scholarly journals Comparative-semantic analysis of the adverb of time frequency in the Chinese and Russian languages

Litera ◽  
2021 ◽  
pp. 80-89
Author(s):  
Лянь Цзинь
Keyword(s):  
Foreign Language ◽  
Comparative Research ◽  
Semantic Analysis ◽  
Chinese Language ◽  
Chinese Students ◽  
Russian Language ◽  
Theory And Practice ◽  
Time Frequency ◽  
The Subject ◽  
The Russian Language

This article presents a comparative research of adverbs with the meaning of time in the Russian and Chinese languages. Analysis is conducted on the adverb of time in the Russian languages; characteristic is given to macro- and micro-aspects. Macro-description is an attempt to determine and classify the adverbs of time. Micro-aspect, first and foremost, implies semantic analysis of a specific adverb of time. The subject of this research is the adverb of time ‘always’ in the Russian language in comparison with the corresponding adverb in the Chinese language. The goal of this research consists in the analysis of semantic characteristics and variables that depend on the semantics of grammatical and pragmatic characteristics of the adverb of time frequency “always” in the Russian as compared to the Chinese language. The scientific novelty lies in description of the macro- and micro- aspects, identification of semantic and compatible characteristics of the adverb of time frequency ‘always ' in the Russian languahe in comparison with the corresponding adverb in the Chinese — 总是 [zong shi]. The acquired results indicate that the use of the adverb ‘always’ with the meaning of continuity or frequency requires fulfilling certain conditions. This article can be valuable in further research on the topic, in theory and practice of translation, as well as in teaching Russian as a foreign language to the Chinese students.

scholarly journals Some Features of Etiquette Speech Acts of the Russian Wedding Ceremony in the Aspect of the Formation of Pragmatic Competence of Chinese Students by the study of Russian language

2019 ◽  
Vol 10 (1) ◽  
pp. 463-474
Author(s):  
Hu Yawei
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Chinese Students ◽  
Russian Language ◽  
Pragmatic Competence ◽  
Communicative Behavior ◽  
The Subject ◽  
Wedding Ceremony ◽  
Ritual Speech ◽  
The Russian Language

The subject of the article is the problems of communicative behavior of students. As a result of studying the theoretical material and the practice of its application, an effective method of studying Russian by Chinese students through national features of speech etiquette. All this will increase the level of practical language skills. This article is devoted to the study of Russian as a foreign language on the example of ritual speech acts of the wedding rite in Russian culture. The author believes that the use of speech formulas of etiquette in the teaching of the Russian language will facilitate the effective assimilation of knowledge and the formation of pragmatic competence of students.

scholarly journals Most common mistakes Chinese students make while learning Russian as a foreign language

2020 ◽  
pp. 146-154
Author(s):  
Galina E. Sokolova
Keyword(s):  
Foreign Language ◽  
Chinese Language ◽  
Chinese Students ◽  
Educational Material ◽  
Russian Language ◽  
Language Competence ◽  
Lecture Material ◽  
Language Norms ◽  
Teaching Chinese ◽  
The Russian Language

This article analyzes the various types of mistakes that Chinese students who come to study to Russia make. Since the improvement of the students’ speech culture and literacy is one of the main challenges that a teacher of Russian as a foreign language faces, it is necessary to carefully differentiate, distinguish and combat all possible sorts and kinds of errors Chinese students make while studying. Unfortunately, most students’ language competence is too low for a fullfledged academic activity. They find it difficult to communicate in the Russian language, to work with the educational material, to write, listen to, perceive, and then to reproduce the lecture material. The Chinese language is fundamentally different from the Russian language, for example, Chinese nouns are not marked for gender, number, or case. And when learning Russian, students face rules and language norms, which they find very difficult not only to understand, but also to apply in practice. Observations and years of experience of teaching Chinese students prove that the mistakes, they make in the process of learning Russian, are quite similar. Therefore, the article attempts to consider, analyze and organize possible cases of violation of all language norms of the Russian language.

scholarly journals Functional grammar and teaching of Russian grammar in China

2020 ◽  
pp. 119-129
Author(s):  
ZHIQIANG WANG ◽  
XINYI ZHAO
Keyword(s):  
Chinese Students ◽  
Current Situation ◽  
Russian Language ◽  
Speech Communication ◽  
Functional Grammar ◽  
Communicative Function ◽  
Grammar Rules ◽  
The Subject ◽  
The Russian Language ◽  
Grammar Lessons

The subject of this research is the implementation of the theory of functional grammar in teaching of Russian language grammar to Chinese audience. The object of this research is the functional grammar of A. V. Bondarenko and communicative function of G. A. Zolotova. Studying the theory of functional grammar of the Russian language and its application among the Chinese audience allows deepening the understanding of grammar rules and increase the efficiency of teaching Russian grammar to Chinese students. The article analyzes the current situation regarding the teaching of Russian grammar in China. Special attention is given to such question as the method of employment of the theory of functional grammar at the grammar lessons among Chinese audience. The novelty consist in the attempt to implement the theory of functional grammar in teaching of Russian language grammar to Chinese students. The article determines the flaws of the traditional structural grammar and merits of the functional grammar. It is revealed that the application of functional grammar would help the students to improve the command of grammar rules and speech communication.

scholarly journals Functionality of foreign-language inclusions in Russian-language texts (on the material of modern media)

Litera ◽  
2021 ◽  
pp. 33-39
Author(s):  
Ruzilya Raifovna Yakhina ◽  
Elena Vladimirovna Afonina
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Functional Adaptation ◽  
Technical Literature ◽  
Stage Of Development ◽  
Modern Media ◽  
The Subject ◽  
General Linguistics ◽  
The Russian Language ◽  
Current Stage

The subject of this research is the approaches towards studying inclusions as a part of foreign-language technical terminology. This article is dedicated to examination of the problem of functionality of foreign language inclusions of English origin at the current stage of development of the Russian language. The texts from scientific and technical journals, automotive and aviation journals, and other periodicals served as the material for this research. The author considers the questions associated with graphical and functional adaptation of foreign-language terminological lexicon. Based on the available in linguistics classifications, the groups of foreign-language technical inclusions are determined according to the graphic arrangement in the texts and degree of assimilation. The acquired results can be used in compiling terminological dictionaries and teaching general linguistics. The novelty of this work consists in systematization, generalization, and analysis of the ways of functionality of technical foreign-language inclusions in modern Russian language and industry periodicals, namely on the example of aviation and automotive terminology. The conclusion is made that foreign-language technical terminology preserves the semantics of foreign-language inclusions in the recipient language, as well as heterogeneity of their arrangement. The increase of foreign-language inclusions in the scientific and technical literature is substantiated by the requirements specified for the terms: linguistic economy, systematicity. The frequency of functionality of foreign-language inclusions in the scientific and technical literature emphasizes the relevance of the selected topic.

scholarly journals The Project of Communicative Educational Resource in Russian as a Foreign Language with the Use of V-Learning Technology

2021 ◽  
Vol 19 (1) ◽  
pp. 34-50
Author(s):  
Vladimir A. Zhiltsov ◽  
Igor A. Maev
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Russian Language ◽  
Theory And Practice ◽  
Theoretical Research ◽  
Educational Resource ◽  
Learning Technology ◽  
Electronic Resources ◽  
Language Environment ◽  
The Russian Language

The article describes the project structure of an electronic educational resource in Russian as a foreign language which is based on a system of social interaction including a component of virtual simulation of the Russian language environment. The relevance of the study arises from modern trends in the development of communicative language learning and computer technology that provides the need to study and develop new efficient approaches improving the theory and practice of distance learning of Russian as a foreign language. The purpose of the study is to make a theoretical research on drawing up the structure of an electronic educational resource in Russian as a foreign language with the use of a virtual simulator of the Russian language environment as its component. The main methods are observation of modern trends in the development of electronic resources, analysis of research literature, generalization of the authors' empirical experience in the development of prototypes of learning systems based on the technology of virtual worlds and educational and game applications in the Russian language. The research materials are the works of Russian and foreign researchers devoted to the use of virtual reality technology in language learning. In the course of the study, the modern trends in the development of electronic resources were analyzed, and on this basis the basic principles and practical approaches to the formation of an electronic language environment were identified. The study resulted in theoretical and practical provisions considering an electronic educational resource in Russian as a foreign language as a living and self-developing virtual ecosystem. The results can be used to create a communication-oriented electronic educational resource on Russian as a foreign language.

scholarly journals Возможности лингвистического анализа иноязычных вкраплений польского происхождения в лексике русского языка

2021 ◽  
Vol XXV (1) ◽  
pp. 101-109
Author(s):  
Лукаш Плесник
Keyword(s):  
Foreign Language ◽  
Semantic Analysis ◽  
Russian Language ◽  
Stylistic Analysis ◽  
Main Attention ◽  
Intermediate Language ◽  
Language Data ◽  
Polish Language ◽  
The Russian Language

The article is devoted to the problem of foreign language inclusions of Polish origin in the vocabulary of the Russian language. The main attention is paid to three linguistic analyzes (etymological, semantic and stylistic), which are presented on the basis of the created database of language data. Etymological analysis examines the inclusions of Polish origin according to their belonging to the Polish language as a source or intermediate language, semantic analysis pays attention to the distribution of Polish-language inclusions according to lexical and semantic groups, stylistic analysis classifies the inclusions of Polish origin according to their speech style.

scholarly journals System of exercises for teaching general knowledge of Russian language and specialty language to Chinese engineering students

2019 ◽  
Vol 8 (1) ◽  
pp. 322-330
Author(s):  
Lyudmila Gienovna Yun
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Engineering Students ◽  
Chinese Students ◽  
Russian Language ◽  
Psychological Characteristics ◽  
Teaching Aids ◽  
Video Lectures ◽  
High Level ◽  
The Russian Language

The paper deals with the problem of optimizing the language training process for Chinese engineering students in the framework of joint Sino-Russian programs. The existing curricula on the Russian language as a foreign language (RFL) used to train future engineers have several disadvantages, and therefore do not provide a high level of subject and language competences. This is primarily due to weak contacts between teachers of special disciplines and teachers of the Russian language, the lack of coordination of teaching methods used by Russian and Chinese teachers of Russian. Features of training in a non-linguistic and linguistic environment predetermine the expediency of interconnected teaching of all types of speech activity in Russian. In this case, the system of exercises should be based on taking into account the ethno-psychological characteristics of Chinese students and the learning strategies they use when learning a foreign language. Particular attention should be paid to teaching the language of the specialty on the material of authentic video lectures of subject teachers in Russian. The author concludes that it is necessary to develop nationally oriented teaching aids for Chinese students-non-philologists who study in joint training programs for engineers in 2 + 2 and 3 + 1 schemes.

scholarly journals THE USE OF THE VERB PRINIYAT (TO ACCEPT) IN THE RUSSIAN LANGUAGE AND ITS EQUIVALENTS IN THE PERSIAN LANGUAGE

2020 ◽  
Vol 30 (3) ◽  
pp. 421-427
Author(s):  
Moghaddam Mohsen Khademi ◽  
Mousa Abdollahi
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Theory And Practice ◽  
Persian Language ◽  
Russian Verb ◽  
Wide Range ◽  
Language Environment ◽  
The Russian Language ◽  
Practice Of Teaching

The object of this paper is the Russian verb priniyat (to accept) which has a wide semantic potential and a wide range of commonly used features in the Russian language. The authors explore various aspects of this verb. At the beginning of the paper, the authors briefly present the etymology of this verb, provide various lexical classifications, restrictions in the use of personal forms of the verb priniyat (to accept), stable combinations and idioms with this verb in the Russian language, and the most common associations with it. Then they give equivalents of this verb in the Persian language. The data presented in the paper can contribute to the theory and practice of teaching Russian as a foreign language in the Persian language environment, primarily in mastering the verbal subsystem due to its connection with other verbs that in some meanings have similar usage.

scholarly journals DIFFICULTIES IN BUILDING THE AUDITORY AND PRONUNCIATION SKILLS IN CHINESE STUDENTS WHILE TEACHING RUSSIAN

2021 ◽  
Vol 15 (1) ◽  
pp. 16-25
Author(s):  
N. M. Skobelkina ◽  
◽  
W. Na ◽  
Keyword(s):  
Foreign Language ◽  
Speech Sound ◽  
Chinese Students ◽  
Russian Language ◽  
Sound Perception ◽  
Sound System ◽  
Sound Unit ◽  
System Differentiation ◽  
Auditory Skills ◽  
The Russian Language

The introduction. The paper deals with a problem of Russian speech sound acquisition by Chinese students, examines the bilateral nature of this problem (sound perception and sound pronunciation), and identifies typical difficulties of the Chinese audience. Materials and methods. The paper analyzes the results of an empirical study aimed at identifying the most frequent difficulties encountered by Chinese students learning the Russian Language when mastering auditory and pronunciation skills. The study relies on the methods of experimental research, statistical data processing, and comparative analysis. Results. The findings show the correlation between the two types of mistakes (in perception and pronunciation of Russian sounds) made by Chinese students. This correlation made it possible to obtain the data on the extent to which the processes of sound unit perception and generation are interconnected and interdependent. The experimental study has identified the most typical difficulties of Chinese students and considered their causes. Conclusion. The study has shown that the number of sound perception mistakes significantly exceeds that of sound pronunciation ones. Therefore, focused work is required to develop auditory skills. Both types of mistakes result from the differences in sound systems of the Russian and Chinese languages, which should be fully taken into account when building audial and pronunciation skills of Chinese students. Keywords: the audial and pronunciation skills, sound system, differentiation of sounds, methods of teaching Russian as a foreign language.

Sign in / Sign up

Export Citation Format

Share Document