Лиственница в русской и итальянской картинах мира: сопоставительный аспект

The article is devoted to the consideration of the linguistic and cultural potential of a literary text in Russian as a foreign language classes. The relevance of this work is due to the need to implement one of the important methodological provisions – the principle of the relationship between language and culture. An artistic text accumulates the cultural memory of the people; therefore, it becomes a source of linguistic and cultural information, which is represented by linguistic units containing culturally significant components. The purpose of the work is to identify the linguistic and didactic potential of a literary text (using the example of a poetic text by Marina Tsvetaeva) for use in the practice of teaching Russian as a foreign language. The article describes the cultural space as a way of reflecting the worldview of the people, reveals the interrelationships of text and culture, identifies and describes the features of an artistic text (imaginativeness, aesthetic function, emotional coloring, the presence of visual and expressive means, ambiguity and interpretability, manifestation of the creative individuality of the author). A literary text is considered as a source of linguistic and cultural information in three aspects: linguistic, cultural, and emotional. As a unit of learning, an artistic text is a complex and structured medium of information that performs a variety of functions: the development of competencies, the improvement of skills and abilities, the formation and development of critical and creative thinking, value attitudes, and support for metacognitive skills formed in the practice of mastering the native language and culture. The methodological development of a lesson in Russian as a foreign language is presented, in which the poetic text of Tsvetaeva is analyzed. During the lesson, students get acquainted with new words, comprehend the deep meanings laid down by the author of the text, identify visual and expressive means that ensure the realization of the emotional and aesthetic functions of the poetic text. Based on the work carried out, it is concluded that literary texts help students immerse themselves in the context of Russian culture and evaluate the cultural heritage of native speakers of the Russian language

The aim of the article is the analysis of the language of information technologies, the identification and description of its main features and its formation process. Lexical units of the language of information technologies and computer terms are studied on the basis of academic, technical and popular Russian and English scientific texts. Unlike the language of mass media, business, scientific, advertising, political, pedagogical, artistic, domestic and other discourses, the language of information technologies has not been sufficiently researched. There are practically no systematic and consistent works devoted to its formation. The relevance of the research topic is determined by the focus on the study of modern language tools that reflect the development of information and communication technologies for the effective implementation of professional communication in the context of globalization. The research employs general scientific methods of analysis, synthesis and generalization, as well as the method of electronic search in multimedia dictionaries and Internet resources. The article reveals the process of the formation of the language of information technologies: the emergence of the English neologisms and the adaptation of English-language borrowings in the Russian language. It also analyses the general use of modern computer terminology and its functioning in scientific discourse. The author concludes that the language in the field of information technology is constantly contributing to the lexical and phraseological systems of Russian and other languages, borrowing and accumulating English terms through replication, transliteration, transcription and other means of translation. In the process of the formation of the IT language, the appearance of numerous slang and jargon terms is observed.

The relevance of the research is due to the importance of forming a scientific linguistic picture of the world in the Russian language lessons as a cognitive component of the students’ linguistic worldview and to the need of developing linguistic-methodological foundations to achieve this aim. The aim of the study is to identify and describe the patterns of forming the scientific linguistic world picture in the process of teaching Russian in secondary schools. Theoretical analysis of scientific literature, observation, pedagogical experiment were used as scientific methods. The scientific publications on cultural linguistics, cognitive linguistics, theory and methodology of teaching the Russian language were the research materials. The definition of the concept “scientific linguistic picture of the world” is given in relation to the tasks of teaching the Russian language. The authors revealed that the formation of the scientific linguistic picture of the world is formed through learning new words and concepts as a result of observation, analysis and interpretation of language phenomena from linguistic positions during categorization and conceptualization primarily at the lexical level. The formation of scientific linguistic world picture is based on the knowledge, skills and abilities acquired at Russian language lessons and, to a certain extent, is set in the guidelines of the textbook authors. The main didactic means of forming the scientific linguistic world picture is the scientific linguistic text. The leading method of forming the scientific linguistic world picture is cognitive linguistic tasks, including comparative ones. Prospects for further study of the problem lie in developing a methodology for forming a scientific linguistic world picture at Russian language lessons on the basis of various sections of linguistics.

The article examines the general and specific aspects of the issues of literary translation from Kazakh literature into a foreign one, the possibilities of bringing the translated text closer to the original, achievements and shortcomings in this area, their causes. The question of observing a literary linguistic text and reproducing it in another language has long attracted the attention of translation practitioners and theorists, and various, sometimes contradictory, scientific views on this problem have been expressed. The issues of translation of the works of Kazakh writers into Russian and other languages are studied by philologists of Kazakhstan for a long period of time. However, every year there is an increasing need to systematize the available translations and publish generalizing studies. The issues of translation of literary texts of Kazakh writers into Russian and other languages are studied by philologists of the country for a long period of time. However, this topic is still relevant, since the problem of translating literary texts in Kazakh translation studies requires research. Literary translation is considered one of the most difficult types of translation and is also a kind of word-making art. Thus, the relevance of this article is due to the need to systematize the history of the formation and development of Kazakh translation studies. Among Western countries, France, Germany, Hungary, and the United States show the greatest interest in domestic literature. Among the countries of the foreign East are Turkey, the Republic of Korea, India, Pakistan, Iran, China, Mongolia. The largest number of researchers of the creativity of Kazakh writers and poets are represented by France, Germany, Pakistan, and Turkey. Artistic translations preserve and transmit the literary heritage of the post-Soviet period, which includes a variety of languages, traditions, and customs, and are also a connecting bridge between countries, transmitting the richness of culture and mentality of peoples. In fact, the artistic style is the area of functioning of various functional styles: conversational, official-business, journalistic, even scientific and technical. It is the dynamics of the forms of existence of various linguistic units and the alternation of forms that is particularly difficult in artistic translation.

The article examines the idea of "anger" in two linguistic worldviews - Russian and Chinese. The study is a contrastive one, the obtained results are compared. The description of each concept follows a clear algorithm: the etymology of the word is explored, the mythological roots of the concept are examined, its collocations are analyzed, and the substantive connotation is extracted from the collocations following the approach of V. A. Uspensky. Dictionary definitions are also compared. The aim of the study is to identify the peculiarities of the representation of the idea of "anger" in these cultures based on the material of semantic fields in the Russian and Chinese languages. Furthermore, a comparison is made to identify similarities and differences in the worldview of different peoples. The research employs various scientific methods, such as the comparative-historical method, the method of generalization, and the method of semantic analysis. This topic is relatively underexplored and relevant since there have been no previous linguistic and cultural studies analyzing this concept in Russian and Chinese languages and cultures, which represents the scientific novelty of the work. The results obtained will contribute to establishing mutual understanding between cultures, serving as a kind of conceptual bridge for representatives of different cultures. These findings will be used in the teaching of regional studies, comparative cultural studies, and in the instruction of relevant languages in higher education institutions.

The relevance of the study is determined by the need to create subject and language integrated methods for the new territorial subjects of the Russian Federation, where teaching is organized under the conditions of closely related bilingualism. This linguistic-cultural situation complicates the adaptation of schoolchildren to the Russian educational environment. The aim of the study is to analyze the content of Russian- and Ukrainian-language text-books on history and geography for creating new subject and language integrated Russian language methods in Russian, objectively assessing the level of background knowledge in cultural studies and the degree of their influence on the effectiveness of learning various subjects in the Russian language. Computational methods of quantitative and corpus linguistics enable the analysis of texts in Russian and Ukrainian and allow for predicting potential difficulties and challenges in teaching Russian in the newly incorporated regions of the Russian Federation. To identify multi-word terms from textbook texts, the AI-powered online service ChatPDF was employed. Ukrainian and Russian textbooks on world history and geography for the 9th gradewere used as research material. The analysis was carried out on three levels: language, frequency of use of language units; evaluative, sensitivity-analysis of concepts; culturological, consideration of the importance of concepts. While analyzing the textbook thesaurus, we identified words which are found in both textbooks and only in one of them. The result of the computer analysis is a database for compiling the technological tools of subject integration, Russian language, history, geography, and World Around Us, in new territorial subjects of the Russian Federation under the conditions of close bilingualism. Individual parts of the research studied by means of computer technologies can be used as tasks for project activities of schoolchildren. The tasks are likely to increase their motivation to study.

Very little is known about Domenico De Vivo (1839-1897). He was a disciple of the Italian linguist Giacomo Lignana and worked as a professor of Russian and English language at the Asiatic College in Naples from 1868 to 1870, and then as an Italian language lecturer at the universities of Dorpat and Odessa in the Russian Empire from 1879 until his death in 1897. De Vivo championed his ideas on language teaching and learning in his books Grammatica della lingua russa [Russian Grammar for Italians] (Dorpat, 1882) and Prakticheskoe rukovodstvo dlya izucheniya ital’yanskogo yazyka [A Practical Guide to Learning Italian] (Odessa, 1886; Odessa, 1890), and in his Dizionario Italiano-Russo. Slovar’ ital’yansko-russkiy [Italian-Russian Dictionary] (Odessa 1894). The purpose of this article is to examine De Vivo’s life and works, which represent the first recorded attempt – in De Vivo’s own words – “to promote Russian language learning in Italy and Italian language learning in Russia.”

The article deals with historical development of mining terminology, considers questions of drawing up a lexicographic source - the dictionary of mining industry, including terms, professional units and social speech units, which are used in English, Uzbek and Russian languages. From pre-historic time people have used mining techniques to access minerals in the surface of the Earth. So it is essential to learn the history of mining to the modern life we enjoy today, as mining continue to supply all the basic resources used by modern civilization

The article is concerned with the problem of English borrowings in the Russian language at the end of the 20th century and at the very beginning of the 21st century. The purpose of this paper is to give thematic classification of the borrowings. The tasks of the investigation are to outline the main scientific approaches to the problem, to analyse different types of English borrowings in the Russian language in lexicographical sources and to form the thematic classification of English borrowings. The article introduces the main scientific works on the aforementioned problem. The novelty of the investigation is the thematic approach to the classification of English borrowings around the turn of the 21th century. The paper is illustrated by multiple examples from the online sources and paper dictionaries. The material of the analysis includes about 300 words, which are divided to the twenty-five thematic groups. In accordance with the results of the investigation it is noted that there is a limited number of “anglicisms” linked with specific human activities both in England and in Russia. It is also considered that the appearance of the dictionaries of “anglicisms” is the best proof of the function of English as a donor-language. The authors conclude that the basic approach to the problem of the paper can be an initial stage for further, more sophisticated and scientifically more elaborate studies of language contacts in general.

This article explores the origins and functioning of the lexeme tseninnyi throughout the history of the Russian language, focusing on its role as a color term with Oriental roots. Its semantic evolution was traced using a variety of sources, including historical, etymological, and dialect dictionaries, as well as Old Russian texts. The analysis is based on 1) systemic-linguistic, or paradigmatic, and 2) etymological aspects. In Old Russian texts, this term refers to a shade of blue (tseninnyi1 ) and glazed ceramics with blue enamel (tseninnyj2 ). Both of these meanings emerged almost simultaneously in the second half of the 16th century. As a color name, tseninnyi fell out of use before the end of the 17th century, largely due to changing fashion trends as the expensive textiles in this color gradually became unpopular. At the same time, tseninnyi, when used in architectural language to denote glazed ceramics and tiles with a monochrome pattern, has proved to be more enduring and survived up to the present day.

On the Issue of the Most Important Methods of Teaching Russian Speech to Azerbaijani Students (Based on Literary Texts) Summary The article deals with the analysis of various methods of development of the Russian language of Azerbaijani students. The central problem of the method of teaching RKI in modern Azerbaijani schools is, first of all, the problem of the theory of development of speech activity of Azerbaijani students. The article concludes that the first solution to this problem is the involvement of our central schoolchildren in communicative activities. The role of speech for the development of speech is undeniable. In literary works, the smooth flow of words in sentences greatly contributes to the development of correct speech. From the quoted words of prominent Azerbaijani and Russian scientists, it can be concluded that the training of practically all the main functional types of speech and their forms is necessary in parallel, since the training of any type of speech, on the one hand, contributes to the development of the speech structure as a whole, and on the other hand, it depends on from the last activity.The central problem of the methodology of teaching Russian as a foreign language in a modern Azerbaijani school is, first of all, the problem of the theory of development of speech activity of Azerbaijani students. Key words: Russian language, methods of teaching Russian as a foreign language, literary texts, art literature, knowledge and skills, Azerbaijani schoolchildren, stages of learning, Russian speech

The main task of our scientific research was to compare processing the texts in Russian and English languages. In our experiments 210 native Russian speakers were asked to draw “a text in Russian” and after that to draw “a text in English”. The study demonstrates the existence of the mental representations of the text and the culture, the text and the language and the text and the speech. The representation of a Russian text is more positive, detailed, intensive and is closely connected with Russian culture and history (in comparison with the representation of an English text).

The article examines the idea of "luck" in two linguistic worldviews – Russian and Chinese. The research is comapartive, two linguocultures are compared. The description of each concept follows a clear algorithm: the etymology of the word is studied, the mythological roots of the idea are explored, its collocations are analyzed, and the material connotation, following V. A. Uspensky, is extracted from these collocations. This is followed by a comparison of dictionary definitions. The goal of the research is to identify the features of how this idea is represented in different cultures using the semantic field of the concept "luck" in Russian and Chinese languages. The comparison is aimed at revealing the similarities and differences in the worldview of different peoples. The scientific methods employed in this research include the comparative-historical method, the method of generalization, and the method of semantic analysis. It is important to note that this topic is considered underexplored, and previously, there have been no linguocultural studies that comprehensively analyze this idea within the context of Russian and Chinese cultures. This makes the research scientifically innovative. The results obtained from this research will significantly contribute to mutual understanding among nations and can be seen as a kind of conceptual bridge promoting better mutual understanding between representatives of different cultures. Furthermore, the findings can be useful in the development of courses in regional studies, comparative cultural studies, and in the teaching of relevant languages. Thus, this research has a wide range of applications in both scientific and educational fields.

In this paper we examine how the communication of characters speaking different languages is reflected in French and Belgian graphic novels about Russia. We propose to distinguish the situation of bilingual (plurilingual) communication on one hand and the reflection of this situation on the other hand. We built different schemes in order to describe the character’s choice of the language of communication, taking into account the existence of a common language, the communicant’s level of proficiency in different languages, the environment. The choice of French (correct or not) or Russian (correct or not, Cyrillic or transliterated, translated or not) in the following modules of bilingual communication has been analyzed: 1) a speaker of Russian communicates with native speakers of French, 2) he communicates with other native speakers of Russian in a francophone environment, 3) he speaks to himself (or swears), 4) he communicates with native speakers of other languages, 5) a native speaker of French uses Russian languages in communication with native speakers of Russian. In francophone graphic novels, French language is used when English-speaking and Russian-speaking characters communicate. We analyze whether the text in Russian is correct or not, whether it is written in Cyrillic or Latin alphabet, the presence or absence of translation, its correctness, the means to reflect the accent or character’s poor knowledge of French language. In conclusion we propose to discuss the reasons for the common ignorance of language contact in graphic novels.

The paper discusses the issues of training foreign students of humanities in reading and listening to journalistic texts in Russian. The aim of the study is to identify ways to update the materials of available textbooks on Russian as a foreign language, taking into account various factors. These include methodological factors (purpose and content of training; level of proficiency in Russian; requirements of normative documents; organizational forms of training; students’ training program; national composition of the study group), linguistic factors (genre, style, content value of the text; characteristics of text materials from the standpoint of textuality categories and communicative categories), extralinguistic factors (socio-political situation in the world; ideological attitudes). Special attention is paid to the description of the bank of standard texts of the main thematic groups. The work proposes tasks to control the level of formation of language and speech competencies within the framework of the academic discipline “Russian language in professional international activity” (level B2) at different stages of training. The scientific novelty of the study lies in developing criteria for the selection of journalistic texts for Russian language classes for foreigners studying in various educational programs (basic or additional). As a result of the research, the features of the use of media texts in the process of teaching students of a faculty of international relations are highlighted in comparison with the ways of presenting these texts within the framework of the course for students of international academic exchange programs.