scholarly journals Russian Language in the Chuvash Republic

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Yuriy Nikolaevich Isaev

The speech of the rector of the BI of FVE "Chuvash Republican Institute of Education of the Ministry of Education of Chuvashia", doctor of philological sciences Isaev Yu. N. at the republican forum of teachers of Russian language and literature of the Chuvash Republic is presented. The article considers the position of the Russian language in the domestic and world trends from the point of view of universal indicators that give a complete picture of the current situation with the Russian language in the country and in the world. The results of teaching the Russian language in general education organizations of the Chuvash Republic are demonstrated.

2019 ◽  
Vol 7 (3) ◽  
pp. 19-24
Author(s):  
Я. Соловьев ◽  
Ya. Solov'ev ◽  
Л. Сысуева ◽  
L. Sysueva

The article discusses the idea of integrating children with disabilities into traditional education classes. The main mechanisms for designing a lesson in an inclusive education are considered. Concrete methodological developments of inclusive lessons of mathematics, the Russian language, and the World-Around-Us lessons for pupils of first, second and third grades are given that meet the requirements of the Federal State Educational Standard of Primary General Education for Students with Disabilities. Recommendations are given to teachers working with children who have a mental retardation.


Rusin ◽  
2021 ◽  
pp. 76-98
Author(s):  
S.G. Sulyak ◽  

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.


2021 ◽  
Vol 2 (6) ◽  
pp. 307-311
Author(s):  
Eleonora D. Suleimenova ◽  
◽  
Sandugash K. Sansyzbayeva ◽  
Dana Kh. Akanova

The dictionary-textbook being analyzed has no analogues in the literature for teaching Russian to foreigners. It is based on zoomorphic images of wild animals in Russian language consciousness. The original approach realized by the authors in presenting the linguistic material, tasks and exercises was considered from the point of view of methodology of teaching Russian as a foreign language.


2021 ◽  
pp. 64-69
Author(s):  
H. KOZUB

The research deals with the concept of «world view». The subject matter of this paper is the Russian language picture of the world presented in the V. G. Korolenko’s stories, or more specifically, the study investigates basic peculiarities of the language picture of the world in two stories by V. G. Korolenko, the «Makar’s Dream» and «Without a Language». The article studies the linguistic worldview of the V. G. Korolenko in the context of the evident changing the realities, which are described in his stories. The author shows how the writer’s worldview changed influenced by the political, historic and cultural events of those days.He shows the Siberian land with its vast expanses, fierce winter, its own unique traditions and laws in the short story «Makar’s Dream». We can clearly see and feel this picture of the world thought the language prism, particularly in its bilingualism, in the lifestyle description, customs, characters of the heroes, etc.Another story «Without a Language» offers us an invaluable opportunity to compare Russian and American language picture of the world. The first one was shown by V. G. Korolenko as the homeland with its well-established, traditional way of life and old religion. And at the same time, the author has depicted America with its specific features, which differs from the Russian language picture of the world. According to his point of view, an American language picture of the world has a range of characteristic that differentiates it from the Russian. It has freedom, civilization, faith, and morals. V. G. Korolenko has skillfully used dialogues, descriptions, analyzes of the main characters, the Ukrainian-Russian bilingualism, foreign language inclusions in Russian speech, etc. In addition to this, some typical structures for both languages were found out which show national identity.It has been appealed to special linguistic methods and techniques, including the comparative historical method for comparing the facts of the modern language and the language of V. G. Korolenko, as well as the comparative method for comparing the Russian, Ukrainian, Yakut and English languages.The paper concludes that language is an integral part of the culture of the people, its basic tool of communication and socialization. It must be noted, that the culture is verbalized in the language. Each language is a unique code, which contains culturally marked information.This study proves the idea of the unbreakable link between language and culture. This is, in our opinion, the main value of the given research.


2020 ◽  
Vol 17 (4) ◽  
pp. 709-719
Author(s):  
Rafael Guzman Tirado ◽  

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.


2021 ◽  
Vol 16 (2) ◽  
pp. 34-40
Author(s):  
Vasilyeva Natalya V. ◽  

The article justifies the structure of the Russian language Lesson-Study for primary school and describes the potential of this technology for the formation of primary school children’s logical universal learning activities. The analysis of scientific literature and summarizing the results of pedagogical research allowed the author to make a conclusion about the structure of Lesson-Study which can include the following stages: motivation to the lesson activities; preparing for research activities and their implementation; presentation of the research findings; reflection of research activity; application of its results in practical work, and identification of prospects for further research. The article identifies high potential of the Russian language Lesson-Study in formation of all types of primary school children’s logical universal learning activities listed in a Model Programme for Primary General Education. The structure of Lesson-Study substantiated by the author can be used for planning the lessons of such type in teaching Russian for primary school children, as well as for the organization of children’s activities at the lesson. The Lesson-Study potential in formation of logical universal learning activities of schoolchildren may be of interest for primary school teachers from the point of view of lesson design aimed at achieving meta-subject educational results. Keywords: Lesson-Study, Russian, structure of lesson, logical universal learning actions, elementary school


2019 ◽  
Vol 7 (2) ◽  
pp. 20-25
Author(s):  
Я. Соловьев ◽  
Ya. Solov'ev ◽  
Л. Сысуева ◽  
L. Sysueva

The article discusses the idea of integrating children with disabilities into traditional education classes. The main mechanisms for designing a lesson in an inclusive education are considered. Concrete methodological developments of inclusive lessons of mathematics, the Russian language, and the World-Around-Us lessons for pupils of first, second and third grades are given that meet the requirements of the Federal State Educational Standard of Primary General Education for Students with Disabilities. Recommendations are given to teachers working with children who have a mental retardation.


2020 ◽  
Vol 2020 (1) ◽  
pp. 158-166
Author(s):  
Olga S. Andreeva

The development of linguistic and cultural competence of students is possible on the basis of the dialogue of cultures. The text-centric (textoriented) principle of the Russian language and Literature teaching is regarded as fundamental in the aspect of the dialogue of cultures. It contributes to the formation of the dialogue thinking and allows students to form the systematic view of the world and culture.


2021 ◽  
Vol 46 (2) ◽  
pp. 257-269
Author(s):  
Andrzej Narloch

In recent years linguistic studies have laid great emphasis on the semantic side of linguistic expressions. The aim of this paper is to introduce and describe ‘systema digestorium’ viewed from the perspective of the conceptual metaphor in Russian. It describes the process of creating such metaphors based on the notions of source and target domains. From a linguistic point of view, an interest arises to answer the question of how the functioning of such an important organ as the digestive system is reflected in the conceptualization of the surrounding world. This issue is important because the metaphorization is based on the use of everyday human experience, reflecting processes known to all human kind, including those of a physiological nature. The research material was taken from the national corpus of the Russian language and a number of dictionaries. The figurative meaning of activities related to grinding, swallowing, digesting food, as well as excreting food debris became the object of the research. The basic identifiers are the verbs: to chew, to swallow, to digest, to defecate. Each stage of the digestive system has its own specificity and concentrates on specific parts in viewing the world. In addition, the metaphor ‘systema digestorium’ is often used in Russianlinguaculture to convey the expressiveness and originality of a language.


2021 ◽  
Author(s):  
Eduard Valentinovich Fomin ◽  
Tamara Nikolaevna Erina

This article is devoted to the study of non-literary units that exist in the Cheboksary regiolect of the Russian language and are recognized as important speech markers of the residents of Cheboksary. The purpose of the work is to characterize the Cheboksary regiolect of the region as a complex phenomenon that combines two hypostases – literary and new vernacular, as well as to analyze uncodified colloquial vocabulary. The material of the research was, first of all, lexico-phraseological units collected by the authors in the course of long-term observations of the speech of the inhabitants of Cheboksary. The conclusions of the work are based on the analysis of the material from the orthological point of view. As a result of the research, the authors came to the following conclusion: in the capital of the Chuvash Republic there is a stable specific layer of linguistic units localized by the city and its agglomeration. It is represented by expressive uncodified lexical and phraseological units, Chuvash-Russian new formations, imitation of the Russian speech of the Chuvash. Moreover, such cheboksarisms are well known within the functioning of the regiolect, and do not belong exclusively to any social group. This lexical layer, despite its insignificant volume, is important for the self-identification of the inhabitants of Cheboksary as carriers of a separate linguistic phenomenon, and it must be recognized as the main source of the Cheboksary regional dictionary.


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