Linguodidactic Aspects Research Articles

Russian reduplication: units and frames of recursion (linguodidactic aspect)

Russian reduplication: units and frames of recursion (linguodidactic aspect)

The Problem of Forming Information Competence in the Process of Teaching Kyrgyz Language to Students of the Faculty of Journalism

The article is devoted to the study of the problem of developing information competence in the process of teaching the Kyrgyz language to students of the Faculty of Journalism. This article discusses the terms “competence”, “competence”, “information competence” in the linguodidactic aspect. The article discusses current issues of teaching students of the Faculty of Journalism the Kyrgyz language according to the established standards of the State Educational Standard of Higher Professional Education. Formation of information competence of students of the Faculty of Journalism is an important aspect of their professional development. After all, a future journalist must be ready to work in a fast-moving information space, where the importance of information and the ability to present it play a key role. The problem is that a modern journalist must not only be able to collect and analyze information, but also be able to present it in accordance with the requirements of various formats — from print publications to online news. The goal is to study the problem of developing skills in a future journalist, with the help of which a specialist can adequately respond to the needs of modern society, having the skills to effectively search and analyze information, as well as the ability to present it in accordance with the requirements of various formats. The research materials were scientific sources. Research methods: analysis and synthesis of scientific sources.

Приховані семантико-синтаксичні відношення в системі складносурядних речень сучасної української мови: лінгвістичний та лінгводидактичний аспекти

Various types of semantic-syntactic relations can be observed in the structure of compound sentences. Typically, in the presence of specialized formal-semantic means of explication, the process of their identification by the addressee occurs quickly and smoothly. However, if conjunctions are absent or have atypical manifestations, the semantic-syntactic relations between the predicative parts of a compound sentence are hidden. This complicates their establishment by the recipient, and therefore prevents him/her from adequately perceiving and understanding the communicated information. Consequently, systematic research of the specifics of hidden semantic-syntactic relations in different types of compound sentences is required. The purpose of this article is to conduct a comprehensive analysis of hidden semantic-syntactic relations at the level of compound sentences in the modern Ukrainian language in linguistic and linguo-didactic aspects. The achievement of the goal was facilitated by the application of linguistic methods such as descriptive, structural, transformational, componential analysis, and contextual-semantic analysis. The research is based on the material of sentence constructions selected from the texts of the artistic style of the modern Ukrainian language. Results. In the system of compound sentences, hidden semantic-syntactic relations primarily represent causal and conditional sentences with an semantic conjunction «і», which is a purely formal marker of coordinate connection. Hidden semantic-syntactic relations are also characteristic of compound adjoining constructions with conjunctions «і», «а», «але». Their establishment by the recipient is facilitated by the lexical content, the arrangement of the predicative parts, syntactic parallelism, the correlation of the forms of predicate verbs, and the intonation of the utterance. Observations of compound sentences in fictional texts indicate that the conjunction «і» is not always a marker of actually coordinative relations, «а» – of comparative, and «але» – of adversative relations. Although each of them undoubtedly specializes in expressing its own relation, through appropriate transposition into secondary semantic spheres, partially losing their semantic significance, they become indicators of adjoining semantic-syntactic relations, which acquire a hidden character in the structure of a compound sentence. Originality. The hidden content relations in various structural-semantic types of compound sentences are characterized. The derivational and synonymous relations between compound and complex subordinate constructions are established. Criteria for identifying hidden semantic-syntactic relations at the level of compound sentences are offered. This will contribute to the proper decoding of the information contained in it by the addressee and the implementation of high-quality syntactic analysis in Ukrainian language classes in educational institutions. Conclusion. Hidden semantic-syntactic relations in compound sentences can hinder effective verbal communication between the addresser and the addressee. This requires the participants of the communicative process to have thorough linguistic knowledge of structural-semantic specificity, syntactic synonymy, derivational connections, intonation, punctuation, stylistic use, and expressive possibilities of compound sentences. Sufficient linguistic-communicative competencies will enable the recipient to establish these relations and adequately perceive the communicated content, while education seekers will be able to properly analyze expressions at the syntactic level. Research on hidden content relations in complex subordinate and conjunctionless constructions is considered promising.

Reflexive verbs in the Ukrainian language: Theoretical-linguistic and linguo-didactic aspects

The author of this article attempts to determine the formal, semantic and functional peculiarities of Ukrainian reflexive verbs important for their linguo-didactic description. Because of their incidence, the verbs with the postfix -ся hold an important place in the learning system of Ukrainian as foreign language, while at the same time being one of the most complicated lexical groups for learning by foreign communicators. To make the learning process of reflexive verbs easier for foreign students, 152 verbal lexemes were selected for the analysis, belonging to the five most representative groups, sorted according to the criterium of defining subjective and objective relations. Some linguo-methodical recommendations were proposed, with the aim of forming and developing the ability of foreign communicators to properly use the analyzed vocabulary in speech; the recommendations take into account the formal word forming features of reflexive verbs, grammatical characteristics and their lexical conjunction.

Teaching vocabulary in the course of legalese and legal translation

The article analyzes and describes special characteristics of vocabulary of legal English and translation courses and ways to teach such lexis. It examines methods of vocabulary selection on the basis of contrastive analysis of the profession-oriented lexical units, terms and other frequent vocabulary of the language of commercial and corporate law. The vocabulary is limited to the lexical units that pose difficulties to Russian speaking students. The paper describes and analyzes the vocabulary which reflects such phenomena as polysemy, homonymy, and paronymy and other lexical phenomena frequent in the language of law and causing learners’ errors. Moreover, the author considers lexical and grammatical problems such as the compatibility of words, the change of the meaning of a noun with a change in the grammatical number, special aspects of word formation etc. The paper describes pedagogical and linguodidactic aspects of teaching applying methods of contrastive and comparative lexicology. They include early prevention techniques, regular monitoring, as well as introduction and drilling of learners` independent analysis and self-control skills. It concludes with the recommendations related to the type of exercises designed for processing and practicing this layer of vocabulary within the framework of the introductory course of legal English.

Эмоциональный интеллект студенчества как объект исследования языковых дисциплин: аналитический обзор

The aim of the research is to evaluate the phenomenon of emotional intelligence from the standpoint of a number of the disciplines of the humanities: pedagogy, psychology, linguistics, linguodidactics. The article analyses domestic and foreign studies that reveal the problems of developing the emotional intelligence of students from higher educational institutions by means of linguistic disciplines; psychological, linguistic and linguodidactic aspects of emotional intelligence consideration in terms of foreign language training at the university are presented. As a result of the analytical review, it is proved that the disciplines “Foreign Language” and “Russian as a Foreign Language” have a diverse potential in terms of the possibilities for developing the emotional intelligence of students by means of foreign language training at the university.

Studying the Structure of the Sound of Russian Speech by Chinese and Ghanaian Students in a Digital Format: a Linguodidactic Aspect

The purpose of the research is to study the peculiarities of the structure of the sound of Russian speech by Chinese and Ghanaian students at different levels of study, based on experimental phonetic programs. The subject of the study is the intonational structure of the main communicative intentions: greeting, address, completion, incompletion, a question without an interrogative word, a question with the Russian conjunction «а» (“and”), a positive evaluation and surprise. The study contributes to the creation of an ethno-oriented methodology for teaching Russian intonation. The scientific novelty is in the analysis of the sound of the Russian speech of foreign students at the syntagma level in comparison with that of a native Russian speaker using the Praat and Lingvodoc programs. The results of the study consist in the visual representation of the peculiarities of the structure of the main communicative intentions in the Russian speech of Chinese and Ghanaians to predict and correct errors at the level of intonation.

The Russian Language of Professional Communication: Linguistic and Linguodidactic Aspects

The Russian Language of Professional Communication: Linguistic and Linguodidactic Aspects

Aspects of media communication in social networks

The peer-reviewed two-volume monograph Social Networks: A Comprehensive Linguistic Analysis (2021) is devoted to the study of the existence of language in modern social networks. The first volume covers the general issues of the linguistic study of Internet communication, its linguocognitive and discursive aspects, as well as its characteristic speech genres. The second volume provides a description of linguo-personological, conflictological and linguo-didactic aspects of communication in social networks. Each volume has a predetermined structural sequence: an introduction by the scientific editor, three chapters, and an off-text bibliographiс list. Social networks in today’s world implement mainly the integrative function of language, aimed at overcoming spatio-temporal restrictions. An auxiliary machine translation option provided for major international Internet platforms also aims to remove the language barrier. The disintegrative potential of social networks, as an antinomic pandan of the integrative function, is manifested in the physical isolation and anonymization of users. The leading trends in the intralinguistic nature of media interaction should be recognized as the determination of industry terminologies as well as the hybridization of texts (turning them into hypertexts by supplying hyperlinks, supplying them metacommunicative symbols, etc.). The extralinguistic features include the massive nature of Internet bilingualism. In general, social networks continue the transhumanistic mission of language in the virtual space: to serve as a means of overcoming the negative aspects of being through the mediatization of man and society, which is expressed by such properties of Internet communication as achronism, acentricity (rhizomorphism), hybridity and alinearity.

Linguodidactic Aspects of a Propaedeutic Course as An Intermediate Layer between a General Foreign Language Course and a Course for Specific Purposes at University

Linguodidactic Aspects of a Propaedeutic Course as An Intermediate Layer between a General Foreign Language Course and a Course for Specific Purposes at University

Contractions Use as the New Trend in PR Professional Language: Linguistic and Linguodidactic

The article deals with the analysis of PR professional language variety as referred to teaching English to university undergraduates. PR terminology encompasses various contracted forms, which contain structurally and semantically encoded information that refers to language economy in terms of heuristic approach to language. The analysis of the vocabulary in question brings the subject matter into the focus of interdisciplinary research in the field of humanitarian studies, with reference to its linguistic and linguodidactic aspects. Certain spheres dealing with PR communication are subject to the analysis and synthesis in terms of linguistics, political science, economic theory, philosophy, psychology, sociology, rhetoric, and cognitive science. To elaborate the methods of teaching L2 to PR undergraduates, it is necessary to carry out consistent analysis of all language levels representatives in their interaction. The analysis of PR terminology, especially abbreviations and acronyms, is carried out to facilitate the process of professionally oriented L2 teaching. The results application deal with practical issues of linguodidactics and language teaching methodology as referred to PR studies with respect to the content and structure of teaching process, material choice and exercise samples with abbreviated forms in different types of activities. The article provides examples of possible tasks aimed at developing students' communicative and general cultural competencies based on the work with the language material under consideration. The shift of PR procedures implementation into Web 3.0 is discussed in terms of LSP teaching, which concerns with appropriate Internet materials use and processes of adequate interpretation as well as contracted realizations creation, determined by students’ abilities and their proficiency level.

The Ethics of the Virtual Educational Environment, New Meanings

Introduction. The purpose of this study is to analyze the ethical and linguo-didactic aspects of the virtual educational space of higher education. The COVID-19 pandemic has served as a catalyst for the transition of education to an online format. Of course, most educational institutions and teachers were forced to quickly adapt the methods and forms of online organization of the educational process. The issue of online education has long been considered from the scientific and practical sides, but such a quick and forced transition to online revealed a number of problems and features of online communication. One of the most significant is the problem of the ethics of online communication in education.Methodology and sources. The theoretical base of the study is represented by the works of Russian and foreign authors in the field of pedagogy of the Higher School (I.V. Robert, I.P. Kuzheleva-Sagan), the theory of generations (N. Howe and W. Strauss, D. and I. Stillman, Shamis) and intercultural communications (G. Hoftede).The empirical base of the study was data obtained during interviews with teachers (23) and students (27) of a higher school (semi-structured, random sample), analysis of the content of educational chats and visual analysis of student avatars (625) used in Zoom.Results and discussion. The article outlines the directions of research into the problems of ethics in the process of online education. On the basis of empirical data, the authors record the transfer of an informal style of communication into the format of educational communication with a teacher, which is spontaneously emotional in nature. The authors make the assumption that the regulation of communication processes had an optional and often non-mandatory format. Particular attention is paid to the understanding and perception of the ethical norms of communication by representatives of different generations.Conclusion. The synchronous format of educational communication in the online format has other syntactic, semantic and stylistic features that differ from the previously generally accepted academic language. In the future, this issue requires a comprehensive consideration not only from the communication and ethical side, but also from the point of view of legal and information security. It is necessary to form ethical standards for online teaching.

Категория залога в курсе русской морфологии для тюркоязычных студентов-филологов

The article considers the morphological category of the Russian verb voice in the linguo-didactic aspect. The aim is to characterize the theoretical and applied aspects of studying the voice category within the framework of the discipline “The Modern Russian Language. Morphology” for Turkic-speaking philology students. The scientific novelty of the work is determined by the fact that for the first time, from the point of view of the methodology of teaching language disciplines, it analyses the system of voice oppositions of the Russian and Tatar languages, as well as related verbal categories (reflexivity, transitivity and actant derivation), substantiates methodological principles and gives recommendations for its study in the Turkic-speaking audience. As a result, methodologically relevant (didactically significant) differences between the Russian and Tatar languages in the field of voice form composition have been revealed, the consideration of which helps to optimize the process of teaching the Russian grammar to Turkic-speaking students.

Organizational and methodological aspects of learning the language of urban spaces in the course "Russian as a foreign language"

This work is devoted to the organizational and methodological (linguodidactic) aspects of learning the language of urban spaces in the course of Russian as a foreign language. The main problem of this phenomenon is that urban spatial nominations belong to the area of so-called linguistic universals and therefore are practically not considered by linguists. Nevertheless, this pragmatically marked linguistic component allows us to identify the specifics of the national picture of the world and characterize the national and cultural identity of the city as a unique semiotic system. As the main research method, an empirical (review-analytical) review of the literature on this issue is used. It was concluded that the linguodidactic aspect of research on the thematic group of urban spatial nominations should be based on the scientific and linguistic foundations of the comparative typology of the native and learned languages in its current state, include the study of the interaction of the language substrate (in its exact definition) with the language system and different types of speech activity in the target language.

Latin for Bachelors in Water Bioresources and Aquaculture: a Linguodidactic Aspect

Today’s society needs qualified specialists in aquaculture who are proficient not only in the native language but also in international professional one, are familiar with the scientific conceptual terminology apparatus of modern European languages. The purpose of the article is to study ways to implement professional linguodidactic key concepts and principles in teaching and learning Latin on the example of the educational program “Water bioresources and aquaculture” which led to the choice of such research methods: analysis of scientific literature to study state of the problem, synthesis and generalization. The study found that, Latin is the integral component of bachelors training, but can hardly be considered on an equal basis with any other LSP: teaching and learning living languages are aimed at forming students’ foreign language professional communicative competence, but in case of Latin focus on the formation of professional terminological competence. Therefore, it can be considered in the context of professional linguodidactics, key concepts and principles of which (interdisciplinary integration, internationalization, selectivity) can be implemented in the educational process. In the reviewed program, the component “Latin” reveals intersubject connections with most disciplines both general and special training cycles, that as a whole assumes interconnection, interdependence and complementarity of intersubject information and ways of learning. So learning professionally oriented Latin is a holistic, complex and integrative process of development specialist’s linguistic personality. That is why it can be of scientific interest not only in the framework of methodology, but also very promising in linguodidactic, terminological, cognitive and other aspects for further research.

«Давайте думать, и все четверо…» (рассуждение как лингвопедагогический прием и элемент поэтики в повести Л.А. Ярцовой «Неистощимый кошелек»)

Heated debates about the methods of teaching children their native language, about understanding the differences between the types of texts as a mechanism and a product of mental activity were inextricably linked with the deep transformation of Russian society in the second half of the 19th century. A significant strengthening of monetary and financial relations in a changing society, and, as a result, the penetration of money into family communication became an urgent educational issue for children’s literature. L.A. Yartsova in her story “The Inexhaustible Purse” (1861) innovatively revealed the theme of money in the life of a child, using the functional-semantic type of speech “reasoning”. Different types of reasoning (refutation, inference, confirmation, justification) are used in the story as a tool of poetics and didactics. The story is structured as a cycle of meaningfully unrelated stories-reasoning, in which a mother and her three children of different ages independently seek rational-logical and lexical-syntactic arguments to reveal the metaphor-task “inexhaustible purse”. The linguo-didactic aspect of Yartsova’s story lies in the fact that in the process of writing stories-reasoning (the function of writing in literature lessons), children master the method of constructing reasoning and linguistic forms for its implementation (educational-target function). The stories represent a gradational-hierarchical ascent to the concept of money: from the limited by age and personality (the reasoning of children) to the socially significant, synthesized in the reasoning of the mother. Yartsova’s use of reasoning as a way of constructing a children’s story testifies to the penetration in the 19th century of elements of scientific speech into other speech systems, including the language of children’s fiction.

Russian anthroponyms at the initial stage of teaching Russian as a foreign language: linguodidactic aspect

This article is devoted to the topical problems of studying Russian anthroponyms at the initial stage of teaching Russian as a foreign language. The authors highlight and describe the main difficulties that foreigners face when using Russian first and last names in speech – the choice of the combination of components of the Russian personal name necessary in a specific communicative situation; the presence of a wide range of hypocoristic and qualitative personal names, the difficulty of correlating them with the full form of the name; the coincidence of some male and female hypocoristic personal names, making it difficult to distinguish them in a small context. A comparative analysis of elementary level textbooks on Russian as a foreign language from the point of view of the representation in them of Russian personal names prescribed by the lexical minimum of the corresponding level for mastering by students. It is established that the necessary lexical material in the analysed manuals is not fully presented, lack of systematic presentation of information about the formation and use of anthroponyms is mentioned. The authors of the article have formed and presented a system of language and speech tasks that make up for these shortcomings and contribute to the successful development of Russian personal names by foreign students at an elementary level of language proficiency.

Peace Linguistics: лингводидактический аспект

Based on the concepts of such linguists and linguodidactists as D. Crystal, G. de Matos, A. Curtis, P. Friedrich and others, the work provides a brief historical excursion and analyzes the reasons for the emergence, subject and aims of the new direction in linguistics - peace linguistics as an independent area of humanitarian research (Peace Studies). The specificity of the use and the rich potential of the ideas of Peace Linguistics is demonstrated in the linguodidactic aspect. It is shown that the analysis of lexicographic sources can be carried out not only from the traditional point of view by representing linguocultural knowledge in them, but also from the point of view of the intrinsic concepts of chaos and order, conflict and harmony, war and peace.

Специфика билингвальной среды при языковой подготовке иностранных студентов (на примере СВФУ им. М.К. Аммосова)

The purpose of the study is to consider the features peculiar to the influence of the linguistic environment of a bilingual region on the training of foreign students at Ammosov North-Eastern Federal University. The article presents an analysis of the linguistic situation in the bilingual region of the Russian Federation and its features, as well as the results of a survey among foreign students. Scientific novelty of the study lies in the fact that the linguistic environment of the bilingual region is considered in the linguo-didactic aspect from the standpoint of the methodology for teaching Russian as a foreign language. As a result, the author has identified the features of the linguistic environment of the bilingual region that should be taken into account when organising the educational process of teaching Russian as a foreign language. The results of the survey prove the need to systematise local linguistic and cultural material.

Феномен интерпретации художественного текста: агнонимы

The article examines the phenomenon of the interpretation of a literary text, taking into account the proper linguistic and linguodidactic aspects. This problem area acquires special significance at the stage of the formation of a linguistic personality and its linguocultural identification. This is largely because the ability to interpret the text ensures the development of at least the cognitive base and the centre of the cultural space in a particular linguoculture. The article clarifies the status of agnonyms as a class of units and the specifics of their functioning in a literary text, offering a comprehensive classification of units of this class.