scholarly journals The particle “just” in lexicographic terms and materials for complementing its lexical entry

Litera ◽  
2021 ◽  
pp. 86-96
Author(s):  
Xinyu Yuan
Keyword(s):  
Analytical Methods ◽  
Lexical Entry ◽  
Russian Language ◽  
Methods Comparison ◽  
The Subject ◽  
Similarities And Differences ◽  
New Interpretation ◽  
The Russian Language

This article is devoted explores the lexicographic description of functional words. The object of this research is the lexicographic interpretation of functional words. The subject is the interpretations of the particle “just” in various types of dictionaries, namely explanatory and etymological dictionaries of the Russian language, as well as dictionaries developed foreign scholars. The goal is set to systematize the existing information on the particle “just” in the dictionaries, as well as present the material for complementing its lexical entry based on the analysis of factual material in order to create a comprehensive portrait of this unit. For achieving the set goal, the article employs descriptive, comparative, and analytical methods. Comparison of the dictionary data allows determining the similarities and differences in interpretation of the word “just”, establish the invariant meaning of this particle, outline the discrepancies in classification of the types of its use. Leaning on the analysis of factual material of the particle “just” in relation to its syntagmatic and paradigmatic characteristics, the author offers a new interpretation of the meanings of this particle and division of modifications of its meanings. The novelty of this work consists in the proposed material for complementing the lexical entry of the particle “just”.

scholarly journals Lexical-semantic representation of periphery of the notional component of the concept “clemency” in the English and Russian languages

Litera ◽  
2020 ◽  
pp. 124-131
Author(s):  
Elena Nikolaevna Parfenenko ◽  
Larisa Georgievna Popova ◽  
Tat'yana Sergeevna Nifanova
Keyword(s):  
English Language ◽  
Semantic Representation ◽  
Russian Language ◽  
Human Being ◽  
Comparative Linguistics ◽  
The Core ◽  
The Subject ◽  
Similarities And Differences ◽  
The One ◽  
The Russian Language

The goal of this work became the identification of similarities and differences of peripheral conceptual attributes of clemency in the English and Russian languages. The subject of this research is the semantics of English and Russian lexemes representing the notional component of the concept of clemency in the compared languages, placed in the core and on the periphery of the concept. The concept of clemency was selected due to insufficient study of its verbalization in comparative linguistics. On the materials of lexicographic sources, the author determines the composition of nuclear lexemes and their synonyms that are capable of reflecting peripheral conceptual attributes of clemency in the English and Russian languages. The scientific novelty of this research consists in the fact that it is first to establish similarities and differences of peripheral conceptual attributes of clemency in the English and Russian languages. It is determined that core of the concept in English language is binominal and represented by the lexemes clemency and pardon; while in Russian language it is monomial. In conclusion, the author reveals that on the periphery of the concept in question in the English language are the lexemes grace, oblivion, allowance, indulgence, leniency, which are the synonyms of nuclear lexemes; and in the Russian language, there are  fewer synonyms of nuclear lexeme – apology, mercy, grace, remission. Comparison of the composition of peripheral conceptual attributes of clemency in the English and Russian languages demonstrated that they differ for the most part. Thus, the peripheral conceptual attributes of clemency in the English language is the comprehension of forgiveness as leniency with regards to a human being who committed the transgression, as a punishment, but in mitigated form. In the Russian language, the understanding of forgiveness as condescension to the transgression and aiding the one who transgressed.

scholarly journals Adaptation of Anglicisms – complex words in the German and Russian languages (based on publicistic texts)

Litera ◽  
2021 ◽  
pp. 9-18
Author(s):  
Ilia Akhmeev ◽  
Larisa Georgievna Popova
Keyword(s):  
English Word ◽  
Russian Language ◽  
German Language ◽  
Comparative Linguistics ◽  
The Subject ◽  
Similarities And Differences ◽  
Complex Words ◽  
The Russian Language

The goal of this article is to determine similarities and differences in the process of adaptation of Anglicisms in the German and Russian languages. The subject of this research is Anglicisms that are structurally represented by complex words. The topic of adaptation of Anglicisms – complex words – was selected due its poor coverage in the comparative linguistics. The article determines the derivational models of Anglicisms used in the German and Russian publicistic texts. The author traces the similarity in the presence of derivational models of Anglicisms, namely: word from the recipient language word + English word, English word + word of the recipient language, English word + English word, combinations of 3 or more English words. The scientific novelty lies in the fact that this article is first to determine the similarities and differences in adaptation of Anglicisms based on the German and Russian publicistic texts. The conclusion is made that unlike Russian language, German language features a wide variety of compounding models. The German language is characterized by the connecting consonant ‘s’ for linking several word roots; while the Russian language is characterizes by the connecting vowel ‘o’. The author also concludes on the similarities and differences of the compared languages in terms of the tendency of grammatical assimilation of the English borrowings. It is noted that in the Russian language they are often masculine, while in German there are almost as many masculine Anglicisms as neuter, as well as a number of feminine Anglicisms. The acquired results can be applied in reading the lectures on comparative lexicology of the German and Russian languages.

The Potential of the Russian Language Textbook in the Formation of Primary Schoolchildren’s Communicative Literacy

2018 ◽  
Vol 79 (8) ◽  
pp. 35-40
Author(s):  
M. I. Kuznetsova
Keyword(s):  
Primary School ◽  
Russian Language ◽  
Primary School Children ◽  
Written Text ◽  
Russian Literary ◽  
The Given ◽  
The Russian Language ◽  
Speech Situation ◽  
Linguistic Means

One of the goals of the Russian language course in the primary school is the formation of the communicative literacy. The content of the course should be aimed at understanding the wealth of linguistic means by primary school children; the formation of the ability to detect a violation of linguistic norms and the inadequacy of the linguistic means used in the speech situation; the accumulation of the experience in choosing of linguistic means in accordance with the peculiarities of the speech situation; the creation of oral and written texts that meet the criteria of content, connectivity, compliance with the norms of the Russian literary language. The article considers the classification of exercises that contribute to the formation of communicative literacy. The author gives the examples of exercises where the student acts in different roles: the student is an observer of the speech situation and analyzes the adequacy of the choice of linguistic means; the student is a direct participant in the given speech situation and makes a choice of language facilities; the student is offered to create the speech situation himself, to independently construct an oral and written text.

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

THE MAIN DIRECTIONS IN STUDYING OF THE MODERN RUSSIAN-LANGUAGE PR-DISCOURSE

Yazykoznaniye ◽  
2021 ◽  
pp. 82-91
Author(s):  
A.Yu. KHAKHALEVA
Keyword(s):  
English Language ◽  
Russian Language ◽  
Approaches To Studying ◽  
Linguistic Pragmatics ◽  
Positive Image ◽  
The Subject ◽  
Lexical Composition ◽  
The Russian Language ◽  
Linguistic Means ◽  
Modern Russian

The article discusses the main approaches to studying the modern Russian-language PR-discourse that represents a relatively new and actively developing sphere of communication. First of all, the researchers of the Russian-language PR-discourse analyze its lexical composition. In particular, they consider the ways of adapting the English-language PR-terms that play an important role in reflecting new objects of extralinguistic reality. Moreover, the linguistic means of this type of discourse are studied from the perspective of linguistic pragmatics. The works in this area emphasize the importance of such way of speech impact as suggestion and the corresponding pragmatic methods that is determined by the manipulative character of the Russian-language PR-discourse. In the light of this peculiarity, the linguists are also interested in the process of mythologization that consists in distorting the connections between the objects of reality and is aimed at creating the positive image of the subject of PR-communication.

scholarly journals Armed conflicts as a source of new formations in the Russian language (on material of the armed conflict in Donbass)

2020 ◽  
Keyword(s):  
Armed Conflict ◽  
Hate Speech ◽  
Word Formation ◽  
Russian Language ◽  
Armed Conflicts ◽  
The South ◽  
New Interpretation ◽  
The Military ◽  
The Impact ◽  
The Russian Language

The vocabulary of a language is a variable quantity, it is constantly changing, responding to the needs of life and reflecting its new realities. The events taking place in the South-East of Ukraine since March 2014 have significantly changed the usual picture of the world of the parties involved in this conflict, led to a new interpretation of reality, the emergence of new mental constructs, objectified in the language using a number of lexical innovations, most of which fall under the definition of „hate speech”. The purpose of this article is to try to examine the impact of the armed conflict in the South-East of Ukraine on the emergence of lexical innovations in the Russian language, to identify ways of forming new units and their main thematic clusters. The material for the work was neoplasms recorded in electronic Russian and Russian-speaking Ukrainian mass media, as well as selected from social networks and videos. The analysis showed that in the context of the armed conflict in the South-East of Ukraine, the characteristic manifestations of „hate speech” are mainly numerous new categories-labels with a pronounced conflict potential. The priority in this regard is offensive and derogatory nominations of representatives of the opposite camp, taking into account their worldview / ideological, national / ethnic, territorial / regional characteristics. The military jargon has also undergone a significant update, incorporating not only the reactualized slangisms of the era of the Afghan campaign of 1979-89, but also lexical innovations caused by the military and political realities of the current armed conflict in the Donbas. Neologisms are formed in accordance with the existing methods in the Russian language (word formation, semantic derivation, borrowing). At the same time, non-standard word-forming techniques are also used (language play, homophony, etc.).

scholarly journals A THEMATIC CLASSIFICATION OF RELIGIOUS-CHRISTIAN VOCABULARY OF RUSSIAN-UDMURT DICTIONARIES BY G. Ye. VERESHCHAGIN

2021 ◽  
Vol 15 (2) ◽  
pp. 214-221
Author(s):  
Leonid Michaylovich Ivshin
Keyword(s):  
Russian Language ◽  
Semantic Features ◽  
Outstanding Scientist ◽  
Linguistic Activity ◽  
The Russian Language ◽  
National Corpus

The article examines the vocabulary of religious-Christian content in the handwritten Russian-Udmurt dictionaries by the first Udmurt writer and outstanding scientist, educator and missionary, clergyman G. Ye. Vereshchagin. There is no exact information about the time when the manuscripts were written. One of them was presumably created at the end of the 19 - beginning of the 20 centuries, before the adoption of the Russian spelling reform in 1918, since the letter ъ is inconsistently encountered at the very beginning of the dictionary in lexemes ending in a hard consonant. Another manuscript can be dated to the period after the adoption of the Russian spelling reform, when the Cyrillic letters ѣ, ө and ъ were excluded from the Russian alphabet. The author of the manuscripts selected appropriate primordial Udmurt equivalents to words of religious content or used borrowings (mainly from the Russian language), and was guided by the following considerations: 1) he used Udmurt words that arose in the depths of paganism, which by the time the manuscripts were compiled had acquired a completely Christian meaning (Kyldysin tӧre 'Archangel'); 2) adapted concepts that had a slightly different, everyday meaning (viz sonany, gavyldyns, aldans ‘to tempt’); 3) terms without direct correspondences in the Udmurt language are often translated by a combination of words or interpretation (umoytem Inmar vyle veras ‘blasphemer’); 4) borrowed from Russian or other languages (Archirey, Arquerey ‘Bishop’). The study of the lexical and semantic features of written attestations in the context of developing the national corpus of the Udmurt language and filling it with not only absolutely new, but also to some extent forgotten and revisited elements is a very important linguistic activity. The linguistic actualization of religious vocabulary contributes to the recovery of speech assets and registers in a significant number of dictionary nominalizations by designating concepts and phenomena of the spiritual and religious sphere of the Udmurt language.

scholarly journals EXTENSION OF THE SEMANTICS OF WORDS RELATING TO THE THEMATIC GROUP ‘PLANT WORLD’ (on the Material of the ‘Lexical Atlas of Russian Folk Dialects’)

2020 ◽  
Vol 12 (3) ◽  
pp. 41-48
Author(s):  
Nelli A. Krasovskaya ◽  
Keyword(s):  
Russian Language ◽  
Extended Sense ◽  
Systemic Analysis ◽  
Semantic Maps ◽  
The World ◽  
Secondary Meaning ◽  
The Subject ◽  
Transfer Mechanisms ◽  
The Russian Language

This article discusses the semantics of lexical units included in the thematic group ‘Plant World’. For a person with a traditional worldview, nature is the basis for the formation of a system of views, values, for numerous rethinking. The material for analysis in the article is provided not by a lexicographic source but by a linguo-geographical one. A collection of maps of the recently published first issue of The Plant World of the Lexical Atlas of Russian Folk Dialects allows us to make rather interesting observations. Work with the material of semantic maps makes it possible not only to establish changes in the semantics of lexical units but also to find areas that are associated with the use of a word in one or another secondary meaning. In some cases, there were created duplicate maps devoted solely to the functioning of lexical units in extended sense. Systemic analysis of maps makes it possible to identify patterns in the semantic shifts of lexemes denoting facts and phenomena of the world around as the main meaning. There have been revealed semantic shifts of lexemes from the thematic group ‘Plant World’ to the field of subject, locative and anthropomorphic registers. Such examples of the extensive use of words are not unexpected for the Russian language. It should also be emphasized that the analysis of comments and other materials accompanying maps allows us to establish the features of shifts in semantics. It has been determined that a shift to the subject and locative semantic register is mainly associated with metonymy mechanisms, while a shift to the area of the anthropomorphic semantic register – with the metaphorical transfer mechanisms. The author draws conclusions concerning both the use of map materials for analyzing the extension of semantics and the features of secondary nominations in lexemes belonging to the thematic group ‘Plant World’.

scholarly journals THE METHODOLOGY OF THE APPLICATION OF SUBJECT-LANGUAGE INTEGRATIVE TECHNOLOGIES FOR TEACHING THE RUSSIAN LANGUAGE AND TEACHING IN RUSSIAN USING THE EDUCATIONAL PLATFORM

2020 ◽  
Author(s):  
В.В. Богданчиков ◽  
Е.А. Тренкина ◽  
Т.А. Шорина
Keyword(s):  
Digital Technologies ◽  
Practical Experience ◽  
Russian Language ◽  
Nikolai Gogol ◽  
Communicative Skills ◽  
Advantages And Disadvantages ◽  
The World ◽  
Subject Areas ◽  
The Subject ◽  
The Russian Language

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.

Sign in / Sign up

Export Citation Format

Share Document