scholarly journals “To see the world through the eyes of a Russian person” : review of the dictionary-textbook by Dronov V.V., Sinyachkin V.P., Shlyakhov V.I. The world of animals and birds in the Russian language con-sciousness. Part 1. Wild animals

2021 ◽  
Vol 2 (6) ◽  
pp. 307-311
Author(s):  
Eleonora D. Suleimenova ◽  
◽  
Sandugash K. Sansyzbayeva ◽  
Dana Kh. Akanova
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Point Of View ◽  
Wild Animals ◽  
The World ◽  
Original Approach ◽  
The Russian Language ◽  
Linguistic Material

The dictionary-textbook being analyzed has no analogues in the literature for teaching Russian to foreigners. It is based on zoomorphic images of wild animals in Russian language consciousness. The original approach realized by the authors in presenting the linguistic material, tasks and exercises was considered from the point of view of methodology of teaching Russian as a foreign language.

scholarly journals Кейс-технологии при обучении иностранных учащихся русской интонации

2020 ◽  
Author(s):  
Yu.M. Naumenko ◽  
O.A. Ilina
Keyword(s):  
Reference Material ◽  
Foreign Language ◽  
Russian Language ◽  
Theoretical Knowledge ◽  
Linguistic Aspect ◽  
The Russian Language ◽  
Linguistic Material

В статье представлен опыт реализации кейс-технологии в процессе преподавания РКИ. Показано, как кейс-технология может быть спроецирована на одновременное выполнение двух задач обобщение теоретического лингвистического материала и моделирование типичной программы речевого поведения при коммуникации в кафе или ресторане. Обобщаемый лингвистический аспект представляет собой описание интонационных конструкций русского языка, изучаемых на подготовительном факультете. Для реализации обеих задач необходимо ввести новый ориентирующий этап в алгоритм исполнения кейс-технологии, на котором учащиеся под руководством преподавателя систематизируют теоретические знания, верифицируя их на диалогах-образцах, являю- щихся справочным материалом для выполнения задачи кейса.The article presents the experience of implementing the case-technology in the process of teaching Russian as a foreign language. It is shown how the case-technology can be projected to perform two tasks simultaneously: the generalization of theoretical linguistic material and the modeling of a typical program of speech behavior in the communication act in a cafe or a restaurant. The generalized linguistic aspect is a description of intonational structures of the Russian language studied at the preparative faculty. To implement both tasks it is necessary to introduce a new-orienting-stage in the algorithm of the case technology, in which students, under the guidance of a teacher, systematize their theoretical knowledge, verifying it on sample dialogues which are the reference material for performing the case-task.

scholarly journals Contextuality in the Russian language

2019 ◽  
Vol 23 (3) ◽  
pp. 731-748
Author(s):  
Igor G. Miloslavsky
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Point Of View ◽  
Mutual Understanding ◽  
The Third ◽  
Successful Communication ◽  
Language Structure ◽  
The Relationship ◽  
The Russian Language

The modern scientific paradigm of linguistics that replaced comparative historical and linguistic-centric paradigm is focused on the relationship between language and reality which is inherently asymmetric in nature. In this situation, the problem of an accurate and complete mutual understanding of the participants of communication becomes more and more urgent. This problem considered in the framework of cultural studies suggests the division of cultures into high context cultures, i.e. those where the behavior of communication participants does not directly express their goals and intentions, and low context cultures, implying direct and frank manifestations of those intentions. The author applies the idea of high and low contextuality to the Russian language, setting the task of identifying those typical manifestations of Russian discourse in which the linguistic signs show a high dependence on the situational and verbal context, and in this way, by virtue of the language structure, cause difficulties for mutual understanding. From this point of view, the study investigates the polysemy of Russian words and grammatical forms, as well as the conditions in which their unambiguous understanding is or is not achieved. It emphasizes the insufficiency of merely stating the possibility of several solutions and the need for algorithms that provide the only (or not the only) correct solution. The author sees another obstacle for successful communication in hyperonyms that do not have a distinct hyponymic content for each participant of communication. The third obstacle is the omission of the verbal designation of modifying and / or substantial characteristics of reality. The article emphasizes that those who speak Russian, in principle possessing the resources necessary for overcoming these difficulties, seek to use them effectively only in certain specialized areas (science, sports, trade) and do not care about the maximum adequacy of language units and reality in everyday and political discourse. In conclusion, the article describes how to take into account the noted features of the Russian language when consciously learning Russian as a native language, as well as when teaching it as a foreign language.

scholarly journals Отражение стереотипных представлений о русских людях в практике преподавания русского языка как иностранного (на примере китайских учебников)

2020 ◽  
Vol 46 (2) ◽  
pp. 6-14
Author(s):  
Цзин ЛИ ◽  
Любовь Александровна ЗОЛОТАРЁВА
Keyword(s):  
Foreign Language ◽  
Comparative Method ◽  
Educational Material ◽  
Russian Language ◽  
Point Of View ◽  
First Year ◽  
Negative Stereotypes ◽  
Russian Culture ◽  
Primary Image ◽  
The Russian Language

В статье анализируются китайские учебники русского языка с точки зрения отражения в них стереотипных представлений о поведении русского человека в различных бытовых ситуациях. Материал ограничен темами первого года обучения, в течение которого у китайских студентов языковых факультетов закладываются основы знаний о русской культуре, это темы «Семья», «О себе», «Учёба», «Рабочий день», «В гостях», «Отдых», «У врача», «В кафе», «Магазины, покупки». Авторы привлекают внимание к спорным моментам в учебном материале, требующем специального комментария преподавателя русского языка. В статье анализируются как положительные, так и отрицательные стереотипы, которые служат основой для создания первичного образа представителя русской культуры. При анализе материала был использован сопоставительный метод. русский язык как иностранный, русский язык в Китае, стереотипные представления, китайские учебники русского языка, «Русский язык в университетах (Восток)», стереотипы о русских именах, внешность русских, поведение и привычки русских людей, устаревшая информация The article analyzes Chinese textbooks of the Russian language from the point of view of their reflection of stereotypical ideas about the behavior of a Russian person in various everyday situations. The material is limited to the topics of the first year of study, during which Chinese students of language faculties learn the basics of knowledge about Russian culture. The list of topics includes: “Family”, “About Me”, “Study”, “Workday”, “Away”, “Rest”, “At the doctor”, “In a cafe”, and “Supermarkets, purchases”. The authors draw attention to controversial points in the educational material, requiring special commentary from the Russian language teacher. The article analyzes both positive and negative stereotypes, which are the basis for creating the primary image of a representative of Russian culture. The image of a Russian person represented in first-year textbooks is not ideal, both advantages and vices are noted. The authors also point out that some of the material in the Chinese textbooks no longer corresponds to today’s Russian reality and needs to be corrected. A comparative method is used in the analysis of the material. Russian as a foreign language, Russian language in China, stereotypes, Chinese textbooks of the Russian language, “Russian language at universities (East)”, stereotypes about Russian names, Russian appearance, behavior and habits of Russian people, outdated information

scholarly journals The problem of forming professional competence with the help of the russian language practical courses based on a course In the world of PR

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Alexandr Petrov ◽  
Olga Fisenko ◽  
Rahman Amini Abdul ◽  
Luiza Petrova
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Activity ◽  
Wide Range ◽  
The World ◽  
Different Types ◽  
Daunting Challenge ◽  
The Russian Language

The article proves that formation of professional competence with the help of the Russian language is a daunting challenge which the professors of Russian as a foreign language often face. Professional competence is a complex construct including communicative competence. The matter is that the PR specialists’ professional activity presupposes a wide range of business communications strategies, as well as different types of communication and leverage.

scholarly journals Problems of mastering the grammar of Russian as a foreign language when teaching Francophones (from the point of view of a military institute)

2020 ◽  
Author(s):  
Viktoria Bestsennaya ◽  
Olga Fesenko
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Russian Language ◽  
Point Of View ◽  
National Language ◽  
French Language ◽  
Language Orientation ◽  
Military Institute ◽  
The Russian Language ◽  
Engineering Institute

The aim of the study was to conduct a comparative analysis of the grammatical systems of the Russian and French languages to identify significant differences that must be taken into account when studying Russian as a foreign language (RFL), and to offer a series of exercises aimed at preventing important errors in students’ speech from a communicative point of view. Comparing the systems, we compiled a list of grammatical features of the French language that affect the productive mastery of the Russian language, and offered examples of exercises aimed at preventing mistakes. A study of the effectiveness of the use of exercises was held at the Omsk Tank-Automotive Engineering Institute from 2016 to 2019 (in total, 50 students took part in the experiment). The learning outcomes allow us to talk about the prospects of considering the characteristics of the native language of cadets in teaching Russian as a foreign language. Keywords: Francophones, French speakers, Russian as a foreign language, methods of RFL, technology of national language orientation, lingua franca

scholarly journals Snow in the Russian Language Picture of the World

2013 ◽  
Vol 24 (29) ◽  
pp. 121-130
Author(s):  
Jelena Kazimianec
Keyword(s):  
Foreign Language ◽  
Word Formation ◽  
Russian Language ◽  
Special Importance ◽  
Unique Character ◽  
Word Combination ◽  
Weather Phenomenon ◽  
The World ◽  
Aesthetic Concepts ◽  
The Russian Language

This article carries out a semantic and pragmatic description of the Russian word снег “snow,” considering its synonymic and word-formation relations, establishing a family of words, and defining the semantic oppositions in which the word “snow” and its separate word usages appear. The author pays particular attention to the pragmatic connotations of this word, placing them against a background of the different foreign language connotations of appropriating words. The article further investigates the group of the words designating the weather phenomena that typically accompany snowfall: метель “a snowstorm,” вьюга “a snowstorm, a blizzard,” буран “a severe snowstorm,” and пурга “a snowstorm, a blizzard,” defining their semantic range and features of how they function in speech. On the basis of an analysis of the facts provided in dictionaries and poetic discourses, the author comes to a conclusion about the existence of a separate semantic group of words with this meaning that proves the special importance of this weather phenomenon for Russians. The analysis also provides a way to determine that, unlike in other languages, the concept of “snow” in the Russian picture of the world is considered as an active figure: the word combination снег идет “it is snowing” is associated with positive concepts about happiness, the novelty of life, satisfaction with Russian aesthetic concepts about beauty, etc. The author proves that words and concepts united by the component “snow” possess a certain romantic nuance in which, it may be claimed, the unique character of Russian culture consists.

scholarly journals ON THE FORMATION OF FOREIGN STUDENTS’ LINGUOCULTUROLOGICAL COMPETENCE IN TEACHING RUSSIAN PRONUNCIATION

2020 ◽  
pp. 140-143
Author(s):  
L.S. Shkurat
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Foreign Students ◽  
Russian Language ◽  
Speech Activity ◽  
Full Participation ◽  
The World ◽  
The Russian Language

The article gives the concept of linguoculturological competence. It is emphasized that the full participation of foreign students in intercultural communication is possible only if they master a certain linguoculturological base. The emphasis is made on the need to form linguoculturological competence in teaching foreigners all aspects of the Russian language and types of speech activity. Based on the experience of the author of the article on teaching Russian pronunciation to foreign students from different countries of the world, examples of materials for phonetic exercises that have high linguoculturological potential are given, some methodological recommendations for their use in teaching Russian as a foreign language are offered.

scholarly journals THE LINGUISTIC PICTURE OF THE WORLD BY V.G. KOROLENKO (BASED ON THE WRITER’S STORIES)

2021 ◽  
pp. 64-69
Author(s):  
H. KOZUB
Keyword(s):  
Short Story ◽  
World View ◽  
Comparative Method ◽  
Russian Language ◽  
Point Of View ◽  
Language And Culture ◽  
Historical Method ◽  
The People ◽  
The World ◽  
The Russian Language

The research deals with the concept of «world view». The subject matter of this paper is the Russian language picture of the world presented in the V. G. Korolenko’s stories, or more specifically, the study investigates basic peculiarities of the language picture of the world in two stories by V. G. Korolenko, the «Makar’s Dream» and «Without a Language». The article studies the linguistic worldview of the V. G. Korolenko in the context of the evident changing the realities, which are described in his stories. The author shows how the writer’s worldview changed influenced by the political, historic and cultural events of those days.He shows the Siberian land with its vast expanses, fierce winter, its own unique traditions and laws in the short story «Makar’s Dream». We can clearly see and feel this picture of the world thought the language prism, particularly in its bilingualism, in the lifestyle description, customs, characters of the heroes, etc.Another story «Without a Language» offers us an invaluable opportunity to compare Russian and American language picture of the world. The first one was shown by V. G. Korolenko as the homeland with its well-established, traditional way of life and old religion. And at the same time, the author has depicted America with its specific features, which differs from the Russian language picture of the world. According to his point of view, an American language picture of the world has a range of characteristic that differentiates it from the Russian. It has freedom, civilization, faith, and morals. V. G. Korolenko has skillfully used dialogues, descriptions, analyzes of the main characters, the Ukrainian-Russian bilingualism, foreign language inclusions in Russian speech, etc. In addition to this, some typical structures for both languages were found out which show national identity.It has been appealed to special linguistic methods and techniques, including the comparative historical method for comparing the facts of the modern language and the language of V. G. Korolenko, as well as the comparative method for comparing the Russian, Ukrainian, Yakut and English languages.The paper concludes that language is an integral part of the culture of the people, its basic tool of communication and socialization. It must be noted, that the culture is verbalized in the language. Each language is a unique code, which contains culturally marked information.This study proves the idea of the unbreakable link between language and culture. This is, in our opinion, the main value of the given research.

scholarly journals Comparative analysis of the concept BEAR in language consciousness of the Russian and Chinese people (on the material of explanatory dictionaries)

Neophilology ◽  
2021 ◽  
pp. 25-32
Author(s):  
Meng Wu
Keyword(s):  
Social Sciences ◽  
Comparative Analysis ◽  
Foreign Language ◽  
Cognitive Linguistics ◽  
Russian Language ◽  
Chinese People ◽  
The World ◽  
The Russian Language ◽  
Dictionary Definitions

We consider the problem of language and concept in the framework of cognitive linguistics. The purpose of the work is to identify the mental differences in the conceptualization of the concept BEAR in the linguistic consciousness of the Russian and Chinese people. We present an approach according to which dictionary definitions are considered as a language representative of a concept called a dictionary word. The dictionary is considered as a collection of our knowledge about the world, which was formed as a result of its conceptualization and categorization. We compare different aspects of the lexeme BEAR in the “Dictionary of the Russian Language” (MAS) edited by A.P. Evgenyeva and the “Xinhua Zidian” edited by the Chinese Academy of Social Sciences: interpretation of the word, its illustrative materials, including phraseological units. In the study of a foreign language, reliance on dictionary definitions allows us to use lexicographic representation of concepts as one of the active and initial methods for understanding and perceiving national mentality.

scholarly journals SOCIOCULTURAL KNOWLEDGE AS A MEANS OF ADAPTATION IN A FOREIGN LANGUAGE (AT THE LESSONS OF RUSSIAN LANGUAGE AS A FOREIGN LANGUAGE)

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
N.E PETROVA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Adaptation ◽  
Foreign Students ◽  
Young Person ◽  
Russian Language ◽  
Point Of View ◽  
Common Problems ◽  
Optimal Set ◽  
The Russian Language

The article provides a methodological description of a lesson on the discipline "Russian as a foreign language" on socio-cultural topics: "Youth is the future of the planet." This lexical topic is intended for study and discussion by foreign students studying Russian at the basic or first certification level. Depending on the distribution of academic hours for studying the Russian language, this topic can be considered both in the preparatory department and in the 1st or 2nd year. Of course, the topic is fertile enough for discussion at any stage of language learning, however, from the point of view of the socio-cultural adaptation of foreigners, it is advisable to conduct a lesson on such a topic when students acquire sufficient vocabulary, and knowledge of the language reaches a level where the student can ask a question, formulate and argue your point of view. In the methodological development, not only textual material and a system of tasks for the development of speech skills are presented, but also a dictionary of the topic with an optimal set of vocabulary on this topic and a system of grammatical and syntactic exercises. The lexical topic and the entire structure of the lesson allows students not only to exchange opinions, but to look at this problem through the eyes of a Russian-speaking young person, to find common problems for all and ways to solve them.

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