental scientific articles and electronic materials allows us to expand and deepen our knowledge about the place of e-teaching aids in the sphere of teaching foreign languages and RFL, as well as to justify the need to include electronic teaching materials in order to intensify the learning process. The results of the research can be implemented in blended forms of learning, distance learning, as well as in organizing students' independent learning in the university environment.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43763091","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 : 2020-12-15DOI: 10.22363/2618-8163-2020-18-1-113-125
Aliaksandr V. Shakolo
Researches of the discursive analysis become more and more significant sphere of linguistics. Both forest and house act as two main and never identical worlds. The fundamental conceptual opposition of fairy-tale discourse is based on the concepts of house and forest, fundamental opposite worlds. The purpose of the article is to examine the two concepts as crucial components of friend-or-foe opposition, and to reveal features of their representation in Russian linguistic culture. During the research, the author used descriptive, inductive and cultural-historical methods. The research showed that the concepts of forest and house are key components of fairy-tale discourse, have nationally specific features in Russian fairy-tales revealed in the texts. The theoretical relevance of the article lies in the fact that contributes to working out the problem of national worldview representation and Russian ethnos mentality. The practical relevance of the article consists in possibility of using its materials in the process of teaching, while compiling lectures, guides for teachers, seminars on fairy-tale discourse. A role of house and forest for Slavic people is really significant. Besides, the results of the study show the necessity of further analysis of fairy-tale discourse, more detailed description of the concepts and their comparison with the concepts of other national fairy-tales.
{"title":"“Friend-or-foe” opposition and its implementation through the concepts “house” and “forest” in Russian fairy-tale discourse","authors":"Aliaksandr V. Shakolo","doi":"10.22363/2618-8163-2020-18-1-113-125","DOIUrl":"https://doi.org/10.22363/2618-8163-2020-18-1-113-125","url":null,"abstract":"Researches of the discursive analysis become more and more significant sphere of linguistics. Both forest and house act as two main and never identical worlds. The fundamental conceptual opposition of fairy-tale discourse is based on the concepts of house and forest, fundamental opposite worlds. The purpose of the article is to examine the two concepts as crucial components of friend-or-foe opposition, and to reveal features of their representation in Russian linguistic culture. During the research, the author used descriptive, inductive and cultural-historical methods. The research showed that the concepts of forest and house are key components of fairy-tale discourse, have nationally specific features in Russian fairy-tales revealed in the texts. The theoretical relevance of the article lies in the fact that contributes to working out the problem of national worldview representation and Russian ethnos mentality. The practical relevance of the article consists in possibility of using its materials in the process of teaching, while compiling lectures, guides for teachers, seminars on fairy-tale discourse. A role of house and forest for Slavic people is really significant. Besides, the results of the study show the necessity of further analysis of fairy-tale discourse, more detailed description of the concepts and their comparison with the concepts of other national fairy-tales.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44340651","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 : 2020-12-15DOI: 10.22363/2618-8163-2020-18-4-383-408
Wei Zhang, Чжан Вэй, L. E. Vesnina, Веснина Людмила Евгеньевна
Due to the pandemic in the spring of 2020, all educational institutions in China had to organize distance learning. It was crucial to introduce effective teaching methods and to use distance learning technologies. The authors of the article described the way online education was organized during the quarantine semester on the example of teaching Practical Russian grammar at Jilin International Studies University (Changchun, China). The purpose of the research is to describe the three-step process of teaching Practical Russian grammar to foreign students and the way distance learning technologies were used. The teachers organized online classes on Practical Russian grammar using BOPPPS model for lesson planning (five teaching steps: B - bridge-in, O - objective, P - pre-assessment, P - participatory, P - post-assessment, S - summary). Lessons were based on this method and the educational process included three steps: 1) students used Xuexitong application to acquire primary knowledge before the lesson; 2) classroom work was organized through the Xuexitong and DingTalk applications - it was aimed at internalization and expansion of knowledge, the ultimate goal was to develop Russian grammar skills; 3) using Xuexitong and DingTalk applications after the classes, the students improved their grammar and communication skills. In addition, the authors of the article proposed the ways to improve the knowledge assessment system and the entire educational process based on the suggested online learning model. Results and scientific novelty are that a practice-oriented approach to language learning can be implemented on the basis of the proposed teaching method. Such an approach enables students to have constant access to a large number of educational resources and to be promptly informed of any changes, which meets learners individual needs and increases their motivation, self-learning abilities and self-organization. Apart from that, students learn better and improve their oral and written communication skills.
{"title":"Online teaching Russian practical grammar at a Chinese university during the epidemic","authors":"Wei Zhang, Чжан Вэй, L. E. Vesnina, Веснина Людмила Евгеньевна","doi":"10.22363/2618-8163-2020-18-4-383-408","DOIUrl":"https://doi.org/10.22363/2618-8163-2020-18-4-383-408","url":null,"abstract":"Due to the pandemic in the spring of 2020, all educational institutions in China had to organize distance learning. It was crucial to introduce effective teaching methods and to use distance learning technologies. The authors of the article described the way online education was organized during the quarantine semester on the example of teaching Practical Russian grammar at Jilin International Studies University (Changchun, China). The purpose of the research is to describe the three-step process of teaching Practical Russian grammar to foreign students and the way distance learning technologies were used. The teachers organized online classes on Practical Russian grammar using BOPPPS model for lesson planning (five teaching steps: B - bridge-in, O - objective, P - pre-assessment, P - participatory, P - post-assessment, S - summary). Lessons were based on this method and the educational process included three steps: 1) students used Xuexitong application to acquire primary knowledge before the lesson; 2) classroom work was organized through the Xuexitong and DingTalk applications - it was aimed at internalization and expansion of knowledge, the ultimate goal was to develop Russian grammar skills; 3) using Xuexitong and DingTalk applications after the classes, the students improved their grammar and communication skills. In addition, the authors of the article proposed the ways to improve the knowledge assessment system and the entire educational process based on the suggested online learning model. Results and scientific novelty are that a practice-oriented approach to language learning can be implemented on the basis of the proposed teaching method. Such an approach enables students to have constant access to a large number of educational resources and to be promptly informed of any changes, which meets learners individual needs and increases their motivation, self-learning abilities and self-organization. Apart from that, students learn better and improve their oral and written communication skills.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44735075","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 : 2020-12-15DOI: 10.22363/2618-8163-2020-18-2-232-249
Evgeniya A. Skorik, Скорик Евгения Алексеевна
The article deals with the non-equivalent vocabulary in socio-political texts of the 18th century. The interest to this type of vocabulary is growing (especially in translation and linguoculturology): every year there are more and more works studying non-equivalent vocabulary with national-cultural specificity of meaning in various resources: fiction, textbooks, press, dictionaries. However, these studies are carried out on the texts of the 19th-21st centuries. In this article, we for the first time analyze this vocabulary in the artistic texts of the 18th century. The authors of the texts (the research materials) are well-known historical figures of the period: Catherine II, M.V. Lomonosov, V.N. Tatishchev, V.K. Trediakovsky, A. Matseevich, P.A. Plavilshikov. The main criterion for text selection was the level of knowledge of non-equivalent vocabulary in them. It is for the first time when identification and description of non-equivalent vocabulary was held in socio-political texts. The purpose of this research is to identify, describe and analyze non-equivalent words in the texts. The practical significance of the research is in the fact that its results can be used in classes of Russian as a foreign language, when compiling dictionaries of non-equivalent vocabulary or linguistic and regional dictionaries, when translating the source texts into foreign languages and making comments. The theoretical significance of the research is in the fact that its results became the basis for further research of non-equivalent vocabulary with national-cultural specificity of meaning. As a result of the research, there were identified the quantity and quality of non-equivalent words. The discovered non-equivalent words were classified into several thematic groups: household items, titles, military vocabulary, social groups, etc., and into types of non-equivalent vocabulary: words-realities, lacunae, exotisms, deviations from the common language norm, etc. In order to have a complete picture of this linguistic phenomenon, it is necessary to make wider the chronological and genre framework of the research material in the future. It is possible to use not only texts of the 18th-21st centuries as a source, but also texts of earlier periods; it is necessary to use not only works of fiction, dictionaries, press, but also to research sociopolitical texts: documents, scientific works, letters.
{"title":"Non-equivalent vocabulary in social-political texts of the XVIII century","authors":"Evgeniya A. Skorik, Скорик Евгения Алексеевна","doi":"10.22363/2618-8163-2020-18-2-232-249","DOIUrl":"https://doi.org/10.22363/2618-8163-2020-18-2-232-249","url":null,"abstract":"The article deals with the non-equivalent vocabulary in socio-political texts of the 18th century. The interest to this type of vocabulary is growing (especially in translation and linguoculturology): every year there are more and more works studying non-equivalent vocabulary with national-cultural specificity of meaning in various resources: fiction, textbooks, press, dictionaries. However, these studies are carried out on the texts of the 19th-21st centuries. In this article, we for the first time analyze this vocabulary in the artistic texts of the 18th century. The authors of the texts (the research materials) are well-known historical figures of the period: Catherine II, M.V. Lomonosov, V.N. Tatishchev, V.K. Trediakovsky, A. Matseevich, P.A. Plavilshikov. The main criterion for text selection was the level of knowledge of non-equivalent vocabulary in them. It is for the first time when identification and description of non-equivalent vocabulary was held in socio-political texts. The purpose of this research is to identify, describe and analyze non-equivalent words in the texts. The practical significance of the research is in the fact that its results can be used in classes of Russian as a foreign language, when compiling dictionaries of non-equivalent vocabulary or linguistic and regional dictionaries, when translating the source texts into foreign languages and making comments. The theoretical significance of the research is in the fact that its results became the basis for further research of non-equivalent vocabulary with national-cultural specificity of meaning. As a result of the research, there were identified the quantity and quality of non-equivalent words. The discovered non-equivalent words were classified into several thematic groups: household items, titles, military vocabulary, social groups, etc., and into types of non-equivalent vocabulary: words-realities, lacunae, exotisms, deviations from the common language norm, etc. In order to have a complete picture of this linguistic phenomenon, it is necessary to make wider the chronological and genre framework of the research material in the future. It is possible to use not only texts of the 18th-21st centuries as a source, but also texts of earlier periods; it is necessary to use not only works of fiction, dictionaries, press, but also to research sociopolitical texts: documents, scientific works, letters.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41882012","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 : 2020-12-15DOI: 10.22363/2618-8163-2020-18-2-164-180
A. A. Biyumena
The relevance of the article is connected with the prevalence of aggressive materials in the media space, the significance of their role in influencing the audience. The purpose of the work is to identify and describe the lexical means of expressing speech aggression in the Russian-language press of the Soviet era. The research material consists of 500 articles on international topics published from 1946 to 1989 in the newspaper Soviet Belarus, published in Belarus in Russian. The methods of semantic, contextual and discursive analysis have been used. In the course of the study, the semantic groups of words used in the press of the indicated time to express speech aggression have been identified. The theoretical significance of the study lies in the fact that determining the specifics of aggression explication in the newspaper texts of a particular period contributes to understanding the characteristics of media discourse as a type of institutional communication. The practical significance lies in identifying aggressive semantic dominants of the post-war Soviet press. It has been established that speech aggression in analyzed texts is expressed with the help of lexemes denoting certain ideologies, aggressive and military actions, crimes and criminals, desire for enrichment, non-compliance with law, violation of communicative behavior, social and economic problems, negative emotions and negative evaluation. The prospects for further studies in the direction are indicated: identifying language means of expressing aggression in the press of other periods, as well as studying strategic and tactical dominants of aggressive speech behavior in the articles of different genres and on different topics.
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Pub Date : 2020-12-15DOI: 10.22363/2618-8163-2020-18-3-328-341
X. Qiu
The article analyses the experience of implementing virtual reality (VR) in foreign language teaching, particularly teaching the Russian language in Chinese universities. Basing on different approaches and the results of applying VR in practical classes at the Russian Language Faculty of Sichuan University, the research on the effectiveness of VR technologies has been done in terms of stimulating Russian language learners motivation, enhancing their knowledge, strengthening their language capability, developing basic oral Russian, as well as improving the quality of teaching Russian in a non-native environment. The research subject is determined by the transformation of the educational process among students with a relatively good language capability. The novelty and actuality of the topic are due to the following factors. Firstly, it is modelling situations with real-world samples when the organizer of educational process makes it immersive by using computer and recordings. Secondly, auto-reading module can be used. Thirdly, the system can check the consistency between the original text and the one recognized by voice recognition module. The author reviews indicators of the experiment, aimed at assessing teaching results and summarizing the changes in knowledge acquiring with using VR technologies at the Russian Language Faculty of Sichuan University. According to the results of the survey, the author studies the pros and cons of the changes brought by VR and concludes the opinions of the tested students and teachers participating in the experiment. The results of the experiment illustrate changing roles of teachers and students. To be specific, the teacher is no longer a simple organizer, but a supervisor, assistant and consultant, playing a supporting role. Students gradually master the functions of training systems. It stimulates them to work independently under VR. This has been proved by the students results in the semester exam and the state accreditation test of translators. Besides, the statistical data are presented on the differences between the traditional model of language teaching and the one under VR.
{"title":"Virtual reality as a tech tool for students studying Russian in China","authors":"X. Qiu","doi":"10.22363/2618-8163-2020-18-3-328-341","DOIUrl":"https://doi.org/10.22363/2618-8163-2020-18-3-328-341","url":null,"abstract":"The article analyses the experience of implementing virtual reality (VR) in foreign language teaching, particularly teaching the Russian language in Chinese universities. Basing on different approaches and the results of applying VR in practical classes at the Russian Language Faculty of Sichuan University, the research on the effectiveness of VR technologies has been done in terms of stimulating Russian language learners motivation, enhancing their knowledge, strengthening their language capability, developing basic oral Russian, as well as improving the quality of teaching Russian in a non-native environment. The research subject is determined by the transformation of the educational process among students with a relatively good language capability. The novelty and actuality of the topic are due to the following factors. Firstly, it is modelling situations with real-world samples when the organizer of educational process makes it immersive by using computer and recordings. Secondly, auto-reading module can be used. Thirdly, the system can check the consistency between the original text and the one recognized by voice recognition module. The author reviews indicators of the experiment, aimed at assessing teaching results and summarizing the changes in knowledge acquiring with using VR technologies at the Russian Language Faculty of Sichuan University. According to the results of the survey, the author studies the pros and cons of the changes brought by VR and concludes the opinions of the tested students and teachers participating in the experiment. The results of the experiment illustrate changing roles of teachers and students. To be specific, the teacher is no longer a simple organizer, but a supervisor, assistant and consultant, playing a supporting role. Students gradually master the functions of training systems. It stimulates them to work independently under VR. This has been proved by the students results in the semester exam and the state accreditation test of translators. Besides, the statistical data are presented on the differences between the traditional model of language teaching and the one under VR.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47659191","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 : 2020-12-15DOI: 10.22363/2618-8163-2020-18-3-295-314
L. Moskovkin
It is crucial for teachers of Russian as a foreign language to investigate the way of development of the ideas about the teaching method in didactics and linguodidactics. Thereby, they can better understand the process of evolution of the scientific thought, its current state and define its prospects. It helps to build a modern theory of teaching that has a practical value. The purpose of this research is to describe the development of the ideas about the teaching method in didactics and linguodidactics, to identify its stages and to analyze the future prospects for the development of the theory of teaching, including the methods of teaching Russian as a foreign language. The research was based on about 80 theoretical works devoted to didactics and linguodidactics and practical guides for teachers, including manuals for teachers of Russian as a foreign language. The author used the methods of conceptual and contextual analysis, and the historical and descriptive research method. Analyzing the sources, the researcher identified three stages of the development of the ideas about the teaching method in didactics and linguodidactics. When the ideas about the teaching method originated (17th-19th centuries), this concept was not defined. However, the term teaching method was actively used, as it referred both to the teaching process and to the teachers actions in the classroom. At the stage of formation of scientific ideas about the teaching method (20th century), researchers compiled and analyzed empirical data. Different definitions and classifications of the teaching methods were proposed and various theories of teaching methods were developed. At the stage of critical rethinking (21th century), a new theory of teaching was introduced. It included the description of the main features of teaching methods, their functional classification, and recommendations on how to choose and develop a teaching method. The term teaching method is polysemantic, which causes a number of problems. If researchers manage to clearly define this term, a great contribution will be made not only to didactics and linguodidactics, but also to the theory of teaching Russian as a foreign language.
{"title":"Development of ideas about the teaching method in didactics and linguodidactics","authors":"L. Moskovkin","doi":"10.22363/2618-8163-2020-18-3-295-314","DOIUrl":"https://doi.org/10.22363/2618-8163-2020-18-3-295-314","url":null,"abstract":"It is crucial for teachers of Russian as a foreign language to investigate the way of development of the ideas about the teaching method in didactics and linguodidactics. Thereby, they can better understand the process of evolution of the scientific thought, its current state and define its prospects. It helps to build a modern theory of teaching that has a practical value. The purpose of this research is to describe the development of the ideas about the teaching method in didactics and linguodidactics, to identify its stages and to analyze the future prospects for the development of the theory of teaching, including the methods of teaching Russian as a foreign language. The research was based on about 80 theoretical works devoted to didactics and linguodidactics and practical guides for teachers, including manuals for teachers of Russian as a foreign language. The author used the methods of conceptual and contextual analysis, and the historical and descriptive research method. Analyzing the sources, the researcher identified three stages of the development of the ideas about the teaching method in didactics and linguodidactics. When the ideas about the teaching method originated (17th-19th centuries), this concept was not defined. However, the term teaching method was actively used, as it referred both to the teaching process and to the teachers actions in the classroom. At the stage of formation of scientific ideas about the teaching method (20th century), researchers compiled and analyzed empirical data. Different definitions and classifications of the teaching methods were proposed and various theories of teaching methods were developed. At the stage of critical rethinking (21th century), a new theory of teaching was introduced. It included the description of the main features of teaching methods, their functional classification, and recommendations on how to choose and develop a teaching method. The term teaching method is polysemantic, which causes a number of problems. If researchers manage to clearly define this term, a great contribution will be made not only to didactics and linguodidactics, but also to the theory of teaching Russian as a foreign language.","PeriodicalId":36031,"journal":{"name":"Russian Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44619560","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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