SYNHARMONISM, STRUCTURE OF A SYLLABLE AND A WORD (CONTRASTIVE AND METHOLOGICAL ASPECTS)

2021 ◽  
pp. 57-63
Author(s):  
М. Джусупов
Keyword(s):  
Comparative Studies ◽  
Native Language ◽  
Russian Language ◽  
Dominant Feature ◽  
Russian Literary ◽  
Turkic Languages ◽  
Vowel Phoneme ◽  
Consonant Phoneme ◽  
The Russian Language

В статье рассматривается проблема постановки русского литературного произношения учащихся казахской аудитории, в родном языке которых функционирует лингвальный сингармонизм. Русский язык несингармонический. Просодическая доминанта слова – ударение. Строение слога и слова в сопоставляемых языках различается: в русском языке до пяти сочетаний согласных; в казахском языке – из двух и трех согласных. Русская фонема и казахская сингармофонема как классы позиционных разновидностей неэквивалентны (в традиционных сопоставительных работах они представлены как эквиваленты). В русском языке, например, гласная фонема /о/ реализуется в 9 позиционных разновидностях, в казахском сингармофонема /о/ – в одной, т. е. в инварианте, а вариации и вариантов у нее нет. Фонема /н/ в русском языке реализуется в двух позиционных разновидностях, в казахском языке сингармофонема /н/ только по лингвальному сингармонизму реализуется в 6 позиционных разновидностях. Различия языков порождают звуковую интерференцию. В работе предлагается последовательность подачи языкового материала русского языка с учетом лингвоконтрастивных особенностей сопоставляемых языков. The article deals with the problem of formation of the Russian literary pronunciation of students of the Kazakh audience. Lingual harmonism functions in native language of the Kazakh students. The Russian language is non-harmonic. The pro-dominant feature of a word is the stress. The structure of a syllable and a word in the compared languages has a big difference. For example: in the Russian language, the combination of consonants less than five. In the Kazakh language there are two and three consonants. The phonemes of the Russian language and the syngarmophonemes of the Kazakh language as classes of positional types are nonequivalent (although in traditional comparative studies, they are presented as equivalents). In Russian, for example, the vowel phoneme /O/ is realized in 9 positional varieties (in the invariant, in variations and in variants). In the Kazakh language synharmophone /O/ is realized in one position and it has no variations and variants. And vice versa: the consonant phoneme of the Russian language /H/ is realized in two positional varieties. In the Kazakh language the syngarmophoneme /H/, only by lingual synharmonism, is realized in 6 positional varieties. The above mentioned distinctions of the Russian and Kazakh languages, as well as other Turkic languages, generate sound interference, which makes mastering Russian literary pronunciation difficult. The sequence of presentation of the language material of Russian, taking into account linguocontrastive features of the compared languages are worked out and presented in the paper.

The Life and Deeds of Sergey Ivanovich Ozhegov. (To the 120th Anniversary of the Birth)

2020 ◽  
Vol 81 (5) ◽  
pp. 75-84
Author(s):  
M. A. Bondarenko
Keyword(s):  
Russian Language ◽  
Literary Language ◽  
Practical Activity ◽  
Russian Literary ◽  
Main Ideas ◽  
The Russian Language ◽  
120Th Anniversary

The article is dedicated to the outstanding Russian lexicographer Sergey Ivanovich Ozhegov, the creator of the famous one-volume normative «Dictionary of the Russian Language». The article reflects the life of the scholar; describes his personality; presents his work with the team of D. N. Ushakov on the preparation of the «Explanatory Dictionary of the Russian Language»; considers the main ideas of the scholar, which formed the basis of the «Small Explanatory Dictionary»; characterizes his practical activity in solving the problems of norm codification of the Russian literary language.

The Potential of the Russian Language Textbook in the Formation of Primary Schoolchildren’s Communicative Literacy

2018 ◽  
Vol 79 (8) ◽  
pp. 35-40
Author(s):  
M. I. Kuznetsova
Keyword(s):  
Primary School ◽  
Russian Language ◽  
Primary School Children ◽  
Written Text ◽  
Russian Literary ◽  
The Given ◽  
The Russian Language ◽  
Speech Situation ◽  
Linguistic Means

One of the goals of the Russian language course in the primary school is the formation of the communicative literacy. The content of the course should be aimed at understanding the wealth of linguistic means by primary school children; the formation of the ability to detect a violation of linguistic norms and the inadequacy of the linguistic means used in the speech situation; the accumulation of the experience in choosing of linguistic means in accordance with the peculiarities of the speech situation; the creation of oral and written texts that meet the criteria of content, connectivity, compliance with the norms of the Russian literary language. The article considers the classification of exercises that contribute to the formation of communicative literacy. The author gives the examples of exercises where the student acts in different roles: the student is an observer of the speech situation and analyzes the adequacy of the choice of linguistic means; the student is a direct participant in the given speech situation and makes a choice of language facilities; the student is offered to create the speech situation himself, to independently construct an oral and written text.

Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)

2020 ◽  
Vol 81 (1) ◽  
pp. 36-44
Author(s):  
L. G. Larionova
Keyword(s):  
Native Language ◽  
Lesson Plan ◽  
Russian Language ◽  
Federal State ◽  
Developmental Spelling ◽  
School Journal ◽  
Study Techniques ◽  
State Educational ◽  
Final Essay ◽  
The Russian Language

This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.

Russian Estate and Europe: Diachrony, Nostalgia, Universalism

2020 ◽  
Author(s):  
Olga A. Bogdanova ◽  
Keyword(s):  
Russian Language ◽  
European Countries ◽  
The Core ◽  
Mass Society ◽  
Moral Space ◽  
Foreign Culture ◽  
Wide Circle ◽  
Russian Literary ◽  
Diachronic Analysis ◽  
The Russian Language

The book brings together articles by 24 authors, distributed into three problematic and thematic sections: a diachronic view of the Russian estate, estates of the Russian emigration, estates of European countries. A number of constant features of the Russian literary estate and cottages (storehouse of culture, moral space, the core of national identity, the concept of “non-city” in mass society, etc.) are highlighted in a comparative and diachronic analysis. The structure-forming potential and references of the “estate-dacha topos” in the foreign culture of Russian emigrants of the ХХth century disclosed in the works by I.A. Bunin, V.V. Nabokov, B.K. Zaitsev, L.F. Zurov, I.S. Shmelev, V.A. Nikiforov-Volgin of the 1920–1960s and in the Russian-language periodicals of France, Germany, Latvia, Estonia of the 1920–1930s. The most important topic of the book is the search for the origins of the Russian estate phenomenon in world culture, along with its involvement in the spectrum of similar phenomena in other national literatures (Greek, Polish, English, Belgian). The isomorphism of the estate space in Russia and other European countries allows us to speak of the “estate topos” as a universality. The publication is addressed to humanities professionals, primarily philo- logists, and at the same time to a wide circle of students and interested readers.

scholarly journals On the problem of typological research of the Russian phonetic system in a linguodidactic context

2021 ◽  
pp. 4-9
Author(s):  
Е.Л. Бархударова
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Target Language ◽  
Foreign Accent ◽  
Language Background ◽  
Sound Structure ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

В основе разработки курсов практической фонетики, адресованных иноязычной аудитории, лежит анализ типологического своеобразия фонетической системы изучаемого языка в контексте лингводидактики. К числу важных направлений типологического исследования звукового строя русского языка следует отнести, во-первых, изучение соотношения консонантизма и вокализма в его фонетической системе на иноязычном фоне, во-вторых, – анализ позиционных закономерностей русской фонетической системы в сопоставлении с функционированием звуковых единиц в типологически разных языках. В позиционных закономерностях звукового строя языка наиболее ярко проявляется его идиоматичность: в каждом языке позиционные закономерности носят специфический характер и определяются соотношением парадигматики и синтагматики звуковых единиц. Большое число фонологически значимых отклонений в иностранном акценте обусловлено интерферирующим воздействием позиционных закономерностей родного языка на русскую речь учащихся. The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics. It is necessary to designate two important areas of typological research of the sound structure of the Russian language: the study of the relationship of consonantism and vocalism in its phonetic system against a foreign language background and the analysis of positional rules of the Russian phonetic system in comparison with the functioning of sound units in typologically different languages. Idiomatic character of the language is most clearly manifested in the positional patterns of its sound structure. In each language, positional patterns are specific and are determined by the dominance of paradigmatic or syntagmatic relations of sound units. A large number of phonologically significant deviations in a foreign accent are due to the interfering influence of the positional laws of the native language on the Russian speech of students.

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.

scholarly journals The prose works of Antonio Machado in Russia

2021 ◽  
pp. 39-45
Author(s):  
Yuliya Aleksandrovna Grunina ◽  
Ekaterina Dmitrievna Terentieva
Keyword(s):  
Russian Language ◽  
Antonio Machado ◽  
Literary Heritage ◽  
Russian Literary ◽  
History Of ◽  
Fundamental Research ◽  
History Of Translation ◽  
Historical Methods ◽  
The Russian Language

The subject of this research is the history of translation the prose works of the remarkable Spanish poet, writer and publicist Antonio Machado into the Russian language. The object of this research is the translations of his prose works into the Russian languages conducted primarily in the last quarter of the XX century. The article employs biographical, descriptive, and cultural-historical methods. Special attention is given to Spanish translators I. Y. Tynyanov and V. S. Stolbov, whose names in the Russian literary space are closely related with the history of translation of the works of the prose writer and publicist Antonio Machado. The scientific novelty lies in the detailed description of A. Machado's prose, as well as detailed chronology of the emergence of translations of his prose into the Russian language. The relevance of this article substantiated by the absence of comprehensive analysis of the translations of A. Machado's prose works in the Russian Spanish studies. The prose works of A. Machado are also poorly studied in the Russian literary studies. The main conclusions consists in determination of the contribution of Russian translators to familiarization of the Russian-speaking audience with prose works of the Spanish author, as well as the need for further fundamental research of the entire literary heritage of Antonio Machado.

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.

scholarly journals INTERCULTURAL COMMUNICATION IN THE PROCESS OF TEACHING THE RUSSIAN LANGUAGE

2021 ◽  
pp. 119-123
Author(s):  
I. B. Ignatova ◽  
E. N. Legochkina ◽  
A. V. Goncharova
Keyword(s):  
Intercultural Communication ◽  
Russian Literature ◽  
Russian Language ◽  
Education Development ◽  
Culture Teaching ◽  
Russian Literary ◽  
History Of ◽  
Strategic Policy ◽  
History Of Literature ◽  
The Russian Language

The article deals with intercultural communication in the process of teaching the Russian language. It is currently the strategic policy of modern education. The use of intercultural communication between modern youth and the culture of the past in classrooms of the Russian language and Russian literature is an urgent problem of the modern stage of education development. The implementation of intergenerational intercultural communication in the process of teaching the Russian language and literature in modern Russia presupposes a purposeful appeal to the history of our state, to the history of the Russian literary language, the history of literature and culture. Teaching the Russian language and Russian literature based on the principle of national specificity offers infinite opportunities for educating students.

scholarly journals TRADITIONAL AND MODERN IN TEACHING RUSSIAN: ADVANTAGES AND DISADVANTAGES

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
O.A GRACHEVA ◽  
◽  
P.A KOPYLOVA ◽  
Keyword(s):  
Teaching And Learning ◽  
Native Language ◽  
Traditional Approach ◽  
Educational Process ◽  
Russian Language ◽  
Necessary Condition ◽  
Modern Approach ◽  
Advantages And Disadvantages ◽  
Technological Search ◽  
The Russian Language

Purpose: finding the optimal way of transferring knowledge of the Russian language to students. Methods: comparative, analysis and synthesis of the studied phenomenon - methods that make it possible to determine the advantages and disadvantages of teaching the Russian language. Results. The conceptual and technological search for the achievement of knowledge by students is associated with the ability of teachers to teach students to love their native language, hoping to endow literature in the educational process with a special status - a mentor of the soul, a giver of experience, an inspirer of thought. Teaching and learning to love the Russian language is an extremely important task, since the success of the entire educational process, the success of personality formation, depends on this love and respect for the native language. The adjusted dosage of the presentation of knowledge deprives the student of the vision of the entire language system and does not instill a flair for the language, and most importantly, admiration for the native language. Conclusions. The article emphasizes the importance of teaching students the Russian language as a necessary condition for the success of the entire educational process. When teaching the Russian language, it is advisable to rely on the linguistics of the traditional approach, enriched by the research of linguodidacts, taking into account the achievements in the development of technologies of the modern approach, including computer ones, seeking to improve the student's linguistic self-expression and interest in learning their native language, as well as in literature - a guide for students into the world of great culture.

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