Wyniki wyszukiwania - Biblioteka Nauki

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Семантические процессы в русском языке на рубеже веков

100%

Ермакова О.

Acta Neophilologica

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2006

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nr VIII

23-32

EN

The authoress discusses semantic processes in the modern Russian language as a feature of the democratization of the language. Those processes - the subject of the authoress’ researches - are caused mainly by changes in the social and political system and also by changes in the ideological orientation of the country. The authoress ascertains the disappearance of the difference between the literary norm and the various spheres of linguistic communication, especially of current speech.

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TRAINING IN MODELLING OF WRITTEN BUSINESS TEXTS

80%

Kulgildinova T. , Balgazina B.

Acta Neophilologica

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2013

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tom XV/1

81-87

EN

The article deals with the problem of teaching students (both native speakers and foreigners) how to model and write business texts. The paper also describes the main characteristics of the organization of a text document. In order to make the business text the effective means of achieving a communicative goal, it is necessary to have special strategies and tactics of the discourse: strategy of informing, encouraging strategy, the strategy of persuasion, and strategy commitments. Knowledge of the discursive strategies and tactics of written business communication, as well as the laws that form the content aspect of writing and the ability to use them in accordance with the purposes and conditions of communication is the key to successful business communication in Russian.

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ГОТОВНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ З РОСІЙСЬКОЇ МОВИ

80%

Бірюк Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 5(59)

71-78

EN

The purpose of the article is to determine the primary education teachers’ readiness to Russian (second foreign) language professional activity and the characteristics of its components. The specifics of the research required combining general scientific methods and theoretical search. In the paper the definition of the mentioned readiness is given and its components are pointed out: communicative and motivational, communicative and informative, communicative and technological. In particular, the indicators of the communicative and motivational components are: formation of positive emotional and evaluative attitude to the teaching profession, understanding historically conditioned cultural diversity in the state, interest and desire to study the Russian language, setting the purpose, educational activities objectives as a form of creativity, success desire, the ability to mobilize, responsibility, the necessity to deepen and improve professional skills in the field of linguistics. Information and communication component includes such indicators: understanding of the theoretical concept of speech and language, knowledge of the Russian language system; the ability to use classroom expressions necessary for learning activities taking into account children’s communication areas and topics. In particular, a student must know: 1) the purpose, tasks, contents, methods of teaching primary school children’s communication, the laws of this age group speech development, the peculiarities of teaching organization, the curriculum, training program and teaching and learning means; 2) to know linguistic and communicative features of teaching primary school pupils; 3) to know the basics of communication theory. Communicative and technological component of readiness to the Russian language communicative competence forming includes operational and technological skills: the ability to use active and interactive technologies, including the ability to make a game, modeling, project activities; the ability to form language, speech and socio-cultural components of communicative competence. Conclusions. The mentioned readiness is considered as a steady start integrated feature of a person the essence of which is the motivational system and communicative skills in the ability to teach the Russian language to primary school pupils. We consider further it is advisable to determine the criteria and levels of the studied quality formation.

4

The Role of the Russian and Inorodcy Languages in the Muslim Question of the 19th and 20th Centuries

80%

D’Oro G.

Academic Journal of Modern Philology

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2021

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nr 14

101-116

EN

The divergent positions of Nikolai Ivanovich Ilminsky (1822–1891) and Ismail Bey Gasprinskii (1851–1914) on education, provide the starting point for a reflection on the complex linguistic question in reference to the nonRussian communities of the Empire that took place at the end of the 19th century. Through the content of the social and literary activity of Ismail Bey Gasprinskii, I intend to deepen the point of view of the Crimean Tatar enlightener on the importance of the language of instruction in the inorodcy’s (aliens) school, a tool necessary to counteract cultural and political isolation of Russian Muslims, to encourage the sblizhenie (rapprochement) between the Russians and Tatars. The socio-political implications of the linguistic question allow us to go beyond its borders, to reflect on the vopros ob inorodcach (question about aliens) and the current samobytnos (self-being) in connection with the issue of identities in multicultural Russia.

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«Кавказская» лексика в рассказе Льва Толстого «Набег» как пример межкультурного диалога в русской литературе

80%

Kula J.

Slavia Orientalis

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2015

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tom 64

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nr 1

51-65

EN

Russian language and literature serve as a mediator in multicultural communication in the Caucasus. Today Russian language is an everyday means of communication among both Russian and indigenous Caucasian peoples. A principal role in the spread of Russian language in the Caucasus has been embraced by teachers, educators, artists and, finally, Russian writers. At the same time their activities in the 19th century greatly contributed to the spread of the Caucasian culture in the high society of the European part of the Russian Empire. The main objective of this article is to analyze a short story by Leo Tolstoy, Raid, in terms of the significance of the vocabulary used there. The article presents some groups of words related to the cultural tradition, customs and ordinary life of the Caucasian peoples.The selected ‘Caucasian’ vocabulary includes names of clothes (i.e. burka, chogha, papakha), white weapon (i.e. dagger, shashka) and people (e.i. kunak,murid, naib). A number of examples illustrating the profusion of ‘Caucasian’ vocabulary in Tolstoy’s story have been quoted above. In the main part of the text several dictionary definitions (including the meaning, etymology, and use in fiction) of the ‘Caucasian’ terms have been provided, too. In the final part, the author draws some conclusions seeking to generalize the problem of combining the various groups of lexical items and different cultural and linguistic worlds in one literary piece of work. The author seems to have proved successfully that the combination of Russian literary language and foreign ‘Caucasian’ vocabulary in the works of Realism helps the readers to better understand the reality of the Caucasus. Additionally, this practice has lead to the inclusion of ‘Caucasian’ lexis in the dictionary of the modern Russian literary language

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ГОТОВНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ З РОСІЙСЬКОЇ МОВИ

80%

Бірюк Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 4(58)

192-199

EN

The purpose of the article is to determine the primary school teachers’ readiness to Russian (second foreign) language professional activity and the characteristics of its components. The specifics of the research required combining general scientific methods and theoretical search. In the paper the definition of the mentioned readiness is defined and its components are pointed out: communicative and motivational, communicative and informative, communicative and technological. In particular, the indicators of the communicative and motivational components are: formation of positive emotional and evaluative attitude to the teaching profession, understanding historically conditioned cultural diversity in the state, interest and desire to study the Russian language, setting the purpose, educational activities objectives as a form of creativity, success desire, the ability to mobilize, responsibility, the necessity to deepen and improve professional skills in the field of linguistics. Information and communication component includes such indicators: understanding the theoretical concept of speech and language, knowledge of the Russian language system; the ability to use classroom expressions necessary for learning activities taking into account children’s communication areas and topics. In particular, a student must know: 1) the purpose, tasks, contents, methods of teaching primary school children’s communication, the laws of this age group’s speech development, the peculiarities of teaching organization, the curriculum, training program and teaching and learning means; 2) to know linguistic and communicative features of teaching primary school pupils; 3) to know the basics of communication theory. Communicative and technological component of readiness to the Russian language communicative competence forming includes operational and technological skills: the ability to use active and interactive technologies, including the ability to make a game, modeling, project activities; the ability to form language, speech and socio-cultural components of communicative competence. Conclusions. The mentioned readiness is considered as a steady start integrated feature of a person the essence of which is the motivational system and communicative skills in the ability to teach the Russian language to primary school pupils. We consider further it is advisable to determine the criteria and levels of the studied quality formation.

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СЕМИОТИКА УЧЕБНОГО ПОСОБИЯ ДЛЯ ФОРМИРОВАНИЯ ЛИНГВОСОЦИОКУЛЬТУРНОЙ КОМПЕТЕНТНОСТИ ИНОСТРАННЫХ СТУДЕНТОВ-ФИЛОЛОГОВ

80%

Чунся Ч.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 4(48)

394-401

EN

The article is concerned with the problem of the philological foreign students’ lingo-socio-cultural competence formation. The objective of the article is to describe the semiotic system of the teaching guide for the competence formation. To achieve the objective the theoretical methods of research such as an analysis of the foreign language, semiotics teaching methodology sources have been used. The structure of the «lingo-socio-cultural competence» as the component of the communicative competence of the students in philological study is defined. Analysis of the curricula, as well as empiric research methods like students’ and lecturers’ questioning, in particular, has allowed to clarify the communicative requirements of the students and, on the ground of this, the methodological reasonability of the special teaching guide use for the lingo-socio-cultural competence formation has been defined. Creation of the teaching guide assumes the selection of the teaching material correspondingly to the students’ level of proficiency and the tasks of the particular skills development, that is why the demands to the creation of the teaching guide, methodology of its representation and activation are distinguished. One of the important directions in integral development of the teaching guide is its semiotics. Creation of the system of signs is in line with the didactic visualization principle realization, which is one of the methods of structuring and representation of the teaching material’s cognitive component, activation of the student’s intellectual activity. The key components of the teaching guide are the teaching fictional and publicistic texts of cultural orientation. Methods of a textbook subsidiaries’ creation are offered for the development of such texts reading and interpretation teaching methodology. Pictograms’ functions as forms of information representation are described. Reasoning of the research allowed to distinguished current directions of the scientific researches within the framework of solving the foreign students-philologists’ lingo-socio-cultural competence formation problem. One of such directions is the development of the teaching guide’s metalanguage.

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Ewa Golachowska, "Jak mówić do Pana Boga? Wielojęzyczność katolików na Białorusi na przełomie XX i XXI wieku". Instytut Slawistyki PAN, Wydawnictwo Agade, Warszawa 2012, ss. 189

80%

Ostrówka M. M.

Acta Baltico-Slavica

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2014

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tom 38

EN

The subject of the review is a book of Ewa Golachowska How to talk to God? The book is a report from the field. The author moves on the issue of distribution of functional languages spoken by Catholics in Belarus (Polish, Belarusian, Russian) in cross-generational. The book also includes texts that are a record of living speech of Catholics of all generations of Belarusian sites. They document important and dramatic events in the history of the Catholic Church in Belarus and the fate of his faithful, as well as the local Polish language, which goes along with its users.

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Специфика преподавания русского языка в российской школе: структура курса, проблемы и перспективы

80%

Kasperowa L. T. , Zubakina O. N.

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia

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2017

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tom 8

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nr 227

47-54

PL

The article is dedicated to the general description of the Russian language teaching system in Russia in the middle (5-9 forms) and senior (10-11 forms) school. This course is based on the system-activity approach underlying the Federal State Standard of the basic general education. Authors present the structure of the Russian Language course (the quantity of hours, variants of textbooks) and the final examination control (BSE, USE, a composition), and determine a range perspectives and problems of the modern education. Статья посвящена общему описанию системы преподавания в России предмета «Русский язык» в основной (5-9 классы) и старшей (10-11 классы) школе. Данный курс строится на основе системно-деятельностного подхода, определенного Федеральным государственным стандартом основного общего образования. Авторы представляют структуру курса «Русский язык» (количество часов, варианты учебников) и итоговый экзаменационный контроль (ОГЭ, ЕГЭ, сочинение), обозначают круг перспектив и проблем современного российского образования.

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Rosyjskie zapożyczenia w języku niemieckim

80%

Marek R. , Uniwersytet Łódzki K. J. N. i. S. P.

Acta Universitatis Lodziensis. Folia Linguistica Rossica

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2013

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tom 09

EN

The article attempts to present the impact of the co-existence of the Slavic and Germanic world on the formation of Slavic loanwords in German. The study focuses chiefly on the Russian loanwords in German. It presents and describes cultural, historical, political, and economic reasons for the transfer of the lexical elements of Russian origin to German. The aforementioned factors include: the impact of the hanseatic trade, political alliances, and conflicts. The work refers to loanwords of Russian origin that entered German throughout the ages. The article provides examples of words that describe typical Russian phenomena (e.g. Tundra), which counterparts had not existed in German before.

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O afektonimach w języku polskim i rosyjskim

80%

Rudyk A. , Uniwersytet Rzeszowski (Polska)

Acta Universitatis Lodziensis. Folia Linguistica Rossica

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2013

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tom 09

EN

The term affectonymes denotes the words or expressions used in intimate situations, usually between lovers and in the relationships between parents and their children. In this article the author deals with the analysis of the Polish and Russian affectonymes collected in the questionnaire carried out among the first-year MA students of Russian Studies at the University of Rzeszow.

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Особенности польской и российской „дороги к храму”

80%

Korzeniewska-Berczyńska J.

Acta Polono-Ruthenica

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2007

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tom Tom 1 Nr XII

129-135

EN

The following text is on the Polish and Russian religiousness from the comparative aspect. The authoress carried out the associative experiment on the population of 100 people. It concerned the examination of immediate reactions on the word (respectively) temple/xpam. The acquired results are the subject of the analysis forming the basis for the conclusions concerning few similarities and many differences between attitude towards religiousness in Poland and Russia.

13

О ментальной релятивности русских предлогов

80%

Цой (Tsoy) А. A. , Лодзинский университет K. я. И. р. П.

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tom 08

EN

The aim of the article is to determine the peculiarities of meaning of Russian prepositions. The relativity of syntactic words is analyzed on the bases of spatial prepositions. The article distinguishes three kinds of relativity: linguistic relativity, mental relativity, and real relativity.

14

Специфика сингулятивов

80%

Атанасова (Atanasova) И. I. , Великотырновский университет им. Кирилла и Мефория (Болгария)

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tom 08

EN

Singulatives are nouns that refer to individual objects separated from the mass substance. We analyze singulatives: their structure, relationships with various groups of nouns, and means of expressing singularity. Simple singulatives are formed by adding suffixes to material collective nouns denoting a substance consisting of separate homogeneous objects or small particles, crystals that have a particular form and may be seen with a naked eye. Descriptive singulatives are formed from physical nouns denoting liquid, amorphous, powder substance or soft and hard materials that have no particular shape and consist of particles that are invisible to the naked eye and cannot be separated from the mass substance.

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Глагольное ударение в конце XX-го – начале XXI-го веков: характеристика изменений

80%

Вох (Woch) И. J. , Лодзинский университет Kафедра языкознания Института русистики (Польша)

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tom 08

EN

The aim of the present paper is to discuss the problem of Russian word stress evolution within verb forms, which has been observed for the last twenty five years. There are certain groups of verbs, in which the word stress changes its place and this process can be caused by different tendencies (intralinguistic and extralinguistic). The stress variants can be observed in the monosyllabic verbs such as дать, пить, the short forms of participles or in the past tense forms. To show the changes in accentuation, the author of the article compares two orthoepic dictionaries, published at the end of the 20th century and at the beginning of the 21st century.

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Аналогия в процессе становления грамматической синонимии у глаголов в русском языке

80%

Колосова (Kolosova) Е. И. Y. I. , Казанский (Приволжский) федеральный университет

Acta Universitatis Lodziensis. Folia Linguistica Rossica

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2011

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tom 07

EN

The article deals with the problem of grammar synonimics of Russian verbs like «алкать – алчет/алкает; рыкать – рыкает/рычет» (found in their present tense forms), including conditions and reasons, bringing such synonyms to life, and the ways in which they keep on being used in the language. One can consider this research to be actual due to its historical (diachronic) aspect: the analysis of forms is based on a wide historical material, fixed in vocabularies throughout the entire period from 11th to 20th century. The research results in a description of reasons, making grammar synonimics to appear at the verb forms level, and of means synonimic pairs are divided (separated) in speech.

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Сравнительные конструкции с белый и черный в русском языке (в сопоставлении с польским biały и czarny)

80%

Narloch A.

Acta Polono-Ruthenica

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2007

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tom Tom 1 Nr XII

137-143

EN

The material to this article is based on the newest comparative dictionaries of Russian and Polish languages and also on other dictionaries, mostly explanatory dictionaries. Coloristic compa- rative constructions present a very interesting subject of linguistic research, from the one hand as a convenient instrument to research on human perceptions categorization. On the other hand- as a wide cultural and evaluative-estimating material. Some of the coloristic comparative expres- sions are characteristic for certain style of language only. A particular place in the article is taken up by the analysis of the semantic distribution of the analysed constructions in Russian and Polish language. With regard for it, the research material is divided onto three groups. The first group is constituted by constructions having an unlimited distribution, which can define with regard for the color any subject of an extralinguistic reality. The second group is assembling the constructions with a limited cohesion, in which group comes to reducing the potential objects to some class of expressions only. To the last group, can be included coloristic colorful expressions, defining with regard for the color, a semantically very limited group of words only. A frequency of using these or other comparative expressions is not directly dependant on a semantic distribution of the discussed constructions.

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Опыт категоризации говора кубанских казаков : постановка проблемы

80%

Zalewski J.

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne

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2013

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nr nr 11 (2)

285-294

EN

No region of Russia has such a distinct language of the original features as Kuban - the most southern Black Sea area, caught in the whirlpool of history. His name she received from flowing through its land river of the same name . History of settlement and base Kuban goes far back in hoary antiquity. Meots, Cimmerians, Scythians, Goths, Huns, Alans and Pechenegs, Khazars, Cumans, at a later time, the Greeks and the Turks, even the Genoese - who just have not seen Kuban steppes ! Already in the tenth century AD appear here Slavs Rus . Taman peninsula between the Black and Azov seas was formed Tmutarakan principality became for decades marginal fiefdom Russian princes. But as a result of the Mongol invasion principality was destroyed. Almost two and a half centuries, since the XVI century. Mongol- Tatar invaders were in the Kuban, obeying the almighty power of the Turkish Caliph, being subjects of the Crimean Khan.(original abstract)

19

О средствах увеличения иллокутивной силы реквестивных речевых актов (на примере польского и русского языков)

80%

Рудык А. , Жешувский университет К. р. ф. П.

Acta Universitatis Lodziensis. Folia Linguistica Rossica

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2014

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tom 10

EN

The aim of the present article is to describe and analyse the ways of boosting of the illocutionary force of the requestive speech acts. The examples were extracted from Katarzyna Grochola’s books and their translations into Russian.

20

Повтор как средство выражения эмоций (на материале русского и польского языков)

80%

Чапига З. , Жешувский университет (Польша)

Acta Universitatis Lodziensis. Folia Linguistica Rossica

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2014

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tom 10

EN

The present paper is devoted to the problem of repetition as a means of expressing emotions on the syntax level in Russian and in Polish. Not only individual lexemes can be repeated, but also phrases with the predicative function or even whole sentences. The number of repetitions may also vary – double ones are most common in both languages under investigation, multiple ones are rare in the data. Triple repetitions are relatively popular only in the Russian material. Repetitions are usually accompanied by other means of expressing emotions: exclamatory intonation, particles, emotional exclamations, comparative and superlative forms of adjectives and adverbs, comparisons, etc.