scholarly journals Orthographic and Semantic Anormative Lexis in Publicistic Texts of Cultural-Linguistic Area

2019 ◽  
pp. 57-67
Author(s):  
Iryna Marynenko
Keyword(s):  
Russian Language ◽  
Language Competence ◽  
Cross Media ◽  
Analysis And Synthesis ◽  
Permanent Improvement ◽  
Language Norms ◽  
Selection For ◽  
Word Spelling ◽  
Descriptive Method ◽  
The Russian Language

The problem of language accuracy in publicistic texts hasn’t lost its actuality due to the great number of deviations from the language norms. The analysis of journalistic materials, which deal with the cultural and educational topics, has demonstrated that the language norms are broken in them rather often. The objective of the research is to systematize the most frequently used mistakes in the journalistic materials on cultural-linguistic topics, and to define the reasons of their occurrence. For reaching this objective 85 articles and interviews devoted to the issues of language policy and culture of speech taken from popular Internet publicistic sources were chosen and analyzed. The number of collected mistakes (anormative lexis) is over 400. The following methods were used during the research of the selected material: the method of entire selection for choosing the texts and collecting the examples of anormative lexis from cross-media sources; the descriptive method for defining the essence of deviation from the language norm and for finding the reasons of this phenomenon; the methods of analysis and synthesis for systematizing and classifying the selected anormative lexis. The fulfilled research allows to assert that the publicistic texts devoted to cultural-linguistic issues contain less number of norm deviations than texts of other thematic spheres. Thus, they contain less number of mistakes in usage of paronyms, there were no cases of inappropriate usage of little known terms and rarely used words. However, due to the influence of the Russian language the frequency of word-building and semantic loan translation is still high. It can be explained by the lack of clear delimitation of two languages in the consciousness of texts’ authors. The permanent improvement of language competence of journalists and editors, paying attention to the complicated examples of word spelling and to the usage of definite lexical units will promote thorough improvement of language culture of mass media staff.

scholarly journals Most common mistakes Chinese students make while learning Russian as a foreign language

2020 ◽  
pp. 146-154
Author(s):  
Galina E. Sokolova
Keyword(s):  
Foreign Language ◽  
Chinese Language ◽  
Chinese Students ◽  
Educational Material ◽  
Russian Language ◽  
Language Competence ◽  
Lecture Material ◽  
Language Norms ◽  
Teaching Chinese ◽  
The Russian Language

This article analyzes the various types of mistakes that Chinese students who come to study to Russia make. Since the improvement of the students’ speech culture and literacy is one of the main challenges that a teacher of Russian as a foreign language faces, it is necessary to carefully differentiate, distinguish and combat all possible sorts and kinds of errors Chinese students make while studying. Unfortunately, most students’ language competence is too low for a fullfledged academic activity. They find it difficult to communicate in the Russian language, to work with the educational material, to write, listen to, perceive, and then to reproduce the lecture material. The Chinese language is fundamentally different from the Russian language, for example, Chinese nouns are not marked for gender, number, or case. And when learning Russian, students face rules and language norms, which they find very difficult not only to understand, but also to apply in practice. Observations and years of experience of teaching Chinese students prove that the mistakes, they make in the process of learning Russian, are quite similar. Therefore, the article attempts to consider, analyze and organize possible cases of violation of all language norms of the Russian language.

PECULIARITIES OF THE RUSSIAN LANGUAGE PRESERVATION BY THE RUSSIAN SETTLERS’ DESCENDANTS IN CHINESE REGION OF THREE RIVERS IN THE ХХ CENTURY AND AT THE BEGINNING OF THE XXI CENTURY

2020 ◽  
pp. 113-121
Author(s):  
Oleg Pustovalov
Keyword(s):  
Inner Mongolia ◽  
Russian Language ◽  
Scientific Study ◽  
Language Preservation ◽  
Language Competence ◽  
Republic Of China ◽  
Russian People ◽  
Research Objects ◽  
Three Rivers ◽  
The Russian Language

The territory of Trekhrechiye is the Region of Three Rivers (Sanhe, the District of Hulunbuir, Inner Mongolia, the People's Republic of China). This territory is subject to scientific study by historians and philologists. The research objects of this article are language aspects of modern Trekhrechiye. The aim of the study is to describe language competence of the Russian settlers’ descendants, who live now in the Region of Three Rivers, that place became mass residential centre of the Russian people in the XX century. Moreover, it is important to show dynamics of the people’s competences of the Russian language throughout the entire period of the Russian presence there. The description of the language competence of the Russian settlers’ descendants of different generations is based on the results of scientific expedition to the Region of Three Rivers. The expedition took place in 2017–2018 and was undertaken by the author. It allowed the author to monitor the extent of the Russian language preservation in different generations.

Methods of Forming and Evaluating Logical Universal Educational Actions when Teaching Russian

2020 ◽  
Vol 15 (5) ◽  
pp. 64-69
Author(s):  
Cherepanova Larisa V. ◽  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Statistical Data ◽  
Russian Language ◽  
Diagnostic Methods ◽  
School Students ◽  
Functional Literacy ◽  
Methods Of Analysis ◽  
Analysis And Synthesis ◽  
The Russian Language

The importance of secondary school students’ proficiency in universal learning activities (ULA), including functional literacy, in order to socialize successfully makes the search for appropriate means relevant. However, it is no less important to diagnose the formation of ULA and identify problems within their acquirement. Understanding the importance of this problem led to the idea of using existing pedagogical methods in teaching the Russian language paying attention to their adaptation. The purpose of the article is to show how existing methods can be adapted in order to be used in the formation and assessment of the logical ULA during Russian language lessons. The study was based on the methods of analysis and synthesis when describing the problem of formation and assessment of ULA among schoolchildren; in the development of diagnostics – on the methods of analysis, abstracting, and constructing. In addition, a systemic method was used. Statistical data of the conducted research and their interpretation are presented to substantiate the need for the creation and adaptation of methods for the ULA formation and assessment. The study reveals the pedagogical diagnostic methods, which, with a certain adaptation, can be used for the logical ULA formation and assessment during teaching the Russian language. The research presents the adapted methods, which will allow organizing systematic work on the formation of logical ULA for secondary school students when studying the “Lexicology” section and assessing their formation among schoolchildren.

scholarly journals TRANSFORMING POTENTIAL OF THE VERBATIVE SYNLEXES OF MODERN RUSSIAN LANGUAGE

2020 ◽  
pp. 136-143
Author(s):  
Светлана Витальевна Чайковская
Keyword(s):  
Russian Language ◽  
Contextual Analysis ◽  
Internet Resource ◽  
Structural Components ◽  
Group Affiliation ◽  
Transformative Potential ◽  
Semantic Transformation ◽  
Descriptive Method ◽  
The Russian Language ◽  
National Corpus

Введение. Проанализирован преобразовательный потенциал вербативных синлексов – устойчивых составных номинативных языковых единиц, функциональных аналогов глаголов. Материал и методы. Материалом исследования послужили вербативные синлексы с разными глагольными компонентами («вести», «делать/сделать», «оказывать/оказать», «совершать/совершить» и др.), а источником данного материала – словарь-справочник В. М. Дерибаса «Устойчивые глагольно-именные словосочетания русского языка» (1979). Преобразовательные возможности вербативных синлексов выявлены и описаны с опорой на тексты разных стилей и жанров XX–XXI вв., размещенные в Национальном корпусе русского языка. Использован описательный метод и метод контекстуального анализа. Результаты и обсуждение. Выявлены и описаны следующие типы преобразований вербативных синлексов: структурные, семантические, синтаксические и словообразовательные. Структурные преобразования включают в себя эллипсис, контаминацию и расширение компонентного состава синлекса. Эллипсис и контаминация – редкие явления, которые используются для создания комического эффекта, передачи иронического отношения к кому-, чему-либо. Расширение компонентного состава – наиболее распространенный тип преобразования вербативных синлексов. Субстантивный компонент синлексов может распространяться прилагательным, существительным в косвенном падеже, целым сочетанием слов, числительным, инфинитивом. В структуре отдельных синлексов должно употребляться наречие или сравнение. Автор дает классификацию прилагательных – распространителей субстантивного компонента вербативных синлексов – с опорой на следующие критерии: 1) обязательность/факультативность; 2) единичность/множественность; 3) общеупотребительность/окказиональность; 4) принадлежность к тематической группе; 5) выполняемая функция (конкретизирующая, экспрессивно-оценочная, трансформационная). Семантическим преобразованием является развитие переносных значений у некоторых синлексов, генетически связанных с профессиональной сферой. К синтаксическим преобразованиям относится инверсия, которая выдвигает на первый план субстантивный компонент синлекса – его смысловой центр. Словообразовательный тип преобразований – это присоединение к существительному в составе синлекса суффикса, делающего все сочетание экспрессивным. Заключение. Будучи изначально нейтральными номинативными единицами, вербативные синлексы в результате разного рода преобразований получают экспрессивно-оценочный потенциал и обретают возможность более точно и детально характеризовать процесс, чем глаголы. Introduction. The article analyzes transformative potential of the verbative synlexes – stable composite units of language, functional analogues of verbs. Material and methods. Material of research is the verbative synlexes with different grammatical components (“vesti”, “delat’/sdelat’”, “okazyvat’/okazat’”, “sovershat’/sovershit’” etc.). The source of this material is the dictionary by V.M. Deribas “Stable verb-and-noun collocations of Russian language” (1979). The author of this article detects and describes transforming potential of the verbative synlexes with the support of the texts of different styles and genres of XX–XXI centuries from Internet resource “National Corpus of the Russian language” (http://www.ruscorpora.ru) and uses descriptive method and method of contextual analysis. Results and discussion. The article detects and describes following types of transformations of the verbative synlexes: structural, semantic, syntactical and derivational. Structural transformations include ellipsis, contamination and enlargement of composition of synlex. Ellipsis and contamination are unusual phenomena which create comic effect and show. Enlargement of composition of synlex is the most common type of verbative synlexes’ transformation. There are the following determinative components: adjective, noun in a form of oblique case, combinations of words, numeral, infinitive. It’s necessary to use an adverb or comparison in structure of some synlexes. The author classifies adjectives as structural components of verbative synlexes based on the following criteria: 1) obligatory/optional; 2) unit/multiple; 3) commonly used/occasional; 4) thematic group affiliation; 5) function (concretizing, expressive and estimating, transforming). Semantic transformation is the development of figurative meanings for some synlexes genetically connected with professional sphere. Inversion is a syntactical transformation which brings to the forefront a substantive component of synlex – its notional center. Derivational type of transformation is a connection an expressive suffix to substantive component of synlex which make expressive the whole combination. Conclusion. Being originally neutral units verbative synlexes as a result of different transformations get expressive and estimating potential and characterize a process more accurately and in greater detail than verb.

The Use of Rhetorical Techniques in the Process of Teaching Speech Norms

2020 ◽  
Vol 81 (2) ◽  
pp. 27-32
Author(s):  
M. V. Gorbunova ◽  
O. A. Salnikova
Keyword(s):  
High School Graduates ◽  
Russian Language ◽  
Literary Language ◽  
Qualification Test ◽  
Classroom Activities ◽  
Basic Language ◽  
Oral Speech ◽  
Language Norms ◽  
Senior Students ◽  
The Russian Language

The article is devoted to the problem of teaching the norms of the modern literary language at school. The aim is to show the features of implementing rhetoric techniques in the process of teaching the basic language norms. It is shown that high-school graduates demonstrate a low level of speech culture. Reasons for a large number of errors made by senior students in oral speech are determined along with possible approaches to improving the situation. Particular attention is paid to the principles of selecting language material for classroom activities, the formulation of teaching tasks and the peculiarities of the methodological process. Original exercises and recommendations to teachers on their implementation in Russian language lessons are presented. The results of the study confirm the efficiency of these exercises in term of improving the level of students’ speech culture and their readiness for the final qualification test in the Russian language, including an oral interview.

Semantics of the Lexeme khram in Language and Text (Based on Russian Orthodox Sermons)

2020 ◽  
pp. 82-89
Author(s):  
Karina S. Khosrovyan ◽  
Keyword(s):  
Semantic Content ◽  
Russian Language ◽  
Russian Orthodox ◽  
Speech Community ◽  
Cultural Meanings ◽  
Long Time ◽  
History Of ◽  
Russian Linguistic ◽  
Descriptive Method ◽  
The Russian Language

This article scrutinizes the semantic structure of the lexeme khram (‘church’) in the Russian language. The paper is relevant due to the need to describe and analyse key lexemes in the Russian linguistic worldview. A special place among such units is occupied by religious words, including khram. Russian linguists’ turning to religious vocabulary elucidates the value of these words, which for a long time had been banned for well-known reasons. Currently, religious vocabulary is studied in different aspects: the history of individual words; the development of the semantics of specific lexemes and their functioning in various texts; the linguistic and cultural features of using religiously marked language units; religious concepts playing an important role in shaping the linguistic worldview, etc. In this paper, using the descriptive method and the comparative analysis of lexicographic sources and texts of sermons, the author characterized some peculiarities of the semantics of khram. The research showed that this word’s semantics is not confined to the meanings found in dictionary entries, which are clear and comprehensible to all members of a certain speech community. Noteworthy, linguoculturological information is not included in dictionary definitions. At the same time, a word belonging to the religious sphere is connected with a whole range of religious and cultural meanings. By studying the functioning of the lexeme khram in the texts we can trace the changes in its meanings and semantic content.

scholarly journals Вызовы современному русскому литературному языку

2020 ◽  
Vol 45 (2) ◽  
Author(s):  
Владимир Медведев
Keyword(s):  
Soviet Union ◽  
Russian Language ◽  
Rural Life ◽  
Literary Language ◽  
Current State ◽  
The Soviet Union ◽  
Russian Literary ◽  
Language Norms ◽  
Active Processes ◽  
The Russian Language

The article is devoted to the study of some active processes affecting the system of the modern Russian language. The result of the study is the identification of factors that negatively affect the dynamics of the Russian language, which are presented in socio-political and linguistic aspects. The socio-political reasons are caused by the active reduction of the Russian-language information space in the near and far abroad area under the influence of the collapse of the Soviet Union. Unsuccessful phenomena in the current state of the Russian language consist in the intentional violation of the language norms in the Internet space, the substitution of normative vocabulary for meaningfully and stylistically belittled expressions of rural life, the clogging of the Russian literary language with words and verbal turns of slang origin, the dissemination of obscene vocabulary, the saturation of the language with words and expressions of foreign origin, and the unjustified euphemization of speech, leading to the erosion of the meaning of words. The general conclusion is the need for the serious efforts of the whole society against the simplification and the purity of the Russian literary language.

scholarly journals Assumptions of mass-media contributors about sources of language norms and rules of language use (based on survey materials)

2021 ◽  
Vol 18 (3) ◽  
pp. 512-527
Author(s):  
Sergey A. Belov ◽  
◽  
Nikolay M. Kropachev ◽  
Keyword(s):  
Mass Media ◽  
Language Use ◽  
Russian Language ◽  
National Language ◽  
State Control ◽  
Comprehensive Information ◽  
Language Norms ◽  
Use Of The Internet ◽  
The Russian Language ◽  
Contemporary Standard

The article represents the results of a survey among mass-media contributors (journalists, editors, content-managers) on their assumptions about compulsory requirements to use the national language in mass-media, inter alia — what legal limitations are established for this, which sources are used for the norms of the Russian language, those necessary to follow, and if mass-media contributors are specially trained on these norms in editorials offices. The survey showed that only a quarter of respondents knew about the compulsory rule to follow the norms of contemporary standard (literary) Russian in spheres where the national language (including mass-media) is used, and only 6% knew about the necessity to adhere to the official norms. A comparable number of respondents knew the sources for these norms. This leads to the conclusion that requirements to follow the norms of contemporary standard language established by legislation on national language are not effective. The widespread use of the Internet, primarily the site gramota.ru, articulately indicates the need to update the source of official norms of contemporary standard Russian language for its use as the national language. This source should be electronic and freely accessible, uniting different dictionaries and reference books, in order to provide comprehensive information on the norms for using acertain word in a particular language situation. More than 50% of respondents knew about the existence of mechanisms of state control over compliance with the requirements of language legislation, but they were not familiar with the actual requirements of this legislation. Editorial offices of media organizations do not pay due attention to this question.

scholarly journals LANGUAGE NORMS IN THE ACADEMIC EXPLANATORY DICTIONARY OF THE RUSSIAN LANGUAGE

2018 ◽  
pp. 58-80
Author(s):  
Alexey E. Tsumarev ◽  
◽  
Larisa L. Shestakova ◽  
Keyword(s):  
Russian Language ◽  
Language Norms ◽  
The Russian Language
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