scholarly journals PROBLEMS OF TRANSLATING RUSSIAN RELIGIOUS LITERATURE INTO CHINESE FOR CHINESE TRANSLATORS (ON THE EXAMPLE OF A. VARLAMOV’S NOVEL «THE SUNKEN ARK»)

2021 ◽  
Vol 6 (10(60)) ◽  
pp. 21-23
Author(s):  
Shuya Cao
Keyword(s):  
Language Learners ◽  
Language Barrier ◽  
Russian Language ◽  
Religious Literature ◽  
Religious Philosophy ◽  
Russian Orthodoxy ◽  
Literary Art

Varlamov’s novel «The Sunken Ark» is a philosophical story about Russian Orthodoxy, which also affected Chinese readers. The author focused his attention on the translation of this novel. What problems are there in Russian religious literature for Chinese translators and even Russian language learners? Three issues are analyzed, from basic religious vocabulary to religious philosophy. You can get to literary art by overcoming the language barrier.

Obtaining English translations of Russian publications in the Earth Sciences - an English view

1983 ◽  
Vol 120 (2) ◽  
pp. 183-186 ◽  
Author(s):  
P. J. S. Miles
Keyword(s):  
Earth Sciences ◽  
English Translation ◽  
Language Barrier ◽  
Russian Language ◽  
The Earth ◽  
Course Of Action ◽  
English Translations ◽  
The Russian Language

SummaryA course of action is described for obtaining an English translation of a Russian geological text. It is suggested that the Russian ‘language barrier’ in this field is largely psychological.

Morphosyntactic Knowledge in Late Second Language Learners and Heritage Speakers of Russian

2019 ◽  
Vol 16 (2) ◽  
pp. 124-150
Author(s):  
Kira Gor
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Developmental Trajectories ◽  
Judgment Task ◽  
Russian Language ◽  
Heritage Speakers ◽  
Language Curriculum ◽  
Grammaticality Judgment ◽  
Early Learners

The current study pursues two goals. First, it establishes developmental trajectories in the acquisition of 10 morphosyntactic features of Russian by American learners, using a grammaticality judgment task (GJT), an offline test of morphosyntactic knowledge that allows for direct comparison of native and nonnative performance through a highly controlled set of materials. Second, it compares the performance of late second language learners and heritage speakers (early learners) of Russian matched in global proficiency as established by the ACTFL Oral Proficiency Interview (OPI), and ranging from Intermediate to Superior proficiency. The study demonstrates that heritage speakers outperform late second language learners on most, but not all the morphosyntactic features tested in the GJT. These findings shed new light on the development of nonnative grammatical knowledge in early and late learners of Russian, and will inform Russian language curriculum development.

scholarly journals A longitudinal study of language learners’ images about Russia

2016 ◽  
Vol 4 (2) ◽  
pp. 103-117
Author(s):  
Larisa Nikitina
Keyword(s):  
Longitudinal Study ◽  
Language Learners ◽  
Research Literature ◽  
Russian Language ◽  
Target Language ◽  
Systematic Classification ◽  
European Languages ◽  
East Malaysia ◽  
Questionnaire Surveys

Abstract Several studies in the field of applied linguistics have explored images held by language learners about a target language country. However, for the most part, these studies focused on learners of modern European languages, such as German, Spanish and French and they were conducted in Western educational contexts. Besides, none of the previous investigations attempted to conduct a systematic classification of the language learners’ images. The present longitudinal study addressed these gaps in the research literature. It explored images about Russia held by Malaysian learners of the Russian language in a large university in East Malaysia. This article reports the findings of three questionnaire surveys conducted in 2004, 2007 and 2010. It was found that the images about Russia held by the participants were diverse and clustered around eight countryrelated aspects. Content of some categories of images was stable and changed little over time. Other categories were more fluid and more prone to change. The paper concludes with a discussion of pedagogical implications that can be derived from the findings.

scholarly journals Creating an Online Russian as a Foreign Language Course during the COVID-19 Epidemic

2021 ◽  
Vol 19 (1) ◽  
pp. 7-20
Author(s):  
Simona Berardi
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Political Science ◽  
Language Learners ◽  
Educational Process ◽  
Russian Language ◽  
Online Course ◽  
Computer Assisted ◽  
Science Students ◽  
The University

In March 2020, due to the coronavirus epidemic all Italian universities switched to online classes and managed to ensure the right to education. Making the switch to online learning, teachers faced new difficulties that they had to sort out immediately. The purpose of the research is to provide scientific and methodological substantiation of the development of the online course of Russian as a foreign language at the University of Bologna. Due to the coronavirus lockdown, such a course was considered as the only possible way to provide the educational process. The author of the article made an attempt to empirically determine the potential of information technology used to organize a productive learning environment for language learners (including Russian-language learners). The article analyses the way the online educational process was organized to teach Russian to political science students of the University of Bologna (Forl Campus). The researcher studied the structure and functions of the IOL and Virtuale learning environment on the Moodle platform, as well as the means of interaction between students and teachers. The methods for analysing distance learning research papers and empirical methods for assessing the communicative-speech activity of Italian students attending the online Russian language course were used. Apart from that, based on the results of the survey conducted to find out the learners attitude to online education, a psychological and pedagogical analysis of the students educational activities was carried out. The researcher clarified the definition of e-learning, and considered the cognitive theory of multimedia learning in terms of effective transmission of information during the educational process and direct communication with students. As for the theoretical significance of the article, the author made an attempt to substantiate the need to create and use distance courses for students learning foreign languages (in particular Russian). As for the practical significance of this work, the researcher developed practice-oriented modular computer environment to teach Russian as a foreign language and considered computer-assisted language learning. Methodologies to increase linguistic, communicative and regional geographic competencies of Italian students were developed. In addition, new multimedia educational resources were introduced into the process of teaching political science students. The author summed up the results of the study, analysed the weak and strong points of the online course and proposed the ways to improve it.

scholarly journals The philosophical language of Russia as a factor of cultural unity

2019 ◽  
pp. 1-11
Author(s):  
Vladimir Shakirovich, Sabirov ◽  
Olga Sergeevn Soina
Keyword(s):  
Cultural Context ◽  
Russian Language ◽  
Russian Philosophy ◽  
Cultural Tradition ◽  
Religious Philosophy ◽  
Silver Age ◽  
Philosophical Reflection ◽  
Language Functions ◽  
Further Development ◽  
Russian Idea

The Russian language functions not only at the ordinary, literary, but also professional levels. Philosophical reflection is an important part of communication in Russian. It includes some fundamental concepts in Russian religious philosophy, embodied in specific language, mostly peculiar to this spiritual and intellectual tradition: the Russian idea, unity, Sofia, sobornost, God-mankind, Russian cosmism, cosmedicy etc. This tradition, was tragically interrupted in 1917 and dropped out of the cultural context of our country for decades, began to return Home in the 80–90-years of the twentieth century. Its ideas, meanings and values can serve as a basis for the cultural unity of our Fatherland, because they are a reflection and expression of the special features of the Russian mentality. Despite the "Russian" nature of many words and concepts used by Russian thinkers, they go beyond the domestic cultural tradition in terms of content and have a universal meaning, so that the Russian philosophy of the Silver age becomes readable and revered not only in our country but also abroad. This article deals with three main problems of Russian philosophy: the Russian idea, unity and the doctrine of Sofia. The Russian idea is not only an attempt to theoretically comprehend the fate of Russia, the specifics of Russian culture and the Russian type of man, but also an experience of philosophical reflection on the preservation, transformation and salvation of man and humanity in General. Its universal value lies in the antientropic direction of Russian thought. Unity also offers a way of human development, which does not destroy the identity of peoples, cultures and civilizations, and involves strengthening the unity of mankind on the basis of their further development. The teaching about Sophia or sophiology means overcoming the materialistic perception of the world based on cultivation of a particular spiritual aesthetic, the ability to see harmony and beauty even in the seemingly unlovable things

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