scholarly journals Teaching Russian verbs of motion to Turkish students, considering national linguistic picture of the worlds

2021 ◽  
Vol 19 (3) ◽  
pp. 313-330
Author(s):  
Serafima A. Khavronina ◽  
Kasim Emrak
Keyword(s):  
Language Learning ◽  
Russian Language ◽  
Cultural Relations ◽  
Verbs Of Motion ◽  
The World ◽  
Turkish Language ◽  
The Russian Language ◽  
Comparative Description ◽  
Culture And Language

The article deals with Russian prefixed verbs of motion in the reflection of the Turkish language. The topic is relevant due to the fact that in recent years the role of Russian language learning in Turkey is increasing because of the expansion of economic and cultural relations between the two countries. The aim of the study is to create a linguodidactic basis for developing methodological recommendations for teaching Russian prefixed verbs of motion to Turkish students. Different methods have been used to realize the goal. The article is based on the dissertations, textbooks and manuals on the Russian language for foreigners, scientific works comparing the Russian and Turkish languages. The study of verbs of motion in the practical course of the Russian language for Turkish students has a special place. Russian and Turkish language speakers perceive the world and their identity differently. The differences between the pictures of the world are reflected in culture and language, its vocabulary and grammatical categories. Thus, while there are universals in the verb systems of the Russian and Turkish languages, there are also significant differences in the idea of action, state, change, movement, denoted by verb units in the two languages. Russian prefixed verbs of motion do not have exact equivalents in Turkish and are translated by means of verbs with different root or translation transformations. The results of the comparative description of Russian prefixed verbs of motion and transferring their meanings in Turkish, and the identified differences served as the basis for developing methodological recommendations for teaching Russian prefixed verbs of motion to Turkish students, taking into account their native language. Basing on the research, a system of teaching prefixed verbs of motion to Turkish students, including methods of verb presentation and consolidation in oral and written speech, was developed. The prospects of this work are to create a nationally-oriented textbook on the topic Russian prefix verbs of motion.

Phraseological picture of the world of the Russian and Adyghe languages: comparative typological description

2020 ◽  
Author(s):  
F.I. Hejshkho ◽  
H.Z. Bagirokov ◽  
Z.B. Bguasheva ◽  
Z.K. Kahuzheva
Keyword(s):  
Empirical Analysis ◽  
Russian Language ◽  
The World ◽  
The Empirical Analysis ◽  
The Russian Language ◽  
Comparative Description

The article is devoted to a comparative description of the phraseological picture of the world of two different languages-Russian and Adyghe. The empirical analysis has allowed to establish four basic ways in which the matching of phraseological units of Russian and Adyghe languages: full matching (equivalent), incomplete compliance (analogues), lack of correspondences in the Russian language, the lack of correspondences in the Circassian language. The analysis confirmed that in the phraseological picture of the world of the compared languages, equivalent phraseological units are found to a greater extent.

scholarly journals The Translator as a Mediator in the Dialogue of Literatures

2017 ◽  
Vol 6 (5) ◽  
pp. 357
Author(s):  
Yuanchun Li ◽  
Landysh G. Latfullina ◽  
Elvira F. Nagumanova ◽  
Alsu Z. Khabibullina
Keyword(s):  
Large Time ◽  
Russian Language ◽  
The Other ◽  
Original Text ◽  
The World ◽  
Word Translation ◽  
Foreign Work ◽  
National Languages ◽  
The Russian Language

<p>The article raises the issue of translating the works of national literatures through an intermediate language since most of the works of the peoples of Russia find their readers in the world thanks to the Russian language. The urgency of this problem is obvious in modern conditions when the interest in Turkic-speaking literature is growing, and many Russian poets, like in the Soviet era, see themselves as the translators from national languages. On the example of the translation of the poem «tɵshtǝgechǝ bu kɵn – sǝer Һǝm iat …» (“the day is like a dream”) of the contemporary poetess Yulduz Minnullina both the strengths and the weaknesses of the modern translation school are considered. The word for word translation can lead to the unification of differences between literatures when the dominant language (the Russian language) imposes certain aesthetic principles on the original text. The most important aspect of the topic of interest is the consideration of the role of interlinear translation in the establishment of interliterary dialogue. Through interlinear translation a foreign work, endowed with its special world of ideas, images, national and artistic traditions, serves as the basis for dialogical relations that are indispensable for both the Russian-speaking reader who discovers the “other” literature, and the very work that is included in the dialogue in the “large time”. At the same time, the elimination of differences between literatures occurs when the translator, through the Russian language, by means of line-by-line translation, introduces the features of his own consciousness into a foreign work. In this case, the translation simplifies the content of the literature, equalizes the artistic merits, thereby projecting the life of the work onto communication, rather than dialogue.</p>

scholarly journals Bestiary of the Russian Language: Ways to Fill Gaps in the Designation of Females and Cubs

2020 ◽  
Vol 2020 (3) ◽  
pp. 93-102
Author(s):  
Li Li
Keyword(s):  
Russian Language ◽  
National Language ◽  
The World ◽  
Active Processes ◽  
The Russian Language

The role of the bestiary of the Russian language in the national language picture of the world as a constantly expanding layer of vocabulary is shown. The bestiary is represented by three groups-basic paradigms (complete, incomplete, and unfilled). In complete paradigms, suppletive formations are of particular interest. For this group it is marked a tendency to a leveling of the paradigm by creating a motivated neoderivatives. In incomplete paradigms, represented by two varieties, there are also active processes of expansion due to differentiation by gender or designation of the cub.

Diminutive Functioning in Modern Russian Speech

2020 ◽  
Vol 81 (5) ◽  
pp. 49-54
Author(s):  
N. A. Nikolina
Keyword(s):  
Subjective Assessment ◽  
Russian Language ◽  
Consumer Service ◽  
The World ◽  
The Russian Language ◽  
Modern Russian

The article discusses the features of diminutives in modern Russian speech. The focus is on the use of expressive diminutives, mainly nouns. The main areas of the use of derivatives with suffixes of subjective assessment in Russian speech at the turn of the 21th century are distinguished: unceremonious treatment, communication with children, the gastronomic sphere and consumer service situations. The evaluative ambivalence of expressive diminutives and an increase in the number of contexts involving these derivative words to express irony are stated. A number of trends in the use of expressive diminutives in modern Russian speech are revealed: the use of derivative words, in which the affix semantics contradict the meaning of the stem, and the distribution of status category words and adverbs with diminutive suffixes. The role of diminutives in the Russian language picture of the world and its dynamics associated with changes in the nature of the use of the derivatives in question are emphasized.

scholarly journals The metaphysical metaphor

2021 ◽  
pp. 19-57
Author(s):  
Nikolai Aleksandrovich Kormin
Keyword(s):  
Scientific Literature ◽  
Russian Language ◽  
Russian Philosophy ◽  
World Scientific ◽  
The World ◽  
Rhetorical Figure ◽  
The Aesthetic ◽  
The Russian Language ◽  
Language Literature

This article aims to determine the meaning of metaphor for revealing the metaphysical foundations of aesthetics, as well as to analyze the methods reflected in the philosophy of Kant, Husserl, Heidegger, Derrida, and Mamardashvili. Their works clarify the structure of the metaphysical metaphor and its aesthetic matrix. Since old times, the aesthetic thought viewed the concept of the language of metaphor with its dual ambiguity, various metaphorical figures as the structures internally connected with the categorical reflection on the system of art; and the metaphor itself was considered as the form of semantic perception and creation of the artistic landscape. Revealing the place of aesthetics within the structure of metaphysics, the author views the aesthetic role of the metaphorical within metaphysics, complexity of interrelation between the concept of metaphor and fundamental metaphysical category of existence. The world scientific literature features numerous works that view metaphor as a rhetorical figure. However, the research of metaphysical metaphor is rare. This article is first within the Russian-language literature to outline the approaches towards the aesthetic comprehension of metaphysical metaphor, as they are reflected in the philosophy of Heidegger and Derrida. They reveal intuition of the metaphor as metaphysics, describe the representation of metaphysical metaphor of light, interpret the transcendental ego as metaphor, and elucidate the concept of the substance of metaphor. Special attention is given to the aesthetic-metaphysical interpretations of metaphor in the modern Russian philosophy.

scholarly journals ROLE OF LEXEM OF TURKISH ORIGIN WITH THE SIGNIFICANCE OF «THE SPHERE OF TRADE» IN THE RUSSIAN LEXICAL AND PHRASEOLOGICAL SYSTEMS

2021 ◽  
Vol 7 (3(37)) ◽  
pp. 27-30
Author(s):  
Olga Ivanovna Avdeeva ◽  
Olga Igorevna Stremyanova
Keyword(s):  
Semantic Analysis ◽  
Russian Language ◽  
Semantic Features ◽  
Actual Form ◽  
Turkish Origin ◽  
Turkish Language ◽  
The Russian Language

This article examines the structural and semantic features of the lexical and phraseological etymological fields of the Russian language, formed on the basis of lexemes-turcisms denoting the sphere of trade. In the structure of the lexical and phraseological etymological fields under consideration, the nucleus, perinuclear and peripheral zones were identified. Semantic analysis of the lexical etymological field «the sphere of trade» made it possible to identify semantic microfields in its composition. In addition, the role of lexemes of Turkish origin with the meaning «trade sphere» in the Russian vocabulary and phraseology is revealed. In addition, the role of Turkish-language components with the meaning «sphere of trade» in the composition of Russian phraseological units is identified and described: most of them are used to form the internal form of phraseological units and thus participate in the motivation of the general phraseological meaning, their smaller part forms the actual form of phraseological units without participation in motivation of general phraseological meaning.

scholarly journals About the role of MAPRYAL in the development of Spanish Russian studies (2000–2020)

2020 ◽  
Vol 17 (4) ◽  
pp. 709-719
Author(s):  
Rafael Guzman Tirado ◽  
Keyword(s):  
Russian Language ◽  
Political Factors ◽  
Spanish Speaking ◽  
Language And Literature ◽  
The World ◽  
Personal Contribution ◽  
Fruitful Cooperation ◽  
The University ◽  
The Russian Language

The article analyzes the activities of MAPRYAL aimed at the development of Spanish Russian studies. The first part of the article provides a brief description of the genesis of Spanish Russian studies and the key stages of its formation related to geographical, historical and political factors. The second part is devoted to the role of MAPRYAL in the spread of the Russian language in the Spanish-speaking world, in particular, measures to support Russian studies at the University of Granada. The article notes that, in many respects, thanks to close and fruitful cooperation with MAPRYAL, Spanish Russian studies took the leading positions in the world, as evidenced by successfully hosting the XIII MAPRYAL Congress in Granada in 2015. The article analyzes some of the contributions of the University of Granada to Russian studies in the world. An important role in the fate of Russian studies at the University of Granada was played by the creation in 2004 of the research group HUM 827 “Slavistics, Caucasian Studies, Typology of Languages”, which became a collective member of MAPRYAL and actively participated in organizing many events dedicated to the dissemination of the Russian language and literature. Particular attention in the article is paid to the personal contribution to the development of Spanish Russian studies by Lyudmila Verbitskaya — not only as President of MAPRYAL, but also as a person who has passionately loved the Russian language and devoted her life to promoting it in Russia and in the world.

scholarly journals Foreign Language Accent in Russian Speech of the Mongols As a Result of Interference of Language Systems

2021 ◽  
pp. 72-76
Author(s):  
Yuliya A. Mel’nik
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Russian Language ◽  
Foreign Accent ◽  
Practicing Teachers ◽  
Successful Communication ◽  
Correct Pronunciation ◽  
The Given ◽  
The Russian Language ◽  
Comparative Description

The article analyses the most typical phonetic and intonational mistakes that arise in the speech of the Mongols when mastering the Russian language. Such mistakes create a specific foreign accent, and can be an obstacle to successful communication. Phonetic and intonational differences in the speech of the Russian-speaking Mongols are due to the influence of the phonological system of their native language, as well as the diverse structure of the compared languages (consonant and vocal), the discrepancy of articulation bases, and the peculiarities of the organization of the super-segment level. The practice shows that Mongol students experience significant difficulties in mastering the phonetics and intonation of the Russian language; the formed accent is very stable and difficult to correct, so it is important to work on pronunciation at the initial stages of language learning. The most effective, according to the author, is a comparative methodology based on a comparative description. The given material can be useful for practicing teachers working in a Mongolian-speaking audience, who are interested in correct pronunciation, who want to get an idea of the phonetic systems of the compared languages to prevent typical mistakes and correct them.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

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.

USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Work ◽  
Russian Language ◽  
Interactive Communication ◽  
Innovative Teaching ◽  
Teaching Language ◽  
New Methods ◽  
The Russian Language

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

Sign in / Sign up

Export Citation Format

Share Document