СОПОСТАВИТЕЛЬНЫЙ АНАЛИЗ ТЕКСТОВ В ПОЛИКУЛЬТУРНОЙ АУДИТОРИИ В АСПЕКТЕ «ДИАЛОГА КУЛЬТУР»

2020 ◽  
pp. 47-49
Author(s):  
Татьяна Буряченко
Keyword(s):  
Information Processing ◽  
Comparative Analysis ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Cultural Awareness ◽  
Cultural Analysis ◽  
Russian Language ◽  
Language Training ◽  
Language And Culture ◽  
The Russian Language

Аннотация: В статье рассматривается одна из целей обучения русскому языку – развитие навыков межкультурной коммуникации и формирование толерантного отношения к чужой культуре через ознакомление со своей и другими культурами. Автор статьи предлагает в качестве примера сопоставительный анализ двух учебных текстов. Данные тексты взяты из учебного пособия, ав- тором которого она является. Лингвокультурологический аспект работы над текстом заключается в выявлении национально-специфических особенностей текста на всех уровнях: содержательном, формальном, языковом. Цели данного лингвокультурологического анализа текста на лексико-фразеологическом уровне состоит в том, чтобы: 1) выявить языковые единицы с национально-культурной семантикой; 2) сопоставить их с фактами родного языка и культуры, выделить общее и национально-специфическое в языковых единицах. Ключевые слова: полиязычие; межкультурная коммуникация; культурное самосознание; формирование сознания; языковая подготовка; информационная переработка. Аннотация: Макалада орус тилин окутуунун максаттарынын бири – маданияттар аралык коммуникациянын көндүмдөрүн өнүктүрүү жана өзүнүн, башка маданияттар менен таанышуу аркылуу чет өлкөлөргө сабырдуу мамилени калыптандыруу каралып жатат. Макаланын жазуучу эки окуу тексттерди салыштырмалуу талдоо мисалдары катары сунуш кылат. Бул тексттер ал жазуучу болуп саналган окуу жөлөкпулунан алынган. Тексттин үстүндөгү иштин лингвоультурологиялык аспектиси бардык деңгээлдеги тексттин улуттук-өзгөчөлүү өзгөчөлүктөрүн аныктоодо турат: мазмундуу, формалдуу, тилдик. Максаттары ошол курт-кумурскалар талдоо текстинин лексикалык фразеологиялык деңгээлинде кароо үчүн: 1) аныктоого, тилдик бирдиктер менен улуттук-маданий семантикалык; 2) салыштыруу аларды Нооруз майрамы менен эне тилди жана маданиятты бөлүп, жалпы жана улуттук- мүнөздүү тилдик бирдиктерди анализдеген. Түйүндүү сөздөр: окуу-кесиптик чөйрө; маданий аң-сезим түзүү; аң; тилдик даярдоо; маалымат иштетүү. Abstract: The article considers one of the goals of teaching the Russian language- the development of intercultural communication skills and the formation of a tolerant attitude to another's culture through familiarization with their own and other cultures. The author offers a comparative analysis of two educational texts as an example. These texts are taken from the textbook, the author of which she is. The linguistic and cultural aspect of the work on the text is to identify the national-specific features of the text at all levels: content, formal, linguistic. The purpose of this linguistic and cultural analysis of the text at the lexical and phraseological level is to: 1) identify language units with national-cultural semantics; 2) compare them with the facts of the native language and culture, to highlight the General and national-specific in the language units. Key words: multilingualism, intercultural communication, cultural awareness, development of consciousness, language training, and information processing.

scholarly journals Influence of the multicultural environment of a Russian university on the language training of foreign students

2020 ◽  
Vol 48 (6) ◽  
pp. 192-203
Author(s):  
Lev V. Mardakhaev ◽  
◽  
Olga I. Volenko ◽  
Elena Yu. Varlamova ◽  
◽  
...  
Keyword(s):  
National Identity ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Foreign Students ◽  
Educational Environment ◽  
Russian Language ◽  
Language Training ◽  
Language And Culture ◽  
Russian Universities ◽  
The Russian Language

The relevance of the study is due to the fact that in terms of the development of academic mobility processes, it is necessary to develop linguo-cultural content that reflects the need-motivational sphere of foreign students, as well as the implementation of the developed content, taking into account the multiculturalism of Russian universities. Besides, it is recognized that in the multicultural university environment, a foreign language culture for a foreign student acts in two ways: as a culture of the target language country, on the one hand, and as a culture of the educational environment of a Russian university, on the other hand. The empirical part of the study was carried out on a sample of 42 foreign students from Russian universities. Students were interviewed through a questionnaire to identify as follows: the attitude of foreign students towards the discovery of Russian culture and learning the Russian language; difficulties in learning the Russian language; their awareness of the qualities that characterize personal effectiveness of language training. It was revealed that foreign students recognized the wealth and beauty (42.9%), the uniqueness of the Russian language and culture (38.1%), the importance of the Russian language as a means of intercultural communication (23.8%). The absolute majority (95.2%) of foreign students experience difficulties in mastering the grammatical structure of the Russian language. As for personal qualities, the students revealed those that are interconnected with the features of national identity and allow foreign students to adapt to the Russian educational environment and reality. Based on the data obtained, it was concluded that the complexity of educational activities served as a guideline in the teacher’s actions in solving problems of mastering a foreign language and culture by foreign students, preserving the national identity of an individual, and training his/her for intercultural communication in a multicultural world space.

scholarly journals PARAMETRIC ADJECTIVES EVALUATION OF A HUMAN FIGURE IN THE RUSSIAN PICTURE OF THE WORLD ON THE BACK OF THE CHINESE LANGUAGE

2021 ◽  
pp. 148-158
Author(s):  
Zhang Hong ◽  
Keyword(s):  
Comparative Analysis ◽  
Intercultural Communication ◽  
Native Speakers ◽  
Chinese Language ◽  
Russian Language ◽  
The World ◽  
Human Figure ◽  
Human Image ◽  
The Russian Language ◽  
Cultural Features

The article is devoted to the analysis of parametric adjectives of the evaluation of the human figure in the Russian language through the prism of the Chinese language. The author reveals the ethnospecific features of Russian parametric adjectives, the presence of which causes certain difficulties for native speakers of the Chinese language picture of the world. The comparative analysis of these lexical units in the two languages reveals the national-cultural features of the perception of the human image and the features of the fragments of the national linguistic picture of the world in intercultural communication.

scholarly journals How to achieve understanding in the process of Russian-Chinese intercultural communication?

2020 ◽  
pp. 239-246
Author(s):  
Yangping Li
Keyword(s):  
Comparative Analysis ◽  
Intercultural Communication ◽  
Great Powers ◽  
Russian Language ◽  
Chinese University ◽  
Similarities And Differences ◽  
Language Environment ◽  
The Russian Language ◽  
Development Of Students

The development of students’ ability to carry out the intercultural communication is an important issue of the modern methodology of teaching the Russian language in the context of studying outside the language environment in a Chinese university. Using certain examples, we carried out the comparative analysis of facts of culture in the Russian-Chinese intercultural communication, and revealed similarities and differences. The results of the analysis will contribute to better understanding in the process of intercultural communication between representatives of two great powers – Russia and China.

A comparative analysis of the Slovenian particles še and že against the background of the Russian language

2020 ◽  
pp. 324-345
Author(s):  
Mariya L. Kuleshоva ◽  
Keyword(s):  
Nineteenth Century ◽  
Comparative Analysis ◽  
Russian Language ◽  
Time Axis ◽  
Temporal Modifiers ◽  
The Russian Language ◽  
Negative Form

The article compares the Slovenian particles še and že mainly with the Russian particles еще and уже. Unlike the Russian particle уже, the Slovenian particle že cannot be combined with the negative form of the verb: instead of it, the adverb več is used in such contexts. The most subtle differences between the Slovenian and Russian languages are found in the combinations of še and že with temporal modifiers, where the so-called “plot time” is characteristic of the Slovenian language. The event is interpreted as localized on the time axis, not from the perspective of the «speaker’s time», which is manifested in the possibility of using že in such contexts as umrl je že v devetnajstem stoletju (he died in the nineteenth century already). Moreover, že is not able to express the meaning ‘no earlier / no later than’, because the particle šele replaces it in this function. The author comes to the conclusion that Slovenian particles are more widely used as modal than their Russian equivalents. The particle še has numerous intensifying functions, correlating with the functions of Russian particles даже, еще и, и. The particle že can be used in the same way as two Russian words уже and уж. In contrast to уж, že does not always express displeasure and can add the meaning of a concession to the statement.

scholarly journals Taking into account Chinese students’ cognitive and psychological characteristics while teaching Russian grammar

2020 ◽  
Vol 9 (1) ◽  
pp. 283-288
Author(s):  
Yu Sun
Keyword(s):  
Comparative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Psychological Characteristics ◽  
Oral Speech ◽  
The Russian Language ◽  
Specific Learning

This paper aims to discuss the problem of nationally oriented teaching of Russian grammar to Chinese students. The author analyzes the works that are devoted to the study of Chinese students cognitive and psychological characteristics. The analysis revealed specific learning strategies that Chinese students use when learning a foreign language. When training a mono-ethnic group, the national-oriented approach is considered optimal. To implement this approach, a comparative analysis of systems of contacting languages is necessary to determine the zones of interlanguage and intralanguage interferences. The most important factor in the effectiveness of the educational process is the adequacy of the teachers ideas about students from different regions. The author concludes that in order to maintain motivation for mastering the Russian language and optimize the learning process as a whole when developing curricula and class books for Chinese students, it is necessary to strive to make the learning process not only effective, but also as comfortable as possible for students. Taking into account Chinese students cognitive and psychological characteristics will not only contribute to the development of strong grammar skills, but will also ensure the development of oral speech skills in Russian. The paper provides recommendations for intensifying the process of teaching Russian grammar to Chinese students. The following research methods were used: a comparative analysis, an analysis and a synthesis.

scholarly journals THE SYSTEM OF EXERCISES IN THE STUDY OF PAREMIAS WITH LINGUISTIC AND CULTURAL PERSPECTIVE ON THE LESSONS OF RUSSIAN LANGUAGE

2020 ◽  
Vol 72 (2) ◽  
pp. 580-587
Author(s):  
Z. Bekmambetova ◽  
Keyword(s):  
Extracurricular Activities ◽  
Cultural Analysis ◽  
Russian Language ◽  
National Language ◽  
Cultural Perspective ◽  
Language And Culture ◽  
Unique Object ◽  
The World ◽  
Cultural Layers ◽  
Historical Nature

This article discusses the methodological system of studying paremias in Russian language lessons. Linguistic and cultural analysis of paremia allows us to identify the existing value-significant representations of an ethnic group based on accumulated information of a cultural and historical nature, first of all, about a person in the aggregate of certain properties, qualities, activities, and his attitude to the world. Paremias are aphorisms of folk origin, characterized by conciseness of form, reproducibility of meaning and having, as a rule, an edifying meaning. Paremia is a unique object for the study of language and culture, the purpose of which is to study cultural layers in the structure of the meaning of language units. Paremia is capable not only of expressing a conclusion, but also of forming generalized ideas about the laws of life. Since paremias are part of the national language picture of the world, and therefore part of the national language mentality, in this case, in our opinion, it is also possible to talk about the existence of a proverbial mentality, that is, the mentality of the nation, reflected in the paremiological Fund. When studying the discipline “Russian language”, students have the opportunity to master the skills of linguistic and cultural analysis of language units, get acquainted with different types of exercises and tasks, prepare to apply the acquired skills and implement the skills in regular, extracurricular and extracurricular activities.

scholarly journals DEVELOPING INTERCULTURAL COMMUNICATION AND INTERCULTURAL AWARENESS IN THE EFL CLASSROOM

2020 ◽  
Vol 1 (65) ◽  
pp. 30
Author(s):  
Lili Cavalheiro
Keyword(s):  
Student Teachers ◽  
Intercultural Communication ◽  
Cultural Awareness ◽  
English Language ◽  
English Language Teaching ◽  
Safe Place ◽  
Language And Culture ◽  
Intercultural Awareness ◽  
The World ◽  
International Role

<span lang="EN-US">Throughout multiples regions around the world, waves of migrants and refugees search for better and safer living conditions. As a result, classrooms are becoming increasingly multicultural and multilingual, with many teachers feeling challenged when faced with this ‘new’ reality. Being English the most commonly shared language around the world, the English as a Foreign Language (EFL) classroom can be a ‘safe’ place where dialogue and intercultural communication are fomented. Not only can it facilitate the integration of migrant/refugee students, but it can also contribute to expanding learners’ (inter)cultural awareness and knowledge of how English may be used by multiple speakers (native and non-native) in diverse settings. In light of this, it is imperative that educators develop more inclusive English-language lessons that help break down barriers and taboos, in terms of language and culture. In order to achieve this, however, it is vital that these issues be developed at the beginning of any teacher training. Bearing this in mind, this paper begins by presenting the concept of English as a Lingua Franca and intercultural communication and follows up by reflecting upon how the traditional EFL classroom should to be reconsidered in light of today’s international role of English. Taking into account the specific growing multicultural/multilingual Portuguese context, the last section of this paper presents how these issues are developed in two pre-service MA programs in English Language Teaching at the University of Lisbon, and also how student teachers have integrated ELF-related activities/resources in their practicum, along with a commentary on their learners’ reactions.</span>

scholarly journals RUSSIAN AND SERBIAN PHRASEOLOGICAL UNITS: EXPERIENCE OF COMPARATIVE ANALYSIS

2016 ◽  
pp. 166-170
Author(s):  
V. Dzonic
Keyword(s):  
Comparative Analysis ◽  
Russian Language ◽  
Cultural Characteristics ◽  
Historical Figures ◽  
Local Residents ◽  
Geographical Position ◽  
Cultural Component ◽  
The Given ◽  
Semantic Aspect ◽  
The Russian Language

This paper is devoted to identification of specific characteristics of Russian and Serbian phraseological units. The author considers the phraseological units from structural and semantic aspect and pays special attention to the national and cultural component of the studied units, which cause the greatest difficulties for foreigners. Identification of the given component is carried out by linguocultural analysis of components of phraseologicaly related word combinations. The material of research was comprised based on data from lexicographical dictionaries of Russian and Serbian languages. The phraseological units – toponyms are reviewed as a separate group and are, in the author’s opinion, bearers of rich linguoculturological information. The author identifies three main sources of imagery of these units: characteristics of the geographical position of the object; important historical and cultural events, as well as prominent historical figures, which brought fame to the region; lifestyle and crafts of local residents. The analysis allowed the author to identify specific national and cultural characteristics of a number of Russian and Serbian toponyms. This work is of an applied nature. Results of the study can be used in the teaching the Russian language as second Slavic language.

scholarly journals Bell Names in the History of the Russian Language (Linguistic and Cultural Aspect)

2018 ◽  
Vol 50 ◽  
pp. 01018
Author(s):  
Oksana Franchuk ◽  
Aleksandra Osipova
Keyword(s):  
Cultural Analysis ◽  
Russian Language ◽  
Field Analysis ◽  
Historical Background ◽  
Unique Element ◽  
Historical Knowledge ◽  
Russian Culture ◽  
History Of ◽  
Linguistic Units ◽  
The Russian Language

The paper considers principles of naming the bells and the main features, according to which the bell could get either name. Scientists believe that to a greater extent the structure of such onym units characterizes the specifics of how the bells were treated in Kievan Rus and the overall attitude of the Russians to them. The study was based on the analysis of the unique catalogue containing linguistic units and reflecting the history of bells, bell ringing and bell casting. The main sources of the study included compiled chronicles, archive materials, register of monastic and temple property, inscriptions on bells, and church charters. The study was conducted through comparative-historical, linguistic and cultural analysis, as well as field analysis within the cognitive stylistics. As a result, 51 bell names and their historical background were analyzed. The authors conclude that the study of linguistic units related to the history of bells and bell ringing in Russia alongside with their casting features will make it possible to bridge the historical knowledge gap and to draw some conclusions on the way the Russians perceive the linguistic worldview of this unique element of the Russian culture.

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