Philology Department Research Articles

Some Sketches for the Portrait of World History Historian in Dnipropetrovsk: M.O. Yuriev in Procrustean bed of Stalin`s Repressions

In this article the biography of M. Yuriev has been analyzed. Yuriev was the head of the World History department of Dnipropetrovsk Institute of Public Education and worked at the University at the beginning of 1930-th. He graduated from Odessa University where he had studied law. His closest relatives emigrated to Europe. He worked in the museum and taught in Dnipropetrovsk University. At the beginning of 1930-th Yuriev headed the World History department. By the time he started working at the University, the most historians prepared before 1917 had been fired from the world history department. In the University there were companies against Ukrainian bourgeois nationalism. Yuriev was also involved in this ideological struggle. He criticized the teachers of the history of Ukraine for the “nationalistic bias”. He criticized them especially at the time of so called “socialist competitions” between the History and Philology Departments. Without having scholarly research works he was involved into the project of writing the history of Dnipropetrovsk plant named after Bolshevik Petrovsky The work of the most authors of this project was considered unsatisfactory. The texts were not printed, but they were seized and destroyed. During the “political cleaning” in 1934 Yuriev was expelled from the consignment and fired. In 1935 he was arrested and accused of Trotskyism. Yuriev was sentenced to 5 years imprisonment. He was sentenced again while serving a sentence in Leningrad region in 1937. The court judged him to capital punishment, in 1937 he was shot. In 1959 he was posthumously rehabilitated.

Спецсемінари з фонетики й орфоепії української мови для студентів філологічних факультетів

Спецсемінари з фонетики й орфоепії української мови для студентів філологічних факультетів

Editorial

In October 2016, to mark the 400th anniversary of Shakespeare’s death, the Department of Philology, Literature, Linguistics of the University of Pisa organized a conference on the topic of ‘Shakespeare and Money’. This issue of Critical Survey publishes some of the keynote papers from that conference.

Ethnocultural Reflexes of a Language Border Zone in Regional Phytonymic Lexicon of Belgorod Region (On Materials of Dialectological Researches for Department of Russian Language and Russian Literature of NIU "BELGU")

The results of long-term field dialectological studies fulfilled of the Department of Philology of Belgorod State National Research University are presented in the article. During these studies the departmental catalog of the folk dialects of Belgorod has been collected. Regional and Belgorod region dialects pose a less understood layer in the Russian dialectic corpus. The term dialect is interpreted as a specific language formation functioning within the boundaries of the region and absorbing local speech features. Belgorod dialects and regional dialects, being a language type of a border zone region, despite its relative marginality in the Russian dialectal system, are a significant object of dialectological description and a source for domestic historical linguistics. Herein they are associated with the dialects of the territories of late settlement. Therefore the crucial tasks are to make linguistic and linguocultural analysis of the Belgorod regional and dialectal vocabulary, to identify and describe the basic lexico-semantic groups, to view the systemic relations within lexical groups, correlation between dialectal and national language vocabulary, to explore borrowings and their sources. This will allow speaking not only about different types of variability and synonymous relations between dialectal and national language units, but also about the formation and evolution of Russian dialects and the language as a whole. Often, dialectal phenomena are caused by the influence from outside. This is more peculiar to outlying dialects, which are affected by foreign-language neighborhood. At the same time, as a whole, dialects of Belgorod region are Russian in their base morpheme and by their origin and often preserve the language antiquity. Thus, at the Belgorod territory, there is a clash of different ethno-linguistic streams and traditions. In this context, plant world nominations are of special interest in the system of Belgorod dialectal and regional vocabulary.

«... HE WAS SUCH A PERVASIVE, DELICATE HISTORIC». LETTERS OF N. L. GURFINKEL ABOUT P. M. BITSILLI

The archival documents are first presented in this publication. These are letters of the Nina Lazarevna Gurfinkel (1898–1984) – theater expert, literary critic, translator and publisher of works of Peter Bitsilli. The former student of the history and philology department of the Imperial Novorossiysk University she made a significant contribution to the publication in French of her teacher’s works. Correspondence with relatives of P.M.Bitsilli, refers to the 80s of the last century and concerns and unrealized ideas of publication of the works of the scholar. The unfulfilled project of publishing material about P. M. Bitsilli during the Soviet years had a direct impact on the further destiny of the scientist’s heritage. The creative impulse of N. L. Gurfinkel was interrupted, the translation of “The Factors of Russian History”“did not take place, and the originals of some of the letters and manuscripts of the scientist were returned to his daughter.

СТРУКТУРНО-СЕМАНТИЧЕСКАЯ ТИПОЛОГИЗАЦИЯ ПРОИЗНЕСЁННОЙ НЕСОБСТВЕННО-ПРЯМОЙ РЕЧИ НА МАТЕРИАЛЕ ПРОЗЫ МАРИНЫ ЦВЕТАЕВОЙ

Статья посвящена теме чужой речи, которая остаётся актуальной в современном языкознании. Автор статьи исследует особенности функционирования произнесённой (внешней) несобственно-прямой речи (далее НПР) (а именно её структурно-семантических видов) на материале прозаических текстов Марины Цветаевой. Посредством произнесённой НПР отображается прямая речь литературных персонажей через авторскую перспективу, при этом фактическая речь персонажа в авторской речи иногда принимает форму прямой речи, либо маркируется за счёт использования кавычек, редко – двоеточия. Опираясь на структурно-семантическую классификацию, предложенную украинским лингвистом Е.Я. Кусько, автор статьи описывает отличительные черты различных видов произнесённой несобственно-прямой речи: тематической речи, скрытой речи, речи в речи, коллективной речи, цитатной речи. Делается вывод, что последняя разновидность внешней НПР находит наибольшее применение в прозаических текстах выдающегося русского поэта ХХ века, а произнесённая НПР используется М.И. Цветаевой очень редко, что связано со спецификой идиостиля поэта.Целью работы является описание характерных черт функционирования НПР, выявление механизмов реализации и маркеров выделяемых видов произнесённой НПР в прозаических текстах поэта.Метод или методология проведения работы. Основу исследования образует метод сплошной выборки иллюстративного материала, метод нарратологического анализа, метод семантического структурирования художественного текста, прием стилистической интерпретации.Результаты. В результате проведённого анализа теоретического и практического материала автор приходит к выводу о том, что в прозаических текстах М.И. Цветаева прибегает к трём разновидностям произнесённой НПР, а именно цитатной речи, реже речи в речи и коллективной речи. В качестве цитатной речи в прозе Цветаевой используется дословное цитирование, когда в структуре авторского повествования дословно цитируется речь литературных персонажей (в виде отдельных слов или выражений); и дословное или видоизменённое цитирование речи известных лиц.Область применения результатов. Результаты исследования могут быть применены исследователями творчества Марины Цветаевой, студентами филологических отделений при изучении таких дисциплин, как стилистика русского языка, синтаксис русского языка.

Neophodnost redefinisanja položaja engleskog za posebne namene u visokom obrazovanju u Srbiji

English for Specific Purposes (ESP) is present at all Serbian universities, at most faculties (significantly not all), either as an obligatory or less frequently elective course at undergraduate, and sometimes at PhD studies. The subject is usually called English language, yet the content is formed as to follow the major of the faculty and is in truth ESP. However, ESP is nowhere present as a separate course at departments of English Philology. This is a paradox in itself. First, though elements of ESP might be present within other subjects at the philology departments, this is certainly not enough, and still leaves future practitioners without training to manage on their own once they find themselves in a job position that requires knowledge of specialized discourse regarding teaching it. Also, it is a paradox as for a country striving for achieving higher economical status, which implies a two-way communication of professional and scientific expertise necessitated by ESP.

Forogh Hashabeiky (ed.). International Shāhnāme Conference. The Second Millennium. Department of Linguistics and Philology, Uppsala University, Sweden, October 15-16, 2011. Conference proceedings

Forogh Hashabeiky (ed.). International Shāhnāme Conference. The Second Millennium. Department of Linguistics and Philology, Uppsala University, Sweden, October 15-16, 2011. Conference proceedings

Мотивы передачи / получения вербальной магии и их отражение в лексических единицах (на материале мифологических рассказов Пермского края)

The article examines the ways of transference of verbal magic which is considered as part of the magical and ritual tradition of the Russians in Perm Krai. Data collected and stored in the folklore and dialectology archives of the Department of Philology of Perm State University, texts of the folklore and ethnography corpus and monographs were used as the main sources for this article.Russian mythological narratives of Perm Krai are shown to have several motifs connected with special conditions and ways of transference of verbal magic to a neophyte so that he/she could influence people and the world around. The first group of motifs describes the conditions of transference and / or receival of sacral texts. The second group deals with the ways how this transference is performed. Lastly, the article shows the motif of how a person with magical powers transfers their supernatural abilities and knowledge to others on his / her deathbed.The most common group of motifs are those depicting the act of special supernatural training that a neophyte must undergo in a Russian bathhouse at midnight. The Devil usually takes on a zoomoprhic appearance (such as a dog, a frog, a toad, sometimes a snake, a crocodile, a pig, a wood grouse, a pike). Most frequently, before this contact with the Devil, the neophyte must read a book called Chyornaya magiya (Black Magic). This challenge is so difficult for the psyche of the person undergoing it that some people fail to complete their “learning” process and go mad.As comparative analysis shows, the above described motifs are also found in the narratives of the Russian North. However, the motif of a neophyte who is to establish a contact with a mythical creature in a Russian bathhouse is more vividly presented in the mythological narrative of Perm Krai.The role of articulated text in the magical ritual should not be taken lightly. Its importance can be seen not only in the thematic group of mythological lexis – lexemes that denote a sacred or magical text (Russian words molitva, prigovor, slova etc.), influence on something or someone with the help of verbal magic (Russian words govorit’, sheptat’), people who use sacred or magical texts in their professional activities (Russian words slovnik, sheptar’) – but also in set expressions denoting the act of transference / receival of verbal magic (and magical abilities on the whole) (peredat’ / peredavat’, perenyat’ / perenimat’, prinyat’ / prinimat’ – slova, molitvy, znaniya, dar, silu, chertey).

ПРИМЕНЕНИЕ ИНТЕРНЕТ-ОРИЕНТИРОВАННОЙ ПРОЕКТНОЙ ТЕХНОЛОГИИ ПРИ ОБУЧЕНИИ СОВРЕМЕННОМУ УКРАИНСКОМУ ЛИТЕРАТУРНОМУ ЯЗЫКУ В УЧРЕЖДЕНИЯХ ВЫСШЕГО ОБРАЗОВАНИЯ

In the article the author considers the features of implementation of a project technology in studying of a discipline «Modern Ukrainian Language» on Philology Department in high school. The essence of the main features of the project method as a method and means of studying and analyzing scientific and methodological literature, its types and stages are determined, the methodology for implementing the project activity in the study of philological disciplines is also defined. To implement the project research the author recommends to use information and communication technologies that help to optimize the learning process, make it interesting and creative. The topicality of the work is conditioned by the need to implement new effective pedagogical technologies, interactive methods and methods of teaching in the learning process, which help to develop cognitive abilities of students, form the ability to find ways to solve certain problems by attracting various forms of activity.

Two Academies (on the Connection between the Ukrainian Academy of Sciences and Kyiv Theological Academy)

The document published here (a notification of the Ukrainian Academy of Sciences from 1919.06.02 to Mykola Biliashivskyi about his election as an academician; it is deposited at the National Museum of the History of Ukraine) is interesting for the addition made therein. This postscript informs about the place of the Historical and Philological Department and the Common Assembly of the UAS meetings. At that time, the meetings took place at Mykola Petrov’s flat, which was located in one of Kyiv Theological Academy buildings. More detailed explorations lets us resume that one of the first locations for the newly founded Academy of Sciences was the present-day Building 5 of the National University of Kyiv-Mohyla Academy in Voloska St., 8/5 in the upstairs flat.

Ukrainian oral speech of modern youth in Ukraine and abroad: unsteady norms of pronunciation

The article is devoted to the Ukrainian oral speech at the synchronic level, in particular, to the spoken features of the Ukrainian language. On the basis of a sociolinguistic survey, the attempt to reveal, analyze, and describe the deviations that appear as a result of violations of unstable pronouncing norms has been made, in particular, hushing sounds before sibilants and vice versa. Additionally, the coronal consonant [d] is considered before sibilants depending on the sphere of activity of the respondents and their living environment.The object of our research is the Ukrainian pronunciation of young philologists in Ukraine and of the youth of various professions in Transnistria, Moldova, and Canada.The subject of the research is the usage of the pronouncing norms of the modern Ukrainian language, in particular the sound combination (hushing sounds before sibilants, sibilants before hushing sounds and the transformation of coronal [d],[d'] in affricates before hushing sounds and sibilants).The sociolinguistic (social surveys), descriptive, comparative methods, and the intake of quantitative calculations through which the material is collected, recorded, and analyzed have been used in our research.The predecessors who studied certain issues (first of all, in social and phonetic description of Ukrainian speech) are N.I. Tots’kа, L.I. Prokopova [13], and M.M. Fashchenko [14].The survey was conducted among the students of the Philological Department of the Bulgarian and Ukrainian branches of I.I. Mechnikov National University of Odessa. In addition, the Ukrainian students of different courses and faculties of T. Shevchenko Transnistrian State University (Tiraspol, Transnistria), Alec Russo Balti State University (Moldova), and the youth of various spheres in Canada (Toronto) took part in the survey. On the basis of social survey (which was recorded on an audio medium), stable and weak norms of pronunciation are singled out. Moreover, the important verbal problems and their similarities are indicated.Thus, the norms of pronunciation are closely linked to the field of activity of the youth: philologists make twice less mistakes than other students do.The modern youth of Transnistria, Moldova, Ukraine, and Canada showed the correct pronunciation of hushing sounds before sibilants, and vice versa, in particular, Transnistrian students possess the norms of pronouncing sibilants before hushing sounds (74%), hushing sounds before sibilants (66%), but difficulties appear when pronouncing coronal [d] before hushing sounds and sibilants. The last rule is used only by the students of philological department of Ukrainian language and literature, therefore, we treat it as the most frequently violated. The same rules of pronunciation of sound combinations (which are not fixed by the current norms of pronouncing, but were recorded for a long time in writing in the 19th century) are the most stable in oral speech. The same pronouncing peculiarities of sound combinations, which were not recorded in literature works or were recorded occasionally, belong to unstable ones, even though they have become the pronouncing norm.

Using Movies in Efl Classrooms

This research examines the attitudes and awareness of foreign language (EFL) learners to the integration of English movies in their classes in terms improving their foreign language skills. 25 intermediate level students studying English in Faculty of Education and Humanities in Philology Department at International Black Sea University, Tbilisi, Georgia, participated in this study. Students watched the movies at home and films were analyzed at the lectures. After analyzing the films, 7 various questions were asked to students in order to obtain their awareness towards the using films in ELT classrooms. The findings of the study indicated that students have positive attitudes towards the use of movies in their classes in terms of improving their language skills. Until quite recently, it was difficult to find pedagogically sound film material to help students improve their language through watching film, and teachers had to spend many hours creating their own materials. However, with the advent of the internet there is now a wealth of online resources for both language teachers and their students. This study is remarkable for teachers who are willing to use movies in their classes as a tool to improve their learners` foreign language level.

ПОВТОР КАК ОСОБЫЙ ВИД СИНТАКСИЧЕСКОЙ СВЯЗИ В НЕСОБСТВЕННО-ПРЯМОЙ РЕЧИ: НА МАТЕРИАЛЕ ПРОЗЫ МАРИНЫ ЦВЕТАЕВОЙ

Автор статьи освещает особенности функционирования повтора, выступающего одним из способов выстроить синтаксические отношения в структуре несобственно-прямой речи, на материале прозаических текстов Марины Цветаевой. В статье описываются различные виды повторов, их отличительные черты и частотность употребления в исследуемых тестах. Типология повторов с позиционной точки зрения в исследуемых случаях несобственно-прямой речи разнообразна: повтор встречается в начале предложений, в конце, в начале и в конце одного высказывания или абзаца, в конце одного высказывания и в начале следующего, а также наблюдается повтор лексем в центре высказывания. Морфология повторов, а именно, частеречная принадлежность повторенных слов и конструкций, представляет интерес с точки зрения и функциональной грамматики. Автор отмечает, что повторы представлены разными частями речи: это могут быть союзы, предлоги, частицы, имена существительные, местоимения, наречия, числительные, комбинация двух слов, глаголы, модальные слова. Более того, в силу своего особого замысла Цветаева усиливает повтор фонетически: это может быть использование фонетических приёмов, таких, как аллитерация, рифма и ритм, что придаёт её прозе дополнительную поэтичность.Цель. Статья посвящена актуальной в современной лингвистике теме чужой речи. Предметом анализа выступают различные виды повторов в структуре несобственно-прямой речи на материале прозаических текстов М. Цветаевой. Автор ставит целью раскрыть особенности функционирования представленных в них типов повтора (лексического, синтаксического, семантического).Метод или методология проведения работы. Основу исследования образует метод сплошной выборки иллюстративного материала, а также статистический метод количественного подсчёта, направленный на то, чтобы выявить процентное соотношение случаев употребления разных видов повтора и частеречной принадлежности повторённых слов и конструкций в текстовом поле автора.Результаты. Результаты работы заключаются в выявлении факта того, что в структуре несобственно-прямой речи писатель выстраивает единый комплекс разноуровневых типов повтора, представляющий собой одну из отличительных черт идиостиля автора. В текстовом поле М. Цветаевой, особенно в рамках несобственно-прямой речи, повторы выполняют самые различные функции: усилительную, ритмическую, связующую.Область применения результатов. Результаты исследования могут быть применены студентами филологических отделений при изучении таких учебных дисциплин, как стилистика, синтаксис.

Specifics of Training of Students of Philological Department in the Professionally-Oriented Reading with the Use of Computer Technologies

Objectives: To develop a methodology of training of students of philological department to work with professionallyoriented text using computer technologies. Methods/Statistical analysis: Specific features of professionally-oriented reading were studied on the basis of literature review, logical and comparative analysis, critical thinking. The paper aims to show moderating effects from professionally-oriented reading using computer technologies on students' competences. The analysis was based on a multiple case study research involving student and teachers of philological department. Findings: This study offers the authors’ view on the main objectives and features of innovative teaching, analyzed the concept of innovation as a pedagogical criteria. The authors examined the evolution of the teacher’s role in the application of innovative approaches to learning. Using the information gathered about different opinions on professionally-oriented reading specifics, this research proposes the principles of the professionally-oriented reading of the Tatar-language text. The study justified particular importance of professionally-oriented reading in the preparation of the modern linguist, the philologist. The article has also developed a methodology of critical thinking in professionally-oriented reading. The authors revealed an increase of a number of professional competencies of students in the course of using of proposed integrated approach (professionally-oriented reading using computer technologies): activation of all types of speech activity, the text analysis, the accounting of nature of influence of the native language on process of mastering by a new material and others. Application/Improvements: This study offers a new approach that can significantly assist teachers in the development of professional competencies of students of philological faculty, studying the Tatar language.

MODERN UKRAINIAN DRAMA: RAPPORT BETWEEN AUTOR AND READER (BASED ON SOCIOLINGUISTIC SURVEY)

The article provides results of a sociolinguistic survey conducted among students in order to determine successful or unsuccessful encoding of information by author in paratext elements of modern Ukrainian plays. The research confirmed advanced hypothesis and proved that the majority of respondents expect shock and experiments from modern dramas. 250 respondents, who are students of Oles’ Honchar Dnipro National University Faculty of Ukrainian and Foreign Philology and Arts, aged 19 to 23, have completed a questionnaire. These were students of philological department, whose professional qualification requires knowledge of works of art, including dramas, selected as respondents since modern Ukrainian drama tends to be rather unpopular and readers are disinterested in reading plays. Analysis of the responses to the questionnaire showed that paratext elements shape future hypothetical communication between author and reader, as well as provide the later with a certain set of expectations from reading the drama text. Genre features of drama stipulate a rich ground for reader’s imagination, the range of which has diametrical limits and which determines recipient’s personality. Association experiment proved consistency of reader’s perception of author’s intentions.

Bodies, Spaces, and Cultural Models: On Bridging the Gap between Culture and Cognition

AbstractOver the past two decades cognitive literary studies (CLS) has emerged as a new subfield of literary studies. Despite the success of cognitive theories in some areas of research such as in narratology, however, the impact of CLS on the academic discipline of literary and cultural studies as a whole has not been as profound as predicted. Major schools of research, e.g. postcolonial studies or gender studies, remain virtually untouched, and the vast majority of literary scholars are still sceptical or indifferent towards this area of research. Reasons for this scepticism include, for example, epistemological and methodological uncertainties concerning the interdisciplinary intersection of science and literature. But scholars have also begun to address another lacuna in contemporary research that may prove to be of equal or even more profound consequence: the lack of a solid and widely accepted conceptual and analytical bridge between cognitive approaches and the wide field of cultural studies. It is a well-known fact that the study of culture in its many theoretical guises has taken a lead role in philology departments around the globe. Though not every scholar welcomes this development, it would certainly be unwise to ignore the general impact of cultural studies on philology. For this reason, my paper argues that CLS not only needs to engage in a productive interdisciplinary dialogue between literary scholars and cognitive scientists but it also needs to incorporate cultural studies into this dialogue. In other words, an important challenge lies in making cognitive approaches relevant for cultural analysis.This paper engages with current attempts to face this challenge. It provides a survey of approaches that aim to build a conceptual bridge between culture and cognition and thus take a step towards extending cognitive approaches into the field of cultural studies. For this purpose, I adopt the distinction between so-called ›first‹ and ›second generation‹ approaches in order to group this research heuristically into two academic camps: (1) approaches that emphatically foreground so-called second generation cognitive science as their prime source of inspiration, i.e. approaches that engage with enactive, embedded, extended, and embodied aspects of cognition; and (2) studies which do not explicitly situate themselves within this paradigm and rather seek innovation by turning to more ›classical‹, foundational ›first generation‹ concepts of mental representation, information- and text processing. By discussing examples from both lines of research, including work by Kukkonen/Caracciolo (2014), Strasen (2013), Sommer (2013), and Hartner/Schneider (2015), my survey attempts to provide an impression of the wealth of creative thinking currently at work in CLS. In this context, the paper discusses some of the major challenges cognitive approaches are facing today; it traces a selection of current developments in the field, including work on the concept of ›cultural models‹, the notion of the ›intercultural mind‹, and the attempt to programmatically ground conceptualizations of cognition in our bodily interactions with culture and the environment.All in all, I argue that despite the efforts towards a systematic cognitive investigation of culture sketched in this survey, the project of cognitive cultural studies in general is still in its infancy. Its work is conducted by a comparatively small group of enthusiasts and constitutes a highly-specialized academic niche within a multitude of postclassical approaches to literature. Whether it will be possible to interest the much larger body of ›traditional‹ literary and cultural scholars in cognitive approaches, in my opinion, will to no small degree hinge on the field’s ability to move beyond abstract theoretical reflection. While there is obviously nothing intrinsically wrong with specialized fields of research beyond the mainstream, I believe that cognitive approaches have the potential to reach a wider audience. However, this may depend on the ability of CLS to develop concepts and methods capable of analysing concrete cultural phenomena in their social and historical context.

Юго-Восточная Азия: формирующаяся региональная идентичность. Интервью с проф. Д.В. Мосяковым (Институт востоковедения РАН)

Dmitry Mosyakov, leading Russian expert on South-East Asia, graduated from the History and Philology Department of Institute of Asian and African Countries at Lomonosov Moscow State Uni-versity, majoring as an interpreter of the Khmer language in 1979. In 1979-1983 he studied in the post-graduate school of the Institute of Oriental Studies of the Academy of Sciences of the USSR. In 1983 he defended his thesis on the problems of the Pol Pot regime in Cambodia. He works for the Institute of Oriental Studies (IOS) since 1985. In 1991, he was trained at the Yale University (USA). In 1994 he defended his doctoral dissertation on the modern history of Cambodia. He is the organizer of the multi-year project “Monitoring of the Modern History of Southeast Asian Countries”, within which the IOS hosts the annual inter-institute conference and, according to the results of the conferences, its materials are published in the peer-reviewed academic journal “Southeast Asia: To-pical Problems of Development”. Dmitry Mosyakov is an editor-in-chief of this journal. He is also the head of the center of South-Eastern Asia, Australia and Oceania of IOS, a member of the Academic Council of the IOS. He is a member of the dissertation council for historical sciences at the IOS, Moscow State Uni-versity, and of the editorial board of the journal “Asia and Africa Today”. Since 2001 he is a Professor and the head of the department of regional studies at the Moscow Humanitarian University (part-time). In 2015, Dmitry Mosyakov was the provisional director of the IOS. Since 2013 he is a member of Editorial Board of Vestnik RUDN. International Relations. The interview includes following topics: the state of development of the South-East Asian studies in Russia and abroad, the perception of international processes in the region, the contemporary problems of the South-East Asia, and the cooperation of Russia and the Eurasian Economic Union countries and integration associations of the South-East Asia region. Describing the processes in the Southeast Asia, Dmitry Mosyakov emphasizes the scientific and practical relevance of the region's research for Russian science, he also draws attention to the possibility of the formation of the new civilizational identities and unique sociocultural processes in the countries of this part of the world.

Profesor Janina Niemirska-Pliszczyńska – wybitny dydaktyk i badacz antyku grecko-rzymskiego

The author of this article examines two main areas of life of professor Janina Niemirska-Pliszczynska; both – her educational and scholar activities in order to prove her great contribution to literature and culture not only in our country but also abroad. As a teacher of Latin first in Unia Lubelska Grammar-School and after World War II also in Stanislaw Staszic Grammar-School in Lublin, prof. Niemirska-Pliszczynska demonstrated much pedagogical talent, distinguished knowledge and love for the Greek and Roman Antiquity. As the academic in the Classical Philology Department at the Catholic University of Lublin (from 1952) Prof. Pliszczynska gave lectures on Greek and Roman literature and conducted Greek seminar, proseminar and from 1967 also a doctoral seminar. She was the supervisor of about forty MA dissertations and six doctoral theses as well. To help teachers of classical languages in their didactic work and to make learning Greek and Latin easier for students, Prof. Pliszczynska wrote and published Greek and Latin textbooks and articles on teaching of Latin in the journal Paideia that she edited herself. In spite of many years’ work at secondary schools and her demanding educational activities at the University, she raised excellent literary output including two monographs: De elocutione Pliniana (Lublin 1955) – all written in Latin and: Wokol Dolonei ( Around Doloneia , Lublin 1966) on the authenticity of the tenth song in Homer’s Iliad . It also included several articles on Homer’s epics, Pausanias’ periegesis, Plato’s dialogues, Aristotle’s Nicomachean Ethics , St. Paul’s letters and language of Clement of Alexandria. And finally it included Prof. Pliszczynska’s perfect translations of Greek and Roman literature: Żywoty cezarow ( The Twelve Caesars , The Lives of the (Twelve) Caesars , Lives of the Caesars – LOEB 1997 ) by Suetonius, Wedrowki po Helladzie ( Description of Greece ) by Pausanias and Dywany , Stromateis ( Stromata ) by Clement of Alexandria. For her outstanding achievements Prof. Pliszczynska was awarded Silver Cross of Merit (1944) and Knight’s Cross of the Order of Polonia Restituta (1973).

Teaching Foreign Languages in Philological Departments. Round Table Discussion

Szkolnictwo polskie, a zwlaszcza szkolnictwo wyzsze przechodzi przez okres szybkich zmian. Najpierw byla kilkunastoletnia dyskusja na temat nowej matury, jej przygotowania i sposobu wprowadzenia. Ostatecznie mature wedlug nowych zasad przeprowadzono wiosną 2005 roku, egzamin z jezyka obcego uznając za obowiązkowy dla wszystkich zdających. Rownocześnie wladze i pracownicy wyzszych uczelni prowadzili dyskusje związaną z wprowadzeniem do polskich uczelni tzw. procesu bolonskiego. Ostatecznie dyskusje zamknela nowa ustawa Prawo o szkolnictwie wyzszym z 27 lipca 2005 r. wprowadzana w zycie dwucześciowo: od 1 X 2005 i od 1 X 2006. Nowa ustawa zmienia sposob przyjmowania na studia absolwentow szkol średnich zdających nową mature oraz wprowadza konsekwentnie studia trojstopniowe: licencjackie, magisterskie i doktoranckie.Dyskusja miala miejsce podczas IV konferencji Tertium w dniu 10.03.2006. Po raz pierwszy zostala opublikowana w calości w serii Jezyk a Komunikacja 21 w roku 2008 pod redakcją Wladyslawa Chlopickiego.