scholarly journals Endowed Value or Imposed Heritage? Attitudes of Russian-Speaking Lithuanian Citizens towards their Native Language

2015 ◽  
pp. 1-26
Author(s):  
Ala Lichačiova ◽  
Svetlana Markova
Keyword(s):  
Public Discourse ◽  
Language Use ◽  
Native Language ◽  
Mother Tongue ◽  
Russian Language ◽  
Self Identity ◽  
Language And Culture ◽  
Mother Country ◽  
Depth Interviews ◽  
The Russian Language

So far there has been no detailed research done in Lithuania that would allow to analyze the attitudes of the Russian-speaking citizens towards their native language. In this article, an attempt is made to determine the subtle relation between the Lithuanian citizens of non-Lithuanian nationality and the Russian language which is considered to be native in their families, while they either are Russians or identify themselves as Russians.Certain questions concerning this problem are taken into consideration: do Russian-speaking citizens feel good about using their native language; do they feel affinity to Russia as their symbolic homeland or the mother country of their language; do they want their children to have a good command of Russian and consider it their native language; is their relationship with their native language affected by the manifestation of Russophobia in public discourse and mass media.The data of the sociolinguistic projects Language Use and Ethnic Identity in Lithuanian Cities (2007–2009) and A Sociolinguistic Map of Lithuania (2010–2012) focussing on Vilnius, Klaipėda and Visaginas is discussed. These cities have been selected as the ones with the largest Russian-speaking population as compared to other regions of Lithuania.The analysis of in-depth interviews reveals that for the Russian-speaking people in Lithuania the native language remains the only real indicator of their ethnic self-identification. Most of the respondents do not regard Russia as a country close to them in terms of lifestyle and mentality, they do not perceive Russia as a symbolic concept defining their self-identity; it is for them the space of their mother tongue. The respondents claim that they value their mother tongue, see it as emotionally closest and stress the relation between the Russian language and culture as well as the pragmatic value of knowing Russian nowadays. Young respondents declare that they intend to do their best to pass their mother tongue to their future children.However, the intentions of the Russian-speaking people of Lithuania to support the vitality of their native language, which requires more effort than is usual for people living in the environment of a different language. In the Lithuanian media and online comment sections, ethnic and linguistic intolerance towards local people who speak another language is livened up periodically. Therefore Russian-speaking residents of Lithuania need to be psychologically strong in order to resist the pressure of public discourse and to sustain their native language.

scholarly journals Study Course of Mother-Tongue: Relevant Aspects

2018 ◽  
Vol 7 (4.38) ◽  
pp. 1062
Author(s):  
Olga Makarovna Aleksandrova ◽  
Irina Nurgainovna Dobrotina ◽  
Yulia Nikolaevna Gosteva ◽  
Irina Vladimirovna Uskova ◽  
Irina Pavlovna Vasilevykh ◽  
...  
Keyword(s):  
Experimental Work ◽  
Native Language ◽  
Mother Tongue ◽  
Scientific Research ◽  
Russian Language ◽  
Historical Background ◽  
Progressive Movement ◽  
Modern Methods ◽  
The Russian Language ◽  
Course Syllabus

The article analyzes relevant aspects of the Russian language syllabus for schools in the light of the study content being presented in reference documents while taking into consideration historical background and context. Based on modern methods of scientific research, experimental work and experience in designing the study content of the Russian language course the authors conclude that relevant aspects of the school course syllabus come The article analyzes relevant aspects of the Russian (native) language syllabus for schools in the light of the study content being presented in reference documents while taking into consideration historical background and context. The article aims at drawing attention to peculiarities of designing the study content of the mother-tongue course formed at the edge of the 19-20th centuries which are still fruitfully developing nowadays. Based on modern methods of scientific research, experimental work and experience in designing the study content of the Russian (native) language course the authors conclude that relevant aspects of the school course syllabus come down to progressive movement towards competence approach in the presentation of the course’s content; actualization of its supra-subject (meta-subject) function; implementation of its axiological aspect; orientation of the school course on the development of the child's personality, one’s cognitive and creative abilities, as well as spiritual and social experience. The research resulted in methodical system aimed at meeting axiological, thematic and meta-subject challenges during the students’ broad-ranging activities.  

scholarly journals Bilingualism, pluralinguism expansion and sociolinguistic analysis in Uzbekistan during the years of independence

2020 ◽  
Vol 6 ◽  
pp. 71-75
Author(s):  
Rafiqjon Zaripov Ergashboy ogli
Keyword(s):  
Central Asia ◽  
Language Use ◽  
Native Language ◽  
Russian Language ◽  
World Languages ◽  
Language Structure ◽  
Developed World ◽  
Language Influence ◽  
The Russian Language

The bilingualism phenomenon has long existed among people living in the territory of Uzbekistan, including Uzbeks, who are able to speak other languages in addition to their native language. Consequently linguistic and extralinguistic influences between the Arabic and Uzbek languages in Central Asia, in VII and VIII centuries it was formed the bilingualism phenomenon in the country. In the XIV-XV centuries, the Persian-Tajik language use in Central Asia expanded and its potential increased. By the XX century, unification of Central Asia to Russian Union, the Russian language influence on the Uzbek language increased. Uzbek-Russian bilingualism formed in Central Asia in parallel with the Uzbek-Arabic and Uzbek-Tajik bilingualism. By this, not only bilingualism, but also pluralinguism had grown significantly among the Uzbek people. Along with linguistic factors, extralinguistic factors also played an important role in Uzbek-Arabic, Uzbek-Tajik and Uzbek-Russian languages development. Within the independence years, the Uzbek language prestige has grown, its scope has expanded. However, some features aforecited languages are preserved in the Uzbek language structure, and these languages units are used in the lexical layer. Our people desire to learn languages is growing, other developed world languages are being studied, and the situation with multilingualism is growing. Similar aspects will be covered throughout the study.

scholarly journals MASTERING THE RUSSIAN LANGUAGE AS A MOTHER TONGUE BY CHILDREN OF PRESCHOOL AGE IN THE CONDITIONS OF INFORMATION SOCIALIZATION

2020 ◽  
Vol 53 (3) ◽  
pp. 40-53
Author(s):  
N.N. Kaznacheeva ◽  
Keyword(s):  
Preschool Children ◽  
Native Language ◽  
Mother Tongue ◽  
Cognitive Activity ◽  
Role Playing ◽  
Speech Development ◽  
Russian Language ◽  
New Methods ◽  
The World ◽  
The Russian Language

Statement of the problem. Nowadays, preschoolers are developing in a space of enhanced informational impact, which determines the qualitative changes in their perception, consciousness, thinking, motivational and emotional-volitional spheres, activities, ethical and value aspects of life. There are processes of too early inclusion of the child in the world of gadgets, which leads to disruption in communication with parents and adults, slower speech and communication skills development, autism spectrum disorders. The processes cause the problems in the formation of children’s thinking, the development of their cognitive activity, which results in the gradual loss of their native language as a leading tool of consciousness. The fact arouses concern as the speech development of preschoolers is undergoing changes related to the formation of speech abilities, skills, prerequisites for reading and writing, the culture of speech communication. The study addresses the problems of preschoolers’ understanding of the semantic diversity of their native language, difficulties in forming the vocabulary, mastering the system of language concepts, morphological, word-formation and syntactic regularities, mastering the sound culture of speech, the formation of coherent speech and communicative competence. Despite the fact that the issues of speech development of preschoolers in various aspects are rather widely covered, however, the particularities of preschool children learning the Russian language as a native language in the context of information socialization require a deeper consideration. The purpose of the article is to consider not only the psychological effects of information socialization on the speech development of a child, but also to search for new methods that contribute to the mastery of the Russian language as a mother tongue, forms of mastering the role-playing game as a leading neoplasm of preschool childhood, the development of the emotional sphere and cognitive activity. The research methodology includes theoretical analysis, a synthesis of studies conducted by international and Russian scientists, and research in the field of language education of children, diagnosis of speech and communicative development of children, mastery of the Russian language as a mother tongue. Empirical methods are implemented to diagnose the level of mastery of the Russian language as a native one. Research results. The study presents diagnostic data on the level of mastery of the mother tongue by senior preschoolers. The conclusion is drawn on the importance of the integrative application of interactive dialogue methods and techniques that contribute to the activation of the creative, cognitive, communicative initiative of preschool children: work on the semantics of the word; creating conditions for the development of the desire of children to integrate into joint activities; role-playing games using the role-changing technique; stimulation of children’s imagination in verbal inventing stories; application of techniques for creating plot compositions in a verbal story. Conclusion. The study presents new methods that contribute to the mastery of the Russian language as their native mother tongue by preschoolers to study and develop their creative, communicative and cognitive experience. The results show that the techniques help to increase the efficiency of communication between children and adults, to optimize the adaptation process of a child in the world of the Russian language, its value-national component.

scholarly journals SCHOOL SUBJECT «RUSSIAN LANGUAGE» IN THE MODERN SYSTEM OF LINGUISTIC EDUCATION

2019 ◽  
Vol 17 (1) ◽  
pp. 63-69
Author(s):  
R. R. Zamaletdinov ◽  
Z. F. Yusupova ◽  
K. Z. Zakiryanov
Keyword(s):  
Native Speakers ◽  
Native Language ◽  
Russian Language ◽  
Native Languages ◽  
National Cultures ◽  
Language And Culture ◽  
Long Time ◽  
The Subject ◽  
Informative Character ◽  
The Russian Language

Te article deals with the specifcs of teaching Russian as a native language in the Russian school and as a non-native language in non-Russian schools. Tis specifcity is determined by the fact that with the same content of the subject “Russian language”, the ways of mastering language units and the formation of speech skills in native and non-native speakers are different. In this regard, the problems of motivational and informative character are considered. Te authors conclude that the assimilation of the second language is accompanied by the assimilation of a new linguistic picture of the world. Te interrelated study of language and culture ultimately contributes to the formation of a bilingual person capable of using the means of Russian and native languages, taking into account the specifcs of national cultures. Te necessity and expediency of the development of various methods of teaching Russian as a native and as a non-native language, as well as the need to create special textbooks of the Russian language for Russian and non-Russian schools are considered. Te authors are convinced that in modern conditions it is necessary to develop nationally oriented textbooks of the Russian language, taking into account the specifcs of the native language of students, especially because in some national republics work in this direction has been conducted for a long time.

Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)

2020 ◽  
Vol 81 (1) ◽  
pp. 36-44
Author(s):  
L. G. Larionova
Keyword(s):  
Native Language ◽  
Lesson Plan ◽  
Russian Language ◽  
Federal State ◽  
Developmental Spelling ◽  
School Journal ◽  
Study Techniques ◽  
State Educational ◽  
Final Essay ◽  
The Russian Language

This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.

scholarly journals On the problem of typological research of the Russian phonetic system in a linguodidactic context

2021 ◽  
pp. 4-9
Author(s):  
Е.Л. Бархударова
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Target Language ◽  
Foreign Accent ◽  
Language Background ◽  
Sound Structure ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

В основе разработки курсов практической фонетики, адресованных иноязычной аудитории, лежит анализ типологического своеобразия фонетической системы изучаемого языка в контексте лингводидактики. К числу важных направлений типологического исследования звукового строя русского языка следует отнести, во-первых, изучение соотношения консонантизма и вокализма в его фонетической системе на иноязычном фоне, во-вторых, – анализ позиционных закономерностей русской фонетической системы в сопоставлении с функционированием звуковых единиц в типологически разных языках. В позиционных закономерностях звукового строя языка наиболее ярко проявляется его идиоматичность: в каждом языке позиционные закономерности носят специфический характер и определяются соотношением парадигматики и синтагматики звуковых единиц. Большое число фонологически значимых отклонений в иностранном акценте обусловлено интерферирующим воздействием позиционных закономерностей родного языка на русскую речь учащихся. The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics. It is necessary to designate two important areas of typological research of the sound structure of the Russian language: the study of the relationship of consonantism and vocalism in its phonetic system against a foreign language background and the analysis of positional rules of the Russian phonetic system in comparison with the functioning of sound units in typologically different languages. Idiomatic character of the language is most clearly manifested in the positional patterns of its sound structure. In each language, positional patterns are specific and are determined by the dominance of paradigmatic or syntagmatic relations of sound units. A large number of phonologically significant deviations in a foreign accent are due to the interfering influence of the positional laws of the native language on the Russian speech of students.

scholarly journals The Russian language as a mode of self-identity cultivation in the Russian émigré community

2016 ◽  
Vol 28 ◽  
pp. 01095
Author(s):  
Ekaterina Shvagrukova ◽  
Elena Novikova
Keyword(s):  
Russian Language ◽  
Self Identity ◽  
The Russian Language

Phenomenon of Socio-cultural Adaptation of Anglo-Saxon PR-communications in Russia

2016 ◽  
Vol 5 (2) ◽  
pp. 52-54
Author(s):  
Чилингир ◽  
E. Chilingir
Keyword(s):  
Public Relations ◽  
Cultural Adaptation ◽  
Russian Language ◽  
Anglo Saxon ◽  
Language And Culture ◽  
The Russian Language

This article describes the process of the English term “public relations” entering the Russian language and culture; there is the term (and its Russian synonyms) frequency statistics in Russian texts as well. Analysis of spelling usage of the English term (in official documents, professional sphere, and informal contexts) has been done. The article also provides a forecast that in some time the term пиар (in Russian spelling) will become neutral, and will possibly remain the only one name for that sphere of activity.

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