Philological Science Research Articles

SUBJECT INFORMATION AND EDUCATIONAL ENVIRONMENT AS MEANS OF FORMATION OF INFORMATION AND COMMUNICATION COMPETENCE OF FUTURE PROFESSIONALS

Informatization and unprecedented advances in technology make it necessary to adapt the development of skills in the information society. At present, information and communication competence becomes an urgent need and a prerequisite for the success of future specialists, so it is necessary to increase the efficiency of work, to communicate, to access information and to receive services.
 Information and communicative competence of a future expert is a complex formed by the individual qualities that provide flexibility and willingness to change; efficiency of professional work in the conditions of informatization of a modern society in order to acquire information and communicative competence.
 Despite numerous studies of the problem connected with the formation of information and communication competence, the actual level of knowledge and skills of graduates of Russian schools in this area is quite low. Therefore the problem of the search tools to more effectively develop the information and communication competence of a future specialist is highly relevant.
 Today information educational environment becomes one of the main means of training meeting the requirements of a competence approach. These features are provided by the didactic specificity of methodological support of educational environment, by shifting the emphasis from educational activity of the teacher to the use of active and interactive teaching methods, active and independent cognitive activity of students; orientation in learning not only to the result of training, but also the process of development of new information and applying it to produce results; giving students the freedom of choice of means of implementation of the training task.
 Subject information and educational environment can be defined as an open educational system formed on the basis of information of educational resources, computer training facilities, modern means of communication, educational technology which is aimed at the formation of creative, intellectual and social development of the individual.
 As the theoretical research and practical experience show, the subject e-learning environment in combination with active and interactive teaching methods, individual and group creative tasks in the context of future professional activity of a specialist is one of the leading factors in the formation of its information and communication competence.
 The author describes in detail the stages of the electronic textbook development, as well as web quests in the teaching of philological sciences at the university, and enumerates a number of advantages of their use.

‘Amne adverso’ means ‘looking upstream’. Remarks on the book by Laurent Waelkens, ‘Amne Adverso’. Roman Legal Heritage in European Legal Culture (Leuven University Press, 2015)

Arnaldo Momigliano, an Italian historian and an internationally renowned professor of classics and Roman law in particular, in the late sixties of the twentieth century, expressed the view about the end of the history of law as a discipline independent from positive law. This opinion led to the formation of two diff erent approaches towards the study of Roman law: researchers practicing pure history of the ancient world (the so-called antiquisti), who combine historical and philological sciences and are detached from the contemporary law; and legal historians, who regard dialogue between legal historians, including Romanists, and representatives of various legal dogmatics as necessary. The first approach undoubtedly marginalises Roman law in the context of disciplines taught at universities, while the second one allows a discursive cooperation with other disciplines of law, especially positive law and legal comparatistics, or even theory and philosophy of law. According to supporters of the second approach, modern law dates back to Roman law which provides the basis for agreement between academics. From time to time reformers of legal studies have stressed the need for such model of legal studies which would equip graduates with knowledge that prepares them in the best way for their future profession, which undoubtedly is of paramount importance for the proper functioning of society. Lectures on Roman law, in its ancient and subsequent incarnations, make sense when the taught materia is associated with problems disputed in the current curriculum studiorum. What is more, the search for crossreferences between various scientifi c materiae is a rational postulate on the level of scientific research, especially that its strength is refl ected by the quality of research. The presented review of ‘Amne Adverso’. Roman Legal Heritage in European Legal Culture (Leuven University Press, 2015), the book by Laurent Waelkens, not only discusses the content, but addresses as well such issues as the presence and shape of law in Roman antiquity and its topicality for subsequent generations of lawyers - representatives of diff erent historical schools. Finally, the review presents a possible rational model of the presence of Roman law in modern academic reality, particularly in today legal education

Развитие одаренности старшеклассников в условиях профильного филологического обучения

In the modern reform of education (образование) the question is crucial for one of the most important tasks of specialized education (обучение) is one of the main tasks of comprehensive schooling in Ukraine – that of personality formation and development based on individual characteristics of students, their educational needs, cognitive interests, abilities and aptitudes, in connection with future occupational directions. Senior students with philological specialisation are taught on the basis of a communicative-cognitive approach, which provides in-depth knowledge of language phenomena and develops communicative abilities and skills. The development of gifted students’ potential is the most important task of the current education system. However, the giftedness of a senior student should be considered as an inclination toward a certain occupation or to building healthy relationships in society, rather than only as a high level of particular knowledge or activities. The important components of such a system are: the particular orientation of the conception of giftedness and specialized education; the identification of the level of giftedness and aptitude for the philological sciences; the assessment of the framework for giftedness development, the design of techniques and methods for teaching and learning, as well as the nurturing of the creative potential of senior students with philological aptitudes for their further self-realization during their philology studies and their practical work as philologists.

New approaches to the content of philological higher education

The accelerated pace of political, socio-economic and technological development requires qualitative changes in the education sector. Today is an issue about the need to train highly qualified personnel that meet the requirements of the XXI century, integrates education and scientific knowledge. Therefore, the improvement of philological education will require an integrated system of study and practical issues of philology development, their consideration in the new aspects of the humanities, which imply an active search for specific mechanisms and methods for their compatibility in line with global trends in the development and preservation of national priorities. Development of scientific research in the context of world philology allows researchers to solve essential linguistic, literary, scientific and methodological problems. Developed in the field of philology education programs should be aimed at creating a scientific and educational environment of a new type to improve the quality of philological research and learning languages. Its main substantive areas are to promote the growth of scientific and educational potential of philological and associated sciences in a single information space, creation and modernization of modern quality management systems, new educational programs and learning technologies, integration of education, science and innovation. Further improvement of philology education is a major problem, the solution of which depends largely on the development of philology, the degree of relevance of society, finally, the optimal solution to the problems of higher philological education. Keywords: Multilingualism, language policy, identity, language situation, language modernization

Achievements and perspectives of development of Eastern Slavonic explanatory linguistic terminography

The most complete explanatory dictionaries of linguistic terminology published in Eastern Slavonic countries are considered in the article. The comparative analysis of index, micro-, macro-, and megastructural characteristics of the most complete Russian, Ukrainian, and Belarusian dictionaries of linguistic terms (by O.S. Akhmanova, M.G. Bulakhov, and A.A. Zagnitko) is conducted. The forecast is made about perspectives and possible ways of development of Eastern Slavonic explanatory linguistic terminography. The conclusion is substantiated that a much higher informational level of analysis of the metalanguages of Russian, Ukrainian and Belarusian linguistics can be reached only if a combined explanatory dictionary of Eastern Slavic linguistic terminology is created by mutual efforts of the linguists, lexicographers and terminologists of Russia, Ukraine, and Belarus. In its turn, the unresolved problems of the modern Eastern Slavonic explanatory linguistic terminography should include the following issues: 1) there is a clearly insufficient level of institutionalization of the terminography activity in some Eastern Slavonic countries (in Belarus, for example, until now, there are no specialized centers, departments and periodicals whose main purpose would be studying, systematizing and dictionary-coding scientific terminology revealed as a result of analysis of scientific and specialized texts); 2) drafting of the Eastern Slavonic explanatory linguistic terminography products shows certain negative trends (many terminological and encyclopedic dictionaries and reference books lack alphabetic and subject-specific indexes of 12 terms that are much-needed for the readers; a number of terminological dictionaries on linguistics are clearly compilations). In addition, there is a vital need for the Eastern Slavonic linguistic terminologists to cooperate with the subject-specialists in the different branches of modern linguistics as actively as possible to address the topical issues of the current terminography practices. If this closest union of terminologists and subjectspecialists in the different branches of modern linguistics is not be established in the nearest future, then, apparently, terminography and the science of terminology will stop coordinating their professional efforts with the general science of philology soon, and further development of these cross-cutting disciplines will go its own way as this is already going on in some countries of the West.

Произведение Абу Убейды «Меджаз Аль-коран» как начало нового направления в практике тафсира

Abu Ubaidah’s “Majaz al-Qur'an” is the first book on the linguistic analysis of the text of the Holy Qur'an, which has survived to our days. This author stands out among others because his research was the first research and analysis of the style of writing of Qur'an and it was the beginning of the first stage of criticizm in the Arabic literary in general. The author emphasizes that there is little difference between the use of metaphors in the language of Qur'an and Arabic poetry, or in general in the Arabic language of the period. It is also noted that Arabs widely used metaphors in their oral speech, both before and after the revelation of Qur'an to the prophet of God. In fact, the author wrote the above-mentioned book, not only for Arabs, but also to facilitate the understanding of Qur'an, something like a textbook. In general, the mentioned work of Abu Ubaidah on the linguistic analysis and interpretation of Qur’an led to the emergence of a new direction in the linguistic analysis of Qur’an. This work has actually paved the way for this research, and it has greatly eased the work of interpreters and representatives of philological science.

«ФЕНОМЕНОЛОГИЧЕСКИЙ МОМЕНТ» В РАЗРАБОТКАХ Г.П. МЕЛЬНИКОВА: К ПОСТАНОВКЕ ПРОБЛЕМЫ

The aim of the present article is the experience of constructing the linguistic epistemology of the theoretical developments of G.P. Melnikov in the context of the discussion of the foreign philosophy of science about the influence of E. Husserl’s ideas on structural linguistics. The idea of the article was suggested by the international scientific internship “General and Particular Methodology of Philological Science” from 03.04.2017 to 08.04.2017, as well as some generalizations published in the collective mono-graph “The Systemic View as the Basis of Philological Thought” (2016). Linguistic research methods (description, observation) are transferred to the scientific text as material for the reconstruction of the “phenomenological moment” as a conceptual structure. The article analyzes three lines: the initial internal determinant of the desired construct in the methodology of linguistics, the current external determinant of formal coincidence in some parameters, and the current internal determinant of the evaluation of GP. Melnikov’s own constructions in correlation with a certain epistemological system. The conclusion, which is made in the proposed work, concerns the recognition of G.P. Melnikov, the presence of a phenome-nological moment in the “systemology” he deduced.

UNCONTINUED MOVEMENT AND CREATIVITY (TO THE 80TH BIRTHDAY OF PROFESSOR M.P. KOCHERGHAN)

This article is dedicated to a person who played an important role in the professional development of many professors and associate professors of the Kyiv National Linguistic University and other universities of Ukraine. Doctor devoted more than forty years of his life to the education of young philologistsof Philological Sciences, Honored Professor of the Kyiv National Linguistic University,honored worker of public education of Ukraine, laureate of the Yaroslav the Wise prize in the field of science and technology of the Academy of Sciences of the Higher School Mykhailo Petrovych Kochergan. For some, he was a demanding and at the same time caring academic supervisor, for others - a favorite teacher,for someone else - an authoritative opponent, a reliable, responsible colleague, a brilliant speaker or an interesting discussant at conferences and seminars. However, everyone will agree that Mykhailo Petrovych Kochergan is a person of extraordinary charisma, high professionalism,broad scientific interests and spiritual generosity.

To Karamzin from grateful descendants

This review presents materials of the Scientific Session “The Time of Karamzin (On the 250th Anniversary of the Birth of N.M. Karamzin, Writer, Historian, and Reformer of the Russian Language),” which was held on March 21, 2016, within a general meeting of the RAS Division of Historical and Philological Sciences. The participants were famous scholars in the humanities, who clarified various aspects of the phenomenon of Karamzin. The presenters showed the central place of Karamzin in the development of Russian national self-awareness not only in the early 19th century but also in the subsequent periods of history. The review of various aspects of Karamzin’s legacy—his literary activity, work on reforming the Russian language, and, of course, his selfless labor on the preparation of History of the Russian State—allows us to speak about him as an outstanding and exceptionally modern figure of the Russian Renaissance, who predetermined the spiritual quest of Russia for years to come.

ПЕРЕВОД И ВОСПРИЯТИЕ ТВОРЧЕСТВА ТЭФФИ В КИТАЕ

Huang Xiaomin – doctor of philological Sciences, Associate Professor of school of foreign languages Renmin University of China In this work, revealed in detail the development of translation Taffy’s works in China. To this day, some Taffy’s works were translated into Chinese, in particular, was published in China one collection that includes 77 stories of Taffy. Translation of Taffy’s works contributed to the study of her works in China. The perception of Taffy’s works in China in different ways and expressed in different ways. In recent years, came out a few master’s тheses, which devoted to works of Taffy. A favorite topic of researchers are mostly the distinctive humor and laugh of Taffy. Key words : Taffy, translation, reception, China, humorous stories, laugh.

СМЫСЛОВАЯ СВЯЗЬ КАК ОСНОВА ПОСТРОЕНИЯ РЕЧИ

Filatova Elena Vladimirovna – Candidate of Philological Sciences, Docent, Acting Head of the Department of English for Natural Sciences and Humanities, Donetsk National University. The article develops the idea of L. V. Scherba that in the organization of connected speech, along with grammatical relationship it can be used as an independent means of organizing situational-semantic compatibility of the source speech units in the form of “addition”. Highlighting the question of the relation of initial components in the generation and perception of speech involves figuring out what units are reciprocal. In this regard, it is clearly and consistently demarcated the spheres of language and speech as a nationwide arsenal of linguistic means, and individually creative sphere of their usage in speech activities. Attention is paid to minimal speech structures – syntagma, as well as different types of semantic relationships in the structure of syntagma and between their linear increase in the process of speech production: semantic, the addition of meaning, mediated by semantic and associative relationships. On the basis of the postulate about the purpose of the speech to be a means of communication and understanding it is affirmed the idea that semantic relations in reciprocal units and between them can be considered as the main unifying tool of coherent speech. Key words : syntagma, innersyntagmatic connection, intersyntagmatic connection, semantic relationship, mediated semantic relationship, associative semantic relationship .

Чтение по любви. Рецензия на книгу: Абелюк Е. С. Практика чтения: учебно-методическое пособие

Alexandr Arkhangelsky - Candidate of Sciences in Philology; Full Professor, Faculty of Communications, Media, and Design, National Research University Higher School of Economics. Address: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation. E-mail: arkhangelsky@hse.ru The book represents a collection of articles written at different times, all devoted to the development of school students’ reading competencies in today’s world. The author is convinced that diverse approaches should be used to engage high school students in reading, depending on the student’s interests and personal characteristics. There is no (and there cannot be any) oneandonly methodology or any single dominant educational model in this everchanging world.

Демократическая плаха и экономический топор. Рецензия на книгу: Стефан Коллини. Зачем нужны университеты?

Alexey Lyubzhin - Doctor of Sciences in Philology, Research Fellow, The Rare Books and Manuscripts Section of the Moscow State University Research Library. Address: 9 Mokhovaya str., 103073, Moscow, Russian Federation. E-mail: vulture@mail.ruA detailed analysis of the author’s judgments on the key issues covered in the book - the functions of contemporary university, cooperation and competition, the “egregious audit culture”, the nature and meaning of the humanities, assessment of humanities research quality, the impact factor, and university financing - has shown that many situations actually describe the existing education system in Russia.

“It is Impossible to Liken Solovetsky Island to Mount Athos...”

The article represents a review of the book “Brief Narration about What the Difference between Holy Mount Athos and the Solovetsky Monastery Is, and What the Difference between the Holy Mount’s Monasteries and the Solovetsky Cloister Is” - a monument of handwritten literature of the 17th century with Athos’ description. The edition, consecrated to the 1000th anniversary of the Old Russian Monasticism on Athos, was published with the assistance of the Russian Fund for Humanities and is provided with an erudite commentary of the doctor of philological sciences T. A. Isachenko.

Слово о юбиляре

This article, which was written for the anniversary of the chief editor of "Ancient Rus. Questions medieval studies", doctor of philological sciences, leading researcher of the Institute of Russian History, Elena Leonidovna Konyavskaya, says about her big scientific and organizational achievements in the research and popularization of monuments of ancient writing.

Participatory Philology: Computational Linguistics and the Future of Historical Language Education

This brief contributes to the proceedings of the Citizen Cyberscience Summit 2014 with a summary of the presentation given by the Open Philology Project on its goals, work, and collaborators. With a focus on the interface between 21st-century philology and citizen science, this paper reviews the data we collect, why we gather that data, and the cohort that we engage for assistance with data production. The paper presents the work of the Historical Languages eLearning Project and the incorporation of pedagogy into resources for participatory philology, as well as briefly reviews a case study of a class at Tufts University that supports the viability of our approach. Above all, we seek to demonstrate the deep similarities of technical infrastructure and research processes between participatory philology and citizen science, despite fundamental differences in a humanistic versus a scientific approach to the subject matter. In so doing, we hope to help lay the foundation for increasing contribution by the humanities to the fields of citizen science and human computation.

Сюжеты инициации и архетипические образы животных в «казахском эротическом романе» Б. Джилкибаева

The article is devoted to the transformation of the character`s personality in a period of transition: this is based on the plot of “Kazakh erotic novel” by B. M. Dzhilkibaev. Berik Magisovich Dzhilkibaev is a well-known Kazakh writer and folklorist, essayist, publicist, critic, professor, doctor of Philological Sciences. Dzhilkibaev`s protagonists are irrational people who resemble characters from fairy tales. Eventness of works is identical to mythological and folklore works. Protagonists who are received initiation task will have to encounter difficulties, withstanding them and achieving a sustained goal. The article analyzes an archetypal situation of initiation and archetypal images of characters (animalhelpers) in this art work which characterizes the transition period. Turn of this century is also a “world of chaos”, a “world of infinite opportunities” (L. Stolovich) and a “bridge between different worlds of culture” (ibid.). Transitional period in the Russian literature of the late XX and early XXI century is explained by shifting of reader`s interests from the sociorealistic prose to modernistic and postmodernistic one which is due to change of regime (from socialism to capitalism), worldview (from atheism to various forms of beliefs), attitude (from a steady lifestyle to the full uncertainty) in the countries of the former Soviet republics.

RUSSIAN TYPE DEVOID OF «HOLY FOOL» IN THE STORY OF MAXIM GORKY «NILUSHKA»

The purpose of this paper is to examine the type of deprived Russian «holy fool» in the story of Maxim Gorky «Nilushka» structurally included in the series of short stories «In Russia». Methodological basis of the position advocated research in modern literary criticism. The main methods in the course of the work were: analysis, synthesis, comparison, analogy, the method of deduction, induction method, the dialectical me-thod, generalization, systematic approach, etc. The results of the research are theoretical positions that can be used in modern philological science and humanities faculties of educational practice.

A LÍNGUA E A LITERATURA: REFLEXÕES PARA UMA PEDAGOGIA COALESCENTE

O ensino da língua e da literatura, nas Escolas Básicas e Secundárias e também no Ensino Superior, ao longo dos últimos cinquenta anos, foi objeto de grandes mudanças, nas motivações epistemológicas, nos métodos pedagógicos e nos conteúdos programáticos. Entre os aspetos que mais solicitam um refletido questionamento, encontra-se a degradação do tempo escolar de leitura literária e a sintonia ou disjunção pedagógica entre a língua e a literatura.
 A lecionação do português desempenhava consensualmente a missão de “enriquecer e aperfeiçoar” o uso da língua culta, modelada na expressão literária, e abrangia o ensino da gramática normativa e a lição dos clássicos.O estudo da gramática, como ancilar da aprendizagem do latim, começara já no final do século XVIII, mas a disciplina de língua portuguesa,incluindo a história da literatura, foi instituída como núcleo essencial do ensino público pelos meados do século XIX, a partir da criação dos Liceus. A motivação epistemológica encontrava-se na ciência da Filologia, herança principal da cultura clássica e da tradição humanista e europeia, cultivada nas Universidades. A Filologia era entendida num âmbito alargado, integrador das “artes sermocinales”, da produção literária e das ciências da palavra transmitida pela memória escrita.
 A partir dos anos sessenta do século passado, verificou-se uma amplíssima e apressada transformação na frequência escolar, no objeto de ensino,nos conteúdos programáticos e nas metodologias didáticas. “Descontinuaram-se” os Liceus e a Filologia, desenvolveram-se as artes e as semióticas visuais; multiplicaram-se as teorias científicas e alteraram-se as terminologias linguístico-literárias da mediação pedagógica. Ocorreram também outras decisivas mudanças, tais como a desescolarização do latim, a ocupação audiovisual dos ócios e tempos livres em prejuízo do tempo de leitura, a desverbalização do colóquio quotidiano, e uma drástica obliteração da memória literária clássica, na escola e no espaço de circulação da palavra pública.
 Esta nova “administração” da palavra parece ter degradado globalmente o uso da língua e a vivência literária. Simultaneamente, na programação escolar julgou poder otimizar-se a competência dos «aprendentes» insistindo numa doutrina didática quase exclusivamente baseada nas teorias linguísticas e na exercitação dos discursos elementares, «aliviados» da complexidade e interação literária. Polarizou-se a disjunção língua e literatura, sem vantagem verificada para o ensino da língua, e obliterou-se a grande memória patrimonial que distingue a riqueza dos idiomas.
 O que é óbvio é que o texto literário interage e exercita a disponibilidade criativa e funcional da língua. E, por cúmulo, o património literário lusófono é um excelente tesouro dos recursos criativos da língua portuguesa, e oferece exemplos de leitura apelativa e motivadora e de incontestável eficácia, para o estudo e provimento da competência linguística, a todos os níveis e para todos os discursos.

School of French

Fundamentals of teaching French at MGIMO were laid in the 1950s - 1960s, the teachers of the Department of Romance Languages uniform. Initially, the core department of the French language teachers were MSU: Olga D. Andreeva, Simon I. Ganionsky, Sophia Yulevna Friedman, Irina B. Chachkhiani. Heads of departments of the period the greatest contribution to the development of philological science and practice of teaching Romance languages made an outstanding figure of Russian Romance Studies, Doctor of Philology, Professor Vladimir G. Gak. In 1971, after the separation of the Department of Romance languages were the departments of French and № 1 № 2. At the Department of French № 1 was successfully completed the task of developing a set of textbooks for the initial stage of training French language and created books that have become "classics of the genre".