LINGUA-CULTURAL DIFFERENCES OF TRADE PAROEMIAS IN RUSSIAN AND CHINESE

2020 ◽  
Vol 76 (4) ◽  
pp. 75-84
Author(s):  
ANNA M. KALIKOVA ◽  
◽  
JULIA E. CHEREDNICHENKO ◽  
OLGA E. BOBROVA ◽  
◽  
...  
Keyword(s):  
Cultural Differences ◽  
Feature Matching ◽  
Russian Language ◽  
Comparison Analysis ◽  
Research Material ◽  
European Culture ◽  
Opposite Attitude ◽  
The Russian Language ◽  
Russian Dictionary

The work under study comprises a comparative analysis of the semantic components of trade paroemias in two languages - Russian and Chinese. The research material is made up by proverbs and phraseological units taken from phraseological and explanatory dictionaries of the Russian and Chinese languages: Dictionary of the Russian language edited by A.P. Evgenieva [4], Dmitriev's explanatory dictionary, explanatory dictionary of the Russian language edited by D.N. Ushakov, 现 代 汉 语 词 典 (Russian dictionary of modern Chinese) (2005), 汉 语 大 词 典 (Rus. Big dictionary of Chinese), 辞 海 (Rus. "Sea of words") (2009). The research methodology is based on the dialectical method of cognition. When writing the work, the author used methods of comparison, analysis, synthesis, analogy, generalization. The phraseological Foundation of the Russian and Chinese languages allows us to objectify various features of the discourse of a trade transaction, which are compared in the work of the software in terms of the value characteristics of the two linguistic cultures. Feature matching zones are found in the values: 1) greed to spend money (Rus. "shake over a penny", "for a penny to strangle yourself", Chinese. 一 yīgè qián liùgèzì (Rus. "count coins and images on them"), 抢 钱 虎 qiǎngqián hǔ (Rus. " tiger grabbing money”); 2) accordance of the price and quality of the product (Rus. "for what I bought, for what I sell", Chinese (Rus. "what is the price, such is the product"); 3) focus on your strengths (Rus. "to fill your price", Chinese. 卖力气 màilìqì "try your best", 好卖功 hǎomài gōng (Rus. "good selling skill"). Some phraseological units contain the opposite attitude to social realities in the compared languages. The Russian phraseological units include regret for the unwise spending of money ("someone's money cried", "spend as much as one kopeck") and the assumption of cheap sales in Chinese ( 贱 卖 不 赊 jiànmài bù shē (Rus. "sell cheap"); the desired price for the buyer in Russian "red price" is contrasted with lobbying the buyer's interests in Chinese (顾客之上 gùkè zhīshàng (Rus. "the buyer is always right"). The analysis of the Russian and Chinese proverbs, sayings, and paroemias with the meaning of ‘a trade deal’ allow us to conclude that Russian paroemias have more imaginary images than the Chinese ones, which are characterized by the borrowed images from the European culture. The figurative components of the Chinese and Russian trade proverbs are the concepts of honesty, decency, foresight, consistency, prudence, which possess positive connotations.

scholarly journals LANGUAGE PERSONALITY OF OTHER THAN RUSSIAN LANGUAGE ORIGIN YOUNG CHILDREN LEARNING RUSSIAN: LEXICON

2019 ◽  
pp. 33-40
Author(s):  
Irina A. Buchilova ◽  
Keyword(s):  
Empirical Study ◽  
Writing Skills ◽  
Russian Language ◽  
National Language ◽  
Semantic Level ◽  
Speech Input ◽  
Language Origin ◽  
The Family ◽  
The Russian Language

The present article aims to study the problem of linguistic personality formation in children of other than Russian language origin learning Russian at Russian primary school. The structure of the language personality is also observed. The focus of this study is lexicon as an important structural component of the language personality. The results of an empirical study of the vocabulary of such children are presented. First, the results of the survey with the questionnaire enabled to determine that the perception of a national language or the Russian language as the native one depended upon the language used for communication in the family which in its turn was a result of a family being international or mononational. The survey also showed that more than 61% and 72% experienced writing skills challenges in dictation and essays in Russian, at the same time, 72% cannot write their national language at all. Third, in the course of ascertaining experiment, it was found that the targeted category of children demonstrated certain specific features of language personality formation: flaws occurred in the structure of verbal-semantic level (gaps in vocabulary, agrammatism), features of the lexicon were determined by the speech input, gaps in lexicon reduced the quality of writing performance (dictations, expositions, essays) because of difficulties in understanding. Recommendations are offered for this category of learners to improve and enlarge their vocabulary.

scholarly journals An Experimental Study of the Lingual Consciousness of Ukrainians and Russians (Dynamic Aspect)

2018 ◽  
Vol 5 (1) ◽  
pp. 92-110
Author(s):  
Діана Терехова
Keyword(s):  
Experimental Data ◽  
Ethnic Group ◽  
Experimental Studies ◽  
Russian Language ◽  
Time Interval ◽  
Scientific Investigations ◽  
Group Members ◽  
Academy Of Sciences ◽  
The Russian Language ◽  
Russian Dictionary

The study of the lingual consciousness of various ethnic group representatives does not lose its topicality in psycholinguistic investigation for decades. During the period of the formation and development of psycholinguistics, scholars have gained considerable experience in holding associative experiments, the results of which are reflected in associative dictionaries and individual scientific investigations. This material is valuable in several aspects of the investigation in particular as an object of the study of the lingual consciousness of the certain language speakers for  the duration of the experiment; in the comparable aspect for the identification of common and distinguishing features in the lingual consciousness of the representatives of different ethnic groups as well as to find out the changes in the lingual consciousness of a certain ethnic group members according to the experimental data received at a certain time interval etc. The article focuses on revealing the dynamics in the lingual consciousness of the representatives of the two East Slavic peoples. The experimental data were drawn both from lexicographic psycholinguistic works and from author’s experimental studies held in 2000 and 2012 representing the changes in the corresponding fragments of the world image in Ukrainians and Russians. References Жайворонок В. В. Знаки української етнокультури: Словник-довідник / В. В. Жайворонок. К.: Довіра, 2006. Марковина И. Ю., Данилова Е. В. Специфика языкового сознания русских и американцев: опыт построения «ассоциативного гештальта» текстов оригинала и перевода // Языковое сознание и образ мира / Отв. ред. Н. В. Уфим­цева. М.: Институт языкознания РАН, 2000. С. 116-132. Степанов Ю. С. Константы: Словарь русской культуры: Изд. 2-е, испр. и доп. М.: Академический Проект, 2001. References (translated and transliterated) Zhaivoronok, V. V. (2006) Znaky Ukrayinckoyi Etnokultury: Slovnyk-Dovidnyk [Signs of the Ukrainian Ethnoculture: Dictionary-Reference Book]. Kyiv: Dovira. Markovina, I. U., Danilova, E. V. (2000) Spetsifika jazykovogo soznaniya russkih i amerikantsev: opit postrojenija “assotsiativnogo geshtalta” tekstov originala i perevoda [The peculiarity of the lingual consciousness of Russians and Americans: the experience of constructing an “associative gestalt” of the original and translation texts]. In: Yazykovoye Soznaniye i Obraz Mira, (pp. 116-132) .N. Ufimtseva, Ed. Moscow: Institute of Linguistics of the Russian Academy of Sciences. Stepanov, Yu. S. (2001). Konstanty: Slovar Russkoy Kultury: 2nd edition [Constants: Dictionary of the Russian Culture]. Moscow: Akademicheskiy Proekt. Джерела Бутенко Н. П. Словник асоціативних норм української мови. Львів: Вища школа, 1979. Ожегов С., Шведова Н. Толковый словарь русского языка. Режим доступа: https://classes.ru/all-russian/russian-dictionary-Ozhegov-term-10012.htm САС – Славянский ассоциативный словарь: русский, белорусский, болгарский, ук­ра­инский / Н. В. Уфимцева, Г. А. Черкасова, Ю. Н. Караулов, Е.Ф. Тарасов. М., 2004. САНРЯ – Словарь ассоциативных норм русского языка / Под ред. А. А. Леонтьева. М.: Изд-во Моск. ун-та, 1977. Словник української мови: Академічний тлумачний словник (1970-1980). Т. 3. С. 557. Sources Butenko, N. P. (1979). Slovnyk Asotsiatyvnykh Norm Ukrayinckoyi Movy [Dictionary of the Associative Norms of the Ukrainian language]. Lviv: Vyshcha Shkola. Dictionary of the Ukrainian Language. (1970-1980). Vol. 3, P. 557. Ozhegov, S., Shvedova, N. The Explanatory Dictionary of the Russian Language. Retrieved from: https://classes.ru/all-russian/russian-dictionary-Ozhegov-term-10012.htm Slavyanskiy Assotsiativnyi Slovar: Russkiy, Belorusskiy, Bolgarskiy, Ukrainskiy (2004) [Slavic Associative Dictionary: Russian, Belorusian, Bulgarian, Ukrainian]. N. Ufimtseva, G. Cher­kasova, Yu. Karaulov, Ye. Tarasov, (Eds). Moscow. Slovar Assocziativnyh Norm Russkogo Yazyka (1977). [Dictionary of Associative Norms of the Russian Language]. A. A. Leontyev, Ed. Moscow: Moscow University.

scholarly journals Speech therapy aspect of improving the quality of education of schoolchildren in a capital megapolis

2021 ◽  
Vol 98 ◽  
pp. 01016
Author(s):  
Yuliia Vyatleva ◽  
Natalia Grigorenko ◽  
Yuliia Pokrovskaya ◽  
Natalia Bal
Keyword(s):  
Primary School ◽  
School Children ◽  
The State ◽  
Russian Language ◽  
Primary School Children ◽  
Theoretical Research ◽  
Comparison Results ◽  
The Impact ◽  
The Russian Language

The Russian language, as the state language, is given an honorable and important role, uniting all nationalities together. For its mission to serve the unity, solidarity, and mutual understanding of all the peoples of Russia, a mandatory national educational program has been approved, operating throughout the territory of the Russian Federation. The present article is dealing with the problem of mastering the Russian language. The goal of the research is to study the etiology and specifics of writing disorders in primary school children studying at general education school and to develop differentiated strategies for teaching pupils with various manifestations of dysgraphia. Methods used during the preparation of the article included theoretical research, such as learning, generalization, analysis, synthesis, axiomatics, as well as empirical techniques, namely, observation and comparison. Results and novelty of the research consist of clarifying information about the state of the problem of writing disorders in contemporary schoolchildren, updating scientific ideas about the contingent of primary school children in need of correctional assistance from specialists; applying an interdisciplinary approach to the study of the etiology, mechanisms, causes, and specifics of various manifestations of dysgraphia in primary general school children; supplementing the scientific data on the impact of didactogenia on the quality of learning writing and the formation of dysgraphia in pupils with difficulties in the assimilation of the program learning material on the Russian language; as well developing high-performance speech technologies for the early detection and elimination of violations of written language and difficulties in learning academic courses of the Russian language.

scholarly journals The use of algorithmic elements to improve the quality of foreign cadets vocational training at military universities

2021 ◽  
Vol 10 (2) ◽  
pp. 304-308
Author(s):  
Anatoly Vladimirovich Tarasov ◽  
Tatiana Evgenjevna Tarasova
Keyword(s):  
Training Session ◽  
Russian Language ◽  
First Year ◽  
Preliminary Training ◽  
Teaching Methodology ◽  
Practical Application ◽  
African Countries ◽  
The Russian Language ◽  
Different Levels

This paper examines the use of elements of the theory of algorithms in order to improve the quality of foreign cadets education. A number of problems noted in teaching first-year cadets from Asian and African countries associates with poor knowledge of the Russian language at the time of training. Cadets have different levels of preliminary training that they have received in their countries. Algorithmic constructions help cadets to master the courses of the first year of study. The paper provides a methodological basis on scientific works of leading scientists and professors. According to the management of quality training theory, a respective approach is implemented in the organization of classes. The purpose of this work is substantiation and practical application of the proposed measures for managing the quality of foreign first-year-cadets training through graphic models based on the theory of algorithms. There are options for conducting a training session using a comprehensive teaching methodology, including systematization of knowledge, development of algorithmic thinking and the use of computer technologies. The results of conducting classes according to the proposed methodology show its effectiveness in training groups of foreign cadets.

Преподавание русского языка как профессионального для студентов по направлению «Туризм»

2019 ◽  
pp. 63-65
Author(s):  
Анвар Жолдошбаев
Keyword(s):  
Key Words ◽  
Education And Training ◽  
Russian Language ◽  
Quality Of Education ◽  
And Training ◽  
The Russian Language

Аннотация: В этой статье рассматриваются вопросы преподавания русского языка, как профессионального, а именно, вопросы практического курса русского языка для студентов по направлению «Туризм» высших и средних профессиональных учебных заведений. В статье рассмотрены тесные связи языковых задач с профессиональными задачами для обеспечения качества обучения и подготовки специалистов по названному направлению. Ключевые слова: практический курс русского языка, туризм, профессиональная подготовка, лексика, обзорные темы, тексты, термины, диктант, сочинение, изложение, эссе. Аннотация: Бул макалада жогорку жана орто кесиптик окуу жайларда “Туризм” багыты боюнча билим алган студенттерге орус тилин кесиптик тил катары окутуу маселелери каралган. Макалада айтылган багыт боюнча адистерди окутууда жана даярдоодо тилдик маселелердин кесиптик маселелер менен тыгыз байланышы каралган. Түйүндүү сөздөр: Орус тилинин практикалык курсу, туризм, кесиптик даярдоо, лексика, серептик темалар, тексттер, атоолор, жат жазуу, дил баян, ой баян, эссе. Annotation: This article considers problems of teaching of Russian language as a professional exactly problems of practical course of the Russian language for students to direction «Tourism» of higher and secondary professional educational establishments. This article examines the close links of language tasks with professional tasks to ensure the quality of education and training of specialists in this area. Key words: Practical course of Russian language, Tourism, Professional prepara- tion, Lexis, Overview topics, Terms, Dictation, Narration, Composition, Essay.

Pareizrakstības kļūdas krievu valodā kā svešvalodā pamatskolā

2020 ◽  
pp. 128-145
Author(s):  
Marina Novika ◽  
Anna Ščuka
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Phonemic Awareness ◽  
Practical Experience ◽  
Russian Language ◽  
Practical Research ◽  
Dangerous Place ◽  
The Russian Language

The purpose of the paper is to determine the most typical and frequently used orthograms to pay attention to, when teaching Russian as a foreign language in a primary school. Our practical experience of teaching and our observation of the process of learning Russian as a foreign language allows us to state and suggest that schools lack systematic and focused teaching of Russian orthography. Pupils make a lot of mistakes because they do not understand the reason why such mistakes occur, they lack orthographic vigilance, i.e., the ability and skills to determine an orthographically “dangerous place”. Most teachers do not include practices and spelling skills of forming orthographic literacy into the context of their class activities and do not know practices of working on orthograms of different types and origin. It is considered that pupils learn Russian orthography through listening comprehension and through books and, thus, remember and memorize the spelling of different words well enough. It is believed that the pupil’s first step in the creation of a system of exercises to form orthographic literacy is the development of a classification of orthograms that are topical and frequent in teaching Russian as a foreign language in a primary school (forms 6–9). Similar research was conducted several decades ago, therefore, it is now necessary to develop and determine the methodology as well as technology for conducting an experiment and revealing the currently most typical orthographic and spelling mistakes. The classification of orthograms has been made with account of a comparative analysis of phonetic, orthographic and graphic systems of the Russian and Latvian languages. For the Latvian audience, it is expedient to single out phonetic and non-phonetic orthograms. Phonetic orthograms are those caused by underdeveloped phonemic awareness, interference of Latvian pronunciation and incorrect articulation of Russian sounds (seven types have been singled out). Non-phonetic orthograms (morphologic and traditional) are true orthograms and their spelling causes difficulties for both Latvian and Russian pupils. To determine the frequency and quality of mistakes in the Russian language, we have performed a diagnostic assessment. The data of our practical research can be used in forecasting mistakes of pupils who study Russian as a foreign language, creating a system of monitoring skills and abilities in writing, developing tests and exercises to contribute to the improvement of orthographic literacy of pupils.

Rusins in the Works by P.D. Draganov

Rusin ◽  
2021 ◽  
pp. 76-98
Author(s):  
S.G. Sulyak ◽  
Keyword(s):  
Public Library ◽  
Russian Language ◽  
Slavonic Language ◽  
Language And Literature ◽  
The World ◽  
Imperial Academy ◽  
Academy Of Sciences ◽  
The Village ◽  
The Russian Language ◽  
Russian Dictionary

Pyotr Danilovich Draganov (February 1 (13), 1857 – February 7, 1928), a native of Bessarabia, Russian philologist, historian, ethnographer, bibliographer, and teacher. Born into a family of Bulgarian colonists in the village Comrat of Bessarabian region, he graduated from the Bulgarian Central School in Comrat (1875), then studied at the Chișinău progymnasium, the provincial gymnasium (1875–1877) and the Kharkov gymnasium (1877–1880). After graduating from the gymnasium, he entered the Faculty of History and Philology of the Imperial Kharkov University (1880–1882), then continued his studies at the Imperial St. Petersburg University, graduating in 1885 with a candidate’s degree. In 1885–1887, he taught general history and Church Slavonic language at the St. Cyril and Methodius Male Gymnasium (Thessaloniki, Macedonia). In 1888, he was appointed teacher of the Russian language and literature of the Comrat real school. Since 1893, he taught Russian at the Chișinău Women’s Gymnasium. In 1896, he became a junior assistant librarian at the Imperial Public Library in St. Petersburg, in charge of the category of Slavs and Galician-Russian books of the Manuscript Department of the library. Due to the difficult financial situation, he had to resign from the library and return to teach Russian at the Comrat real school. In 1906–1912, P.D. Draganov worked as an inspector of a real school in Astrakhan, director of a teacher’s seminary in the village Rovnoe of the Samara province. In 1913, he returned to Bessarabia and was appointed director of the male gymnasium in Cahul. When Bessarabia was occupied by Romania, the Romanian authorities issued a decree on the preservation of the gymnasium and proposed to P.D. Draganov to remain its director. However, he decided to return to his native Comrat, where he taught Bulgarian at the Comrat real school until retirement. P.D. Draganov is the author of over 100 historical, literary, ethnographic, philological, bibliographic and critical works. His articles were published in the “Journal of the Ministry of Public Education”, “Historical Bulletin”, “Izvestia of the Imperial Academy of Sciences in the Department of Russian Language and Literature”, “Russian Philological Bulletin” and others. Some of his works have remained unpublished. Most of P.D. Draganov’s studies focus on Bessarabian and Balkan themes. He wrote many works about A.S. Pushkin. Draganov was the founder of Macedonian studies in Russia. One ofhis most important works is “The Macedonian-Slavic Collection” (Issue 1. St. Petersburg, 1894), which received many reviews. Another well-known work of his is the compilation “A.S. Pushkin in Fifty Languages, i.e. Translations from A.S. Pushkin into 50 languages and dialects of the world. A Bibliographic Wreath on the Monument to A.S. Pushkin, Woven for the Centenary of His Birth, May 26, 1799 – May 26, 1899 with a Portrait of the Poet” (St. Petersburg, 1899). Draganov also participated in the compilation of the Bulgarian-Russian Dictionary, published the first universal index Bessarabiana, where he listed the sources and literature published over 100 years since the annexation of Bessarabia to Russia. Among the numerous works by P.D. Draganov, there are studies about Rusins.

scholarly journals VALIDATION OF THE EQ-5D-5L VERSION IN RUSSIA

2018 ◽  
Vol 56 (3) ◽  
pp. 351-355 ◽  
Author(s):  
A. I Akulova ◽  
I. Z. Gaydukova ◽  
A. P. Rebrov
Keyword(s):  
Quality Of Life ◽  
Ankylosing Spondylitis ◽  
Disease Activity ◽  
Psychometric Properties ◽  
Russian Language ◽  
Subjective Perception ◽  
Asas Criteria ◽  
The Impact ◽  
The Russian Language

The paper discusses the process for validation of the Russian-language EQ-5D-5L version to assess quality of life. According to international and national guidelines, the primary goal of treating spondyloarthritis (SpA) is to preserve the quality of life (QOL) of a patient as long as possible, by achieving control of the main symptoms of the disease and inflammation, by preventing the development and progression of structural changes in the locomotor system, and by preserving/normalizing the patient's functional activity and social adaptation. QOL is the integral characteristic of the physical, psychological, social and emotional status of the patient, which is assessed on the basis of his subjective perception. At the moment, there are no generally accepted national tools for assessing QOL in Russia, so the problem of adaptation and validation of international questionnaires is very actual.Objective: to evaluate the psychometric properties of the Russian-language EQ-5D-5L version in patients with SpA.Subjects and methods. Examinations were made in 163 patients older than 18 years with axial or peripheral SpA, who met the Assessment of Spondyloarthritis International Society (ASAS) criteria. The disease activity was assessed using the Bath Ankylosing Spondylitis Disease Activity Index (BASDAI) and the Ankylosing Spondylitis Disease Activity Score (ASDAS); their functional status was estimated by the Bath Ankylosing Spondylitis Functional Index (BASFI), and spinal mobility was evaluated by the Bath Ankylosing Spondylitis Metrology Index (BASMI). The ASAS Health Index (HI) was used to comprehensively analyze the impact of SpA on the patient's health. The EQ-5D-5L version was employed for the first time in Russia to assess the quality of life of patients. Its main psychometric properties, such as reproducibility, validity, sensitivity, were evaluated.Results and discussion. The median age of the patients was 39.50 [28.00; 48.00] years. Among them, there were 64.8% of men. The median value of EQ-5D (a 5L version) was 0.53 [0.29; 0.65]. There were statistically significant relationships between the EQ-5D-5L values and BASDAI, BASFI, ASDAS, BASMI, ASAS HI, and the SF-36 questionnaire for QOL assessment. The test-retest reliability study showed that the internal consistency (Cronbach's alpha) was 0.96. The median value of the EQ-5D-5L was 0.55 [0.37; 0.63] at the first visit and 0.60 [0.40; 0.69] at the second visit after prescribing therapy (p = 0.01).Conclusion. The validation has indicated that the EQ-5D-5L version is a reliable, change-sensitive, easy-to-use, and physician-patient-friendly tool to assess QOL. 

scholarly journals Linguistic errors in terminology standarts (on the example of SSTU 3294-95 “Marketing. Terms and definitions of basic concepts”)

2021 ◽  
pp. 92-106
Author(s):  
Svіtlana Lytvynska ◽  
Anastasiia Sibruk ◽  
Chrystyna Stetsyk
Keyword(s):  
Russian Language ◽  
Language Design ◽  
Literary Language ◽  
Urgent Task ◽  
Language Norms ◽  
Basic Concepts ◽  
Effective Use ◽  
Further Development ◽  
The Russian Language

Background. The main aim of terminology standardization in different branches of knowledge is to standardize and approve unmistakable terms for any field of study, to improve the further development of the Ukrainian science. Achieving these tasks is impossible without exemplary in terms of the language design of regulations that regulate the use of industry terminology – national terminological standards. The high linguistic quality of these documents allows their effective use, so the linguistic examination of national terminological standards, their analysis in terms of compliance with the norms of language culture – is an urgent task of modern science.Purpose. To analyze cases of violation of lexical and grammatical norms of the modern Ukrainian language in the formulation of definitions. Suggest ways to replace identified non-normative words, expressions and sentences in the text of the standard.Methods. Linguistic description of linguistic facts, method of component analysis, comparative and statistical methods (to identify the number or nature of linguistic errors).Results. The standard contains errors related to the use of inappropriate or redundant words, tracing paper from the Russian language, violation of the laws of melodiousness of the modern Ukrainian literary language. In some cases, non-compliance with grammatical rules has been demonstrated.Discussion. Analysis of the text of SSTU 3294-95 “Marketing. Terms and definitions of basic concepts” in terms of compliance with language norms reveals violations related to the use of lexical units not peculiar to the Ukrainian language, the use of words in inappropriate meanings, without regard to their lexical compatibility or contrary to established tradition of word usage.

Teaching Terminological Accuracy as the Quality of Professional Communication

2021 ◽  
pp. 49-53
Author(s):  
Alevtina Deykina ◽  
E. Cukanova
Keyword(s):  
Russian Language ◽  
Professional Communication ◽  
The Russian Language

The article draws attention to the value component of professional communication - a methodological term in the field of teaching the Russian language and the accuracy of its use in professional communication, identifies systemic connections between the terms that name the basic categories of the methodology, indicates their properties and features of working with dictionary entries of terms.

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