scholarly journals Functions of Borrowed Vocabulary in Literary Texts by a Bilingual Author

2021 ◽  
Vol 18 (2) ◽  
pp. 194-206
Author(s):  
Ljudmila P. Dianova

The article is devoted to understanding the functional range of borrowed vocabulary in the Russian-language literary text of a bilingual author. In modern science, there is an opinion that this range is limited to a specific nominative function. Moreover, there is a research position that the fact of borrowing vocabulary from an ethnic language is an indicator of interference, that is, in a broad sense, it indicates an unconscious, often erroneous, inclusion of a foreign language word in a literary text. Based on modern research in the field of literary bilingualism, we refute this thesis and strive to show that the functional load of borrowings in works of verbal creativity is very significant: lexical units with a national-cultural component play an important role in text and plot formation, have conceptual, archetypal, symbolic content, act as significators of onto-linguistic being and perform an aesthetic function.

2013 ◽  
Vol 3 (3) ◽  
pp. 75-80
Author(s):  
VIOLETTA GRIGORYAN

Joining Russian culture through literary texts is very important in the process of learning Russian as a foreign language (RFL). It may promote to intelligence of mode of thinking, attached to a new sphere concept, which can effectively help students to be acculturated in the process of creating a second language person at lessons of Russian language in higher school. In the present article we attempt to examine the sphere concept of the Russian language in the system of literary text study.


2021 ◽  
Vol 62 (01) ◽  
pp. 57-61
Author(s):  
Nazly Arif Abdullaeva ◽  

An important side of the methods of teaching the Russian language as a foreign language is the reference to the scientific-methodological base. Among the important aspects, it is necessary to distinguish bilingualism. In modern science there are many interpretations of the term "bilingualism", which reflect the different approaches of scholars to this phenomenon. It is difficult to choose the most effective and optimal method of teaching Russian as a foreign language. The teacher must be armed with the development of psychology, psycholinguistics, ethnopsychology, ethnolinguistics in the field of justification of bilingualism and analysis of its characteristics. Key words: bilingualism, teaching methods, foreign language, language systems


2020 ◽  
Vol 99 (3) ◽  
pp. 73-83
Author(s):  
L.E. Tokatova ◽  
◽  
E.A. Belousova

Nowadays the analysis of literary text goes beyond its linear perusal, it requires its structural comprehension, correlation of primary and scientific interpretation. Modern automated information systems suggest wide opportunities for getting original scientific material. The article attempts to analyze the story «Crank» («Chudik») by V.M. Shuckshin in comparison with the writer’s other works by using the NCRL instrument. The notion «National Corpus of the Russian Language» is discovered as well as its purpose. While analyzing the composition, the following levels of analyses were taken into account — the text title and character’s names (their expressions), concepts, details, characteristics of literary world, intertextuality. The results of the given literary studies with NCRL can be later applied at Literature lessons at school and for different types of literary texts analyses


Kavkaz-forum ◽  
2021 ◽  
pp. 16-30
Author(s):  
Е.Б. Дзапарова

В настоящем исследовании впервые рассмотрена статья известного осетинского публициста, писателя Ахмеда Тембулатовича Цаликова «Мотивы поэзии Коста», опубликованная в эмигрантском журнале «Кавказский горец». В публикации А. Цаликова, посвященной 18-летней годовщине со дня смерти К.Л. Хетагурова, представлен анализ магистральных стихотворений из сборника поэта «Ирон фæндыр»: «Додой», «Ракæс», «Ныфс», «Сидзæргæс» и др. Исследуя поэтическое творчество К.Л. Хетагурова, А. Цаликов обращается к русскоязычным переводам стихотворений, большинство из которых выполненных самим автором публикации. Буквальное переложение А. Цаликовым стихотворений К.Л. Хетагурова на русский язык не позволяло нам анализировать переводные тексты по канонам поэтического перевода. Стихотворения, лишенные формообразующих средств – ритма, рифмы, местами строфики, анализировались по уровню адекватной передачи общего смысла исходного текста, лексических средств с национально-культурным компонентом в основе, в их числе междометия, идиоматические выражения, по степени сохранения А. Цаликовым в единицах переводах прагматического потенциала. В ходе анализа данных произведений нами установлены основные переводческие принципы, доминирующие при передаче единиц с национально-культурной семантикой; выявлено, что А. Цаликов использует смысловую замену, дефразеологизацию, описательно-разъяснительный перевод, опущение (элиминацию). В некоторых русскоязычных переводах стихотворений К. Хетагурова переводчик старался сохранить синтаксический строй оригинала, есть попытка придать ритм, рифмовать окончания строк, для чего используется инверсия (стих.-е «Æнæ хай»). «Объяснение» смысла некоторых лексем вынуждало А. Цаликова прибегать к нарушению лаконичности единиц перевода. Переводы А. Цаликова, естественно, не являются образцами переводческого мастерства. Труд переводчика ценен своей попыткой познакомить иноязычного читателя с творчеством гения осетинской литературы. This study is the first to consider the article by the well-known Ossetian publicist, writer Akhmed Tembulatovich Tsalikov "Motives of Kosta's Poetry", published in the émigré magazine "Caucasian Highlander". In A. Tsalikov's publication dedicated to the 18th anniversary of the death of K.L. Khetagurov, an analysis of the main poems from the poetic collection "Iron fandyr" is presented: "Dodoy", "Rakæs", "Nyfs", "Sidzærgæs" and others. Analysing Khetagurov’s poetry A. Tsalikov refers to the Russian-language translations of the poems, most of which were made by the author of the publication himself. A. Tsalikov's literal arrangement of the poems by K.L. Khetagurova into Russian did not allow us to analyze translated texts according to the canons of poetic translation. Poems, devoid of formative means - rhythm, rhyme, sometimes stanza, were analyzed according to the level of adequate transmission of the general meaning of the original text, lexical means with a national-cultural component at the base, including interjections, idiomatic expressions, according to the degree of preservation by A. Tsalikov in translation units of the pragmatic potential. In the course of the analysis, we have established the basic translation principles that dominate in the transfer of units with national and cultural semantics; it was revealed that A. Tsalikov uses semantic substitution, defraseologization, descriptive and explanatory translation, omission (elimination). In some Russian-language translations of K. Khetagurov's poems, the translator tried to preserve the syntactic structure of the original, with the aim of giving rhythm, rhyme line endings, for which inversion is used. “Explaining” the meaning of some lexemes forced A. Tsalikov to resort to breaking the brevity of translation units. A. Tsalikov's translations, of course, are not examples of translation skills. The work of the translator is valuable for his attempt to acquaint a foreign language reader with the work of the genius of the Ossetian literature.


2021 ◽  
pp. 184-192
Author(s):  
Anastasia Alexandrovna Korshunova ◽  
Svetlana Maksimovna Petrova

One of the conditions for the spread of the Russian language is the education of foreign students in Russian universities. Consequently, the search for new approaches to teaching Russian as a foreign language becomes relevant. Practice has shown that literature is a guide to understanding the characteristics of the Russian language and the development of oral speech. The object of the study is a literary text in the system of teaching the Russian language. The purpose of this work is to search for the effective forms and methods of teaching foreign students the Russian language on the basis of literary text. The results of the study showed that the most effective form of training is the use of educational technologies based on practice-oriented aspects of semiotics. On the material of the Gogol's poem "Dead Souls" the technique of working with literary text is shown.


2021 ◽  
Vol 7 (3) ◽  
pp. 302-306
Author(s):  
M. Balasanian

Based on the accumulated experience of working with students in the classroom in Russian as a foreign language, in this article, we tried to formulate the basic principles of the selection of literary texts for reading, on which the language teaching process is built. The development of intercultural competence in classes in Russian as a foreign language involves the search for new ways and methods, the effectiveness of which should become the basis for further increasing motivation to the subject.


2016 ◽  
Vol 4 (4) ◽  
pp. 24-26
Author(s):  
Проскурня ◽  
I. Proskurnya

The article considers the socio-cultural component of the process of adaptation of children who immigrated with his parents in Russia, taking into account the psychological characteristics of the younger schoolchild. It is proposed to use a gaming activity, which involves the puppet characters, as an effective means of acquaintance with the Russian language, which stands for many of these children as a foreign language.


Author(s):  
Yabing Zhang

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.


2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered


2019 ◽  
Vol 80 (1) ◽  
pp. 20-25
Author(s):  
Nina S. Bolotnova

This article is aimed at presenting a methodology for the conceptual analysis of poetic texts based on their lexical structure using the theory of communicative stylistics. The lexical structure of the literary text is considered to be a means of aсquainting the reader with the values manifested therein. The study of values intertwined within written works is particularly significant for the development of an axiological approach to teaching the Russian language. This article proposes a method for a sequential analysis of the lexical structure of a poetic text, which can be used at Russian language lessons.


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