Native Speakers Of Language Research Articles

Culture and the Common European Framework for Languages: A Comparative Corpus Analysis of 2001, 2018 and 2020 Texts

In order to provide “a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe”, The Common European Framework for Languages (CEFR) was published in 2001 by the Council of Europe. It has affected the way languages are taught, learnt and assessed and also how foreign language proficiency levels are defined all around the world. The CEFR adopts an intercultural approach to foreign language, and the main purpose is to protect cultural diversity and to give importance to cultural activities rather than being a part of foreign language education. For this reason, culture is at the very core of the CEFR. In 2018 and 2020, two Companion Volumes were published to complement the CEFR. The present paper offers a comparative corpus analysis of these three texts focusing on the occurrences of culture-related items using n-gram tool of Sketch Engine (Lexical Computing, n. d.), which creates frequency lists of sequences of tokens. Based on the findings, it is suggested according to the CEFR that rather than focusing on the national culture of the native speakers of the target language, foreign language education should focus more on the “new culture” formed by the encounters of people coming from different cultures.

Contemporary practices of foreign language preparation of future international relations specialists at universities

The article analyzes the changes taking place in Ukrainian education during the last five years, are compared with the processes taking place in Europe, and an attempt is made to identify the main trends in the development of domestic foreign language education in the near future, allowing us to: predict probable challenges and prepare for overcoming them; focus on the main areas; to formulate new tasks, review the content, and possibly approaches to methodological training foreign language teachers taking into account these trends. Special attention is paid to the training of specialists in the field international relations is due to the fact that the process intercultural communication is significantly complicated problems due to certain differences and differences in perception of the world around us native speakers of different languages and cultures, which often leads to misunderstanding of each other, and in some cases becomes the cause of undesirable situations. The purpose of the article is to analyze the peculiarities of the development of foreign language education in Ukraine, to investigate the tendencies of the influence of the European educational system on the development of foreign language education in our country. The article highlights the results of the study of trends in the development of foreign language education in Ukraine, them influence on the formation of methods of learning foreign languages in higher education, their effective used during foreign language training of future specialists in non-language specialties in modern times stage. Some aspects of the formation and development of foreign language education at different stages of it are analyzed formation in the context of the subject of research and their relevance in modern conditions of preparation for the future specialists in the humanities in higher educational institutions of Ukraine. The main directions are clarified development of trends in foreign language education through analysis of works and research of leading experts in the field. In the frame of the study, it was revealed that the concepts of "bilingualism", "plurilingualism", and "multilingualism" in the system of higher education in Ukraine have become the significant components of foreign language training of future specialists in a particular field. The research concluded that, at the present stage of Ukraine's entry into the European educational space foreign language education is an element of cultural interaction, that promotes the formation of interests in another mentality, increases motivation, and expands the scope of international cooperation. We see the conclusions and prospects for further research in this area in a more in-depth approach to creative development and finding new ways to improve efficiency of the educational process of students of the faculties of international relations in the light of the latest requirements of the Ministry of Education and Science of Ukraine for teaching foreign languages at a qualitatively new level.

The Study on Concept of Man in Russian and Korean Language

This article tries to identify and describe the image of «man» in the Russian and Korean pictures of the world. The world is a person and an environment in their interaction. Reflection of the world in consciousness, a person s ideas about the world, information about the environment and a person - this is a picture of the world. Information about the environment and the person, processed and recorded in the language, is the linguistic picture of the world. The subject of the study is the concept of man in Russian and Korean languages. The object of the study is the vocabulary, phraseology, proverb and proverb of Russian and Korean languages, which reflect the idea of a man as an ethical category. The aim of our work is to study the peculiarities of understanding and interpreting the concept man by native speakers of Russian and Korean languages.

Evolution of the Associative-Verbal Network of the Concept “Old Age” in the Language Consciousness of the Native Russian-Language Speakers of the 20s of the XXI Century

The development of information technologies, change of political system and other socio-political changes in the life of any state, leave an imprint on the linguistic consciousness of a typical native speaker. Notwithstanding, the national conceptual sphere or nave linguistic picture of the world has undergone significant changes, for all the changes in the world around us are fragmentally recorded in the collective linguistic consciousness of Russian language native speakers. The concepts of old age that were relevant to the residents of our state three decades ago, have undergone significant changes. Negative attitude to the old age, pessimism, and a sense of the inevitable end of life, have been replaced by the hope of a prosperous, happy, financially stable old age. The younger generation does not hesitate to draw a parallel between such concepts as old age and retirement - this fact was recorded for the first time as previously, the scientific studies based on data from associative experiments, hadnt noted similar approach. The above conclusions were obtained as a result of a chain associative experiment with the word-stimulus old age, which involves obtaining 3 reactions of students to this stimulus (on the basis of the Faculty of Philology of the RUDN). 99 students (aged 17-25), native speakers of the Russian language, were selected to participate in the experiment (these parameters are reflected in the questionnaire of the subjects). Due to the unfavorable epidemiological situation and the conditions of distance learning, the experiment was conducted in an online format using the MS Forms application. The obtained resulting associative-verbal network of the concept old age was compared with the characteristics of the above-mentioned concept, recorded in the Associative Dictionary of the Russian Language edited by Yuri Nikolaevich Karaulov.

Ukrainian font: origins, stages of formation, stylistic features

The purpose of the article is to highlight the peculiarities of the establishment of the Ukrainian font and analysis of the interaction of formative and figurative features in the retrieval system of national style. The methodology is built according to the general principles of art history of scientific knowledge based on system-analytical, complex-historical, formal approaches, and generalization. The scientific novelty lies in the revelation of visual and communicative aspects and artistic and stylistic features of the Ukrainian font within the context of a comprehensive definition of the factors of its formation and development. Conclusion. The perspective of the development of the modern Ukrainian font is outlined, which lies in the assertion of the national component based on the stable foundation of the past, the contradictions of evolution, and the formation of its new forms and models. The special role of the Ukrainian font as a means of visual communication with a high level of perception by native speakers of the Ukrainian language is determined. The positive effect of using accidental fonts in order to embody Ukrainian authentic folk traditions has been revealed. Keywords: Ukrainian font, national style, writing, font graphics, visual communication, perception.

ABSOLUTE AND RELATIVE ERRORS IN THE SPEECH OF NATIVE SPEAKERS: DISTINCTION AND TYPES

The article is devoted to the study of the nature of errors made by native speakers of the Russian language as non-native in speech. In the research, the author revised the principles and criteria of errors and mistakes and showed absolute and relative errors along with communicative-significant and communicative-insignificant errors. The research uses the problem-oriented method. It allows you to use the terms of other sciences that give a more accurate understanding of the situation under study. Absolute errors and mistakes should include those errors that are visible and that affect (communicatively significant) or do not affect (communicatively insignificant) understanding of the situation. Relative errors and mistakes should include those errors that are not visible, but that affect the understanding of the situation. The modern linguodidactic system for evaluating errors in speech is based on the detection of only absolute errors. However, the allow of relative errors by speakers sufficiently complicates the social interaction of native speakers of the Russian language and native speakers of the Russian language as non-native, as it arises due to violations in the expression of the basic categories embedded in the Russian language and forming its uniqueness. However, situations where speakers make relative mistakes seriously complicate the social interaction of native speakers of the Russian language and non-native speakers of the Russian language, because it arises due to violations in the expression of basic categories. These categories are embedded in the Russian language and form its uniqueness. Among such categories, the author identifies the categorical expression of absolute and relative characteristic; performance and ineffectiveness of the action; belonging; existence and joint action; modality; completeness and insufficiency of the action. Finally, it was concluded that relative errors most often occur when topics containing the expression of these categories are poorly developed in curricula, textbooks and textbooks. The author concluded that understanding the nature of absolute and relative errors contributes not only to a more complete understanding of the speech of foreigners, but also to the prevention of these errors as a result of processing and adjusting the curriculum. This is necessary for the design of new textbooks and the revision of the evaluation methodology of lingvodidactic testing.

ELEMENTS OF TEACHING INTERCULTURAL COMMUNICATION AT THE ENGLISH CLASSES FOR FUTURE INTERPRETERS

The article deals with the intercultural communication that takes place in the context of culturally determined differences in the communicative competence of its participants, that these differences significantly influence the success or failure of a communicative event. The authors claim that intercultural communication should become concrete, visible, tangible in real communication situations and ensure the implementation of complex skills and abilities formed in a foreign language that are aimed at adequate communication with native speakers of a foreign language, both at home and abroad. It has been stated that it is not only about general humanitarian, but also about professional intercultural communication. It has also been highlighted that in the intercultural communication, the problem of ethics acquires special significance, since there is an interaction between representatives of different cultures, and each culture, of course, prescribes its own ethical norms and rules. An objective difficulty is represented by the fact that people belong to different nationalities, communicate in different languages, profess different religions; they are guided by different values, beliefs, norms prescribed by this culture, and have different expectations.

ТЕОРЕТИКО-ПРАКТИЧНІ АСПЕКТИ МІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ У ВИКЛАДАННІ УКРАЇНСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ

The article actualizes the problems of learning Ukrainian as a foreign language; effective approaches and methods of studying the lexical and grammatical system of the Ukrainian language are considered. Emphasis is placed on the purpose of language training – the formation of communicative competence of subjects, the culture-centric orientation of the modern linguodidactic paradigm and the main provisions of the personality-oriented approach as conceptually significant for the organization of Ukrainian as a foreign language. Features of modern methods of teaching Ukrainian as a foreign language based on personality-oriented approach to the organization of the educational process, which provides personal monitoring of knowledge, skills, speech skills, potential communication skills of each foreign student, his personal qualities, which is one of the main means of motivation for study Ukrainian language; correspondence of language and communicative tasks to the needs, requests, opportunities, interests of each personality of a foreign student, etc. The necessity of building subject-subject relations between the participants of the educational process is substantiated, which will ensure active conscious assimilation of language material. The ways of implementation of modern teaching methods (intonation reading, role play, immersion method, etc.) in the practice of teaching Ukrainian as a foreign language are outlined. The interactive model of teaching allows to consider the motives of learning, create a positive atmosphere of the educational process, use the subjective experience of students, create situations of success, demonstrate the possibility of using acquired knowledge in practice, use various teaching methods, forms of educational process. Emphasis is placed on the importance of practicing dialogic communication, the formation of skills which will mean that students have a number of skills that ensure the implementation of the communicative task in typical communication situations. It was found that the study of Ukrainian as a foreign language involves the formation of communicative competence of subjects – native speakers of different languages as representatives of different cultures, which indicates the establishment of competence-cultural paradigm of modern linguodidactic system.

Ditransitive Construction in English, Hungarian, Turkish, and Indonesian Language

Abstract: Every language shows a different way of expressing ditransitive construction. Thus, the present study aims to investigate and compare the important elements exhibit in the languages under discussion in constructing ditransitive sentences. This paper is a qualitative study. The data comes from detailed written grammar texts, corpora, and interviews with native language speakers. The results show that the languages play with the word order to weigh the focus of sentences. English and Indonesian language do not apply any case-marking to mark the function of the noun phrase. However, in the basic prototypical ditransitive construction, Hungarian and Turkish languages apply an accusative marker to mark the theme and a dative marker to mark the recipient. On the other hand, the verbs’ affixation also affects the semantic property of the ditransitive verbs in the Indonesian language. It is also revealed that the languages use the same ditransitive construction to express genuine transfer and beneficial transfer.Keywords: ditransitive construction, cognitive grammar, comparative study.

Distinction between prepositions zbog and radi in translation from German

This article discusses the use of prepositions zbog and radi in the Bosnian language as translation equivalents of the German preposition wegen based on a selected literary corpus. It is often the case in everyday speech that the difference in the meaning between these two prepositions is not noticed and often not understood by the native speakers of the Bosnian language. However, this sometimes also happens in the literary language, i.e., in the translation of literature, to which this paper pays attention. The starting point for the contrastive analysis between the two languages is the use of the preposition wegen in the prepositional phrase functioning as an adverb phrase in German, when it shows several nuances of meaning. Namely, the primary meaning of the preposition wegen is causal, but it is also used with the meaning of goal or intention. Consequently, in the translation to the Bosnian language we follow the difference in the use of the preposition zbog with the meaning of cause and radi with the meaning of goal or intention. Keywords: prepositions, meaning of prepositions, genitive case, prepositional-case phrase, position of the preposition, contrastive analysis.

Translation in Yakutia as a Means of Preservation of the Sakha Language and Culture

Translation as a means of cross-cultural communication serves two purposes: 1. making an additional recording of cultural works of a certain people by creating a copy of these works in a language with a higher number of speakers for further introduction of the culture to a wider public; 2. in a situation of widespread bilingualism, preserving a vulnerable language against assimilation by a dominant language by a bilingual translators conscious counteracting of negative interference and their educational activities in the field of ecolinguistics. In comparison with translation from/to foreign languages, these translational purposes acquire other, new aspects when applied to the languages of the different peoples in one country, depending on the language situation, politics, etc. The article examines the practices used in achieving the above-mentioned purposes of Russian-Yakut, Yakut-Russian translation in the Sakha Republic (Yakutia), a constituent entity of the Russian Federation. The article also describes the role of translation in the spiritual culture of the Yakut people as a proxy of literary and artistic innovations capable of shaping and changing the artistic tastes of readers, as well as a means of integration into the world cultural space, enabling the Yakuts to look at their native culture from the point of view of native speakers of the Russian language and members of Russian (including Soviet) culture. Translation as a sphere of close interaction of languages is of interest to the language policy of this multinational constituent of the Russian Federation. With the adoption of federal and republican laws for language issues in the 1990s, the Sakha Republic (Yakutia) started to give more attention to the translation between the two official languages. As a result of years-long observation of bilingual Yakuts speech culture, it has become apparent that researching linguistical issues of translation, drawing up practical recommendations for translation based on scientific research, and then popularizing them among bilingual Yakuts may become a great help in the preservation of the native language. A review of the Sakha Republics (Yakutia) experience in translation development in a multinational constituent of the Russian Federation leads to a conclusion about the importance of the work of a translator (who translates from and to languages of Russia) in standardization of their native language. Such a translator can consciously regulate the mutual influence of the languages in society.

Cultural and Linguistic Adaptation for the Romanian Language Version of the Cardiff Acne Disability Index: A Pilot Study on the Web-Based Experience of Cognitive Debriefing

Background The Cardiff Acne Disability Index (CADI) is a validated measurement instrument for quality of life evaluation in young patients with acne. The original version was designed in English, and it has been translated to other languages. An adaptation for the Romanian language was lacking. Objective The main objective of this study was to evaluate the comprehensibility of the Romanian language adaptation of the CADI in a small sample of patients with acne. Methods Guided by the team at Cardiff University, we conducted the stages of the standardized translation process—forward translation, the reconciliation of translated versions, back translation, and cognitive debriefing. The cognitive debriefing stage involved applying the CADI to a small sample of patients. This was followed by individual interviews in which each question was discussed. Ethical approval was obtained for the cognitive debriefing stage. We administered this measure as a web-based form. The completion times for each individual question and for the entire survey were automatically recorded. The interviews for assessing comprehensibility and suitability for the Romanian language and culture were also held as live, web-based meetings. Results A total of 7 patients with acne—4 females and 3 males—aged between 19 and 34 years were included. All subjects were native speakers of the Romanian language. They had mild or moderate acne. The mean completion time for the survey was 3.28 minutes. The mean score for the CADI was 5.4286. All participants agreed that the language used in this quality of life measurement instrument was simple, clear, and adequate for their native language. Conclusions Despite the epidemiologic restrictions against COVID-19, through teledermatology, we achieved cultural adaptation for the CADI in a language that previously lacked a specific tool for assessing quality of life impairment in patients with acne. Conflicts of Interest CMS receives royalties from Springer Nature, consulting fees from Vichy International, and support for attending meetings from Leo Pharma. SC has no conflicts of interest.

ISU DAN CABARAN GURU CINA DALAM PENGAJARAN BAHASA MELAYU DI SEKOLAH JENIS KEBANGSAAN CINA

This concept paper discusses the issues and challenges faced by Chinese teachers in teaching the Malay language at Sekolah Jenis Kebangsaan Cina (SJKC). In accordance with the functionality of the Malay language as the national language, the Malay language should not only be mastered by the Malays but for all races in Malaysia. Good command of the Malay language can foster the self-esteem of every citizen in this country. The Malay language is also a compulsory subject that should be studied by every student, including students at SJKC. Teaching the Malay Language by Chinese teachers in SJKC is not an easy job because Chinese students are not native speakers of the Malay language. It is much different from their native language, the Malay language is only used by Chinese students during lessons and they seldom use it in their daily life. Chinese students are lack interest in learning the Malay language because it seems that learning the Malay language is very difficult for them. Therefore, the Chinese students’ achievement in the Malay language is still not satisfactory. Thus, the main focus of this concept paper is to analyse the issues and challenges faced by Chinese teachers in teaching the Malay language. These challenges make it difficult for teachers in ensuring satisfactory achievement among pupils. Various methods should be taken to improve the quality of teaching the Malays language in SJKC and thus to produce Chinese students who are fluent in speaking the Malay language. Therefore, the Chinese teachers who teach the Malay language in SJKC have to bear this responsibility by taking various initiatives to enhance the achievement of Chinese students in Malay language learning. Through this concept paper, it is hoped to reveal the issue of teaching the Malay language by Chinese teachers in SJKC to various parties.

Comparative analysis of the image of Kazakh in the Russian and Indian linguistic consciousness

National identity is an important means of intergroup relationships, and stereotypes contribute to the identification of a person and the perception of each other by representatives of different ethnic groups. The perception of Kazakhs by representatives of the other nations is of undoubted interest. The article presents the results of a psycholinguistic study, the purpose of which was to describe the ways of conceptualizing the image of a Kazakh by the representatives of the Russian and Indian nations. Modelling the associative field “Kazakh” in the Russian language and Hindi will contribute to understanding of culture stereotypes and successful intercultural communication. The research material complies of the data of an associative experiment conducted with the students and employees of higher educational institutions of the Russian Federation and the Republic of Kazakhstan. The respondents of the study included 41 people aged 17-60 years, of them 20 subjects are native speakers of the Russian language and 21 subjectsare native speakers of Hindi. The associative experiment was grounded on the questionnaire based on the method of constructing a “semantic gestalt”, with the allocation of semantic zones. The associative field of the word-stimulus “Kazakh” was analyzed, and as a result of which, the stereotypicity indicator was defined. The results of the study indicate largely positive conceptualizations of Kazakhs by representatives of the Russian and Indian nations. Negative characteristics of Kazakhs are stated by Russians, and include cunning, stubbornness, and secrecy. Both Russians and Indians state the Turkic origin of Kazakhs, associate them with Kazakhstan, and consider the Kazakhs as respecting elders and patriotic. Key words: linguistic consciousness, image, Kazakh, nationality, stereotype, Russians, Indians, associative experiment. 

Encouraging reflective practice through learning portfolios in an authentic online foreign language learning environment

ABSTRACT This paper describes a research study that investigated foreign language student engagement in reflective practice through reflective portfolios. Over the course of one academic semester, students in an Italian as a foreign language course at an Australian university and selected target language native speaker mentors interacted and collaborated with each other in blended learning mode with the aim of completing two situated and authentic tasks designed according to an authentic learning framework. As part of the project, students wrote their observations on the progress of their collaborative work in a reflective portfolio and participated in individual and guided focus group interviews. The findings suggest that the opportunity to contribute their thoughts in writing in reflective portfolios encouraged students to reflect on their own individual learning processes and to engage in a process of collective reflection and collaborative problem solving.

On Intercultural Communicative Competence: Student-teachers’ Accounts of Colombian Cultural Identity

In student-teachers’ education, it is fundamental to foster the intercultural communicative competence for them to express their views on cultural concepts and phenomena in written and orally, with native and non-native speakers of a foreign language. In the same vein, future foreign language teachers, particularly at an early stage of their learning process, are expected to possess some basic citizen competencies which allow them, amongst other things, to show an understanding of the country they live in, the cultural diversity it has, and the current situation they and their co-nationals are facing (cognitive dimension). 
 Bering in mind the importance of competences mentioned before. This short-scale quantitative study set out to classify the perceptions that a group of student-teachers had on Colombia, their cultural identity, and Colombians’ cultural identity in general. To that end, one oral and two written short narratives along with a final questionnaire were collected and analysed using Atlas TI. 8 and Excell spreadsheets. The counting and classification of prominent speech parts that conveyed perceptions (nouns, nouns plus adjectives and adjective per se) unveiled that participants held quite optimistic views on their nation, particularly in cultural, natural, geographic, and culinary aspects. It was also revealed that student-teachers had a high appreciation of themselves culturally speaking, praising their personality and mood as most important features. Furthermore, it was unveiled that participants held a positive view about their compatriots, highlighting their personality, mood, and character. It is important to remark that positive views about own identity were much higher than general views on Colombians.

The effect of anxiety on foreign language academic achievement

Abstract Anxiety has commonly been regarded as one of the most significant affective obstacles in language learning achievement, and has been the subject matter of many second language researches (MacIntyre & Gregersen, 2012; Huang, 2012; Hewitt & Stefenson, 2011; Riasati, 2011; Horwitz, 2001). The primary purpose of the present study is to explore the anxiety levels of a class of students studying at the University of Dunaújváros and to investigate their attitude towards acquiring a second/foreign language. On the basis of the information gained the study is aiming at revealing some degree of correlation between students’ anxiety and their academic achievement. Responses to the Foreign Language Anxiety Scale show that the relatively high levels of anxiety among these participants are related to the worry about (1) the consequences of failing their foreign language class, (2) thinking that the others are better at languages and (3) communication with native speakers of the foreign language. However, the results on the relationship between anxiety levels and academic achievements show no significant correlation between these two variables, which leads us to the conclusion that the participants’ anxiety levels do not exceed the level which would have a negative impact on their academic results.

Interrogative in the humanities and linguistics: the epistemology of research

The article discusses the epistemological foundations of the study of the interrogative in linguistics and humanities. The purpose of the article is to identify semiotic correlations between the interrogative and the language thinking of native speakers of national languages: Russian and French. The hypothesis is put forward those interrogative constructions serve not only for the direct formation of interrogative statements, but also perform a secondary function of transmitting pragmatic information. Several semiotic correlates of the interrogative and discourses of various types have been revealed. An important element of the found correlations is the belonging of nonverbal and verbal discourses to the phenomenon of interrogative creativity, in particular, the French semiotic tradition. The results of the conducted research can be applied in further research in the field of synergetic correlation of the interrogative and the linguistic picture of the world of national languages.

Beyond translation into chaos: exploring language movement in the French Caribbean

As Edwin Gentzler’s latest book (2001) reveals, translation studies (as opposed to translating) is an area that is becoming increasingly relevant to both cultural and literary studies. Developing this point further, Sherry Simon states that, “Increasingly, translation and writing have become a particularly strong form of writing at a time when national cultures have themselves become diverse, inhabited by plurality”(Simon 1999: 72). Or indeed how “Symbolically, translation comes to be the very representation of the play of equivalence and difference in cultural interchange: translation permits communication without eliminating the grounds of specificity” (Simon 1992: 159). Therefore, particularly in postcolonial contexts, where the balance of power hinges on questions of language possession and linguistic insecurities, translation allows this power to be repositioned: it can establish a form of plurality by refusing to allow one language to dominate another. In recent works exploring the complex relationship between postcolonial environments and translation,1 these issues are examined in a worldwide context – writings from Quebec, North Africa, India constitute but a few examples. Yet, Simon also draws our attention to processes of translation that allow each language to maintain its own specific identity. In the French Caribbean, this becomes highly problematic because of the tensions between French – the official language – and Creole – the native spoken language.2 This article will explore the difficulties involved in establishing and maintaining this language specificity and will look at how, and if, French and Creole can ‘translate ’French Caribbean culture.

The Structure of the Dictionary Entry of the Educational Linguoculturological Dictionary of Russian Paremias Against the Backdrop of Chinese Language Equivalents: Description Problems

The article is devoted to the description of structure and content peculiarities of the dictionary entry of the educational linguoculturological dictionary. The originality of the research concerns the development of the structure and semantics of the dictionary entry of the educational linguoculturological dictionary of paremias representing the concept of BUSINESS in the Russian language. The description takes into account semantic gaps of the culture that the dictionary is focused on. In this article attention is paid to cultural mental attitudes, which are expressed by Russian and Chinese language paremias. Which is why cultural settings were the subject of a linguoculturological description and were offered as one of the main parameters of the educational dictionary. It is the mental attitudes of culture that have become the subject of linguoculturological description and we offer them as one of the main elements of the educational dictionary. The object of the study is the paremias of the two languages that characterize the concepts of business, work, labor, and craft. The aim of the study is to identify and describe the general and national-specific mental attitudes of culture and their representation in the educational linguoculturological dictionary. Russian and Chinese dictionaries of paremias (e.g. the Big Dictionary of Russian Proverbs, V.M. Mokienko, T.G. Nikitina, E.K. Nikolaeva, collection of proverbs by A.I. Dal, Big Dictionary of Chinese Proverbs by Wen Duanzheng) served as the sources of the material. The analysis of bilingual linguoculturological dictionaries is carried out, which helps to identify the basic principles of constructing a dictionary article, and a model of a dictionary article of a linguoculturological educational dictionary aimed at native speakers of the Chinese language is proposed. The creation of the educational linguoculturological dictionaries will help improve the process of intercultural communication.