scholarly journals Translation of epic literature of the cognate linguocultures (on the example of Yakut translation of the Altai epos “Maadai-Kara”)

2020 ◽  
pp. 22-33
Author(s):  
Akulina Vasileva ◽  
Tatiana Petrovna Egorova
Keyword(s):  
Russian Language ◽  
Target Language ◽  
The World ◽  
Translation Techniques ◽  
Soviet Time ◽  
The Subject ◽  
Literary Techniques ◽  
Creative Team ◽  
Methods Of Reconstruction ◽  
The Russian Language

  The subject of this research is translation techniques of the epic literature of cognate linguocultures – Altai and Yakut. The relevance of this work is substantiated by the fact that mutual translation of epic texts is continued within the framework of international translation project for releasing a series of bilingual editions “Epic monuments of the Peoples of the World” initiated in Yakutia in 2014. The team translators and editors requires theoretically grounded recommendations for translation into cognate languages using the intermediary language, which in this case is Russian. The difficulties of translation consists in the fact that both epic texts have common origin, similar literary-poetic characteristics and plots. In the course of this research, the author applied the analysis of lexical translation techniques and methods of reconstruction of syntactic peculiarities of the original; compares the similarities and differences between the literary techniques of both epics texts; describes the essence of translation transformations conducted by the creative team in translation of Altai epos into the Yakut language Conducted in the Soviet time academic translations of epic texts of the peoples of the USSR into the Russian language are of high quality and conveyed national identity of the original. Russian language as an intermediary language gives fullest possible comprehension of the content of the original. If the language is of third linguistic culture and incapable of accurately conveying the national realias and poetic beauty of the original, the translators can refer to the original in the language unfamiliar to them. In order to adequately convey a particular realia, the translators should understand the similarity of common Turkic realias in both linguocultures and resist the temptation to replace the Altai realia with the analogous of their native linguoculture; as well as be able to shape a new word or phrase so that they would sound organically in the target language, but at the same time look non-native, alien, and foreign.  

scholarly journals EXTENSION OF THE SEMANTICS OF WORDS RELATING TO THE THEMATIC GROUP ‘PLANT WORLD’ (on the Material of the ‘Lexical Atlas of Russian Folk Dialects’)

2020 ◽  
Vol 12 (3) ◽  
pp. 41-48
Author(s):  
Nelli A. Krasovskaya ◽  
Keyword(s):  
Russian Language ◽  
Extended Sense ◽  
Systemic Analysis ◽  
Semantic Maps ◽  
The World ◽  
Secondary Meaning ◽  
The Subject ◽  
Transfer Mechanisms ◽  
The Russian Language

This article discusses the semantics of lexical units included in the thematic group ‘Plant World’. For a person with a traditional worldview, nature is the basis for the formation of a system of views, values, for numerous rethinking. The material for analysis in the article is provided not by a lexicographic source but by a linguo-geographical one. A collection of maps of the recently published first issue of The Plant World of the Lexical Atlas of Russian Folk Dialects allows us to make rather interesting observations. Work with the material of semantic maps makes it possible not only to establish changes in the semantics of lexical units but also to find areas that are associated with the use of a word in one or another secondary meaning. In some cases, there were created duplicate maps devoted solely to the functioning of lexical units in extended sense. Systemic analysis of maps makes it possible to identify patterns in the semantic shifts of lexemes denoting facts and phenomena of the world around as the main meaning. There have been revealed semantic shifts of lexemes from the thematic group ‘Plant World’ to the field of subject, locative and anthropomorphic registers. Such examples of the extensive use of words are not unexpected for the Russian language. It should also be emphasized that the analysis of comments and other materials accompanying maps allows us to establish the features of shifts in semantics. It has been determined that a shift to the subject and locative semantic register is mainly associated with metonymy mechanisms, while a shift to the area of the anthropomorphic semantic register – with the metaphorical transfer mechanisms. The author draws conclusions concerning both the use of map materials for analyzing the extension of semantics and the features of secondary nominations in lexemes belonging to the thematic group ‘Plant World’.

scholarly journals THE METHODOLOGY OF THE APPLICATION OF SUBJECT-LANGUAGE INTEGRATIVE TECHNOLOGIES FOR TEACHING THE RUSSIAN LANGUAGE AND TEACHING IN RUSSIAN USING THE EDUCATIONAL PLATFORM

2020 ◽  
Author(s):  
В.В. Богданчиков ◽  
Е.А. Тренкина ◽  
Т.А. Шорина
Keyword(s):  
Digital Technologies ◽  
Practical Experience ◽  
Russian Language ◽  
Nikolai Gogol ◽  
Communicative Skills ◽  
Advantages And Disadvantages ◽  
The World ◽  
Subject Areas ◽  
The Subject ◽  
The Russian Language

В статье рассматривается методика применения технологий предметно-языкового интегративного обучения в русских школах за рубежом. Рассматривается и анализируется опыт интеграции предметных областей «Русский язык» и «Окружающий мир». Описываются практический опыт занятий по русскому языку с использованием образовательной платформы в русской школе «Николай Гоголь» в Италии и примеры практической методики обучения фонетике, грамматике, лексике, видам речевой дея-тельности. Выявлены преимущества и недостатки применения цифровых технологий для обучения русскому языку и на русском языке. The article discusses the methodology of applying technologies of subject-language integrative teaching in Russian schools abroad. The experience of integration of the subject areas «Russian language» and «The world around us» is considered and analyzed. The practical experience of classes in the Russian language using the educational platform at the Russian school «Nikolai Gogol» in Italy is described, examples of practical methods of teaching phonetics, grammar, vocabulary, communicative skills activity are described. The advantages and disadvantages of using digital technologies for teaching the Russian language and in Russian are revealed.

scholarly journals BODY PART NOUN GROUPS WITH SPATIAL MEANINGS IN LINGUISTIC WORLD PICTURE

2021 ◽  
pp. 31-36
Author(s):  
Т.Е. Чаплыгина
Keyword(s):  
Native Speakers ◽  
Spatial Relations ◽  
Body Part ◽  
Russian Language ◽  
World Picture ◽  
The World ◽  
The Subject ◽  
The Russian Language

В статье рассматриваются особенности выражения пространственных отношений именными локативными группами с названиями частей тела. Анализ показал, что выбор предлогов в или на при выражении пространственных отношений существительными, называющими части тела, в большой степени обусловлен особенностями восприятия мира носителями русского языка. The article touches upon the subject of spatial relations expressed by means of body part names in Russian language. The research demonstrated, that the choice of prepositions v (in) or na (on) when expressing spatial relations with body part names is largely due to the peculiarities of the perception of the world by native speakers of the Russian language.

FIGURATIVE SIGNS IN THE STRUCTURE OF THE HUSBAND CONCEPT

2020 ◽  
Vol 76 (4) ◽  
pp. 177-190
Author(s):  
ANASTASIA M. KISELEVA ◽  
Keyword(s):  
Cognitive Linguistics ◽  
Basic Research ◽  
Russian Language ◽  
Research Material ◽  
The World ◽  
The Subject ◽  
Theory Of Codes ◽  
Russian Linguistic ◽  
The Russian Language ◽  
Comprehensive Study

Cognitive linguistics, which is booming today, addresses the topic of the study of concepts and their structures. The purpose of this article is to describe the figurative features of the husband concept in the Russian language picture of the world. The relevance of the study lies in the fact that the concepts that form the key macroconcept of a person in Russian and other language pictures of the world were not the subject of a detailed study. Scientific novelty consists in referring to the concept of a husband from the perspective of a comprehensive study of his figurative features within the framework of the theory of codes of Russian linguistic culture. The husband concept was not the subject of a separate study in linguistic literature. Basic research methods: descriptive, interpretative and conceptual. The research material was taken from the National Corps of the Russian Language (www.ruscorpora.ru), as well as from works of Russian classics. As the research material showed, the most productive are zoomorphic, artifact, property, anthropomorphic and vegetative codes of Russian linguistic culture. This conclusion is made on the basis of the number of examples objectifying the corresponding cognitive characteristics.

scholarly journals Specific features of Russian language varieties in “Zuleikha opens her eyes” by G. Yakhina and their translation into French and Dutch

2021 ◽  
Vol 2 (6) ◽  
pp. 234-241
Author(s):  
Natalia S. Bruffaerts ◽  
◽  
Katrien Lievois ◽  
Keyword(s):  
Dominant Strategy ◽  
Russian Language ◽  
Target Language ◽  
French Translation ◽  
Source Language ◽  
Language Varieties ◽  
Dutch Translation ◽  
Language Variety ◽  
Translation Techniques ◽  
The Russian Language

This research deals with the specific features of socially based varieties of the Russian language, namely prostorechie and prison jargon, used in Zuleikha Opens her Eyes by G. Yakhina and their translation into French and Dutch. The identified translation techniques included sociolinguistic equivalence, partial equivalence, standardization, calque and adaptation. The analysis revealed that the dominant strategy used to convey the elements of sub-standard Russian varieties into English is standardization. However, its use varies subject to the combination between the source language variety and the target language. In the Dutch translation, this technique is employed to translate 52% of argotic lexical units and 44% of prostorechie elements, i.e. about half of all the cases. This dominance is not so strong in the French translation — 11% of argotic lexical units and 42% of prostorechie elements, i.e. about more than a quarter of all the cases. As for argotic lexical units, translators recur to different techniques. In 41% of cases, both of them opt for partial equivalence, but argotic equivalents abound in French (47%), contrary to Dutch (6%). Standardization is used for 11% of cases in French, and for 53% of cases in Dutch. The translator into Dutch recurs to argotic lexical units in order to render 10% of prostorechie elements. Calques are used to render language errors, and rimes are conveyed through adaptation.

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

THE MAIN DIRECTIONS IN STUDYING OF THE MODERN RUSSIAN-LANGUAGE PR-DISCOURSE

Yazykoznaniye ◽  
2021 ◽  
pp. 82-91
Author(s):  
A.Yu. KHAKHALEVA
Keyword(s):  
English Language ◽  
Russian Language ◽  
Approaches To Studying ◽  
Linguistic Pragmatics ◽  
Positive Image ◽  
The Subject ◽  
Lexical Composition ◽  
The Russian Language ◽  
Linguistic Means ◽  
Modern Russian

The article discusses the main approaches to studying the modern Russian-language PR-discourse that represents a relatively new and actively developing sphere of communication. First of all, the researchers of the Russian-language PR-discourse analyze its lexical composition. In particular, they consider the ways of adapting the English-language PR-terms that play an important role in reflecting new objects of extralinguistic reality. Moreover, the linguistic means of this type of discourse are studied from the perspective of linguistic pragmatics. The works in this area emphasize the importance of such way of speech impact as suggestion and the corresponding pragmatic methods that is determined by the manipulative character of the Russian-language PR-discourse. In the light of this peculiarity, the linguists are also interested in the process of mythologization that consists in distorting the connections between the objects of reality and is aimed at creating the positive image of the subject of PR-communication.

scholarly journals Zastupljenost i obrada antropomorfnih i zoomorfnih frazema u Rusko-hrvatskome frazeološkom rječniku (2019)

2021 ◽  
pp. 107-121
Author(s):  
Branka Barčot
Keyword(s):  
Russian Language ◽  
The World ◽  
The Russian Language ◽  
Animal World

This paper presents the analysis of Russian animalistic phraseological units included in the Russian-Croatian Phraseological Dictionary (2019). In our research we focused on etalons that have the simile structure. Anthropomorphism and zoomorphism are two antipodes of the same reality within the language picture of the world – in our case it is the Russian language picture of the world. We believed that the anthropocentric perspective of the animal world was stronger than the ecocentric perspective, and that it has influenced the Russian language correspondingly, which has led us to the conclusion that there must be more Russian anthropomorphic similes than zoomomorphic similes. But the analysis that we have performed within the frames of the Russian-Croatian Phraseological Dictionary has not proven our hypothesis. The findings of this study suggest that there is an equal number of anthropomorphic and zoomorphic similes within the analyzed phraseological material.

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