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In her chapter on the transcription of the names of Czech cities in Russian texts, Stanislava Adámková covers the problems surrounding the absence of a unified standard for the use of Czech names in Russian texts. The absence of a set standard leads to very arbitrary usage for proper nouns, which makes international communication more difficult. The author aims to summarize the results of research by Czech and foreign experts and, using these together with her own research on practical examples of transcribing the names of Czech cities, to help beginning translators and other participants in the international community correctly use Czech proper nouns in Russian texts. This contribution acquaints the reader with the primary methods for transferring Czech toponyms into Russian, and includes, in a simple table, a guide to transcription of Czech names into Russian.
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Some difficulties that may arise in the process of teaching Russian as a foreign language to Polish students with the help of literary texts can be determined by a variety of factors. Subjective factors, which are largely conditioned by the shaping and developing of the students' clip thinking, do not contribute to an effective acquisition of a foreign language. Therefore, it seems reasonable to change our approach to teaching Russian to the students of the homo clipus generation. Similarly, a new approach should be introduced in the process of learning and teaching a foreign language with the use of literary texts. Accordingly, the article will propose certain solutions to this problem and describe workable means of arriving at them.
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Classes for Russian as a foreign language need to pay special attention to work with intonation structures (IS) that can be used in different ways depending on the communicative situation or, depending on the function of the IS in context. It is also necessary to take into account features of intonation structures of native language students Russian as a foreign language.
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The article discusses the difficulties of interpreting sounding text (educational lectures, specialty) pupils nefrologie within the problems of teaching Russian language for special purposes. Marked subjective difficulties associated with the characteristics of the recipient addressee of scientific-pedagogical discourse, and objective difficulties caused by the complexity of the scientific knowledge and the difficulty of its perception. The necessity to study and describe the linguistic teaching lectures as implementation of scientific-pedagogical discourse in the interest of a scientifically sound and methodologically appropriate system for the formation of skills of perception of lectures for foreign students and its implementation in a modern high-quality textbooks.
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The article is concerned with the emotional attitude person representations in syntactic structures. The emotional attitude person is represented in different structures connected with the definite variety of the emotional attitude. The paper deals also with the correlation of the emotional and rational aspects in the emotional attitude structure.
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The Russian language is characterized by a big number of parallel forms at the level of verb formation which can be the reason for a lot of problems when communicating. At the same time the problem ofvariability in the Russian literary language at the level the verb formation hasn’t yet been studied thoroughly in spite of the careful attention paid to the verb category research by scientists. In the past there were more parallels ofthis kind and modern period of the development is still marked by some variations in choosing the verb form. This means that the problem of variation is still a topical problem of the linguistics. However there are not strict rules for the usage of these variations of the verb forms and it can lead to some problems when teaching the Russian language. Detailed study of each type of the variation in the history of the language gives an opportunity to propose perspectives of the phenomena development and will help to create general rules for the forms usage. The following article studies double parallels the verb forms have at the modern stage of the Russian language development. First of all these are verb forms of the present tense ending in –ать (for example каплет и капает, машет и махает etc); variative forms of the past tenses in verbs with suffix -ну- (for example (мокнул и мок etc) an the others. When teaching Russian as a foreign language one should pay attention to the usage of these parallel forms in the speech, accompany the teaching with available historic comments; give recommendations about the usage of these forms in accordance with their stylistic and semantic differentiation in the language. We consider this deviation from the norms of the modern language to be the common feature of all forms.
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The article is devoted to the problem of subjective semantic fields’ interaction. Author distinguishes the following semantic fields, which are actual to the modern Russian: adversativity semantics, semantics of subjective (modal) limitation, semantics of indifference – for these fields the semantics of subjective negation is invariant.
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This article examines the stereotype of the disease in the paremiological picture of the world of Russian and Czech peoples in comparative cross-cultural terms. The perception of the disease and its verbal realization in the proverbs of the two Slavic peoples has both general and specific to each nation features. Versatility is explained by common thinking and association of human perception, national identity is connected with extralinguistic factors, peculiarities of historical development of Russian and Czech peoples, traditions and mentality.
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The author of the paper introduces several basic terms from the sphere of orthography and punctuation and reflects their mutual relationship in Czech and Russian. In the paper the author mentions some of their definitions that are not always unambiguous, comments on them and compare to each other, which includes comparing between languages. Greater attention is paid to punctuation and punctuation and other marks as well as to other tendencies and problematic phenomena that are not captured in codification manuals. He points out the different understanding of punctuation in Czech and Russian. There are also presented some terms and definitions from the typography sphere, that has close relationship with orthography and punctuation. However, typography and the visual side of the text is in the background among linguists, although the differences (especially in practice) between the languages are significant and there is the high level of interference between them. Based on some sameness between orthography and typography there is established a new term, typographic-orthographic phenomenon, which should connect the spheres of orthography, punctuation and typography.
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The article is dedicated to the research of specificity of language material selection for introduction of Russian imperative mood in “Russian as a foreign language” (“RFL”) classes. Authentic language materials from different discourses that best showcase the diversity of modern Russian language (such as young people slang, jargons, common folk slang etc.) are required for the modern approach of communicative competence improvement.
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This article describes some features of modern Russian speech, through an analysis of the phonetic, lexical, morphological and syntactic material in the film “Serf”. This material can be used in teaching Russian to foreign higher education students with advanced language skills.
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The article raises issues of understanding the boundaries in the Russian linguistic worldview, comparing mental imagery of boundaries in the native speakers of the Russian language and of other languages. Based on song lyrics and an extensive associative survey, the authors draw conclusions about the key features of the perception of boundary in the Russian language native speakers, communication boundary and dialogue as surmounting of boundary.
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Improvement of spelling should be done for the benefit of the writer. Changes in spelling should have a positive effect on the spelling of students. The new edition of the spelling rules and spelling dictionary only unified some spellings. However, Russian spelling did not become more simple to use and did not save the writers from errors that were allowed before the new version of the spelling rules was published.
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In the second language teaching, first of all, Russian language teaching and learning, one of the main sources of cultural information and information about country are the textbooks. The aim of this study is to identify and describe the concepts of Russia, Russian culture and Russians as presented in the textbooks of Russian as a foreign language recently published in the Czech Republic. It will help to formulate an idea of Russia, Russian culture and Russians formed in the Czech students’ minds at the lessons. Written texts and audio, texts of grammatical and lexical exercises that contain geografical and cultural information about Russia and the Russian culture form the data for the study. Three Russian language textbook sets “Радуга по-новому” (Fraus, 2007-2010 ), “Učebnice součastné ruštiny, 1. díl” (Computer press, 2009) и “Класс!” (Klett, 2010-2011) have been used for the present study. The study employs the methodology of conceptual analysis of the texts developed by N. D. Arutyunova, L. G. Babenko, S. E. Nikitina, and E. V. Rakhilina among the other scholars. In particular, we have analysed contexts of the key words that represent the concepts (Россия, Российская федерация, русский, россиянин, российский, etc.), as well as words expressing different geografical objects, realities of Russian culture (Москва, Санкт-Петербург, Волга, матрешка, etc.), names of cultural and historical figures. A thematic analysis of texts was made to describe the volume of country and cultural information. The results of the study can be valuable for Russian language teachers, authors and editors of textbooks and teaching materials, philologists, specialists in the cognitive linguistics, culture studies, anthropology and other human studies.
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The article deals with the question of the way how to help students to acquire new lexical material while studying Russian as a foreign language and how to strengthen such an ability even in the frame of communication in Russian in the real life. This process is taken into account as a complex of the knowledge of the lexical unit, of its meaning or meanings and its grammatical characteristics aiming at the development of the ability of the student to use the new lexical material in the right grammatical form. The article shows how to draw up a new type of exercises which are suitable to develop and strengthen exactly this ability.
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The coexistence of Russian and Belarusian languages on the territory of Belarus leads to an active mixture of the systems of these languages, which is reflected, among other things, in the mistakes that Belarusians allow in both oral and written language. Particularly important is the problem of such superimposition of systems in official and business writing.
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Phraseological units occupy a special role in the language as well as in the speech of each person. Due to the fact it is possible to distinguish the cultural component in the semantics of almost any set expression, which manifests the mentality of the nation, it is necessary to study idioms systematically and to include them in daily communication, which will contribute to a more effective development of communicative and linguistic-cultural competence of foreign students. The article discusses the selection problem of a certain group of phraseological units for the purpose of studying them among the Slovak students, as well as the issues of working out a presentation and semantisation of phraseological units in various university classes.
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The article deals with the ways of home reading work organization during the Russian language studying process by Hungarian philological students in out of the language country surrounding. Home reading is supposed to be an important part of the education and let students to present in the Russian language communication. Home reading work is organized in the different aspects of the language studying: vocabulary and grammar training, oral speech and writing development skills, translation, the Russian culture and literature acquaintance.
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The article discusses the concept of phonetic literacy, its definition and role in the process of learning Russian as a foreign language in the Czech audience. The concept of phonetic literacy is opposed to the commonly used term "phonetic minimum".
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