scholarly journals LEXICAL AND SEMANTIC GROUPS OF MINING TECHNICAL ARTEFACTS NAMES (case study of terms from the conceptual subcategory “Machines”)

2019 ◽  
pp. 3-9
Author(s):  
Tetiana Vysotska
Keyword(s):  
Open Systems ◽  
Underground Mining ◽  
Russian Language ◽  
Lexical Semantic ◽  
Quantitative Calculation ◽  
The Subject ◽  
Technical Artifacts ◽  
Object Of Study ◽  
The Russian Language

The purpose of the study is to identify and to describe the lexical-semantic groups of the names of mining artefacts that are included in the conceptual subcategory of “Machines”. The object of study is Russian terms-names of mining technical artifacts, the subject is their lexical and semantic groups. The purpose of the study determined the range of tasks: 1) to characterize the method of “Machines” subcategory formation; 2) to identify lexical-semantic groups of machine names; 3) to define the reference terms within the selected lexical-semantic groups. The research material is a corpus of mining technical artifacts with a total volume of more than 3,600 units, formed on the basis of a continuous review of encyclopedic reference books on mining, mining encyclopedia, polytechnical dictionaries of the Russian language, textbooks, manuals and reference books on mining, mining machines, mining complexes for open and underground mining, etc. The following methods have been used: analytical method, quantitative calculation method, component analysis method. As a result of the study, lexical-semantic groups of mining technical artifacts related to the conceptual subcategory “Machines” are identified and described. Practical application of the results is possible in further studies of the category of nomination in the Russian language. Conclusions: 1) the subcategory of “Machines”, represented in our sampling by 1330 lexical units, contains 17 lexical-semantic groups; 2) the basic components of the general technical nature, such as machine, machine-tool, conveyor, combine, and more specialized ones, such as excavator and dredge, possess the greatest nominative potential in various LSG of the subcategory under investigation; 3) in general, each of the LSG and nominative paradigms are open systems, headed by the subcategory name and completed by numerous nomenclature classes.

scholarly journals ON THE THE MARI INTERJECTIONS ADDRESSING DOGS AND CATS BORROWED FROM THE RUSSIAN LANGUAGE

2019 ◽  
Vol 13 (3) ◽  
pp. 412-419
Author(s):  
Serafima Sergeevna Sibatrova
Keyword(s):  
Russian Language ◽  
Lexical Semantic ◽  
Quantitative Calculation ◽  
Turkic Languages ◽  
Lexical Data ◽  
First Time ◽  
The Russian Language

The article is concerned with one of the lexical-semantic subgroups of the Mari imperative interjections, namely the interjections addressing dogs and puppies, cats and kittens. The aim of the paper is to define vocabulary of the studied interjections and the place of the Russian borrowings among them. To achieve this goal the following tasks were outlined: searching for studied lexemes in the sources, systematization of the revealed lexemes according to their semantics (calling or repelling) and territory of their use, the etymological analysis of the studied data and quantitative calculation of the lexemes according to their origin with special attention to Russian borrowings. The research was conducted on the base of materials of modern grammars, special monographs and articles on the Mari language, lexical data of dictionaries (10 volumed dictionary, dialectical, etymological). When analysing the origin of the lexemes in question etymological and lexicographical works on Russian and Turkic languages were used. In the paper the imperative interjections addressing dogs and puppies, cats and kittens were generalized and systemized for the first time, their origin was revealed. There were established the sets of words for calling and repelling, they were made according to the main dialects of the Mari language. In the sources there were found 14 interjections for calling and repelling dogs and puppies, cats and kittens, and also for hounding dogs: 11 of them address dogs and puppies, 3 of them address cats and kittens. 7 of the revealed interjections are used for calling dogs and puppies, cats and kittens, 7 for repelling, including interjection for hounding dogs. Etymology of 8 items (or 57 %) is connected with Russian language: 6 interjections (3 supposedly) address dogs and puppies, 2 interjections address cats and kittens.

scholarly journals HIERARCHY OF COMMUNICATIVE UNITS IN RUSSIAN-LANGUAGE TEXTS

2019 ◽  
pp. 72-81
Author(s):  
Igor Menshikov
Keyword(s):  
Quantitative Methods ◽  
Russian Language ◽  
Complex Sentence ◽  
Simple Sentence ◽  
Complex Sentences ◽  
Hierarchical Relations ◽  
The Subject ◽  
Object Of Study ◽  
The Russian Language ◽  
Language Text

Objective of the study is to identify the hierarchical relations between communicative units that fill the Russian-language text. The object of study is the hierarchy as the sequential inclusion of some syntactic units into the other, more complex ones, the subject is Russian-language texts with syntactic constructions of various rank of hierarchies. The material of the study is twenty Russian-language texts containing communicative units which are built according to different models. Methods – descriptive, structural and quantitative methods were used. Findings:  the sequence of occurrence in the text of predicative formations of varying complexity was revealed. Practical value – is possible in studies of the organization of the text as a syntactic unit. The realities of the language, as is well known, far from always can correspond to canonized judgments, interpretations and formulations, including those stated in official scientific, educational and reference editions. In a super-phrasal unity, there may not be complex sentences, and not only a super-phrasal unity or a complex sentence can function as a text as a syntactic unit, but a sentence can be simple and even a separate word, which can also be a communicative unit under certain conditions. Results: 1) the components of the text are predicative communicative units; 2) the formally expected vector of the hierarchy of communicative units should presumably have the following form: a simple sentence – a complex sentence – a superphrase unity – a text; 3) communicative units of the subsequent hierarchical rank due to their anti-transitivity are not always built directly from the units of the previous and preceding rank; 4) the order of location of the communicative units of different hierarchical levels, that fill the text is not strictly regulated and can be almost spontaneous, with multiple duplication of the same models.

Lexical Semantics of Russian Verbs and Their Function of Action Fixation Using Perfect Forms

2019 ◽  
Vol 80 (1) ◽  
pp. 81-87
Author(s):  
Sergei A. Karpukhin
Keyword(s):  
Lexical Semantics ◽  
Russian Language ◽  
New Approach ◽  
Lexical Semantic ◽  
Objective Time ◽  
Verb Forms ◽  
The Russian Language

This article describes the connection between perfect verb forms and the typical lexical meanings of generating imperfectives using the example of a prefix model in the Russian language. The research is based on a fundamentally new approach, i.e. the means of “fixing” action in the objective time. The relevance of combining the action and the situational background to the lexical-semantic groups of verbs is established. In the course of the research, the materials of the Bolshoi Akademichescky Slovar (Big Academic Dictionary) were used.

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

THE MAIN DIRECTIONS IN STUDYING OF THE MODERN RUSSIAN-LANGUAGE PR-DISCOURSE

Yazykoznaniye ◽  
2021 ◽  
pp. 82-91
Author(s):  
A.Yu. KHAKHALEVA
Keyword(s):  
English Language ◽  
Russian Language ◽  
Approaches To Studying ◽  
Linguistic Pragmatics ◽  
Positive Image ◽  
The Subject ◽  
Lexical Composition ◽  
The Russian Language ◽  
Linguistic Means ◽  
Modern Russian

The article discusses the main approaches to studying the modern Russian-language PR-discourse that represents a relatively new and actively developing sphere of communication. First of all, the researchers of the Russian-language PR-discourse analyze its lexical composition. In particular, they consider the ways of adapting the English-language PR-terms that play an important role in reflecting new objects of extralinguistic reality. Moreover, the linguistic means of this type of discourse are studied from the perspective of linguistic pragmatics. The works in this area emphasize the importance of such way of speech impact as suggestion and the corresponding pragmatic methods that is determined by the manipulative character of the Russian-language PR-discourse. In the light of this peculiarity, the linguists are also interested in the process of mythologization that consists in distorting the connections between the objects of reality and is aimed at creating the positive image of the subject of PR-communication.

scholarly journals EXTENSION OF THE SEMANTICS OF WORDS RELATING TO THE THEMATIC GROUP ‘PLANT WORLD’ (on the Material of the ‘Lexical Atlas of Russian Folk Dialects’)

2020 ◽  
Vol 12 (3) ◽  
pp. 41-48
Author(s):  
Nelli A. Krasovskaya ◽  
Keyword(s):  
Russian Language ◽  
Extended Sense ◽  
Systemic Analysis ◽  
Semantic Maps ◽  
The World ◽  
Secondary Meaning ◽  
The Subject ◽  
Transfer Mechanisms ◽  
The Russian Language

This article discusses the semantics of lexical units included in the thematic group ‘Plant World’. For a person with a traditional worldview, nature is the basis for the formation of a system of views, values, for numerous rethinking. The material for analysis in the article is provided not by a lexicographic source but by a linguo-geographical one. A collection of maps of the recently published first issue of The Plant World of the Lexical Atlas of Russian Folk Dialects allows us to make rather interesting observations. Work with the material of semantic maps makes it possible not only to establish changes in the semantics of lexical units but also to find areas that are associated with the use of a word in one or another secondary meaning. In some cases, there were created duplicate maps devoted solely to the functioning of lexical units in extended sense. Systemic analysis of maps makes it possible to identify patterns in the semantic shifts of lexemes denoting facts and phenomena of the world around as the main meaning. There have been revealed semantic shifts of lexemes from the thematic group ‘Plant World’ to the field of subject, locative and anthropomorphic registers. Such examples of the extensive use of words are not unexpected for the Russian language. It should also be emphasized that the analysis of comments and other materials accompanying maps allows us to establish the features of shifts in semantics. It has been determined that a shift to the subject and locative semantic register is mainly associated with metonymy mechanisms, while a shift to the area of the anthropomorphic semantic register – with the metaphorical transfer mechanisms. The author draws conclusions concerning both the use of map materials for analyzing the extension of semantics and the features of secondary nominations in lexemes belonging to the thematic group ‘Plant World’.

scholarly journals THE METHODOLOGY OF THE APPLICATION OF SUBJECT-LANGUAGE INTEGRATIVE TECHNOLOGIES FOR TEACHING THE RUSSIAN LANGUAGE AND TEACHING IN RUSSIAN USING THE EDUCATIONAL PLATFORM

2020 ◽  
Author(s):  
В.В. Богданчиков ◽  
Е.А. Тренкина ◽  
Т.А. Шорина
Keyword(s):  
Digital Technologies ◽  
Practical Experience ◽  
Russian Language ◽  
Nikolai Gogol ◽  
Communicative Skills ◽  
Advantages And Disadvantages ◽  
The World ◽  
Subject Areas ◽  
The Subject ◽  
The Russian Language

В статье рассматривается методика применения технологий предметно-языкового интегративного обучения в русских школах за рубежом. Рассматривается и анализируется опыт интеграции предметных областей «Русский язык» и «Окружающий мир». Описываются практический опыт занятий по русскому языку с использованием образовательной платформы в русской школе «Николай Гоголь» в Италии и примеры практической методики обучения фонетике, грамматике, лексике, видам речевой дея-тельности. Выявлены преимущества и недостатки применения цифровых технологий для обучения русскому языку и на русском языке. The article discusses the methodology of applying technologies of subject-language integrative teaching in Russian schools abroad. The experience of integration of the subject areas «Russian language» and «The world around us» is considered and analyzed. The practical experience of classes in the Russian language using the educational platform at the Russian school «Nikolai Gogol» in Italy is described, examples of practical methods of teaching phonetics, grammar, vocabulary, communicative skills activity are described. The advantages and disadvantages of using digital technologies for teaching the Russian language and in Russian are revealed.

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