Multimedialny słownik lingworealioznawczy – nowe narzędzie w lingwokulturologii stosowanej

2018 ◽  
Vol 2 (XXII) ◽  
pp. 79-88
Author(s):  
Joanna Olechno-Wasiluk

The paper constitutes an attempt to delineate the main assumptions, aims and research subject of applied linguo-cultural studies. This discipline works on the border of theoretical linguocultural studies and methodology of teaching a foreign language. The paper presents Multimedia Linguo-cultural Dictionary available on the webpage of Pushkin State Russian Language Institute. The author analyses the macro- and microstructure of the dictionary, focusing on its innovativeness. Entries in the dictionary are described in their entirety, considering references to the real world, which are essential in the socio-cultural functioning of every language, its description and teaching. This helps realise the main assumptions and aims of applied linguo-cultural studies.

Author(s):  
Alla A. Zhukovska

The article deals with the issue of the language adaptation of foreign students who have left the preparatory faculty and begun their studies in Russian in the first year of the main faculty of the Russian University. The main problem is the lack of knowledge of Russian by foreign students to understand and take notes at lectures, to actively participate in seminars. The article identifies and discusses the main difficulties faced by foreigners while studying in Russia and the reasons of their appearance, analyzes the conditions of training of foreign students at the preparatory faculty and the real results of this training, the main of which is the discrepancy between what foreign students know and are capable of and what they need to know and be able to, becoming the first-year students of a Russian University. Most first-year foreign students find it difficult to study at the same level with Russian students, so they need the support and understanding of not only teachers of Russian as a foreign language, but also teachers of other subjects. It is noted that teachers who don’t specialize in teaching Russian as a foreign language can’t and don’t want to adequately assess the level of knowledge of a foreign student and help them if needed. The article proposes a possible solution to this problem.


2016 ◽  
Vol 1 (1) ◽  
pp. 39-48 ◽  
Author(s):  
Aleida Assmann

AbstractWhat keeps cultural studies in motion and, more difficult still, what hold them together? They are continuously animated through so-called ‚turns‘ that in regular intervals open up new perspectives and transform the leading issues and concepts. Such regular innovations are not only due to internal readjustments in terms of methodological changes but are also connected to cultural and social changes. In this way, cultural studies have become an integral part of the transformation of the world as we see and construct it. They are not only a lense through which we observe the transformation of the world, but also a tool with which it is produced. In this active engagement and entanglement with the real world, cultural studies have lost a sense of their professional boundaries. They are constantly extending their realm of research, incorporating avidly new territory. To the extent that cultural studies have embraced the project of cultural self-thematization and self-transformation, they have become as fluid and volatile as culture itself.


The article is devoted to the analysis of the role and the place of linguo-sociocultural competence in university teaching of the language and preparation for professional work of foreign language teachers, in particular, Chinese teachers of the Russian language. The invariant and variable aims of education and the communicative needs of students-philologists – future teachers in the current branches of communication are formulated: professional, socio-cultural, business, socio-political and colloquial. The modern points of view on the structure of professional competence of future foreign language teachers, the place of linguistic and socio-cultural competence in its structure are analyzed. The result of mastering a foreign language by this contingent of students should be an integrative communicative competence, which is a complex of key competencies: linguistic, conversational, socio-cultural and professional. The role of mastering the aspects of the language system, productive and receptive types of speech activity in the process of forming the professional skills of students in communication and studying in the socio-cultural sphere is described. Cultural studies components of the educational process organization are emphasized. The training of linguistic and socio-cultural competence should be carried out within the framework of the culturological approach. The most developed in the methodology aspect of this approach is linguistic and cultural studies. The linguistic-cultural knowledge, abilities and skills of foreign languages future teachers are systematized. The analysis of the main data formation of linguistic and socio-cultural competence is carried out on the example of the organization of the teaching Russian to Chinese students. Methodical solutions for the formation of professionally oriented linguistic and socio-cultural competence based on its cognitive-active model are proposed.


2012 ◽  
Vol 2 (1) ◽  
pp. 53-73 ◽  
Author(s):  
Christine Yunn-Yu Sun

This paper explores the construction of identity in online communities and websites for social purposes, and its consequences in terms of how one’s online identity may be utilized to such an extent that one’s real-world identity is either enforced or eroded. It does so by investigating the very nature of Identify, coming predominantly from a cultural studies research and philosophical view, although it also cites some parallel findings in Information Systems (IS) research. In the Section Something Old, the author investigates the concept of identity in the real world, then investigates it in the online world in the Section Something New. Section Something Borrowed examines how an individual positions oneself including who one associates with and why one flags it so to others. And finally this paper looks at some consequences unfolding in our time (in Section: Something Blue), citing several pointed examples for illustration purposes, where values that have been migrated from the real world are amplified via the Internet, causing all sorts of actions and consequences both online and offline. These issues and actions revolve around control and disclosure of ones identity that has consequences upon reputation and trust, and how responsibility needs to be brought forward into how one: positions oneself, manages ones own identity, and acts appropriately in and beyond the Internet. Above all of these, the author concludes, is the responsibility of understanding the nature of identity itself.


2020 ◽  
Author(s):  
M.A. Dudareva

Апофатика русского языка и культуры, проявляющаяся на концептуальном уровне языка, составила проблемное поле исследования, цель которого заключается в выявлении апофатических идей, заключенных в стихотворении Н. С. Гумилева Жираф . Материалом для исследования послужил текст данного произведения, а также работы российских и зарубежных культурологов и литературоведов. Методология сводится к целостному анализу художественного текста с применением структурно-типологического и сравнительно-сопоставительного методов исследования. Автор отмечает присутствие в стихотворном тексте двух топосов: мира, в котором пребывают герои, и далекого мира Африки. Этот мир создает в произведении фольклорную сакральную реальность, которая не может быть описана иначе, чем через отрицание категорий реального мира. Идеальная африканская страна света, иное царство , доступна только при абсолютном доверии, вере в ее существование, и в этом проявляется апофатичность описанной поэтом ситуации.The article considers the problem of the apophatics of the Russian language and culture, which manifests itself at the conceptual level of the language. The aim of the study is to identify apophatic ideas contained in Gumilyovs poem The Giraffe. The material for the study was the text of this work, as well as the works of Russian and foreign cultural scientists and literary scholars. The methodology is reduced to a holistic analysis of a literary text using structural, typological and comparative methods of research. These methods allow studying the features of the penetration of the folklore tradition (and with it the tanatological complex) into a work of art. The author points out the connection of adjectives bearing the semantics of the inexplicable with the apophatic picture of the world, which finds expression in philological studies, especially those related to mortal problems. In popular culture, ideas related to the other world acquire the status of the unknown, and this world appears as the inverse correlate of the real world. In close connection with this, two topoi in the text of the studied poem are noted: the world in which the characters live and the distant world of Africa. The latter world creates a folklore reality in the work. The poet compares the image of a giraffe with the Moon, which occupied one of the main places in the traditional cosmogony of the peoples of Africa. Mythological consciousness often identifies animals with celestial objects, so it can be assumed that Gumilyov rethought the plot about the Moon disguised in the skin of an animal. The far Lake Chad is an image of the other world, an ideal land, and the image of a giraffe symbolizes a breakthrough from darkness to light. In this context, the narrator of the poem, turning to his beloved, appears as a priest prophesying about the sacred reality. He cannot describe this reality to the heroine other than by denying the categories of the real world, and this manifests the apophaticity of the situation. The heroines crying is perceived as catharsis, also revealing the sacred sphere. The folkloristic commentary and analysis of the lexical units of the text led to the conclusion that the heroes of the poem (the narrator and his silent listener) are physically in one space, but metaphysically belong to different worlds. The paradox of the space is that the ideal African country of the light, another kingdom, is accessible only with absolute trust, faith in its existence. This is the apophatic effect in Gumilyovs poem The Giraffe.


2020 ◽  
Author(s):  
H.D. Dharma Satrya ◽  
Faruk Faruk ◽  
Pujiharto Pujiharto

This article aims to create dialog of “kidnapping the bride” reality in several studies and to construct the practice in reality. Discussion of “kidnapping the bride” practices in literature and cultural studies of Lombok intends to find contemporary Indonesian literary models of ethnic Lombok. To achieve this goal, this article applies Stuart Hall’s representation theory. In literary studies, “kidnapping the bride” is constructed as a critique of nobility. Sesak Cinta di Tanah Sasak novel construct “kidnapping the bride” as a criminal act. The meaning is constructed by Islamic discourse and tradition (nobility). Resistance to the discourse is what presents a romantic discourse. Romantic discourse, in the novel When Love Takes to Go, is constructed to fight against feudalism and capitalism. Romantic discourse in Opto Ergo Sum is a tradition discourse. The discourse is gathered from different voices, men’s and women’s voices. Women’s voice tends to be strong to the lid of the real world (in Ketika Cinta Tak Mau Pergi). Man’s voice rejects integration (in Opto Ergo Sum). Finally, the study of Sesak Cinta di Tanah Sasak and two other novels signifies a model for contemporary Indonesian literary studies. The model can be found by blurring the boundaries between Lombok cultural study and Indonesian literature.


Author(s):  
Orit Ezra ◽  
Anat Cohen

Contextualised mobile assisted language learning (MALL) has been greatly discussed (Pegrum, 2014); however, its potential has not been reached in either target or non-target countries, and this calls for teachers’ attention. This study recommended a way for teachers to guide their Chinese second or foreign language students towards increasing their contextualised MALL, by relying on a framework proposed by Cohen and Ezra (2018) and based on the learners’ existing activities.’s contextualised components include real-world and real-life contexts (a measuring index is proposed), as well as device mobility. The study recommended the following: teachers in target and non-target countries should focus differently on generic and dedicated activities; content factors for dedicated activities should be taken into account; teachers should guide students to relate to the real world and real life, including objects and other core activities. The findings may encourage teachers to guide students without worrying about the extra time spent in an overcrowded curriculum.


2014 ◽  
Vol 11 (1) ◽  
pp. 89-100
Author(s):  
Catherine Muller

Cet article porte sur l’expérience artistique en classe de langue sous l’angle des réactions verbales. Nous proposons d’analyser les interactions orales recueillies lors d’une activité de commentaire de photographies mise en œuvre en classe de français enseigné comme langue étrangère auprès d’apprenants adultes en contexte pluriculturel. Notre perspective est focalisée sur l’une des formes de réception des œuvres, l’immersion fictionnelle. Grâce à une analogie perçue entre l’univers fictionnel et le monde réel, les apprenants construisent de l’empathie envers l’un des personnages de la photographie, ce qui les amène à participer pleinement à la fiction. Ce phénomène se manifeste par l’attribution de paroles aux personnages de l’image. C’est à travers la notion de polyphonie énonciative que nous étudions différents extraits recueillis devant la photographie Les mariés d’Arthur Tress. Lorsque les apprenants font précéder les énoncés des personnages d’un verbe introducteur, ils se comportent comme des metteurs en scène donnant des instructions à leurs comédiens. Lorsque leurs énoncés sont dépourvus de verbes de dire, ils incarnent véritablement les personnages à la manière d’acteurs. Fictional Immersion: Combining Art and Emotion in the Language Classroom Abstract: The article deals with the verbal reactions induced by an artistic experience in a language classroom. Our perspective is to analyze the oral interactions triggered by an activity asking adult learners to comment on photographs in lessons of French taught as a foreign language in a pluricultural context. This paper focuses on fictional immersion, which is one of the possible reactions to the pictures. As they perceive a form of analogy between the fictional universe and the real world, the students build empathy with one of the characters in the photograph, which encourages them to fully participate in the fiction. They speak the parts of the characters on the image. The notion of enunciative polyphony helps us to study different excerpts where the students comment on the photograph Bride and Groom by Arthur Tress. When the learners use a verb to introduce the characters’ utterances, they behave as stage directors giving instructions to actors. When they do not use such verbs, they truly embody characters, just like actors do.


Author(s):  
Liliia Shtokhman

The article deals with the issue of translation in teaching a foreign language. It considers some of the many objections thinkers and practitioners have to translation, and some of the possible benefits of its use. Translation was the basis of language teaching for a very long time, and then rejected as new methodologies started to appear. It was not so long ago that a great number of teachers admitted feeling guilty about using students’ L1 in the English classrooms. Together with drilling, grammar and other ingredients of English teaching, translation has been too easily demonized for too many years. It is clear that the use of L1 has to be restricted or allowed only when benefits clearly counteract drawbacks. Learners may not see the value of translation as an activity to help them learn English, and instead see it as a specialised, and difficult, activity. It is stated that by relying on translation, students don't develop the 'real world' strategies, which could help them to negotiate meaning and communicate when they need to make themselves understood or to understand someone who doesn't share their language. But many ELT teachers and theorists now see the validity and value of translation as an activity in communicative classrooms. Translation in groups can encourage learners to discuss the meaning and use of language at the deepest possible levels as they work through the process of understanding and then looking for equivalents in another language. Discussion of differences and similarities during the translation process helps learners understand the interaction of the two languages and the problems caused by their language.


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