scholarly journals Formation of the hypertext corpus of educational dictionaries of the Russian language

Author(s):  
Sergey V. Lesnikov ◽  

This article discusses the construction of the terminological code of the Russian language in the form of information-search hypertext thesaurus. The code is developed in the form of a hypertext system in a nonlinear form, taking into account the relational, hierarchical and network paradigmatic relations through the implementation of syntagmatic relations in an interactive mode on a personal computer digitized lexicographic materials of the Russian language, which will allow on the basis of digital technologies through appropriate classification and systematization, digitalization and retrodigitization of dictionaries, reference books and encyclopedias and other lexicographic materials of the Russian language to structure, to systematize and unify the lexicographical material in a single body, thus providing operational input in a scientific turn with the purpose of optimization of scientific research in modern lexicography.

Neophilology ◽  
2019 ◽  
pp. 293-305
Author(s):  
Sergey V. LESNIKOV

We consider the academic explanatory dictionaries of the Russian language (RL) as the basis of academic (automated, archival) vocabulary (systematic) corpus (concordance, tuple, compendium) (AVC) [1–6] of the Russian language, as well as the algorithm, concept and principles of development and creation of academic vocabulary corpus of the Russian language. Academic vocabulary corpus is constructed in the form of HYSAURUS (hypertext thesaurus) [7; 8] in a nonlinear form, taking into account relational, hierarchical and network paradigmatic relations, which will allow to structurize and integrate lexicographic materials through suitable classification and systematization, digitalization and retrodigitization of academic explanatory dictionaries of the Russian language, thereby ensuring their prompt entry into scientific circulation with the aim of optimization scientific research in contemporary lexicography. Scientific significance of the academic vocabulary corpus is determined by the need for a centralized description of Russian vocabulary, since numerous developments in this area have their own tasks and direction of research, which does not allow to see the full linguistic view of the Russian Federation, which the information-retrieval academic vocabulary corpus can show. For this purpose, we suppose to simulate, develop and create a workable interactively replenished information-retrieval academic vocabulary corpus of the Russian language, allowing to combine various lexicographic sources into a single database.


Author(s):  
В.В. Богданчиков ◽  
Е.А. Тренкина ◽  
Т.А. Шорина

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.


2018 ◽  
Vol 7 (4.38) ◽  
pp. 1062
Author(s):  
Olga Makarovna Aleksandrova ◽  
Irina Nurgainovna Dobrotina ◽  
Yulia Nikolaevna Gosteva ◽  
Irina Vladimirovna Uskova ◽  
Irina Pavlovna Vasilevykh ◽  
...  

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.  


2020 ◽  
Vol 1 (10) ◽  
pp. 62-95
Author(s):  
I. A. Kurshunova ◽  
E. R. Guseva

The current state of the study of Russian dialects in Karelian Seaside is analyzed, the territory of the studied region, which coincides with the boundaries of the dialectal division of the Russian language in 1915 is indicated. It is shown that the exclusion of Karelian Seaside from the dialectal division of 1965, which was an indirect reason for the lack of proper research attention to this region is unjustified. An overview of linguistic works devoted to the study of various language levels (phonetic, grammatical, lexical) is presented. The review of dictionaries, including the vocabulary of Russian dialects of the Karelian Seaside, is carried out. The prospects and objectives of the study are determined. In particular, future research is associated with comparative work on the study of the preservation / change of linguistic phenomena at each level, including the lexical one, which is the most stable in its main core. It is primarily due to extralinguistic reasons. Particular attention is paid to the use of digital technologies when creating a textual database, tested on the materials of the Karelian Seaside. It is noted that the electronic resource will make it possible to constantly introduce new data into scientific circulation, connecting them to various aspects of research, both linguistic and broader humanitarian.


Kavkaz-forum ◽  
2020 ◽  
Author(s):  
Л.Б. ГАЦАЛОВА ◽  
Л.К. ПАРСИЕВА

В статье рассмотрены вопросы формальной адаптации в русском и осетинском языках новых заимствованных слов, различных вариантов их графического оформления, морфемно-морфологических признаков, тематических групп, в наибольшей степени отличающихся от принятых в обоих языках правил адаптации. На примерах неологизмов русско- и осетиноязычного медиадискурса показаны этапы приспособления новаций к системе языка-реципиента. В осетинский язык входит множество заимствований, среди которых лексические единицы, относящиеся к совершенно различным тематическим кластерам, в том числе к IT-технологиям, цифровым технологиям, новым дистанционным и электронным образовательным технологиям, робототехнике и т.д. Осетинский язык какие-то из них заимствует в том виде, в котором они попадают в русский, а уже через посредство русского языка такие лексемы входят в осетиноязычное пространство в оригинальном или даптированном виде. Инографическое оформление иноязычных заимствований, вошедших в русский и осетинский языки в последние годы и месяцы, рассматривается не с точки зрения нарушения норм и традиций принимающего языка или посягательств на самостоятельность и этническую идентичность, а как один из этапов адаптации неологизма в языке, начальной стадии вхождения его в другую графическую систему, за которой в дальнейшем лексеме предстоит орфологическая адаптация. Большой языковой материал, использованный в исследовании, позволил авторам прийти к выводу о том, что современный осетинский язык является открытой системой, легко приспосабливающей к своей грамматической норме любые варианты лексем, которые она берет из других языков, совершенно разными способами, а не только инографическим оформлением. В нем много неологизмов, созданных средствами самого осетинского языка, что говорит о жизнеспособности и гибкости его в мире цифровых реалий. The article considers the means of formal adaptation of new loans borrowed into the Russian and Ossetian languages, as well as to various options of their graphic figuration, morphemic and morphological features, thematic groups, most especially distinct from the standard adaptation rules of both languages. The stages of novation adaptation to the system of the language recipient are demonstrated by the examples of neologisms in the Russian speaking and Ossetian speaking media. A lot of loan words enter the Ossetian language, among which are lexical units of various thematic clusters including IT, digital technologies, robotics et-cetera. The Ossetian language receives some of them through the mediation of the Russian language, this kind of lexemes enter the Ossetian speaking space having undergone adaptation or in their original forms. Latinized variants of the loan words borrowed by the Russian and Ossetian languages in recent years and months have been considered neither in terms of a contraversion of norms and traditions of a recepient language nor as an infringement of self-sufficiency or ethnic identity, but in terms of one of the adaptation stages, the initial stage of the infiltration of a loan into another graphic system, after which the lexeme is to be adapted morphologically. A considerable amount of linguistic data used in the research leads the authors to the conclusion, that currently the Ossetian language is an open system, where any variation of lexemes borrowed from other languages are easily adopted to its grammatical form not only by means of using Latin alphabet, but in variety of ways. It has coined a great number of neologisms, which proves the viability and flexibility of the Ossetian language in the contemporary digital world.


2020 ◽  
pp. 334-339
Author(s):  
Aynur Ağören

The article deals with the study of the lexical and semantic group of verbs dedicated to labor activity. The material for the study was the number of verbs chosen from L.G. Babenko’s explanatory dictionaries (1999, 2007). During the scientific research, thematic groups of verbs with the meanings of intellectual and physical labor were identified. Verbs with semantics “intellectual work” are divided into two groups: verbs denoting creative individual labor, and verbs denoting organizational work. The verbs that describe physical labor are divided into four groups: verbs denoting hard physical labor, types of manual work (art crafts and needlework), types of design and architectural works, and also types of garden-field work. The article emphasizes, that in the Russian language verbs denoting work activity are very numerous, various and quite frequent in use.


Author(s):  
Yabing Zhang

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.


2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered


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