Russian Language Research Articles

Measuring Navigational Health Literacy in Russia: Validation of the HLS19-NAV-RU

Structures and regulations of healthcare systems in many countries have become increasingly complex and difficult for patients and users to navigate. Thus, more than ever before, navigational health literacy (NAV-HL) is needed by patients. There are no data on NAV-HL in Russia due to the lack of suitable concepts and measuring tools. Therefore, the study aimed to validate the HLS19 navigational health literacy assessment tool (HLS19-NAV) for the Russian-speaking population. This study provides a comprehensive overview of the validation process, including a comprehensibility check and psychometric analysis. Overall, the results of the HLS19-NAV-RU validation demonstrate the partial validity of the NAV-HL tool in the Russian language. Nevertheless, the instrument can be recommended for further research and use in health literacy studies in Russia.

Russian language and literature lessons strategies for the formation of reader literacy

Reading has always played an important role in the history of human development. This is one of the main ways to socialize a person, his development, upbringing and education. As scientists have found, about 200 factors affect a student’s academic performance. Factor № 1 is reading skill, which has a much stronger impact on academic performance than all of them combined. But recently there has been a decrease in the level of reading literacy, a decrease in interest in reading, skills and abilities to work with both scientific and artistic texts. At the same time, the number of information flows and the volume of information itself are increasing in the modern world. All this creates objective difficulties in selecting, understanding, storing and transmitting information. And as a result, there are difficulties in preparing and passing the OGE and USE in various subjects. And reading in the modern information society is «meta-objective» or «over-objective » in nature, and reading skills belong to universal educational activities. Reading is the foundation of all educational outcomes outlined in the Federal State Educational Standard. Russian Russian literature The purpose of this article is to consider the main forms and strategies for the formation of reader literacy in the lessons of the Russian language and Russian literature. They are discussed in detail in the article. The authors emphasize that creative work of students plays an important role in the formation of reader’s literacy: writing essays and expositions, where the text of the presentation is detailed during work, a plan is drawn up, a retelling is created, and the element of the composition makes one deeply comprehend the text, analyze it, interpret it. Based on the results of the conducted research with elements of including practical experience in it, the necessary conclusions have been drawn.

The History of the Word tseninnyi in the Russian Language (Semantic Modifications)

This article explores the origins and functioning of the lexeme tseninnyi throughout the history of the Russian language, focusing on its role as a color term with Oriental roots. Its semantic evolution was traced using a variety of sources, including historical, etymological, and dialect dictionaries, as well as Old Russian texts. The analysis is based on 1) systemic-linguistic, or paradigmatic, and 2) etymological aspects. In Old Russian texts, this term refers to a shade of blue (tseninnyi1 ) and glazed ceramics with blue enamel (tseninnyj2 ). Both of these meanings emerged almost simultaneously in the second half of the 16th century. As a color name, tseninnyi fell out of use before the end of the 17th century, largely due to changing fashion trends as the expensive textiles in this color gradually became unpopular. At the same time, tseninnyi, when used in architectural language to denote glazed ceramics and tiles with a monochrome pattern, has proved to be more enduring and survived up to the present day.

On the Genesis of the Cognitive Metaphor Life is Movement in the Russian Language

This article examines the mechanisms and conditions that contributed to the formation of the metaphorical model life is movement. Its emergence and development were traced through the scenario metonymy of verbs originally denoting physical movement. Despite the important role of this cognitive metaphor in the conceptualization of life within the Russian linguistic worldview, its genesis has received little research attention, thus highlighting the need for detailed study. The analysis of the linguistic and textual material revealed that the metaphorical model life is movement is rooted in the scenario metonymy of movement verbs. These verbs, when combined with dependent words, are used to denote various stages of human life and actions. Such constructions are numerous and widely used in speech, tending to expand and incorporate more substantives with diverse lexical meanings. With the increase in the number of these constructions and nouns that combine with movement verbs, particularly those with abstract semantics, the original meanings of movement verbs transform into metaphorical ones based on their metonymically derived meanings. Consequently, the active use of movement verbs in metaphorical contexts solidifies the metaphorical model life is movement and encourages the extensive involvement of vocabulary from the associative semantic field road/spatial movement in the metaphorical interpretation of human actions.

Russia and Vietnam: The Dialogue of Cultures Has Happened. What’s Next?

The article presents an overview of the program that MSLU teachers conducted within the framework of the project "Russian Language in Vietnam: Dialogue of Cultures" in three largest cities of the SRV - Hanoi, Da Nang and Ho Chi Minh City - for teachers and researchers of the Russian language, translators, students and schoolchildren. The author also touches upon the issue of the reasons for the decline in interest in the Russian language in Vietnam and concludes that without a real increase in economic ties between Russia and Vietnam, all efforts to popularize the Russian language in Vietnam will not lead to the desired effect.

Gastronomic Code of Culture in the Paremiological Picture of the World of English, Kyrgyz and Russian Languages

The article is devoted to the study of the gastronomic code of culture in the context of the paremiological picture of the world of English, Kyrgyz and Russian languages. The research is carried out through the construction and analysis of the figurative lexical and phraseological field "Food" in order to identify the features of the reflection of national cuisine in the linguistic picture of the world. The analysis shows that the conceptualization of the gastronomic code through proverbs and sayings is characterized by a variety of forms of expression and deep socio-cultural content. This code is characterized by a complex structure and a multi-layered associative-semantic field, and its basic concepts are represented by a wide range of language tools. The author concludes that the gastronomic code of culture is a universal phenomenon, occupying a special place in the linguistic cultures of English, Kyrgyz and Russian languages. Its importance is confirmed by the high frequency of reflection in proverbs and sayings, which emphasizes the specifics of the perception of the world by different ethnic groups.

The Role of the Russian Language as a Means of Conveying Thoughts and Communication

The article explores the development of the Russian language as a complex and multifaceted process, encompassing not only the establishment of grammatical and lexical norms but also the crucial role of language in thinking and communication. Language is viewed as a tool for conveying thoughts and facilitating communication, contributing to the development of cognitive functions such as memory, attention, and logical thinking. The influence of cultural, social, and historical factors on speech development is emphasized, alongside the interaction of language with mass media, the internet, and modern culture. The article highlights the importance of education in developing speech skills and fostering critical thinking. Technology is seen as a complement to traditional teaching methods, enhancing the effectiveness of the educational process. Ultimately, the Russian language is presented as a dynamic system that plays a key role in social and cultural life.

The Role of Mountain Climate in the Formation of Kinesic Metaphors and Polysemes in Russian, English, and Kyrgyz Languages.

The article explores how mountainous environments influence the linguistic and cultural expression of kinesic phenomena and polysemes, such as "head/баш." The study examines the interplay between physical environment, body language, and metaphorical language, analyzing how mountain climates shape the conceptualization and verbalization of movements and polysemous terms in these three languages. Through comparative analysis, the article highlights both universal and culture-specific ways that mountainous climates impact linguistic structures, offering insights into the broader relationship between environment, language, and cognition.

Ценностные основы профессиональной подготовки будущих учителей русского языка и литературы

The purpose of the study is to identify the teacher’s priority values and ways to form them in the process of studying at the university for future teachers of Russian language and literature. The scientific novelty of the research lies in an integrated approach to solving the problem of forming the value foundations of professional training for undergraduate students in the specialty 44.03.05 Pedagogical education (with two training profiles), profiles “Russian language”, “Literature”, within the framework of the axiological direction in teaching the Russian language, which includes a wide range of opportunities to work with folklore texts, contributing to the formation of a system of traditional values and professional competencies of future teachers. Through a qualitative and quantitative analysis of the results of the survey of future language teachers, the most relevant values of a modern teacher have been identified, and the importance of each category of values has been established, taking into account the statistical indicators of students’ choice of each course of study. The research has shown that a systematic approach to the formation of the value foundations of students’ professional training and a comprehensive solution to the current problems of methodological support for future teachers of Russian language and literature are necessary conditions for the successful development of the modern educational space of the Russian Federation.

Специфика формирования учебных материалов по языку специальности для иностранных студентов-медиков

The article deals with the features of teaching Russian as a foreign language within the framework of the professionally oriented training of foreign students of medical universities. The purpose of the work is to consider methodological approaches, tools and techniques that ensure effective language teaching in the medical and biological specialty. The main attention is paid to the requirements for the content, selection and development of educational materials for the effective formation of the communicative competence of future doctors, the quality of which is associated with the need to master not only the lexical and grammatical aspects of the language, but also the skills of speech behavior, conditioned by the peculiarities of medical discourse. Based on this, the main characteristics of the scientific style in general and medical terminology in particular, significant from the point of view of the substantive aspect of teaching language for special purposes (LSP), are covered. Based on the analysis of scientific and the most popular educational and methodological literature in medical universities, the authors derive typological principles for the implementation of the textological approach in teaching Russian for special purposes. The scientific novelty of the work lies in an attempt to generalize and systematize the methods and techniques of LSP teaching used in modern practice, on the basis of which a practical model for organizing educational materials for the systematic development of professional and communicative competence of medical students is proposed. The results of the study are practice-oriented in nature and can be used as a template for further improvement of the principles of organizing the educational process in the field of teaching Russian language in the medical and biological profile.

Формирование языковой личности сотрудника органов внутренних дел Российской Федерации

The modern image of a policeman in Russia seems to citizens to be fair and hardy, responsible and disciplined, polite and tactful, ready to help in any situation, i.e. a professional with a capital letter, capable of conducting a constructive dialogue and proficient in the norms and rules of the modern Russian literary language. One of the main indicators of the professionalism of police officers is the level of development of professional speech culture. What disciplines are studied at the Academy of Management of the Ministry of Internal Affairs of Russia that contribute to the formation of a "linguistic personality" of an employee in continuing education, as well as necessary for improving professional and speech activities in conditions of obtaining additional qualifications, retraining and training in an adjunct course. The article discusses the issues of training managerial and scientific and pedagogical personnel in the leading educational organization of the Ministry of Internal Affairs of the Russian Federation Academy of Management of the Ministry of Internal Affairs of the Russian Federation, the basis of which are such disciplines as practical rhetoric, Russian language and speech culture, psychology and pedagogy of higher education, cultural studies. Research methods: content analysis, analysis of work programs studied at the Academy of Management of the Ministry of Internal Affairs of Russia disciplines, generalization of the results. Support of the Russian language and preservation of the culture of speech is one of the priorities of the state policy of the Russian Federation in 2024. In the Russian law enforcement system, the police occupies one of the key places, performing certain tasks and functions to protect the rights and interests of citizens from criminal encroachments and maintaining law and order in constant interaction with the population. The activity of an employee of the internal affairs bodies in the Russian Federation is aimed at obtaining a constructive dialogue with public authorities, organizations and institutions, public associations, with various categories of citizens, as well as with colleagues and subordinates, thus the possession of the word as a means of communication is one of the main criteria for the professional activity of a police officer.

Characterizing Vitamin K Refusal in Term Hospital-Born Infants in Minnesota, 2015-2019.

Some Minnesota clinicians perceive that the incidence of prophylactic vitamin K refusal is increasing, yet the actual incidence and which populations are most likely to refuse is unknown. Our objective is to identify the incidence of vitamin K refusal and to characterize the maternal-newborn dyads with increased refusal rates. This retrospective multi-institution study analyzed vitamin K refusal in newborns born from 2015 to 2019. Maternal-newborn dyad delivery and community characteristics (language, religion, population size) were collected and analyzed by univariable and multivariable logistic regression. Among 102 451 term infants, 1.3% did not receive intramuscular vitamin K. Refusal increased from 0.9% in 2015 to 1.6% by 2019 (P < .0001). In multivariable analysis, factors associated with increased likelihood of refusal included female sex (odds ratio [OR] 1.22, 95% CI 1.09-1.36), exclusive human milk feeding at hospital discharge (OR 3.46, 95% CI 2.87-4.17), parity greater than 0 (OR ranging from 1.32 [95% CI 1.13-1.54] for parity of 1, to 3.70 [95% CI 2.80-4.90] for parity of 4), having a midwife at delivery (OR 1.70, 95% CI 1.45-2.01), public insurance (OR 1.84, 95% CI 1.60-2.12), and Russian language (OR 4.92, 95% CI 2.90-8.35). Some religious identities had higher refusal rates (ie, Pentecostal 7.0%, Baptist 3.3%). In a cohort of Minnesota hospital-born infants, the incidence of vitamin K refusal increased between 2015 and 2019. We identified large populations (eg, public insurance, exclusive human milk feeding) and smaller discrete communities (eg, Russian, Pentecostal) with opportunities for increasing prophylactic vitamin K acceptance through targeted community conversations.

Interaction of Linguistic and Literary Aspects in the Context of the Cultural Diversity of the Turkic Peoples of Central Asia

Abstract The purpose of the study was to investigate the linguistic and literary components within the framework of the cultural diversity of Central Asian peoples of the Turkic ethnic group. The study analysed the linguistic features of the Turkic languages and their mutual influence through literary texts and oral traditions, with an emphasis on the processes of borrowing and adaptation of linguistic elements in a multilingual environment. The study examined scientific sources on linguistics and ethnolinguistics, and compared phonetic, morphological, and syntactic features of the Kazakh, Uzbek, Turkmen, and Kyrgyz languages in a historical context. The analysis of borrowings from Persian, Arabic, and Russian languages, content analysis of literary texts and folklore works, and an assessment of the role of mass media and the Internet in popularising Turkic languages were also included in the study. The results showed that the Turkic languages have gone through a difficult path of evolution under the influence of various cultural and political factors, such as the Mongol conquests and Russification in the Soviet period. The languages were significantly enriched with borrowings from Persian, Arabic, and Russian, which affected their vocabulary and grammar.

Czy we współczesnej białoruszczyźnie istnieją dwie normy językowe?

The article answers the question whether there are two separate linguistic norms in the modern Belarusian language. On the basis of grammars, dictionaries, textbooks, educational programs and scientific articles, the author highlights the differences between the two sets of spelling rules operating in contemporary Belarusian, discusses opposing tendencies in the method of assimilation of loanwords, presents variants of grammatical endings, describes separate word-formation models and highlights the differences in lexis and syntactic structures. In this way, he proves the presence of two separate linguistic norms in the modern Belarusian language. The first: official – in accordance with the so-called narkamauka, i.e. the rules presented in current textbooks on spelling and grammar of the Belarusian language, which draws many lexical, word-formation and syntactic patterns from the Russian language, and the second norm: purist - based on the so-called tarashkievica, i.e. spelling rules introduced by Bronisław Taraszkiewicz in a textbook published in 1918 in Vilnius. At the end of the article, the author shares with the reader her own reflections on the possibility of unifying the Belarusian norms in the future.

Сітуацыя беларускай мовы пасля прэзідэнцкіх выбараў у 2020 годзе

The article presents an analysis of the situation of the Belarusian language in Belarus after the 2020 presidential elections. It characterizes the impact of extralinguistic factors (the elimination of independent Belarusian media, the publication of banned writers' lists, the elimination of the Belarusian Latin script as a method of transliterating geographical names) on the status and condition of the language. Statistical data from state Belarusian-language publications and the results of the National Census conducted in 2019 are provided. The results of Belarusians' responses and their attitudes towards the Belarusian and Russian languages, as well as the attitudes of representatives of Belarusian national minorities towards the Belarusian language, are discussed separately.

Independent analysis of phraseological units that include the names of animals in the russian and uzbek languages

This paper examines an independent analysis of phraseological units that include animal names in their composition in the Russian and Uzbek languages. The study aims to identify similaritiesand differences in the use of zoonyms in the phraseology of the two languages, as well as an analysis of their semantic, cultural and pragmatic features. The study used methods of comparative analysis, contextual analysis and lexicographic description. The work emphasizes the importance of zoonyms as a reflection of the mentality, culture and worldview of native speakers.

A comparative study of the “tradition” concept in Uzbek and Russian linguistic frameworks

This comparative linguistic study delves into the semantic and cultural representations of the concept of “tradition” in Uzbek and Russian languages. Employing methodologies such as semantic field analysis, cognitive linguistics, and corpus linguistics, the research elucidates how “tradition” is lexically encoded and culturally contextualized within these distinct ethno-linguistic frameworks. The findings reveal that the Uzbek term “an’ana” predominantly conveys communal and familial customs, reflecting the society’s collectivist ethos, whereas the Russian «традиция» encompasses a broader spectrum, including institutional conventions, indicative of a more centralized cultural narrative.

Improving the Measures of Phonological Ability in the Russian Language: IRT and CART Modeling Application

Improving the Measures of Phonological Ability in the Russian Language: <scp>IRT</scp> and <scp>CART</scp> Modeling Application

Introductory words in the Russian language: typology and their classification

This article examines lexical and grammatical units - introductory and modal words and provides their classification. The study presents a linguistic picture that reflects the degree of study of the use of introductory words and constructions. Based on the works of leading grammarians such as Vinogradov, Shakhmatov, Peshkovsky, Paducheva, and others, the definition of introductory and modal words is formulated and their main categories are presented. The functions of introductory words in a fiction text are also studied.

Lexical Representation of the Concept «Горе/tongku» in Russian and Chinese Languages

The article examines the concepts of “горе” in Russian and “&amp;#30171;&amp;#33510;” in Chinese through their lexical representation and cultural significance. It analyzes dictionary definitions, semantic fields, and related lexical units of these concepts. The study discusses similarities and differences in the expression of these emotions, their intensity, and sources. Particular attention is given to the cultural perception and representation of “горе” and “&amp;#30171;&amp;#33510;” in Russian and Chinese. The research highlights the importance of studying the emotional worldview for intercultural communication and the role of these concepts in conveying cultural values and traditions. Research subject: the semantics and lexical representation of the concepts “горе” in Russian and “&amp;#30171;&amp;#33510;” in Chinese. Research aim: to identify similarities and differences in the lexical expression of “горе” and “&amp;#30171;&amp;#33510;” through an analysis of their dictionary definitions, semantic fields, and related lexical units. The study employs methods of definitional analysis, lexical-semantic analysis, and comparative-typological methods. The results show that “горе” in Russian emphasizes emotional suffering tied to losses and tragedies, while “&amp;#30171;&amp;#33510;” in Chinese covers a broader range of negative experiences, including physical and emotional pain. These differences reflect cultural and philosophical traditions: Russian focuses on the intensity and drama of emotions, while Chinese highlights universality and harmony. The findings are applicable to intercultural communication, linguistic theory, translation studies, and teaching Russian and Chinese. The study’s novelty lies in its comparative analysis of emotional concepts based on their lexical and semantic representation, revealing cultural and linguistic specificity. The conclusions underline key differences in the perception and lexical expression of emotions in Russian and Chinese, shaped by their unique cultural and linguistic traditions.