Pub Date : 2024-07-26DOI: 10.55959/msu-2074-1588-19-27-3-9
M. Rozina, M.V. SOLOV'EVA
This article discusses the challenges and solutions for teaching Russian as a second language to students in China. It analyzes Russian and Chinese language teaching materials and identifies the factors that contribute to the low level of proficiency among Chinese students. The article proposes several solutions, including taking into account cultural differences and adopting teaching methods similar to those used in Chinese educational institutions.
{"title":"THE FEATURES OF TEACHING RUSSIAN TO CHINESE STUDENTS IN GROUPS","authors":"M. Rozina, M.V. SOLOV'EVA","doi":"10.55959/msu-2074-1588-19-27-3-9","DOIUrl":"https://doi.org/10.55959/msu-2074-1588-19-27-3-9","url":null,"abstract":"This article discusses the challenges and solutions for teaching Russian as a second language to students in China. It analyzes Russian and Chinese language teaching materials and identifies the factors that contribute to the low level of proficiency among Chinese students. The article proposes several solutions, including taking into account cultural differences and adopting teaching methods similar to those used in Chinese educational institutions.","PeriodicalId":512750,"journal":{"name":"Linguistics and Intercultural Communication","volume":"56 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.55959/msu-2074-1588-19-27-3-7
L. Polubichenko, Z. R. Alkhastova
Using paremiological dictionaries as an example, the article considers new approaches and trends emerging in modern English lexicography in connection with its digitalisation. From the initial scanned versions of authoritative paper dictionaries, e-lexicography is increasingly moving towards the development of pro ducts specifically designed for use on computers and mobile devices, a frequent first step in this process being the use of the resources of national linguistic corpora, followed by the creation of independent paremiological corpora. The creation of e-dictionaries is gradually becoming a separate lexicographic trend with its own subject and object of research. The present study has revealed a number of characteristics of English-language electronic paremiological dictionaries, such as: growing connection with language teaching; increasing unprofessionalism of compilers of Internet reference resources, leading to their unreliability; extending influence of the so-called “non-native speakers” of English; expanding range of non-verbal resources of elexicography, which are capable of performing some scientific tasks that are beyond the reach of traditional paper dictionaries (for example, dictionary fixation of the threefold structural-content-functional topological invariant of frequently reproduced memorable phrases). Professional lexicographers need to learn how to use the new possibilities of the modern electronic and digital era to the best advantage, combining the necessary linguistic, digital and design competences at a professional rather than amateur level.
{"title":"ENGLISH-LANGUAGE PAREMIOLOGICAL DICTIONARIES IN THE ELECTRONIC AND DIGITAL AGE: PROBLEMS AND PROSPECTS","authors":"L. Polubichenko, Z. R. Alkhastova","doi":"10.55959/msu-2074-1588-19-27-3-7","DOIUrl":"https://doi.org/10.55959/msu-2074-1588-19-27-3-7","url":null,"abstract":"Using paremiological dictionaries as an example, the article considers new approaches and trends emerging in modern English lexicography in connection with its digitalisation. From the initial scanned versions of authoritative paper dictionaries, e-lexicography is increasingly moving towards the development of pro ducts specifically designed for use on computers and mobile devices, a frequent first step in this process being the use of the resources of national linguistic corpora, followed by the creation of independent paremiological corpora. The creation of e-dictionaries is gradually becoming a separate lexicographic trend with its own subject and object of research. The present study has revealed a number of characteristics of English-language electronic paremiological dictionaries, such as: growing connection with language teaching; increasing unprofessionalism of compilers of Internet reference resources, leading to their unreliability; extending influence of the so-called “non-native speakers” of English; expanding range of non-verbal resources of elexicography, which are capable of performing some scientific tasks that are beyond the reach of traditional paper dictionaries (for example, dictionary fixation of the threefold structural-content-functional topological invariant of frequently reproduced memorable phrases). Professional lexicographers need to learn how to use the new possibilities of the modern electronic and digital era to the best advantage, combining the necessary linguistic, digital and design competences at a professional rather than amateur level.","PeriodicalId":512750,"journal":{"name":"Linguistics and Intercultural Communication","volume":"49 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141799630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-06DOI: 10.55959/msu-2074-1588-19-27-2-4
A. Avramenko, V. Fadeeva, V. Ternovsky
The article is a synthesis of a series of studies conducted over the last 10 years at the Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University and is devoted to the current topic of digital technologies application in linguodidactics. The paper provides an analysis of legal acts regulating the development of artificial intelligence technologies in the Russian Federation in all spheres of activity, including education, national standards that apply to the field of education and establish general provisions and terminology in the field of the use of artificial intelligence technologies in education, a description of the basic principles of the operation of generative artificial intelligence technologies, an analysis of the formats of tasks for the introduction of mobile, electronic and generative tools, including those based on neural networks, into General English courses. The main results of the study are the identification of new task formats based on artificial intelligence technologies, as well as the need to form provisions for updating the regulatory framework for the introduction of artificial intelligence technologies in foreign language higher education.
{"title":"INTEGRATING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN FOREIGN LANGUAGE HIGHER EDUCATION: FROM DIGITALIZATION TO AUTOMATION","authors":"A. Avramenko, V. Fadeeva, V. Ternovsky","doi":"10.55959/msu-2074-1588-19-27-2-4","DOIUrl":"https://doi.org/10.55959/msu-2074-1588-19-27-2-4","url":null,"abstract":"The article is a synthesis of a series of studies conducted over the last 10 years at the Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University and is devoted to the current topic of digital technologies application in linguodidactics. The paper provides an analysis of legal acts regulating the development of artificial intelligence technologies in the Russian Federation in all spheres of activity, including education, national standards that apply to the field of education and establish general provisions and terminology in the field of the use of artificial intelligence technologies in education, a description of the basic principles of the operation of generative artificial intelligence technologies, an analysis of the formats of tasks for the introduction of mobile, electronic and generative tools, including those based on neural networks, into General English courses. The main results of the study are the identification of new task formats based on artificial intelligence technologies, as well as the need to form provisions for updating the regulatory framework for the introduction of artificial intelligence technologies in foreign language higher education.","PeriodicalId":512750,"journal":{"name":"Linguistics and Intercultural Communication","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141672979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-06DOI: 10.55959/msu-2074-1588-19-27-2-10
S. Gretskaya
The present paper belongs to a series of articles with a focus on ethnospecific concepts and identity construction in multicultural fiction from a cognitive-functional perspective. It seeks to take a new look on ethnospecific concepts, namely those which belong to an author’s idioconceptual subsystem, the latter being understood as a unique configuration of concepts in one’s mind, and constitute cognitive matrices. In accordance with N.N. Boldyrev’s research, the term «cognitive matrix» is used to denote a system of interconnected cognitive contexts which open onto different conceptual domains. The aim of the study is to demonstrate the potential of using cognitive-matrix analysis to reveal the connections between the cognitive contexts in the structure of an ethnospecific concept which unfold in a work of fiction, as well as the conceptual domains they are related to, on the one hand, and the many facets of an author’s cultural identity on the other. The paper outlines the results of the cognitive-matrix analysis of the concept BISON as represented in the novel “A Grandmother Begins the Story” by M. Porter, a Canadian writer of Métis background. Detail is given on several cognitive contexts in the structure of the concept in question pertaining to the following conceptual domains: NATURE, HISTORY, SPIRITUAL CULTURE, SPACE, TIME. The results obtained show that the ways in which the ethnospecific concept BISON functions in the text under consideration are affiliated with the writer’s identity and allow her not only to implement her creative ideas but also actualize her cultural identity in fiction.
{"title":"COGNITIVE-MATRIX ANALYSIS AS A TOOL FOR EXPLORING CULTURAL IDENTITY OF A FICTION AUTHOR: A STUDY OF M. PORTER’S “A GRANDMOTHER BEGINS THE STORY”","authors":"S. Gretskaya","doi":"10.55959/msu-2074-1588-19-27-2-10","DOIUrl":"https://doi.org/10.55959/msu-2074-1588-19-27-2-10","url":null,"abstract":"The present paper belongs to a series of articles with a focus on ethnospecific concepts and identity construction in multicultural fiction from a cognitive-functional perspective. It seeks to take a new look on ethnospecific concepts, namely those which belong to an author’s idioconceptual subsystem, the latter being understood as a unique configuration of concepts in one’s mind, and constitute cognitive matrices. In accordance with N.N. Boldyrev’s research, the term «cognitive matrix» is used to denote a system of interconnected cognitive contexts which open onto different conceptual domains. The aim of the study is to demonstrate the potential of using cognitive-matrix analysis to reveal the connections between the cognitive contexts in the structure of an ethnospecific concept which unfold in a work of fiction, as well as the conceptual domains they are related to, on the one hand, and the many facets of an author’s cultural identity on the other. The paper outlines the results of the cognitive-matrix analysis of the concept BISON as represented in the novel “A Grandmother Begins the Story” by M. Porter, a Canadian writer of Métis background. Detail is given on several cognitive contexts in the structure of the concept in question pertaining to the following conceptual domains: NATURE, HISTORY, SPIRITUAL CULTURE, SPACE, TIME. The results obtained show that the ways in which the ethnospecific concept BISON functions in the text under consideration are affiliated with the writer’s identity and allow her not only to implement her creative ideas but also actualize her cultural identity in fiction.","PeriodicalId":512750,"journal":{"name":"Linguistics and Intercultural Communication","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141672307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-06DOI: 10.55959/msu-2074-1588-19-27-2-6
V. Safonova, E. V. Shustrova
We discuss theoretical issues connected with methodological construction of problem-solving tasks for development of polycode competence in the system of language tertiary education. As one of the salient genres of polycode texts we take British and American political cartoon and the process of its interpretation. Yet another object of discussion is formed by particular difficulties when we try to include this format into text analysis. It gives us grounds to single out key features of polycode texts, which make them different from traditional text format. Here we include lack of precise genre typology, combination of various semiotic codes, lacunas presence, clip character, specific nature of intertextual chains. We single out several stages in the process of polycode competence formation and development. In particular, problem-solving tasks aimed at identification and primary decoding of certain elements typical for any polycode text; problem-solving tasks aimed at interpretation of verbal and visual components; carrying out group project/group projects of scientific educational or scientific research, of cultural and discourse character; participation in culturally-oriented discussions; assessment of the level of student’s polycode competence formation when interpreting a certain genre of polycode text. In this article, we focus upon possible problem-solving tasks of the first two stages. As one of possible solutions, we suggest conceptual cognitive metaphor modelling and oppositions. The oppositions in this case are built on basic sociocultural values while metaphor modelling includes structural, orientational and ontological concepts, which can be further found out in various types of polycode texts. As possible advantages of this approach, we consider it giving ground for interdisciplinary connections in the course of professional foreign language training. It also enables to widen the scope of questions and topics discussed with students as well as introduce certain linguocultural and sociocultural phenomena. All this assists in building professional competence of a would-be specialist as far as foreign media and multimodal environment is concerned, including its destructive practices. We also describe results of the experimental work. As part of the experiment, we assessed student’s ability to recognise images, symbols, archetypes, linguocultural subjects and meanings, precedent phenomena, continuity of forms and structures, conceptual metaphors and models, conceptual oppositions, basic and transferred meanings, connotations.
{"title":"PROBLEM-BASED LEARNING TASKS FOR INTERPRETING A MULTIMODAL TEXT WHEN DELIVERING UNIVERSITY FL EDUCATION DEGREE PROGRAMMES","authors":"V. Safonova, E. V. Shustrova","doi":"10.55959/msu-2074-1588-19-27-2-6","DOIUrl":"https://doi.org/10.55959/msu-2074-1588-19-27-2-6","url":null,"abstract":"We discuss theoretical issues connected with methodological construction of problem-solving tasks for development of polycode competence in the system of language tertiary education. As one of the salient genres of polycode texts we take British and American political cartoon and the process of its interpretation. Yet another object of discussion is formed by particular difficulties when we try to include this format into text analysis. It gives us grounds to single out key features of polycode texts, which make them different from traditional text format. Here we include lack of precise genre typology, combination of various semiotic codes, lacunas presence, clip character, specific nature of intertextual chains. We single out several stages in the process of polycode competence formation and development. In particular, problem-solving tasks aimed at identification and primary decoding of certain elements typical for any polycode text; problem-solving tasks aimed at interpretation of verbal and visual components; carrying out group project/group projects of scientific educational or scientific research, of cultural and discourse character; participation in culturally-oriented discussions; assessment of the level of student’s polycode competence formation when interpreting a certain genre of polycode text. In this article, we focus upon possible problem-solving tasks of the first two stages. As one of possible solutions, we suggest conceptual cognitive metaphor modelling and oppositions. The oppositions in this case are built on basic sociocultural values while metaphor modelling includes structural, orientational and ontological concepts, which can be further found out in various types of polycode texts. As possible advantages of this approach, we consider it giving ground for interdisciplinary connections in the course of professional foreign language training. It also enables to widen the scope of questions and topics discussed with students as well as introduce certain linguocultural and sociocultural phenomena. All this assists in building professional competence of a would-be specialist as far as foreign media and multimodal environment is concerned, including its destructive practices. We also describe results of the experimental work. As part of the experiment, we assessed student’s ability to recognise images, symbols, archetypes, linguocultural subjects and meanings, precedent phenomena, continuity of forms and structures, conceptual metaphors and models, conceptual oppositions, basic and transferred meanings, connotations.","PeriodicalId":512750,"journal":{"name":"Linguistics and Intercultural Communication","volume":" 116","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-06DOI: 10.55959/msu-2074-1588-19-27-2-5
A. Korenev
The article discusses the strategies for using artificial intelligence (AI) in the context of providing written corrective feedback in language education. It provides an overview of the latest research in this area, starting from the most significant publications in the field of Russian neurodidactics and international conferences dedicated to the use of AI in education, to practical examples of using chatbots for feedback in language teaching. The article emphasizes the transformation of the role of language educators through the application of artificial intelligence, highlighting the importance of focusing the teacher on the essential aspects of students’ communicative development while delegating the technical aspects of proofreading written assignments to artificial intelligence. The application of such technologies changes the ways feedback is provided, allowing for a more in-depth linguistic analysis and the creation of more extensive comments on written works. Examples of specific requests made to artificial intelligence when marking assignments and examples of their implementation are provided. In addition, the article summarizes the strengths and weaknesses of using AI technologies for assessment and draws conclusions about its role in providing written corrective feedback. The article also highlights the need for a thoughtful integration of AI into the educational process and calls for further research on the impact of artificial intelligence technologies on the development of students’ written productive language skills.
{"title":"STRATEGIES OF USING ARTIFICIAL INTELLIGENCE FOR WRITTEN CORRECTIVE FEEDBACK IN LANGUAGE EDUCATION","authors":"A. Korenev","doi":"10.55959/msu-2074-1588-19-27-2-5","DOIUrl":"https://doi.org/10.55959/msu-2074-1588-19-27-2-5","url":null,"abstract":"The article discusses the strategies for using artificial intelligence (AI) in the context of providing written corrective feedback in language education. It provides an overview of the latest research in this area, starting from the most significant publications in the field of Russian neurodidactics and international conferences dedicated to the use of AI in education, to practical examples of using chatbots for feedback in language teaching. The article emphasizes the transformation of the role of language educators through the application of artificial intelligence, highlighting the importance of focusing the teacher on the essential aspects of students’ communicative development while delegating the technical aspects of proofreading written assignments to artificial intelligence. The application of such technologies changes the ways feedback is provided, allowing for a more in-depth linguistic analysis and the creation of more extensive comments on written works. Examples of specific requests made to artificial intelligence when marking assignments and examples of their implementation are provided. In addition, the article summarizes the strengths and weaknesses of using AI technologies for assessment and draws conclusions about its role in providing written corrective feedback. The article also highlights the need for a thoughtful integration of AI into the educational process and calls for further research on the impact of artificial intelligence technologies on the development of students’ written productive language skills.","PeriodicalId":512750,"journal":{"name":"Linguistics and Intercultural Communication","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141672017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-06DOI: 10.55959/msu-2074-1588-19-27-2-12
V. Kalutskov, JU. Wu
The article discusses literary travels in the historical period of the Tang Dynasty, which entered the history of the country as a period of flourishing culture - science, painting, literature, and especially poetry. Two great Chinese poets Li Bo and Du Fu created during this period. Literary and cultural-geographical approaches to the study of travelogues developed in Western, Chinese and Russian literary geography are presented. The historical and cultural contexts of literary travels are discussed. The cultural and historical specificity of the travelogues of the Tang Dynasty period is that many of them were made not out of interest in learning new lands and cultures, but out of necessity. For the most part, the authors of travelogues were applicants for the position of an official who had to submit a literary work at the state exam. Routes, vehicles, stopping places and other elements of travel are analyzed. The role of literary travel in the development of literature of the period under consideration is discussed. Special attention is paid to the anisotropy, or the disparity of different directions, of the cultural space of China of this historical epoch. This is due to the historically low cultural status of Southern China compared to other regions. Travelogue materials reflect this cultural phenomenon well.
{"title":"LITERARY TRAVELS IN CHINA DURING THE TANG DYNASTY","authors":"V. Kalutskov, JU. Wu","doi":"10.55959/msu-2074-1588-19-27-2-12","DOIUrl":"https://doi.org/10.55959/msu-2074-1588-19-27-2-12","url":null,"abstract":"The article discusses literary travels in the historical period of the Tang Dynasty, which entered the history of the country as a period of flourishing culture - science, painting, literature, and especially poetry. Two great Chinese poets Li Bo and Du Fu created during this period. Literary and cultural-geographical approaches to the study of travelogues developed in Western, Chinese and Russian literary geography are presented. The historical and cultural contexts of literary travels are discussed. The cultural and historical specificity of the travelogues of the Tang Dynasty period is that many of them were made not out of interest in learning new lands and cultures, but out of necessity. For the most part, the authors of travelogues were applicants for the position of an official who had to submit a literary work at the state exam. Routes, vehicles, stopping places and other elements of travel are analyzed. The role of literary travel in the development of literature of the period under consideration is discussed. Special attention is paid to the anisotropy, or the disparity of different directions, of the cultural space of China of this historical epoch. This is due to the historically low cultural status of Southern China compared to other regions. Travelogue materials reflect this cultural phenomenon well.","PeriodicalId":512750,"journal":{"name":"Linguistics and Intercultural Communication","volume":" 86","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-06DOI: 10.55959/msu-2074-1588-19-27-2-14
A. I. Edlichko
The article briefly describes the milestones of the life and scientific work of Vladimir Vladimirovich Zakharov (09/13/1953–12/05/2023) — head of the Department of German Language and Culture at the Faculty of Foreign Languages and Regional Studies (Lomonosov Moscow State University), Academician of the Academy of Military Sciences of the Russian Federation, Professor, Doctor of Historical Sciences. Various aspects of his activities are considered: as a military interpreter and translator, a historian and an archivist, an organizer, and a teacher. Some key works of the scientist in various fields of military historical science are briefly analyzed: Soviet-German military, political, cultural etc. relations in the 20th century, economic aspects of the Second World War, the history of Russian and German intelligence agencies, issues of restitution of cultural and artistic values, etc. An important place in the article is given to the coverage of V.V. Zakharov’s works devoted to the activities of the Office of the Soviet Military Administration in Germany (SWAG) and the military intelligence. The article highlights V.V. Zakharov’s significant contribution to the introduction into scientific circulation of a large number of previously unknown archival documents on various aspects of military historical science. The author also draws attention to V.V. Zakharov’s pedagogical and organizational activities in higher educational and scientific institutions in Russia, as well as his educational and methodological works.
{"title":"THE SCIENTIFIC LEGACY OF PROFESSOR\u0000V.V. ZAKHAROV: HISTORY, CULTURE, TRANSLATION","authors":"A. I. Edlichko","doi":"10.55959/msu-2074-1588-19-27-2-14","DOIUrl":"https://doi.org/10.55959/msu-2074-1588-19-27-2-14","url":null,"abstract":"The article briefly describes the milestones of the life and scientific\u0000work of Vladimir Vladimirovich Zakharov (09/13/1953–12/05/2023) — head of the\u0000Department of German Language and Culture at the Faculty of Foreign Languages\u0000and Regional Studies (Lomonosov Moscow State University), Academician of the\u0000Academy of Military Sciences of the Russian Federation, Professor, Doctor of Historical Sciences. Various aspects of his activities are considered: as a military interpreter and translator, a historian and an archivist, an organizer, and a teacher.\u0000Some key works of the scientist in various fields of military historical science are\u0000briefly analyzed: Soviet-German military, political, cultural etc. relations in the 20th\u0000century, economic aspects of the Second World War, the history of Russian and\u0000German intelligence agencies, issues of restitution of cultural and artistic values,\u0000etc. An important place in the article is given to the coverage of V.V. Zakharov’s\u0000works devoted to the activities of the Office of the Soviet Military Administration\u0000in Germany (SWAG) and the military intelligence. The article highlights V.V. Zakharov’s significant contribution to the introduction into scientific circulation of a large\u0000number of previously unknown archival documents on various aspects of military\u0000historical science. The author also draws attention to V.V. Zakharov’s pedagogical\u0000and organizational activities in higher educational and scientific institutions in Russia, as well as his educational and methodological works.","PeriodicalId":512750,"journal":{"name":"Linguistics and Intercultural Communication","volume":" 75","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141672848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-06DOI: 10.55959/msu-2074-1588-19-27-2-7
D. A. Shevliakova
The object of this article is mythonyms that move into another class of proper names - pragmatonyms or verbal trademarks. The subject of the article was chosen mythonyms from the ancient Greek poem “The Odyssey” by Homer, which are widely used in modern advertising and commercial practice in Italy to name various products: furniture, interior items, clothing, jewelry, food, technical and medical equipment. The purpose of the article is to refute the generally accepted idea that the meaning of an onym (in our case, a mythonym) is impoverished during transonymization into a verbal trademark. The article identified mythonyms from the Odyssey that most often become pragmatonyms - Odysseus, Penelope, Polyphemus. As a result of their analysis, it was demonstrated that peripheral semes of meaning that are not relevant in the mythonym are actualized in the Italian advertising discourse of 2000-2021. Thus, the semantic field of the mythonym, functioning as a trade name, expands and enriches, and not vice versa. The article highlighted the following updated components of meaning: Odysseus - masculinity and freedom, Penelope - thriftiness and beauty, Polyphemus - creative force in the service of man. In the last mythonym, the core meaning of “the destructive power of the savage” completely changed the meaning to “civilizational power of creation”, and the vector of assessment changed. In this case, advertising discourse reflects the linguistic and cultural tendency that exists in Southern Italy to master and appropriate the symbolic space of Mediterranean culture not so much through the figure of Odysseus, but through the Sicilian Polyphemus. The study used a two-stage corpus analysis method: a continuous sample of product names to identify mythonyms from the Odyssey (68 product names) and a representative sample of products with the names Odysseus, Penelope, Polyphemus.
{"title":"EXTENTION OF THE SEMANTIC FIELD OF MYTHONIM “ODYSSEY” IN THE ADVERTISING DISCOURSE OF ITALY 2000-2021","authors":"D. A. Shevliakova","doi":"10.55959/msu-2074-1588-19-27-2-7","DOIUrl":"https://doi.org/10.55959/msu-2074-1588-19-27-2-7","url":null,"abstract":"The object of this article is mythonyms that move into another class of proper names - pragmatonyms or verbal trademarks. The subject of the article was chosen mythonyms from the ancient Greek poem “The Odyssey” by Homer, which are widely used in modern advertising and commercial practice in Italy to name various products: furniture, interior items, clothing, jewelry, food, technical and medical equipment. The purpose of the article is to refute the generally accepted idea that the meaning of an onym (in our case, a mythonym) is impoverished during transonymization into a verbal trademark. The article identified mythonyms from the Odyssey that most often become pragmatonyms - Odysseus, Penelope, Polyphemus. As a result of their analysis, it was demonstrated that peripheral semes of meaning that are not relevant in the mythonym are actualized in the Italian advertising discourse of 2000-2021. Thus, the semantic field of the mythonym, functioning as a trade name, expands and enriches, and not vice versa. The article highlighted the following updated components of meaning: Odysseus - masculinity and freedom, Penelope - thriftiness and beauty, Polyphemus - creative force in the service of man. In the last mythonym, the core meaning of “the destructive power of the savage” completely changed the meaning to “civilizational power of creation”, and the vector of assessment changed. In this case, advertising discourse reflects the linguistic and cultural tendency that exists in Southern Italy to master and appropriate the symbolic space of Mediterranean culture not so much through the figure of Odysseus, but through the Sicilian Polyphemus. The study used a two-stage corpus analysis method: a continuous sample of product names to identify mythonyms from the Odyssey (68 product names) and a representative sample of products with the names Odysseus, Penelope, Polyphemus.","PeriodicalId":512750,"journal":{"name":"Linguistics and Intercultural Communication","volume":" 83","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-06DOI: 10.55959/msu-2074-1588-19-27-2-2
S. Titova
AI technologies are already beginning to change the learning process, they contribute to the creation of a personalized learning path; help to analyze educational metadata almost instantly; provide access to big data, helping in solving various professional tasks and problems. The purpose of this article is to provide an analytical review of examples of the use of artificial intelligence technologies in language teaching and to create a typology of AI-based technological solutions that have been actively used in the educational process over the past five years. The proposed typology of AI-based technological solutions used in teaching a foreign language is based on areas of didactic activity and didactic tasks that can be effectively solved with the help of AI. Under the directions of didactic activity, we mean: teaching and learning of foreign languages; management of the educational process, including the analysis of educational analytics, the development of an individual learning path, the creation of recommender systems; organization of the educational process, that is, control and assessment, providing feedback and reflection, developing didactic materials for adaptive online courses and intelligent learning systems.
{"title":"TECHNOLOGICAL SOLUTIONS BASED ON ARTIFICIAL INTELLIGENCE IN TEACHING FOREIGN LANGUAGES: AN ANALYTICAL REVIEW","authors":"S. Titova","doi":"10.55959/msu-2074-1588-19-27-2-2","DOIUrl":"https://doi.org/10.55959/msu-2074-1588-19-27-2-2","url":null,"abstract":"AI technologies are already beginning to change the learning process, they contribute to the creation of a personalized learning path; help to analyze educational metadata almost instantly; provide access to big data, helping in solving various professional tasks and problems. The purpose of this article is to provide an analytical review of examples of the use of artificial intelligence technologies in language teaching and to create a typology of AI-based technological solutions that have been actively used in the educational process over the past five years. The proposed typology of AI-based technological solutions used in teaching a foreign language is based on areas of didactic activity and didactic tasks that can be effectively solved with the help of AI. Under the directions of didactic activity, we mean: teaching and learning of foreign languages; management of the educational process, including the analysis of educational analytics, the development of an individual learning path, the creation of recommender systems; organization of the educational process, that is, control and assessment, providing feedback and reflection, developing didactic materials for adaptive online courses and intelligent learning systems.","PeriodicalId":512750,"journal":{"name":"Linguistics and Intercultural Communication","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141672738","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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