scholarly journals Linguistic Means of Misrepresentation or Fictitious Permissions in Structures of Civil Law Contracts

CIVIL LAW ◽  
2020 ◽  
Vol 6 ◽  
pp. 3-7
Author(s):  
Tatyana V. Deryugina ◽  

The article raises the problem of the use of language tools in the conclusion of contracts, allowing to mislead contractors. The author analyzes the normative and linguistic prerequisites that contribute to the emergence of the possibility of dual interpretation of treaties. A detailed analysis of the legal doctrine and legal acts is carried out. The attention is focused on the rules of law in which incorrect use of the Russian language can not only lead to double current, but also mislead the subject of interpretation. Indicates the issue of double meaning of legal terms, and different interpretation of concepts from the point of view of the Russian language and the Russian legal language. The author studies various means of the Russian language used in the drafting of the text of contracts. There is a critical attitude to the use of evaluative concepts by the legislator, which do not have a clear semantic content and can vary significantly among different subjects of law. The problem of inclusion in the content of the contract of “as if” dispositive and “as if” permissive rules that mislead the party to the agreement is raised. Analyses of the situation to include the erroneous statements due to incorrect syntactic construction of the text of the article. Proposals are made to eliminate the problems associated with the use of language tools in the conclusion of contracts.

Yazykoznaniye ◽  
2021 ◽  
pp. 82-91
Author(s):  
A.Yu. KHAKHALEVA

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.


Author(s):  
D. V. Isyutin-Fedotkov

The article considers and analyzes various opinions on the category "forensic study of personality". From the point of view of the Russian language, the various meanings of the term "study" fully and in a multifaceted way reflect the activities of the investigator in the study of the person in the course of sufficient disclosure and investigation of crimes. It is concluded that forensic study of personality can be considered as a process, theory (doctrine) and part of criminalistics (educational discipline, special course). In this connection, the definition of the term "forensic study of personality" depends on understanding of its essence. Forensic study of personality as a process for the study of personality is associated with activity. Forensic study of the personality as a theory (doctrine) is associated with the objective laws that constitute the subject of criminalistics. Forensic study of the personality as a section of criminalistics (academic discipline, special course) is based on a theoretical basis, on the basis of which methods, approaches to studying personality are considered. The ultimate goal of forensic study of personality is solving the problems of disclosure and investigation of crimes. Author's definitions of the term "forensic study of personality" are proposed.


Author(s):  
Olga Valentinova ◽  
Michail Rybakov ◽  
Alicja Pstyga

Phenomena characteristic for speech works of all functional styles of the modern Russian literary language, which are traditionally considered from the normative-didactic point of view: violation of case coordination, the appearance of the plural in abstract nouns, the non-identification of voice, the lack of correlation between the subject of the participial construction and the subject of the sentence etc. - are discussed by the authors of the article from the standpoint of modern systemic linguistics. The method of the systemic typology of languages used by researchers makes it possible to reveal a tendency to isolation that is firmly established in modern Russian speech. The deformation of the flectionality of the Russian language, caused by the growth of the cultural heterogeneity of the language collective, while preserving such parameters of the external determinant, which determines the inflectional grammatical type, as the size of the language collective and the communication mode, not only hampers the expression of complex meanings, but also makes them ultimately unclaimed in society, reducing the continuity in the transfer of socially significant experience. If the structures of relations between signs cease to be socially unified, the language collective loses the ability to reproduce and recognize the signs of the speech flow and associate them with certain components of the extra-linguistic thinking content. The external preservation of flexion and grammatical coordination in the event of a violation of the forecast function in the designation of cause-effect relationships of the developing event, does not indicate flexiveness, and therefore statistical methods for determining the degree of flexiveness will give a false result. An objective assessment of the language and socio-cultural situation in society and scientifically grounded adjustment of the language policy could be possible only on the base of research of the measure and nature of the discrepancy between the external determinant and the grammatical type of language.


Author(s):  
В.Н. Ганин ◽  
П.А. Киселев

В статье рассматривается проблема сходства и различия русско- и англоязычного вариантов романа В. В. Набокова «Лолита». Актуальность исследования заключается в филологическом подходе к вопросу авторского перевода, а также в анализе художественного текста в разрезе двуязычной системы. Цель исследования — сравнить два варианта романа В. В. Набокова «Лолита», определить литературный и языковой материал, которым оперировал автор при написании оригинала, и оценить, соответствует ли русский текст оригиналу с точки зрения стилистики и поэтики. Рассматривается вопрос, зачем автору пришлось переводить роман на русский язык, определяется совместимость темы и языка романа с традициями русской культуры, через призму которой текст должен быть прочитан русскоязычным читателем. Предметом статьи являются языковые особенности двух текстов, а также литературная традиция, к которой обращается Владимир Набоков при создании романа. В результате исследования обоснована валентность русского текста внутри новой языковой среды и доказана необходимость текстологических трансформаций, к которым обратился автор при переводе, при этом автор «Лолиты» не просто перевел собственный текст на другой язык, которым он владеет на таком же совершенном уровне, как и английским, но создал абсолютно новый и оригинальный текст, основываясь на своем писательском и читательском опыте. Результаты исследования могут найти применение как филологами, так и лингвистами при работе с редкими образцами такого феномена, как авторский перевод. The article focuses on the differences between the Russian and English variants of V. V. Nabokov’s novel “Lolita”. The relevance of the research consists in the philological approach to the issue of the author-created translation of the novel and in the analysis of the text through the prisms of two different languages. The aim of the research is to compare the two variants of V. V. Nabokov’s novel “Lolita”, to analyze the literary and linguistic material employed by the author to create the original novel, and to assess whether the Russian translation equals the English original from the point of view of its stylistics and poetics. The article attempts to find out what made V. V. Nabokov translate his own novel into the Russian language. It also attempts to identify whether the subject matter of the novel and its language correlate with the traditions of the Russian culture which serves as a prism through which the Russian reader will see the text. The object of the article is the linguistic peculiarities of the two texts, and the literary tradition used by Vladimir Nabokov to create the novel. The research substantiates the valency of the Russian text within the new linguistic environment and proves the necessity of textological transformations used by Nabokov in the process of translation. The research maintains that the author of “Lolita” did not simply translate the original text into another language he knew equally well, but, relying on his writer’s and reader’s experience, created an absolutely new original text. The results of the research can be used by philologists and linguists for the purposes of analysis of such a rare phenomenon as author’s translation.


2018 ◽  
Vol 79 (8) ◽  
pp. 35-40
Author(s):  
M. I. Kuznetsova

One of the goals of the Russian language course in the primary school is the formation of the communicative literacy. The content of the course should be aimed at understanding the wealth of linguistic means by primary school children; the formation of the ability to detect a violation of linguistic norms and the inadequacy of the linguistic means used in the speech situation; the accumulation of the experience in choosing of linguistic means in accordance with the peculiarities of the speech situation; the creation of oral and written texts that meet the criteria of content, connectivity, compliance with the norms of the Russian literary language. The article considers the classification of exercises that contribute to the formation of communicative literacy. The author gives the examples of exercises where the student acts in different roles: the student is an observer of the speech situation and analyzes the adequacy of the choice of linguistic means; the student is a direct participant in the given speech situation and makes a choice of language facilities; the student is offered to create the speech situation himself, to independently construct an oral and written text.


2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  

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.


Author(s):  
Nelli A. Krasovskaya ◽  

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’.


Author(s):  
В.В. Богданчиков ◽  
Е.А. Тренкина ◽  
Т.А. Шорина

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.


2019 ◽  
Vol 8 (5) ◽  
Author(s):  
Natalya S. Subbotina ◽  
Venera G. Fatkhutdinova ◽  
Elena I. Koriakowcewa

The article describes the phenomenon of consistent derivation of words. The concept "word-forming chain" is used for its description in Russian linguistics. The subject of the study is the word-forming chains of nouns as a methodologically relevant means of language teaching. The purpose of the work is to characterize the structural and semantic properties of word-forming chains in the sphere of Russian nouns and to reveal the ways of their systematization. The presentation and the description of derivative groups forming word-building chains is carried out using the system-structural and functional-semantic methods. The study found that the typology of the substantive word-building chains of the Russian language is based on their system-structural reproducibility. The system is formed by binary and polynomial, linear and annular, complete and incomplete chains, as well as the chains that include monomotivated and poly-motivated derivatives. It is proved that the word-forming chain is one of the ways to cognize the systemic organization of the language word-forming level, the morphemic structure of derived words, the idiomatic nature of their semantics, and the linguocultural specifics of linguistic nomination.The purposeful methodical work on the study of consistent derivation as a language phenomenon promotes an active perception of many lexical and grammatical phenomena, as well as the development of the necessary skills of Russian derivative use in speech practice


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