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This article offers some possibilities of using paremiological material in the process of studying various areas of Russian linguistics. It is giving some examples of the introduction of proverbs and sayings in the learning process, depending on the level of knowledge of students, on the purpose, etc. The article also considers the problem of determining the place of proverbs and sayings in relation to language.
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The general idea of the dictionary of active type was introduced by A. Rey and S. Delesalle: «a dictionary begins to live from the moment when it presents not only meaning of the words but their functioning» (1983). The concept of active dictionary was further developed in Russian studies. If A. Rey and S. Delesalle focused on pragmatic information in a dictionary entry, Russian lexicographers discuss the problem of the relation between linguistic and encyclopedic information in the dictionary, offering to "walk away" from the minimization of the classical dictionaries (Gak 1988). In the modern theoretical lexicography it is of importance to create a universal/active dictionary: the purpose of the dictionary, the recipient, the amount of lexicographic information, methods of presentation, sources and metalanguage (Apresyan 2014). The main concepts of the active bilingual lexicography are reflected in the French-Russian dictionary of active type, which has a different purpose than active monolingual dictionaries and "aims to show explicitly relationships between language and speech: … show the transition from a system of word meaning and its translation to typed contextual meanings and their translation, noting the diverse resources available to the target language to convey various meanings of the source language" (Gak, Triomphe 1998). The authors follow cognitive-encyclopedic trend, including not typical for a bilingual dictionary information about the thematic groups ("soccer" and "chess" vocabulary, kinship terms, card games, etc.), about the composition and functioning, for example, causal verbs, speech genres of the fear, the prohibition, as well as the ways of expressing the questioning and the negation, etc. – information that facilitates the development of system and functional parameters of the language. In this case, we can speak about a different recipient of the dictionary – about the user who is mastering a foreign language. The user simultaneously receives knowledge of language and knowledge about language. Pragmatic information (the emotional-evaluative, national, cultural, ideological, gender, social, etc.) is not conceptually comprehended as an object of lexicographic description and it is presented incompletely, inconsistently and it is often controversial.
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Linguoculturology is still formed as a linguistic science and innovative academic discipline. In our article we try to show the main trends in the development of this linguistic discipline in the conditions of Slovak higher education on the field of Russian studies. We touch upon the questions related to the scientific analysis of language and linguistic reality by means of linguo-cultural theory, methodological and systemic issues connected with the subject of linguo-cultural studies triad of influences: the language – human being – the culture.
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The study of the urban speech is an integral part of the national language and culture study. Belarusian urban speech is especially interesting because of involving two closely related languages in its formation. This interference is most evident on the lexical level. Lexical features of urban speech depend on the place of birth, age, education, field of activity and gender of the speaker and may vary in different communicative situations. The data in the report are based on the materials collected by the author in person.
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The article addresses the problem of describing the proper name for training purposes. The proper name is qualified as a reference unit in the structure of obligatory knowledge. It is emphasized that knowledge is compulsory assimilation and mastery of a certain set of onomastic units. Consequently, in language training, first of all, it is necessary to allocate these onomastic units and determine their content. On this basis, it can be offered ways to describe Onims in educational dictionaries.
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The article deals with the factors that have influence on the linguistic identity formation of a modern Ukrainian. This article attempts to describe the language situation in Ukraine. On one hand, even after the independence proclamation and assertion of status of Ukrainian as the state language, a considerable part of population continues to speak Russian. On the other hand, restriction of the spheres of Russian usage, and insufficient Ukrainian language competence of representatives from various professional fields has led to the the promotion of a general expansion of a phenomenon known as surzhyk. One of the spheres of living, where Ukrainian takes the main position during independence on the territory of almost all state, is the sphere of education. Although, a consequence of this situation in many cases is pupils’ passive mastery of Ukrainian. Even after attempts of realizing serious state educational programs, we realistically do not have hopes to increase the level of Ukrainian mastery. At secondary schools Ukrainian is studied as a subject, but, according to the poll, taken by our scientists, it doesn’t influence on the quality and quantity of communication in Ukrainian in private and public life. Ukrainians of different ages, members of various social groups, and residents of some regions participated in the poll. This poll is empiric base of the given research. One of the results of this poll is that most respondents’ recognized the irrationality of the removal of Russian as a compulsory language from school curriculum. The poll results have helped to determine the peculiarities of linguistic identity of representatives of different generations, and show tendencies to form linguistic identity of Ukrainian pupils.
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The report on the material of titles of Russian electronic media analyzes the polycode phenomenon as one of the specific features of the modern media text, caused by tendency to globalization. We study such manifestation of polycode phenomenon as the use of a foreign graphic in the Russian-language text headlines. The headers of Russian internet media actively involve untapped foreign-language graphical elements (Загнанные в Google, Всевидящий Glass), poligrafixation (Массовый PSYхоз, DDoSтали, SMS-ополчение), transliteration, Russian words in a foreign graphics (Загадочная русская dacha, Доктор Aibolit). These elements have great expressive potential to use them as part of the language game. Foreign-language elements are used for the transformation of precedent phenomena (Вишневый cash, SIM, SIM, откройся), are played semantically and phonetically as part of puns.
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The paper deals with the debatable point of modern linguistics – the predicatives which express the state in the broad sense and are using exclusively as a predicate in a non-subject sentences. The author considers the specifics of such words on the material of youth slang. In the spotlight are the lexical, morphemic, morphological and syntactic features of the analyzed category of words.
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Contemporary dialect discurse reflects the results of inter-dialectal and inter-cultural interaction as well as the peculiarities of the mentality of the people, who represent traditional folk culture. The paper is devoted to the metatextual utterences of the folk language speakers in the polyethnic Middile Irtysh region, which demonstrate the understanding and interpretation of their own and others’ speech, their own and others’ nation.
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9-11 мая 2016 года в г. Брно в двенадцатый раз прошла международная научная конференция «Актуальные проблемы обучения русскому языку XII». Конференция продолжила серию конференций (2012 г., 2014 г.), организованных кафедрой русского языка и литературы педагогического факультета Университета им. Т. Г. Масарика и направленных на исследование актуальных проблем обучения русскому языку, а именно – на проблемы методики преподавания русского языка и литературы, проблемы лингвистики и литературоведения. В конференции приняли участие ученые из России, Украины, Белоруссии, Чехии, Словакии, Польши, Казахстана и Франции.
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In the early days before smart phones, social media, and iPads, TESL teachers at AU were divided into two camps in their ideas of IT in language classes – those who were comfortable with modern technology and those who were concerned cables, cameras and screens would negatively transform the learning/teaching environment. I sat somewhere in‑between but when, shortly after a Diverse Conference (Developing Innovative Visual Educational Resources for Students Everywhere), an enthusiastic teacher at MU asked me if I was interested in bringing our classes together via videoconference, enthusiasm surpassed concern and I became part of the techie group. Both of us agreed lectures and presentations were not something we wanted in our ‘undivided’ (or divided by distance only) classroom. We intended to create a unique environment where students could interact with each other and not use this unique VC environment for Q & As after a presentation or lecture.
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The authors take a sociopragmatic approach to their use of videoconferencing. The feedback from their programme reveals not only the linguistic challenges of using English as a Lingua Franca but also the socio-cultural challenges inherent in exchanges between students from different countries and cultural backgrounds as well as at different stages of linguistic and emotional development. The programme contributes to raising students’ awareness of related issues and practical workarounds. It also shows how videoconferencing can open an international window while maximising the reassurance of a familiar setting in order to minimise the shock of the new.
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The author outlines a detailed range of practical measures to ensure the success of using videoconferencing to develop research writing. The examples given highlight the technical challenges, but effective solutions and measures are presented. Clear parameters are listed and explained in using videoconferencing, and the importance of grounding parameters such as co-presence, visibility and audibility is stressed. The importance of establishing a community focus of support with both students and teachers can help with key issues of giving, receiving and acting on feedback. The article features detailed feedback from students on the effectiveness of the programme.
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The authors focus on the needs of geographically disperse researchers, who are able to gain a sense of community and increase their confidence through videoconferencing. The article gives practical advice and shows how writing research groups can be set up and best supported. This chapter also presents how language educators can play a flexible role in facilitating such a programme and addresses relevant technical issues and workarounds. Key points and options relating to structure, timing and frequency are discussed in detail.
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The author provides a detailed case study and reflective account of the aBerNo project. The course, making full use of videoconferencing, covered all four language learning skills through the teaching of key academic skills. The article covers key stages in the course’s development and highlights the work expected and outcomes achieved. Many technology-related issues are discussed, as are assessment procedures. The author provides a personal insight into the workings of a carefully developed project designed to enhance both the linguistic and academic skills of high-level students.
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The authors highlight the processes and outcomes of videoconferencing using an active participation approach. Two contrasting student groups at different universities were able to participate in a varied programme of tasks using creativity to improve socio-linguistic skills. The course was task-orientated, with the learners generating or sourcing the majority of materials. A mix of the theoretical and the practical was used to underpin the programme.
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The article presents an ethnolinguistic analysis of the vocabulary of calendar rituals as part of the lexicon of the traditional folk culture of the Gorani, Islamized Bulgarians. They form one of the Slavic enclaves in Albania. By professing Islam, the Gorani retain the old Christian calendar, which, however, has been rethought in view of agricultural tasks and general well-being. The dominant part of the ritual terminology is of domestic origin (Stredzima, Korezelyanitsi, Blagoets), with the exception of the names of the Muslim rites (Kurban Bayram, Ramadan Bayram, Nevruz). There are cases of the folk etymology among the chrononyms.
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I discuss holistic and partial predicate ontologies, with focus on the realization of static spatiotemporal predicates in Russian and Bulgarian. I follow the distribution of three constructions with dative case marking on the semantic subject. Modern Bulgarian and Modern Russian share only one of them – dative-predicative structures (DPS), while Russian and Old Slavic languages also use dative-infinitive structures (DIS) as the main cue of expressing the meaning of external modality. The third type – hybrid predicates headed by a negative existential – is a bridge construction between DIS and DPS. Hybrid predicates like негде спать (no place to sleep), некого винить (no one to blame) originated in Old Russian as embedded DIS sentences, but drifted towards DPS. They are partly integrated in the ontology of the Modern Russian DPS construction and behave as modal predicatives with a number of deviating features.
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The paper presents a detailed review of Bulgarian grammar works (19th c. – 21st c.) on the so-called numerical form of non-person plural masculine nouns. To this end, the content of the object quantity relations and their expression in language have been reconsidered. The distinction between definite quantity and indefinite quantity has been introduced, definite quantity being further subdivided into exact definite quantity and approximate definite quantity. It is suggested that the term numerical form (broyna forma) should be replaced by the more appropriate term definite quantity form (forma za opredeleno kolichestvo). The paper also focuses on the status, meaning and use of masculine-person numerals.
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The paper presents initial observations on the status of the composite type ‘koyto shte da e’. For this purpose, extensive illustrative material was extracted and considered from Bulgarian corpora and from Internet. The usages of this composite as indefinite pronoun were described as well as its usages as weak subordinator. Due to the weakened subordinator nature, the composite has been interpreted rather as a separate predicative unit in speech. In the first case the composite is a synonym of the pronouns of type ‘(to) i da e’ while in the second case it is synonymous to the expression ‘no matter who’. Attention has been paid also to the contexts, in which the pronoun and predicative usages compete. In both realizations however ‘koyto shte da e’ has been marked with the feature [+absolute arbitrariness of choice] and it expresses higher degrees of emphasis. We suppose that these characteristics of the composite are due to the inclusion of the modal formant ‘shte’. It has been shown that in the process of grammaticalization from the concessive subordinators to indefinite pronouns there exist various transitional stages between the predicative nature and the nominal one.
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