scholarly journals The Russian language learning of the Greeks in the “long” 18th century (1700–1832)

2019 ◽  
pp. 183-197
Author(s):  
A. Sfoini
Keyword(s):  
Language Learning ◽  
18Th Century ◽  
Russian Language ◽  
The Russian Language

scholarly journals Turkisms in one of the early Russian translations of the 18th century

2021 ◽  
Vol 18 (1) ◽  
pp. 187-201
Author(s):  
Alexander I. Sokolov ◽  
◽  
Irina A. Malysheva ◽  
Keyword(s):  
18Th Century ◽  
Russian Language ◽  
Italian Version ◽  
Italian Translation ◽  
European Languages ◽  
Compound Nouns ◽  
Turkic Languages ◽  
History Of ◽  
The Russian Language ◽  
Made In

The article considers Turkic borrowings in the Russian language at the beginning of the 18th century. The material of the study was a translation of the 17th century treatise “The History of the Present State of the Ottoman Empire” written by the English diplomat Paul Ricaut and translated into a number of European languages. The Russian translation was done by P.A.Tolstoy from the Italian version in 1702–1714 and published as “The Turkish Monarchy” in 1741. The study presents the methods of phonetic (orthographic) and morphological adaptation of Turkisms by comparing a typographical manuscript for typesetting with edits (made in 1725) and the printed text. The article aims at comparing the usage of borrowings with their forms in the Italian version of the treatise and in the Polish translation since the latter, apparently, was used in the process of typographical editing of the Russian text. A number ofdistorted forms of Turkisms that appeared in the Russian “Monarchy” as a result of the mechanical transfer of typos from the Italian translation were revealed. It has been established that the translation of compound nouns identified in the Turkic languages as izafet constructions was mainly a copying of their forms from the Italian translation. Most of the Turkisms in “The Turkish Monarchy” are exoticisms, but likely relevant for the Russian reader of the 18th century. Hence, the principles of including exoticisms in the “Dictionary of the Russian Language of the 18th Century” require clarification because a number of Turkisms denoting confessional concepts in modern Russian are part of active vocabulary.

DIDACTICAL POSSIBILITIES OF CLIL TECHNOLOGY IN TEACHING RUSSIAN LANGUAGE TO HISTORICAL STUDENTS AT A PEDAGOGICAL UNIVERSITY

2021 ◽  
Vol 77 (3) ◽  
pp. 66-77
Author(s):  
A.B. Umarova ◽  
◽  
G.A. Kazhigaliyeva ◽  
Keyword(s):  
Language Learning ◽  
Subject Area ◽  
Educational Process ◽  
Russian Language ◽  
Innovative Methods ◽  
Technology In Teaching ◽  
Language Classes ◽  
Language Needs ◽  
The Subject ◽  
The Russian Language

The article examines the issues of the systemic use of CLIL technology in teaching the Russian language to students-historians at a pedagogical university. The urgency of introducing innovative methods into the learning process is substantiated, including the use of Content and Language Integrated Learning (CLIL) in the linguistic educational process, which makes it possible to combine the study of a language and a special subject, thus expanding the general educational space through a functional approach. to language learning. The article describes the content of the survey conducted by the authors among 1st year students of the history profile, specialties "History" and "History-geography" of Abai Kazakh National Pedagogical University. The subject of the survey of students was to identify the language needs and opinions of students regarding the use of CLIL technology in Russian language classes. The results of the survey made it possible to assert that the formation of professional-communicative, cultural-communicative competencies in the classroom in the Russian language through the CLIL technology allows you to learn the language, simultaneously activating knowledge from the subject area.

scholarly journals Negative constructions with “Hem” (no) influencing the choice of the genitive form of nouns

2019 ◽  
Vol 69 ◽  
pp. 00086
Author(s):  
Lydia Ogorodnikova ◽  
Yulia Ryndina
Keyword(s):  
18Th Century ◽  
Russian Language ◽  
Double Negation ◽  
Structural Types ◽  
Literary Sources ◽  
Russian Literary ◽  
Long Time ◽  
The Russian Language ◽  
Genitive Case

The article presents a further study of the genitive case variant inflection distribution in inanimate masculine nouns, found in fiction and journalistic texts of the second half of the 18th century. The focus is on the double negation in impersonal-predicative constructions with the word “no”. The relevance of the study is due to the persistent ambiguity of the choice of the genitive case form of words. The novelty is due to the literary sources created during the norm-establishing phase of the Russian literary language development. The article describes forms of the genitive case that have existed in the Russian language for a long time. The authors interpret the mechanism for choosing the genitive case by the authors of fiction and journalistic texts. The authors argue that a negative construct as a syntactic factor has little effect on the choice of the genitive case. The article discusses results of the comparative analysis of noun forms with A- and y-endings. In all types of negative constructions, the A-ending predominates, whereas the y-ending is observed in adverbial constructions and emphatic negations. A classification of structural types of negative sentences with genitive forms was developed.

The Lingvodydactic Model of the Assessment of Writing Competence in a Foreign Language

2015 ◽  
Vol 2 ◽  
pp. 63
Author(s):  
Larisa Ignatjeva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Russian Language ◽  
School Age ◽  
Educational Models ◽  
Humanistic Approach ◽  
Writing Competence ◽  
Working Out ◽  
The Russian Language

<p><em>The setting of humanistic concept of education demands the revision of the whole lingvodidactic system of foreign language learning. On the modern stage of the development of pedagogy that allows to put theory into the practice of teaching and assessment of students’ achievements the search for educational models is especially actual. The most important area of the realization of humanistic approach is school education as the development of students’ personality takes place particularly at school age. The article analyses a lingvodydactic model of the competence assessment in writing. The main aim of the working out of this model is to overcome the contradiction between a formal way of assessment which is objective and the necessity of the creation of the conditions for students’ full personal self-expression. This system is being approbated in the Russian language learning as a foreign language in Latvian schools.</em></p>

scholarly journals Литературные источники сказок вепса Ф. С. Смирнова (1863-1938)

2019 ◽  
pp. 196-203
Author(s):  
Анастасия Сергеевна Лызлова
Keyword(s):  
Fairy Tales ◽  
18Th Century ◽  
Russian Language ◽  
Research Center ◽  
Literary Works ◽  
Russian Academy Of Sciences ◽  
Archival Collection ◽  
Academy Of Sciences ◽  
The Russian Language

Статья посвящена репертуару вепсского сказочника Филиппа Семеновича Смирнова (1863 - 1938), тексты которого были зафиксированы в 1935-1936 гг. преимущественно на русском языке, и позднее составили отдельную архивную коллекцию русскоязычного фольклорного фонда Научного архива Карельского научного центра РАН. Основная часть сказок вошла в опубликованный в 1941 г. в Петрозаводске сборник «Вепсские сказки», подготовленный к изданию Г. Е. Власьевым. Ф. С. Смирнов, будучи грамотным человеком, пополнял свой репертуар за счет различных литературных произведений: многие тексты, записанные от него, восходят к сказкам А. С. Пушкина, П. П. Ершова, Х. К. Андерсена, лубочным сказкам, а также переводным рыцарским романам и повестям XVIII в. The article is devoted to the repertoire of the Vepsian taleteller Filipp Semenovich Smirnov (1863 - 1938), whose texts were recorded in 1935 - 1936 mainly in Russian and later made up a separate archival collection of the Russian-language folklore fund of the Scientific Archives of the Karelian Research Center of the Russian Academy of Sciences. Most of the tales were included in the collection "Vepsian tales", published in 1941 in Petrozavodsk and compiled by G. E. Vlasyev. F. S. Smirnov, being a literate person, replenished his repertoire with various literary works: many of the texts recorded from him go back to the tales of A. S. Pushkin, P. P. Ershov, Kh. K. Andersen, cheap popular (luboc) fairy tales, translated knightly novels and stories of the 18th century.

scholarly journals Common problems of teaching russian verbs to persian language students using russian-persian bilingual dictionaries as a teaching tool

2020 ◽  
Vol 6 (4) ◽  
pp. 103-111
Author(s):  
M. R. Mohammadi ◽  
M. Ahmadi ◽  
H. Baharloo ◽  
S. S. Ghalebandi
Keyword(s):  
Language Learning ◽  
Russian Language ◽  
Educational Levels ◽  
Bilingual Dictionaries ◽  
Persian Language ◽  
Russian Verb ◽  
Verb Forms ◽  
Common Problems ◽  
Iranian Students ◽  
The Russian Language

This article studies the Russian verb and its grammatical and semantic information in three dictionaries by Klevtsova S. D., Voskanyan G.A., Ovchinnikova I.K., which are the most relevant diction-aries at present and most often used while learning the Russian language in Iranian universities. In this work the problems with which Iranian students are faced while searching verb forms in these dictionaries are considered. By comparing these dictionaries in terms of the content and information contained in each entry, the author lists the differences between these dictionaries and points out the lack of some information necessary for Iranian students to learn. It seems that updating the content of the mentioned diction-aries will not only help to optimize the Russian language learning process by Iranian students at different educational levels, but also to solve translation problems.

scholarly journals The Role of the Russian Language in the Historic and Cultural Development of the Arctic Region of the Russian Federation (as Exemplified by the Murmansk Region)

2018 ◽  
Vol 7 (3.15) ◽  
pp. 253
Author(s):  
Olga Nikolaevna Ivanishcheva ◽  
Anasstasija Vjacheslavovna Koreneva ◽  
Alexandra Vjacheslavovna Burtseva ◽  
Tatjana Alexandrovna Rychkova
Keyword(s):  
18Th Century ◽  
Arctic Region ◽  
Cultural Development ◽  
Russian Language ◽  
The Arctic ◽  
Murmansk Region ◽  
The Russian Federation ◽  
The Russian Language ◽  
The Arctic Region

The article aims to analyze the functioning of the Russian language within the ethnic space of the Murmansk Region. The analysis of the state statistical and archive documents for the Murmansk Region has shown that the Russian language has dominated within the region since at least the 18th century, and this had its obvious economic and communicative advantages, in particular, in education. The Saami, the indigenous small-numbered people of the Murmansk Region, understood and mastered the conversational Russian language since the 18th century. The Russian language dominates within the current polyethnic linguistic environment of the Murmansk Region due to the numerical superiority of the Russians in the region, as well as due to its position as the language of the dominant ethnic group. 

scholarly journals The History of the Word in the Historical Dictionary

2021 ◽  
Author(s):  
Irina А. Malysheva ◽  
Keyword(s):  
18Th Century ◽  
Russian Language ◽  
History Of ◽  
Lexical Composition ◽  
Active Processes ◽  
The Russian Language

The report discusses the problems of representing word history and the dynamics of lexical composition in a historical dictionary. Possibilities and different ways of showing fate are analyzed on the example of the Dictionary of 18th century Russian language. In the 18th century, there were active processes of development and changes in the vocabulary of the Russian language.

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