scholarly journals Fragmentary Russian-Czech-English lacunarity of the lexeme Tower on the material of dictionaries

Bohemistyka ◽  
2019 ◽  
pp. 71-82
Author(s):  
Alesia I. Frantceva
Keyword(s):  
Comparative Analysis ◽  
Russian Language ◽  
Contrastive Analysis ◽  
Central Concept ◽  
Source Language ◽  
Contrastive Linguistics ◽  
Similarities And Differences ◽  
The Russian Language

In this article we consider the method of contrastive analysis of башня (tower in Russian) lexeme, where the Russian language will be the source language, and the Czech and English languages will be the languages of comparison. In the study we will describe the comparison of the data of etymological dictionaries in three languages.The aim of this comparative analysis is discovering similarities and differences in the sub-systems of three languages.The central concept of contrastive linguistics is the notion of interlingual correspondences – units of different languages having similarities in composition of semes. Formally, there are three types of correspondences: linear correspondences, vector correspondences, lacunae. In this article we will consider one of them – fragmentary lacunarity.  

scholarly journals Contrastive Analysis of Bulgarian and Russian Syntax Peculiarities

Slovene ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 554-563
Author(s):  
Elena Ivanova
Keyword(s):  
Word Order ◽  
Russian Language ◽  
Contrastive Analysis ◽  
Passive Voice ◽  
Slavic Languages ◽  
Comparative Syntax ◽  
Language Data ◽  
Contrastive Linguistics ◽  
The Russian Language

[Rev. of: Gradinarova Alla A., Essays on the Comparative Syntax of Bulgarian and Russian, Sofia: Iztok-Zapad, 2017, 500 pp.] This article presents a review of the book by a major Bulgarian researcher of Russian, professor of Sofia University “St. Kliment Ohridski” Alla Gradinarova, whose scholarly interests focus mainly on the contrastive syntax of Bulgarian and Russian. In the new monograph, the author concentrates largely on the points of divergence in these languages stemming from their typological differences: passive voice and syntactic impersonality, word order, communicatively marked phrasal templates, various types of multi-clause structures ranging from verbal adverb phrases to complex and asyndetic sentences, etc. The contrastive analysis of the language data helps to reveal significant characteristics of the studied phenomena. This allows the use of the obtained results and data not only in typology and contrastive linguistics, but also in the study of the Russian language, as the approach of the author in her studies is based on a profound analysis of Russian data. The book constitutes a major contribution to studies in contrastive syntax of Slavic languages.

scholarly journals How to achieve understanding in the process of Russian-Chinese intercultural communication?

2020 ◽  
pp. 239-246
Author(s):  
Yangping Li
Keyword(s):  
Comparative Analysis ◽  
Intercultural Communication ◽  
Great Powers ◽  
Russian Language ◽  
Chinese University ◽  
Similarities And Differences ◽  
Language Environment ◽  
The Russian Language ◽  
Development Of Students

The development of students’ ability to carry out the intercultural communication is an important issue of the modern methodology of teaching the Russian language in the context of studying outside the language environment in a Chinese university. Using certain examples, we carried out the comparative analysis of facts of culture in the Russian-Chinese intercultural communication, and revealed similarities and differences. The results of the analysis will contribute to better understanding in the process of intercultural communication between representatives of two great powers – Russia and China.

scholarly journals Functional and semantic features of the infinitive in first aid and personal hygiene instructions in english and russian

2021 ◽  
Vol 7 (3D) ◽  
pp. 669-678
Author(s):  
Irina I. Mukhortova ◽  
Evgeniya V. Biryukova ◽  
Lyubov M. Shatilova ◽  
Larisa G. Popova ◽  
Valentina A. Sobyanina
Keyword(s):  
Comparative Analysis ◽  
Semantic Analysis ◽  
Mutual Influence ◽  
First Aid ◽  
Russian Language ◽  
Personal Hygiene ◽  
Semantic Features ◽  
Similarities And Differences ◽  
The Russian Language ◽  
Cultural Features

The aim of the work is to study and compare the functional and semantic features of English and Russian infinitives in first aid and personal hygiene instructions. The paper uses such research methods as contextual-semantic analysis, which determines the semantics of words and their mutual influence in the context; structural-semantic analysis, based on the idea of the unity of form and content at the level of language and speech; comparative analysis, aimed at identifying similarities and differences in structures, as well as genre-content characteristics due to the linguistic and cultural features of languages. As a result of the study, the authors came to the following conclusions. Functional and semantic features of the use of the infinitive in this type of medical instruction are determined by the genre specifics of these texts. The use of the infinitive in the instructions of this type is manifested to a different extent that is explained by the different grammatical systems of the languages and the wider use of causative verbs in the Russian language, in the first-person sentences.

scholarly journals WORD-FORMATION MEANS OF VERBALIZITION OF CONCEPTS "PERSISTENCE" AND "STUBBORNNESS" IN THE RUSSIAN LANGUAGE

2021 ◽  
Vol 31 (5) ◽  
pp. 1085-1090
Author(s):  
Xu Lili
Keyword(s):  
Comparative Analysis ◽  
Word Formation ◽  
Russian Language ◽  
Semantic Features ◽  
Similarities And Differences ◽  
Sign Property ◽  
High Degree ◽  
The Russian Language

This article is devoted to the analysis of word-formation means of objectification of spiritual concepts “persistence” and “stubbornness” in the Russian language. The study of semantic features, derivational relations between lexical units in word-formation nests allows us to identify several cognitive features of the studied concepts. Comparative analysis shows similarities and differences between concepts “persistence” and “stubbornness” in terms of the word-formation means of their representation. The similarities lie in the fact that units in both word-formation nests are expressing “action, behavior” and “sign, property”. The differences are manifested in the fact that the word-formation field of the concept of "persistence" is characterized by metaphorical motivating connections in terms of describing the object, and the features of the representation of the concept of "stubbornness" in the word-formation aspect are mainly manifested in productivity in terms of the formation of verbs, in indicating the carrier of the property, and also in the high degree of its representation.

scholarly journals Substantive Suffixal Adjectives with the Semantics of Intensity in the Russian Language: A Systemic Functional Approach

2020 ◽  
Vol 162 (5) ◽  
pp. 33-47
Author(s):  
Fangfang Liu ◽  
◽  
V.A. Kosova ◽  
Keyword(s):  
Comparative Analysis ◽  
Functional Relationship ◽  
Semantic Category ◽  
Functional Approach ◽  
Word Formation ◽  
Russian Language ◽  
Additional Component ◽  
Functional Features ◽  
Similarities And Differences ◽  
The Russian Language

Comparative analysis of substantive adjectives with the suffixes -at-, -ast-, -ist-, all having a common additional component of intensity in their derivational semantics, was performed. The adjectives were considered within a series of derivational means used to express the semantic category of intensity. The study is relevant due to the necessity to create a fundamentally new and cognitively oriented description of word-formation units of the Russian language from the standpoint of the systemic functional approach. The purpose of the study was to establish the systemic and categorical status of substantive suffixal adjectives with the semantics of intensity, as well as their functional correlations. Conclusions were made about the subcategorizing character of this meaning in the field of mutational semantics of Russian adjectives (the systemic status of its carriers is a derivational subtype with the suffix -ast- and word-formation subtypes with the suffixes -at-, -ist-). Functional features of the derivatives with each suffix were defined. Similarities and differences between them were revealed. Their systemic and functional relationship (synonymy and parallelism) was established. Zones of functional dominance were found.

scholarly journals COMPARATIVE ANALYSIS OF EDUCATIONAL PROGRAMS IN RUSSIAN AS A FOREIGN LANGUAGE IN RUSSIA AND IN CHINA

2020 ◽  
Vol 54 (4) ◽  
pp. 169-178
Author(s):  
Aiyisha YUSUFU ◽  
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Chinese Students ◽  
Educational Programs ◽  
Russian Language ◽  
Educational Institutions ◽  
Elementary Level ◽  
Similarities And Differences ◽  
Basic Level ◽  
The Russian Language

Statement of the problem. The article is devoted to a comparative analysis of educational programs in the Russian language at universities in China and Russia on the example of the Chinese “Curriculum for the Russian language for higher educational institutions” (2012) and the Russian “Linguodidactic program in Russian as a foreign language. Elementary level (A1). Basic level (A2). The first certification level (B1)” (2017). The main sections of the curriculum, related to the description of the goals and content of training, act as a guideline for both teachers and authors of textbooks. At the same time, Russian language curricula aimed at Chinese students at universities in Russia and China differ in their content. The purpose of the article is to compare the goals and content of teaching Russian to Chinese students in China and Russia. Methodology (material and methods). The material of the research was the Chinese “Curriculum for the Russian language for higher educational institutions” published by the Publishing House for Research and Teaching Foreign Languages ​​of China and the “Linguodidactic Program in Russian as a Foreign Language. Elementary level (A1). Basic level (A2). First certification level (B1)”. In the course of the study, the method of comparative analysis was used. Research results. The study revealed the similarities and differences in the goals and content of teaching aspects of the language and types of speech activity for Chinese students in two countries, an attempt was made to explain these similarities and differences. The research results can be used in teaching Russian to Chinese students. Conclusion. It has been established that the difficulties experienced by Chinese students in the study of the Russian language in Russian universities are not only subjective, but also objective. They are conditioned by the conditions of education (in the linguistic environment or outside it) and different linguodidactic traditions. This is revealed in the course of the analysis of the curriculum aimed at Chinese students studying Russian language: the authors of the Chinese program focus on teaching grammar and writing, while the authors of the Russian program emphasize on teaching oral speech.

A comparative analysis of the Slovenian particles še and že against the background of the Russian language

2020 ◽  
pp. 324-345
Author(s):  
Mariya L. Kuleshоva ◽  
Keyword(s):  
Nineteenth Century ◽  
Comparative Analysis ◽  
Russian Language ◽  
Time Axis ◽  
Temporal Modifiers ◽  
The Russian Language ◽  
Negative Form

The article compares the Slovenian particles še and že mainly with the Russian particles еще and уже. Unlike the Russian particle уже, the Slovenian particle že cannot be combined with the negative form of the verb: instead of it, the adverb več is used in such contexts. The most subtle differences between the Slovenian and Russian languages are found in the combinations of še and že with temporal modifiers, where the so-called “plot time” is characteristic of the Slovenian language. The event is interpreted as localized on the time axis, not from the perspective of the «speaker’s time», which is manifested in the possibility of using že in such contexts as umrl je že v devetnajstem stoletju (he died in the nineteenth century already). Moreover, že is not able to express the meaning ‘no earlier / no later than’, because the particle šele replaces it in this function. The author comes to the conclusion that Slovenian particles are more widely used as modal than their Russian equivalents. The particle še has numerous intensifying functions, correlating with the functions of Russian particles даже, еще и, и. The particle že can be used in the same way as two Russian words уже and уж. In contrast to уж, že does not always express displeasure and can add the meaning of a concession to the statement.

scholarly journals Taking into account Chinese students’ cognitive and psychological characteristics while teaching Russian grammar

2020 ◽  
Vol 9 (1) ◽  
pp. 283-288
Author(s):  
Yu Sun
Keyword(s):  
Comparative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Psychological Characteristics ◽  
Oral Speech ◽  
The Russian Language ◽  
Specific Learning

This paper aims to discuss the problem of nationally oriented teaching of Russian grammar to Chinese students. The author analyzes the works that are devoted to the study of Chinese students cognitive and psychological characteristics. The analysis revealed specific learning strategies that Chinese students use when learning a foreign language. When training a mono-ethnic group, the national-oriented approach is considered optimal. To implement this approach, a comparative analysis of systems of contacting languages is necessary to determine the zones of interlanguage and intralanguage interferences. The most important factor in the effectiveness of the educational process is the adequacy of the teachers ideas about students from different regions. The author concludes that in order to maintain motivation for mastering the Russian language and optimize the learning process as a whole when developing curricula and class books for Chinese students, it is necessary to strive to make the learning process not only effective, but also as comfortable as possible for students. Taking into account Chinese students cognitive and psychological characteristics will not only contribute to the development of strong grammar skills, but will also ensure the development of oral speech skills in Russian. The paper provides recommendations for intensifying the process of teaching Russian grammar to Chinese students. The following research methods were used: a comparative analysis, an analysis and a synthesis.

scholarly journals Vom historischen Erbe zur selbstbestimmten Sprach(en)politik? Literarische Mehrsprachigkeit in Litauen und Lettland

2021 ◽  
Vol 26 (1) ◽  
pp. 49-66
Author(s):  
Natalia Blum-Barth
Keyword(s):  
Case Studies ◽  
19Th Century ◽  
Russian Language ◽  
Literary Translation ◽  
Historical Legacy ◽  
Similarities And Differences ◽  
The 19Th Century ◽  
The Russian Language

From Historical Legacy to Self-Determined Language(s) Policy? Literary Multilingualism in Lithuania and Latvia. The first part of this article looks at Soviet language(s) policy. Two further parts discuss language(s) policy and literary multilingualism in Lithuania and Latvia. The aim is not to provide a differentiated investigation, but to show similarities and differences as well as tendencies in the language(s) politics of the two states from the 19th century to the present in the mirror of literature and to explain them using case studies. In the fourth, concluding part, literary translation is highlighted as one of the formats for implementing multilingualism outside the text with particular focus on the consultative function of the Russian language.

scholarly journals Chronotope of Russian Works about Robinson

2021 ◽  
pp. 287-302
Author(s):  
T. V. Shvetsova ◽  
V. E. Shakhova
Keyword(s):  
Russian Language ◽  
Literary Analysis ◽  
The Novel ◽  
The Real ◽  
New Methods ◽  
Space And Time ◽  
Language Interpretation ◽  
Similarities And Differences ◽  
The Russian Language

The results of the study of the chronotope in Russian-language compositions based on the novel about Robinson’s adventures are presented. The material for the work was A. E. Razin’s novel “The Real Robinson” (1860) and Lev Tolstoy’s story “Robinson” (1862). The issues of the specifics of the representation of the chronotopic in the works of Russian writers are considered. The relevance of the study is due to the appeal to the universal of the chronotope, which contains an exhaustive toolkit for the artistic embodiment of images of space and time; as well as the search for new methods of literary analysis of the text. It is shown that in the analyzed texts, a kind of fusion of Russianlanguage compositions with a foreigncultural text in the aspect of a chronotope is realized. The similarities and differences in the rethinking of the story of Robinson are shown on the example of the model of textual connexity, the national specifics of the representation of the image of Robinson are indicated. It is noted that the external and internal chronotopes are retransmitted from work to work and create the basis for the emergence of the author’s intentions. It is proved that chronotopic analysis allows one to form an idea of the peculiarities of the Russian-language interpretation of the story of Robinson.

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