Knowledge Of Russian Language Research Articles

Новый лингвистический энциклопедический словарь для школьников

The new encyclopaedic dictionary of the Russian language prepared at Herzen University is primarily intended for senior students of secondary general education schools and teachers of the Russian language and literature. The dictionary continues the Russian tradition (albeit not a very developed one) of scientific linguistic encyclopaedias for schoolchildren and at the same time stands out due to its principles of terminology compilation and definition, tools for assessing knowledge acquisition and innovative forms of illustrative and infographic supplementary material and navigation. The word list as well as the list of terms included into the dictionary is determined according to regulations governing school education — i. e. the Federal state educational standard and sample educational programmes. The dictionary entries are written in a strict, encyclopaedic style. At the same time, they are multifunctional: they reveal the theoretical meaning of linguistic concepts, guide the reader regarding the word usage according to the literary norm and, in some cases, contain information which goes beyond the scope of the school curriculum but is important for mastering the essence of the characterised phenomenon or potentially motivating students to deepen their knowledge of Russian language and linguistics. The dictionary entries are accompanied by tasks that are mostly creative and project-based and can be used by a teacher of the Russian language in their classroom work. The dictionary includes a terminological and a thematic index. The latter is a schematic terminological tree describing generic and specific relations between linguistic concepts, which allows the dictionary to be used as a textbook that consistently presents material on a specific linguistic topic. Illustrations in the dictionary also have a didactic function. Some entries are illustrated with non-trivial frames from films and TV plays based on Russian classical literature related to the content of the entry. The reader has to recall the plot or stylistic features of the literary text and relate them to the linguistic concept characterised in the dictionary entry. Several entries contain diagrams that demonstrate a cloud of linguistic concepts described in the entry in a simplified graphical form, showing mutual relations between the terms identified with the methods of distributive semantics using computer analysis of the entry lexical composition.

Crimean Tatars in exile: community belonging and being the Others

As a result of the deportation, the Crimean Tatars became an “unnation” for the regime and unwanted neighbors for local population, particularly the Uzbeks. The deportation ruined the traditional way of life, social structure and cultural institutes of Crimean Tatars. Among the factors that played an outstanding role in the process of preserving the nation identity, religion, traditions, and holidays have constituted the core elements. At the same time, merging of completely different traditions occurred. Narratives recounted within families played a crucial role in both the maintenance of Crimean Tatar memory about their lost Homeland and creation of the image of the promised land. The family was considered as the last stronghold against Russification. Although the Uzbek language is similar to the Crimean Tatar language and was considered as an option of preserving native language, the level of education in Uzbek schools was much weaker than in Russian ones. After 1956, Crimean Tatars began leaving distant places of exile. They were valued as specialists due to their education, knowledge of the Russian language, and experience in working on leading positions in Crimea before the deportation. Due to these changes in the life of Crimean Tatars, they became the ordinary Soviet citizens, if only they had not been stigmatized as traitors and had the right to return home. An accusation of betrayal, the core component of the life of Crimean Tatars in exile, used to take place in the first years of exile and even later. Nevertheless, Crimean Tatars did not assimilate with Uzbeks due to the differences in faith, socio-economic background, education and culture. Crimean Tatars greatly increased their education level and forced the knowledge of Russian language. By the end of the 1980s, Crimean Tatars along with Russians occupied the majority of knowledge-intensive sectors of industry. However, despite the rapid change in their social status, Crimean Tatars remained second-class citizens, being still labeled as traitors. Due to Soviet propaganda that provoked aggressive othering and dehumanization of Crimean Tatars in exile, as well as socio-economic, cultural difference, and colonial status of Uzbekistan, Crimean Tatars were treated as Others by Uzbeks. Article received 10.03.2019

System of exercises for teaching general knowledge of Russian language and specialty language to Chinese engineering students

The paper deals with the problem of optimizing the language training process for Chinese engineering students in the framework of joint Sino-Russian programs. The existing curricula on the Russian language as a foreign language (RFL) used to train future engineers have several disadvantages, and therefore do not provide a high level of subject and language competences. This is primarily due to weak contacts between teachers of special disciplines and teachers of the Russian language, the lack of coordination of teaching methods used by Russian and Chinese teachers of Russian. Features of training in a non-linguistic and linguistic environment predetermine the expediency of interconnected teaching of all types of speech activity in Russian. In this case, the system of exercises should be based on taking into account the ethno-psychological characteristics of Chinese students and the learning strategies they use when learning a foreign language. Particular attention should be paid to teaching the language of the specialty on the material of authentic video lectures of subject teachers in Russian. The author concludes that it is necessary to develop nationally oriented teaching aids for Chinese students-non-philologists who study in joint training programs for engineers in 2 + 2 and 3 + 1 schemes.

74--- : (Assessment of the Regulatory Impact of the Law on the Complex Exam: Results of a Case Study)

Russian Abstract: В данной работе представлены результаты исследования, в ходе которого была разработана и апробирована методология для оценки регулирующего воздействия законодательства в сфере миграции, в частности – выводы о воздействии федерального закона 74-фз о комплексном экзамене. Согласно этому экзамену, для получения документов для легальной трудовой деятельности иностранный гражданин должен подтвердить свое знание русского языка, истории РФ и основ законодательства. На основании исследования, включавшего Интернет-опрос мигрантов, серию качественных интервью и наблюдений, а также анализ документов, продемонстрировано, что заложенных законодателями целей этот закон не достигает: он не стал ни фильтром, останавливающим мигрантов, не владеющих русским языком, от приезда в Россию, ни мотивацией для совершенствования знания русского языка. English Abstract: In this paper, the results of the study are presented, during which a methodology for assessing the regulatory impact of legislation in the field of migration was developed and tested, in particular, conclusions on the impact of the federal law on the complex exam. According to this exam, to obtain documents for legal labor activity, a foreign citizen must confirm his knowledge of Russian language, the history of the Russian Federation and the bases of legislation. Based on a survey that included an Internet survey of migrants, a series of quality interviews and observations, and an analysis of documents, it was demonstrated that the law does not achieve its goal: it did not become neither a filter that stopped migrants who do not speak Russian from coming to Russia, nor a motivation for improving the knowledge of Russian language.

PRONUNCIATION OF UNORIGINAL WORDS BY SCHOOL CHILDREN OF 5-6 CLASSES: TYPICAL MISTAKES AND THEIR REASONS

Schoolchildren are perceive the sounds of the russian language, founding on having beside them experience of the pronunciation sound native language, assimilat-ing their familiar sound, more or less close to adopted. They address not that that there is actually, but that, to that is located their practical experience. Students, who do not have the right articulation comprehension skills and pronunciation, do not differentiate some sounds. Unusual, strange sound they feel, and hence implement, depending on the system of phonetic representations that they formed from childhood. In the process of determination of experience playing the native speech there are specific mistakes in pronunciation, which allowed to develop some theoretical principles that can be used in practice in the study of bilingualism in the environment of schoolboys, were compared Russian-Dagestan and Dagestan-Russian types of bilingualism. Study pronunciation of Russian Lak schoolchildren, poor knowledge of Russian language, determined the fact that bilinguals replace soft consonants before vowels semi-soft lak language, with students-bilinguals who speak Russian better than their native substitute semi-soft lak language of hard consonants of the Russian language. The results of the study of this material provide the basis to describe better the nature of cross-language phonetic interference, to determine differential and integral properties of the articu-lation of the sounds of contacting languages.