Suchergebnisse

We turn to Olga Artyomova's research done in the school of markemology at Voronezh State University. The task of the research was to single out the keywords of the 17th-20th century English literature. Selecting 16 prose-writers of each half a century, the author undertakes a quantitative analysis of the resulting corpus of texts. The choice of materials, methodology, the terminology used, and 50 keywords ('markemes') for each author got through calculations are studied in the paper. Artyomova determines the so-called "straight-through" markemes common for each half a century and specifically - markemes common for all the four centuries. Both the scientific approach and the results obtained are evaluated. The authors' own experiments are described carried out to specify the functioning of the word stock of Anglo-Saxon and Romance origin in random extracts from the works of three authors figuring in the research: O. Wilde, G. Orwell and I. Murdoch. Besides, the vocabulary of one novel by each of these authors was subjected to computer analysis to find out the correlation of Germanic (Anglo-Saxon) and Romance nouns.

The article is devoted to the question of how and why the images of the British in French literary works of the Hundred Years War period received their reflection. The Hundred Years War became a catalyst for the formation of the French nation and national identity. French authors, whose works are analyzed, belonged to different age and social groups, had different educational levels, and the time of their work covers the period from the end of the XIV century until the first half of the XV century. It is such a rather long period that allows us to see the dynamics in the development of the national identity of the French authors. The sense of homeland, which each had their own (Champagne, Normandy), they intertwined with the awareness of themselves subjects of the French king. In this sense, we can talk about the transfer of patriotic feelings in relation to a particular territory to France within the French kingdom as a whole. The image of the British as conquerors ravaging the French lands, in the views of some of the authors, however, does not mix with a respectful attitude to English culture.

В рамках исследования анализируются социокультурные аспекты американского варианта английского языка. Автор идентифицирует и анализирует влияние социальных факторов на этот язык. В исследовании использованы исторически-сравнительный, исторически-описательный методы исследования лингвистики. Дается подробная картина развития и формирования американского английского языка.

The article studies English borrowings in the linguistic composition of two differently structured languages - German and Azerbaijani. The questions of penetration of English borrowings into the languages in historical development and direct contact are considered. Different definitions of the concept of borrowing in the interpretation of linguists in modern linguistics, Germanic studies, and Azerbaijani linguistics are given in the paper. It is pointed out that modern global information technologies are almost entirely based on English. Descriptive and comparative methods of research have been used. It is revealed that the topic of "anglicisms" has been a close object of study in academic and public circles for the last several decades and is considered from a variety of points of view. While some linguists see only the opposing sides of Anglicism, others try to objectively and scientifically investigate the "wave of Anglicisms" and put it in perspective, comparing it with past phases of foreign language influence. As a result of analysing the state of the borrowing problem in linguistics, specifically in Azerbaijani and German languages, we can come to the global conclusion that no functioning language remains unchanged over time. The vocabulary of any language, as a result of its enrichment by borrowing, is in permanent movement and change. Continuous language development is one of the primary and essential conditions for the existence of any language system.

В статье рассматривается концептуализация лексемы «rain/ҫумӑр [дождь]» в разнотипных языках на примере чувашского и английского языков. В научной литературе существует немало исследований, посвященных анализу лексемы «rain [дождь]», но большей частью они опираются на другие языки, в частности, русский, английский, татарский. Сопоставительный анализ репрезентации данной лексемы в чувашском и английском языках представлен в малом количестве работ, что подтверждает актуальность рассматриваемой проблемы. Материалом исследования послужили толковые словари чувашского и английского языков, а также национальные корпусы указанных языков. Для анализа лексикографических источников были применены описательно-аналитический метод, метод сплошной выборки, сопоставительный метод. Указанные методы позволили провести анализ концептуализации лексемы «rain/ҫумӑр [дождь]», выявить общее и частное в использовании данной лексемы в анализируемых языках. Авторами сделан вывод о том, что репрезентация лексемы «rain/ҫумӑр [дождь]» в этих разнотипных языках имеет много общих свойств в силу того, что дождь является универсальным для обоих языков понятием, но при этом существует и ряд отличий. В частности, указанная лексема более часто встречается в корпусе английского языка, где она имеет нейтральный или негативный оттенки, тогда как в чувашском языке эта лексема чаще несет положительную коннотацию.
The article examines the conceptualization of the lexeme rain in different languages on the example of the Chuvash and English languages. There are many works in the scientific literature devoted to the analysis of the lexeme rain, but for the most part they are based on other languages, in particular, Russian, English, and Tatar. The comparative analysis of this lexeme's representation in the Chuvash and English languages can be found in a small number of works, which confirms the relevance of the problem under consideration. The material of the study is explanatory dictionaries of the Chuvash and English languages, as well as national corpora of these languages. For the analysis of lexicographic sources, the descriptive and analytical method, the method of continuous sampling, and the comparative method were used. These methods made it possible to analyze the conceptualization of the lexeme rain, to identify the common and the particular in their use in the languages under analysis. The authors conclude that representation of the lexeme rain in both languages has many common properties due to the fact that rain is a universal concept for both languages, but there are a number of differences. In particular, this lexeme is more often found in the corpus of the English language, where it has a neutral or negative connotation, while in the Chuvash language this lexeme more often has a positive connotation.

Alexandr Nikolayevich Nikolyukin, a major scholar, Soviet and Russian literary historian, doctor of philologу, academic organiser, passed away.
A.N. Nikolyukin was a chief researcher at INION RAS, editor-in-chief of the Journal
of Literary Studies, a member of the Russian Writers' Union, a full member of the
Russian Academy of Natural Sciences and International Academy of Pedagogical
Education. He is the author of more than 600 academic publications. A.N. Nikolukin's
works on the history of American and English literature, Russian émigré literature,
as well as on V.V. Rozanov, has formed more than one generation of literary scholars Many of his editions had became an event. His presence in Russian academy united
epochs and became a symbol of devoted service to philology.

Статья посвящена изучению стилистических особенностей произведений современного литературного процесса на материале романов Маргарет Этвуд "The Blind Assassin", Анны Бернс "Milkman" и Хилари Мантел "Giving up the Ghost". В данной работе отмечается, что литература служит некоего рода лакмусовой бумажкой, запечатлевающей и отражающей всеобщее стремление к упрощению языка, его отдельных единиц и синтаксических структур. По мнению исследователей, подобные тенденции приводят к упрощению не только устных форм языка, но и языка художественной прозы, тем самым понижая ее эстетическую значимость и культурологический статус. В статье описывается процедура общефилологического анализа художественного текста и его основные методы. Среди исследователей нет единого мнения относительно поэтичности литературных произведений и роли в ее формировании различных языковых единиц. Некоторые ученые рассматривают тропы как один из обязательных элементов любого художественного текста, представляя их как нечто независимое и существующее даже в изоляции от текстового пространства. Согласно другому мнению, формирование стилистических приемов обусловлено взаимодействием языковых единиц, которые, лишь попадая в структуру текста, приобретают несвойственные им ранее образность и метафоричность. Проведенный филологический анализ материала исследования позволил опровергнуть распространенное мнение о крайнем обеднении стилистического потенциала современных англоязычных романов и установить, что задачей авторов современного литературного процесса является создание текстов, чья стилистическая организация не только сохранит статус литературы как искусства слова, но и сможет приблизить произведение к описываемой действительности.
The article is devoted to the study of stylistic peculiarities of the literary works of the modern literary process on the material of the novels "The Blind Assassin" by Margaret Atwood, "Milkman" by Anna Burns and "Giving up the Ghost" by Hilary Mantel. The article notes that literature serves as some sort of a touchstone depicting and reflecting the universal desire to simplify the language, its separate units and syntactic structures. According to scientists, such tendencies lead to simplification of both oral speech and literary prose, which understates its esthetic value and cultural status. The article describes the procedure of philological analysis of a literary text and its basic methods. There is no common opinion on the poetry of literary works and on what role linguistic units play in its creation among scientists. Some researchers consider tropes one of the essential elements of any literary work, viewing them as something independent and existing even in isolation from the text. Others believe that the formation of stylistic devices results from interaction of linguistic units, which acquire earlier extrinsic imagery and metaphorical character only in the structure of a text. The philological analysis of the research material made it possible to refute a widespread impression of utmost impoverishment of stylistic potential in modern English novels and to establish the aim of modern literary process writers, which is to create texts which stylistic organization will not only preserve the status of literature as the art of the word but will also be able to bring the text closer to the described reality.

Hybrid languages formed as a result of language contacts are called pidgin languages in the linguistic literature, and the problem of their study is solved by contactology (or creolistics), which is an integral part of sociolinguistics. These are mainly English, Spanish, French, Portuguese, and Russian. They are widely spread in South America, Southeast Asia, Oceania, and the northern and eastern regions of the Russian Federation. There are more than 50 Pidgin and Creole languages on Earth (Creole languages were formed due to the subsequent development of the Pidgin language). Creole languages are one of the most exciting fields of study not only from the point of view of linguistics but also from the point of view of history, cultural studies and other theoretical and applied sciences. This is because the number of people using Creole languages is millions. It is concluded from the article that pidgin has a strong influence on the world language landscape of users because not only languages but also their cultures come in contact. Pidgin is shaped by the direct participation of the culture of the contacting communities and serves to communicate because not only languages but also their culture come into contact.

It's commonly believed that the book "Fundamental Principles of the Sociology of Law" (1913) of Eugen Erlich (1862–1922) was historically the first work in which was made an attempt to create a sociology of law as a specific scientific discipline. However the translation and publication of this work in Russian (2011) was insignificant to the sociological community, while in the English-language literature of the last decades we can observe a growing interest to the classic. The author of the article tries to emphasize the main points and advantages of the theory of the "living law" of Ehrlich, showing how the "Fundamental principles..." may be interesting for the modern reader. For this, the author of the article offers a specific strategy for reading the book.

The study of the most 'bloody' Shakespeare's dramas — his first tragedy Titus Andronicus (1588–1593, staged 1594) and the last of his four great tragedies,
Macbeth (1606) — makes clear the presence and gradual sophistication of the
gothic vector in his work, and reveals topoi that have become universals of Gothic
literature. Among them are horror as an inescapable component of human existence;
evil and villains who violate the moral norm and the balance in society and nature;
victim heroines; mysterious, supernatural element; demonized past; and most importantly — the theme of God and devil. Titus Andronicus is considered here in a
new perspective as a 'tragedy without a hero' and as a gothic grotesque with elements
of the comic, which are supposed to dilute the atmosphere of horror but only intensify it. Shakespeare retained the 'horror aesthetics' in Macbeth, a play about 'the drug
of power', but he transferred the source of evil, that shakes society and nature, into
the consciousness of man. The metaphysical view of life is strong in Shakespeare's
tragedies, but there is no single religious ideology as in the poetry of Dante. Poet,
sensitive to various trends which fed the air of the early Modern period, Shakespeare
conveyed the unsteady atmosphere of life in the late 16th — early 17th century. The
sources of horror in his tragedies one can find in historical and literary tradition
(Ovid, Seneca, chronicles), but first of all — in the social and cultural discourse of
the epoch. Following the tradition of Shakespeare who was the key figure of English
literary mainstream, Gothic authors of the late 18th — early 19th centuries (H. Walpole, A. Radcliffe, W. Beckford a.o.) legitimized their own, considered marginal,
genre.

В статье рассматривается место юмора в деятельности реформатора Мартина Лютера. В Средние века смех существовал только в народном, карнавальном пласте юмора, не применялся религиозными деятелями. М. Лютер является исключением, он интегрировал юмор в свою жизнь и деятельность. Это стало основанием для анализа того, в каких ситуациях, как и с какой целью реформатор обращался к юмору. Материалом для исследования послужили произведения реформатора, его письма и вторичная литература на русском, немецком и английском языках. Исследование позволяет выявить специфику использования М. Лютером юмора (в рамках теологии, критики, для поддержки и утешения, интеллектуального развития, популяризации своего учения), применяемые им приемы для создания комического эффекта (сравнения, повтор, полисемия, гротеск, сарказм, смешение стилей, ирония). Современная педагогика активно изучает юмор как технологию для создания позитивной образовательной среды, что делает актуальным обращение к опыту реформатора, который распространил новое учение и внес большой вклад в обучение основам веры и грамотности, активно обращаясь к смеху. Юмор – неотъемлемая часть наследия Лютера, и хотя между ним и сегодняшним временем существуют временной и культурный барьеры, знакомство с опытом реформатора убеждает, что данное педагогическое средство всегда имело психологическое и воспитательное значение, и при умелом использовании оно способствует формированию позитивного имиджа преподавателя.
The article examines the use of humor in the activity of the reformer Martin Luther. In the Middle Ages, laughter existed only in folk, carnival layer of humor, and was not used by religious leaders. M. Luther is an exception; he integrated humor into his life and work. This fact became a basis for analyzing in what situations, how and for what purpose the reformer turned to humor. The material for the study was the works of the reformer, his letters and secondary literature in Russian, German and English. The study allows to identify the specifics of his humor (within the framework of theology, for criticism, support and consolation, intellectual development, popularization of his teachings), the techniques for a comic effect (comparisons, repetition, polysemy, grotesque, sarcasm, mixing styles, irony). Modern pedagogy is actively studying humor as a technology for creating a positive educational environment, which makes it relevant to turn to the experience of the reformer, who disseminated new teachings and made a great contribution to teaching the basics of faith and literacy, actively turning to laughter. Humor is an integral part of Luther's heritage, and although there is a time and cultural barrier between him and today, introduction to his experience convinces that this pedagogical tool has always been of psychological and educational significance, and when used skillfully, it contributes to the formation of a positive image of a teacher.

Олимпиадное движение является системой интеллектуальных соревнований, признаваемых мировым сообществом. В современной России впервые за всю историю олимпиадного движения в конкурсной программе появились и гуманитарные предметы, среди которых английский язык в 1998 году. За годы эволюции испытаний по данному глобальному языку существенно изменилось содержание комплектов контрольно-измерительных материалов – появились творческие задачи, направленные на развитие креативности, критического мышления, логики. В рамках нашего исследования мы анализируем принципы успешной подготовки типичного олимпиадника, и цель отражается в определении профессиональных ролей педагогов, с которыми сталкиваются школьники в олимпиадном движении. Методологически исследование выстраивается на принципах системного, деятельностного, аксиологического и культурологического подходов. Нами используются следующие теоретические методы: изучение научной литературы по теме, обобщение, категоризация. Помимо этого, нами были применены эмпирические методы: изучение нормативных документов олимпиадного движения, беседа, опрос, анкетирование, ранжирование. Было проведено онлайн-анкетирование школьников, которые принимали участие в олимпиаде по английскому языку в 2022–2023 учебном году. В рамках исследования нами были выделены следующие профессиональные роли: школьный учитель, преподаватель языковых курсов, олимпиадный тренер, учитель – носитель языка, частный репетитор, студент-дипломант. Теоретическая значимость исследования преломляется в обосновании профессиональных ролей педагогов, которые причастны к олимпиадному движению. Нами выделяется роль олимпиадного тренера, описывается ее функционал, объясняются предпосылки ее важности для завоевания дипломов воспитанниками образовательного учреждения. Результаты исследования могут использоваться общеобразовательными учреждениями для реформирования организации олимпиадного движения в школе. На более глобальном уровне полученные нами данные могут привести к созданию программ повышения квалификации в педагогических вузах, а также к рассмотрению функционала тренеров в рамках получения высшего педагогического образования.
The Olympiad movement is a system of intellectual competitions recognized by the world community. In modern Russia, for the first time in the history of the Olympiad movement, humanitarian subjects appeared in the competition program, including English in 1998. Over the years of the evolution of tests on this global language, the content of sets of control and measuring materials has significantly changed, among which creative tasks have appeared aimed at developing creativity, critical thinking, logic. As part of our research, we analyze the principles of successful training of a typical Olympiad, and the goal is reflected in the definition of the professional roles of teachers that schoolchildren face in the Olympiad movement. Methodologically, the study is built on the principles of systemic, activity, axiological and cultural approaches. We use the following theoretical methods: the study of scientific literature on the topic, generalization, categorization. In addition, we applied empirical methods: studying the regulatory documents of the Olympiad movement, conversation, polling, questioning, ranking. An online questionnaire was conducted for schoolchildren who took part in the Olympiad in the 2022-2023 academic year. As part of the study, we identified the following professional roles: a school teacher, a teacher of language courses, an Olympiad tutor, a native teacher, a private tutor, and a diploma student. Theoretical significance is refracted in justifying the professional roles of teachers who are involved in the Olympiad movement. We distinguish the role of an Olympiad tutor, describe its functionality, explain the prerequisites for its importance for winning diplomas by pupils of an educational institution. The results of the study can be used by educational institutions to reform the organization of the Olympiad movement at school. At a more global level, the data obtained by us can lead to the creation of advanced training programs in pedagogical universities, as well as the consideration of the functionality of coaches in the framework of obtaining higher education for pedagogical professions.