Russian Verbs Research Articles

Functional and Stylistic Equivalence by Translating the Facts of Code-Switching (on the Material of Russian Verbs in the Polish «Version R» of A. Burgess’ Novel «A Clockwork Orange»)

The article is devoted to the analysis of Russian verb inclusions in one of the Polish versions of the translation of A. Burgess’s novel «A Clockwork Orange» under the title «Mechaniczna pomarańcza. Wersja R» (1999) by R. Stiller. The Russian language is deliberately used by the translator to construct a special «slang» Nadsat in its Polish version in order to give the text an appropriate expressiveness within the language play. 117 verbs selected from the 1,000-item Dictionary of «Unintelligible Words» accompanying the translation represent Russian-Polish code-switchings and other hybrid contact phenomena. The analysis is intended to reveal the functional and stylistic equivalence of the translator’s strategies of introducing Russian verbal borrowings in the Polish text on the formal, semantic and communicative levels. Verbal borrowings of Russian origin are classified depending on the strategy of their incorporating into the text, as well as the degree and level of its adaptation.

The Processes of Grammaticalization and Lexicalization in the Russian Verb System

The Processes of Grammaticalization and Lexicalization in the Russian Verb System

EXPERIMENTAL VERIFICATION OF PREDICTED FAILURES IN THE USE OF RUSSIAN VERB TYPES BY CHINESE STUDENTS

In Chinese, verb aspect is expressed by verbs in combination with various linguistic means. Based on the difference between the verb aspect system of Russian and Chinese languages and the possible expressions of verb aspect in Russian, this paper aims to predict possible errors in the use of Russian verb aspect. In order to check the correctness of our analysis, a special diagnostic test was conducted. The test results show that the errors made by Chinese students primarily do not stem from the influence of their native language, but from the fact that students are not able to assess the situation, cannot find or even see certain reference points, available signals, directly indicating the use of this or that verb aspect. Errors are explained by elementary ignorance of the verb forms, especially in such cases as брать — взять, ловить — поймать and ignorance of the formation of the verb form itself, for example, the formation of the imperative form, etc. This is the result of insufficient training of students. In this case, the problem is not in students, but, firstly, in the complexity of the topic itself, and, secondly, in the method of teaching. We believe that it is necessary to give students a clear scheme of verb aspect meanings and identify those signals that can help students choose the type of a verb adequate to the situation of communication; the course of studying the verb aspect should be long enough, because strong and stable skills of the correct use of verb aspect are formed only as a result of gradual and regular work on the types of the verb, made over a long period of time. The results of this work can also serve as a starting point for determining not only the content of verb types teaching exercises, but also for developing methodological recommendations for them.

TRANSLATION STRATEGIES RELATED TO THE OMISSION OF VERBS WHEN TRANSLATING FROM RUSSIAN INTO FRENCH

While there is a vast literature on translation transformations and techniques, little attention among Russian researchers is paid to the omission. The article attempts to contribute to the debate by analyzing the omission as a translation technique, as well as verb omission examples when translating a literary text from Russian into French. The omission means elimination of a source text (ST) element while translating into target text. The omission can occur at the semantic or structural-semantic levels. The latter implies not only semantic but also syntactic changes. The omission can be due to the redundancy of an element in the ST. Redundancy in ST can be caused by the structural features of the source language, repetition of information in the text or by the opportunity to extract information from the situational context. The analysis of examples of verb omission taken from the translations into French of the novel Oblomov written by Ivan Goncharov showed that the use of this technique in relation to Russian verbs obeys the general patterns of the use of omission listed above: a French translator can omit a verb and use a more economical construction allowed by the norms of the French language; can translate one verb from two ST verbs with the same meaning; can eliminate the original verb if it’s meaning can be derived from the situational context. However, the original verb can convey stylistic meanings that are important in the work; if this verb is omitted, stylistic meanings disappear.

Perception of Iconic Russian Elements by English Speakers: Experimental Data

Introduction. In recent years, the anthropocentric scientific paradigm has been actively developing and the experimental method of research in linguistics is becoming increasingly popular and relevant. This article is devoted to the experiment of studying the process of perception iconic lexis of the unfamiliar language. Scientific novelty of this study is determined both by the selected material and methods of presenting this material for consideration.Methodology and sources. The basis for the experiment was a survey for native English speakers who did not know the language of the target stimuli (Russian). To conduct the experiment, a corpus of verbs of motion was used (546 verbs, 2273 word usages). The corpus was selected from 12 novels of English literature of the 20-21st centuries, as well as contextual translations of these verbs into Russian. During the study, a group of respondents (106 people) of both genders, various social and age groups were offered 20 English contextual uses of phonetically motivated verbs of motion, which were pre-selected from the above-mentioned corpus of verbs. In each sentence, a verb of motion was highlighted, and also a sound recording of two Russian verbs was presented, which was a translation of the highlighted English verb and its synonym. The total number of responses was 2120.Results and discussion. Participants of the experiment were asked to choose one of two Russian words that corresponded to the highlighted English word in the best way. Respondents chose with great confidence 4 iconic verbs of motion out of 15 pairs of synonyms in which only one verb is phonetically motivated. In 3 cases, respondents more often preferred the non-iconic word. The remaining pairs of synonyms were divided approximately equally. The more developed syntax of the Russian language compared to English, which sometimes obscured the sound motivated basis of the word could be a possible reason for this. Conclusion. The results of the experiment show that the perception of phonetically motivated units of an unfamiliar language depends on many factors. Thus, native English speakers who do not speak Russian or who speak it at a minimal level do not perceive Russian iconic vocabulary in all cases. Simultaneously, statistically significant differences in the perception by people of different age groups and gender were not revealed during the experiment.

Specific Grammatical Aspects of Translating the Iaea Regulatory Documents into the Russian Language

The article discusses some grammatical features of the IAEA safety requirements and guides in the English language and in their Russian translations. Considering that these documents make a foundation of the global nuclear safety system, and grammar is the backbone of the language and an essential constituent of the communication content, the paper is focused on the analysis of the ways of translating specific grammatical structures, which determines current importance of this study. The aim of the work is to compare typical grammatical constructions used in the texts of the Russian translations of the IAEA publications under consideration with the grammatical features of similar Rostechnadzor’s regulatory documentation. The main tasks of the authors are to compare the ways of translating English modal and passive constructions, English verbals and verbal structures into Russian and to verify the translator’s choice of a certain grammatical structure in the translations of the regulations and guidelines under consideration. Taking research tasks predetermined the choice of the following research methods: comparative analysis; linguistic and statistical analysis; contextual analysis; inductive and deductive analysis. To obtain linguistic and statistical analysis data, the authors applied such software tools as SDL Trados, Adobe Acrobat, Excel and MS Word. In order to ensure the correctness of the results, only the substantive part of the documents under consideration was analyzed.The analysis has brought to the following results: the need to comply with the regulatory requirements narrows the choice of Russian modal constructions in the translation of "should" statements used in IAEA documents. The issue of changing the regulatory requirement that prescribes to use the Russian verb "следует" has to be treated very carefully, considering the established practice of both translating the IAEA safety guides and their understanding by the target users; the translation of English passive constructions and verbals used in the IAEA safety guides gives clear preference to the use of Russian indefinite-personal structures with verbs in the active voice in the 3rd person plural; the grammatical structures used in the translation of the IAEA publications in question generally correspond to the grammatical structures used in the Rostechnadzor regulatory documents, which is predetermined by the information nature and ensures a fairly high similarity of their style.

Система обучения категории вида русских глаголов в китайской аудитории

The aim of the study is to propose a system of teaching the category of aspect of Russian verbs to Chinese students. The paper presents a research conducted at the Altai State Pedagogical University, which helped to identify the main problems in the assimilation of types of verbs by Chinese students and to test the developed teaching system, which made it possible to reduce the number of errors in the use of the grammatical category of aspect by three times for each specific Chinese student who took part in the research. The scientific novelty of the study lies in developing the system of lessons to overcome linguistic difficulties in the use of the category of aspect by Chinese students in the framework of teaching Russian as a foreign language. As a result, the teaching system is presented that may be useful for teachers of Russian as a foreign language, methodologists, and linguists interested in studying language transfer, aspect in Russian and Chinese.

On the development of the substantive form of the Russian verb (the problem of the verb aspect in -(e)nie, -tie word forms in the 18th–early 21st c.)

The substantive form of the verb in the Russian language includes -nie, -enie, and -tie word forms. There is a historical tendency towards the grammaticalization of these formations. The category of aspect penetrates into their composition through the -yvanie forms, preserving the meaning of the imperfective aspect. Their productivity has been growing since the middle of the 18th c. by “waves,” reaching a maximum in 1761–1800, 1861–1880, 1921–1940, and 2001–2020. Half of the -yvanie forms are formed earlier than their pairs from the perfective verbs ending in -(e)nie and -tie which combine the meaning of both types; in the synchronously operating system, the aspectual pair is “completed.” With pure aspectual prefixes, po- and s-, the -yvanie forms are practically not formed. If the aspectual opposition does not add up at the stage of perfectivization, perfective prefix verbs easily form at the stage of imperfectivization their aspectual pair ending in -yvanie. Thus, the category of aspect penetrates into the system of the substantive form of the verb, enhancing the effect of this verbal category on the nominal forms of the verb.

Typology and lexicography: the russian verb <i>brosit’</i> and its serbian translational equivalent <i>baciti</i> on a typological background

Typology and lexicography: the russian verb <i>brosit’</i> and its serbian translational equivalent <i>baciti</i> on a typological background

Translation of English Verbs Belonging to the Lexico-Semantic Group of Human Behavior into Russian and German (Based on W. Thackeray’s Novel “Vanity Fair”)

This article examines the use of English verbs related to human behavior in W. Thackeray’s novel “Vanity Fair” and their translations into German and Russian. Based on the analysis of lexicographic sources, the structure of the lexico-semantic group of behavioral verbs in English, German, and Russian was analyzed. Common transformations employed to translate such verbs from English into German and Russian were identified. The most representative examples were picked from the novel. Particular attention was given to the relationship between the translation methods and each target language, as well as between the source language and the target languages. The Russian and German translations of the novel were compared for accuracy in conveying all details. Using componential analysis, a semantic classification of the selected verbs, depending on the type of behavior they describe, was compiled for the three languages. The results obtained led to the following conclusions. The behavioral verbs in W. Thackeray’s novel “Vanity Fair” are most often translated into Russian and German with literal equivalents of the original lexemes. However, lexical and grammatical substitutions were also revealed: their usage depends on grammatical structure, lexical compatibility, and linguistic standards. The German translation proved to be more plausible than the Russian one. This could be because English and German are both Germanic languages and belong to the same branch of the Indo-European language family. In the Russian translation, multiple transformations of the original text are used more often. They are meant to convey the author’s ideas rather than the exact lexicographic meanings of separate words. The findings of this study contribute to the development of the theory and practice of translation and provide a deeper insight into W. Thackeray’s worldview.

PECULIARITIES OF THE VERB IN KAZAKH, RUSSIAN AND ENGLISH LANGUAGES

The article deals with the peculiarities of the verb in three languages: Kazakh, Russian, and English. The authors identify similarities and differences in the forms, conjugation, and use of verbs in Kazakh, Russian, and English. The authors conclude that the differences in verb forms reflect the cultural and linguistic peculiarities of each language, based on a comparative analysis.

Verbal vocabulary as a means of expressing interpersonal relations in Russian and Chinese

The subject of the study is the semantic and functional features of the lexico-semantic group of verbs denoting interpersonal relations in the Russian and Chinese languages. The verbal vocabulary representing the category of relationship describes the relationships that arise between people in the form of feelings, judgments and appeals to each other in the course of everyday life. The purpose of the proposed article is to identify the semantic and functional features of the verbs of the lexico-semantic group of interpersonal relations in the system of Russian and Chinese languages. The study revealed similarities and differences in the meaning of these verbs. As the analysis showed, some Chinese verbs do not match the meaning of the verbs of the Russian language. This article also examines the types of semantic changes in the semantic structure of the verbal word form functioning in the context. The main method of studying this group of verbs in Russian and Chinese is the comparative method. The descriptive method and the functional-semantic method, as well as the method of component analysis, were used in the selection and use of linguistic material. The scientific novelty of the study lies in the fact that the verbs of interpersonal relations are still insufficiently studied on the materials of the Russian and Chinese languages. The results of the research can be used in the practice of teaching university courses in such disciplines as cognitive linguistics, linguoculturology, and intercultural communication. The study allows us to conclude that the verbs of interpersonal relationships are quite often used in both languages. The meanings of Chinese and Russian verbs are not always equivalent. Their semantic structures may also differ. The analysis of interlanguage gaps reveals the presence of incomplete lexical correspondence to a foreign word. Some verbal lexicons express interpersonal relationships in their direct meanings, while others develop this ability as a result of semantic modulation and semantic derivation. Interpersonal relationships can be expressed by verbs from other lexico-semantic groups, acquiring the semantics of interpersonal relationships in the context. In conclusion, we note that expressions of interpersonal relationships can also be verb-noun combinations, which, when analyzing various specifiers in the context, indicate the reasons for a positive or negative attitude towards a person.

Modal specificity of Russian verbs of "thinking" and "to think" with the prefix y-

The article examines the verbs included in the structure of the semantic field of thinking, namely the basic verbs to think and thinking, complicated by the prefix y-, based on the material of Russian texts of different genres. The subject of the study is the following values of situational modality (the so–called semantic X) - the invariant value of desirability, as well as the value of the opportunity realized by derivatives to conceive, to think in the process of communication. The purpose of the work is to reveal the specifics and conditions of the modal functioning of these verbs. Achieving this goal is facilitated by solving the following tasks: 1) to identify the modal meanings realized by the considered derivatives; 2) to determine the conditions of their modal functioning within the framework of the utterance; 3) to identify the role of the nominatively independent word-formation with formant y- in the process of creating the modal, modal-evaluative meanings of the corresponding derivatives. The goals and objectives of this work determined the choice of a comprehensive research methodology, including the following methods: functional-semantic, descriptive, contextual. The scientific novelty of the article is determined by the subject of the study. As a result of the conducted research, it is concluded that the verbs of thinking, to think with the formant y- are able to realize the modal meanings of possibility, desirability (which is a condition for the realization of opportunity), associated mainly with intentions that contradict the moral, ethical, social norms of society. The analysis of the texts made it possible to determine the lexical and grammatical basis of the modal functioning of the verbs of thinking, complicated by the prefix y-, in the semantics of which the modal component is implicitly contained, to establish syntactic conditions for the realization of the meanings of situational modality, i.e. the presence of a dependent subject semantically unlimited infinitive in the verb. The reinforcing role of the service formant is determined for the formation of the modal meaning of the derivatives to think, to conceive as an independent (autonomous) significant unit, in the meaning of which the seme "bringing to an undesirable state" is explicitly expressed, as well as the pejorative seme "to commit something bad, criminal, reprehensible (to the detriment of someone)". The materials of the article can be used at seminars and practical classes of the university on topical issues of the category of linguistic modality.

Современные средства обучения русскому языку как иностранному

In the modern system of teaching RFL, an important role is given to teaching aids, tools of the educational process, ensuring the achievement of the main goal of teaching RFL – the formation of communicative competence among students. The purpose of this article is to analyze modern means of teaching RFL, assessing their effectiveness and illustrating their use in the process of teaching the disciplines “Russian Verb” to 1st-year undergraduates, “Modern means of teaching RFL” to 2nd-year undergraduates studying in the field of “Philology” (profile “Theory and practice of teaching RFL (Russian as a foreign language)”; discipline “General Proficiency” to 3rd year bachelor students of the Faculty of Philology (profile “Russian Language and Literature”) at the University of Moscow State University-PPI in Shenzhen. In the course of study, methods of observation, description, and classification were used. During the research it was established that in the modern methods of teaching RFL, the role of teaching tools increases significantly due to modern information and communication resources, Internet technologies and digital educational resources. The most relevant teaching aids have been identified and characterized (communicative RFL textbooks, information and communication tools, including university electronic libraries, the university information learning environment Moodle, electronic textbooks, corpus resources; audiovisual tools, including modern visualization techniques, etc.), their use has been illustrated in the practice of teaching various philological disciplines to Chinese philology students. It has been established that the use of the latest various teaching tools ensures the maximum inclusion of each student in the educational process, a person-oriented approach to students, the development of practical skills, an increase in the share of student independence, the development of students’ skills in setting and solving cognitive problems, structuring information flows, and applying practice of acquired knowledge, etc.

Morpheme-Grammar Dictionary of Russian Verbs as a Means of Forming Intuitive Knowledge of the Language

Morpheme-Grammar Dictionary of Russian Verbs as a Means of Forming Intuitive Knowledge of the Language

The effect of task-supported and task-based teaching on the use of Russian verbs of motion

The goal of this investigation is to determine to what extent task-supported (TS) and task-based (TB) language teaching approaches are effective for learning Russian verbs of motion. To this aim, an experimental study was carried out under real classroom conditions as a part of Russian language courses at the University of ***. Participants were organised into two groups that received a TS and a TB treatment, respectively. The implementation of the didactic strategies subsumed in the design of the TB treatment by means of a Learning Management System (Moodle), the benefits and key features of which facilitate task-based instruction, are analysed. The study follows the pre-test, post-test and delayed post-test design. In the light of the results obtained, it is safe to say that the two approaches are beneficial for learning verbs of motion since both groups showed a significant improvement in all the measured aspects, that is, the correct use of verbs both in the oral and written production and in the grammar tests (fill in the blanks, multiple choice and grammaticality judgement tests). Nevertheless, the TB group performed significantly better than the TS group in the oral tasks, and in most delayed post-tests

Тенденции неологизации глагольной лексики в старорусском языке (XV–XVII вв.)

The article is devoted to the problem of neologization of the semantic and word-formation subsystem of Russian verbs. The trends of this process are determined in relation to the Old Russian language of the 15 th – 17 th centuries. The main object of study is suffixal verbal neologisms formed during a given period in language development according to traditional and new word-formation models. The peculiarities of verbal neologisms formation with prefixes are described using the material of derived verbs with prefixed formants do-, po-, ot- and za-. Particular attention is paid to the issue of confixation, which, as a regular method of word building, begins to take shape in the Old Russian language. The material for the analysis was comprised of the data from the "Dictionary of the Russian Language of the 11 th – 17 th centuries". The application of a complex semantic and word-formation, as well as functional-semantic methodology for analyzing linguistic material has enabled the authors to identify trends in neologization of Old Russian verbal vocabulary: active formation of evolutive verbs and verbs with general semantics of activity and behaviour, the formation of new types of derivatives with the suffixes -irova-, -izirova-, -nicha-, regular occurrence in the language system of verbs, which denote particular types of verbal action, characterized by prefixes. It is shown that confixal derivatives appear as correlatives with the prefixal ones, and that these models can correlate and compete.

Conceptual Foundations of the Ideographic Dictionaries of the Ural Semantic School

The purpose of the article is to examine the ideographic dictionaries created by the lexicographers of the Ural Semantic School from the dynamic aspect, according to which the Ural ideographic lexicography was formed as an independent direction. In total, the group has published 26 ideographic dictionaries of different semantic and grammatical nature of words: verbs, nouns, adjectives, synonyms of the Russian language and Russian speech, synonymic-antonymic complexes, Russian verb sentences, Russian key concepts. The methodological basis of such dictionaries were the basic provisions of the main scholarly paradigms of the late twentieth and early twenty-first centuries: structural-semantic, functional-semantic, denotative-ideographic, cognitive-discursive. In turn, a new type of active ideographic dictionaries contributed to the formation of a system of basic theoretical positions that formed the conceptual lexicographic base of ideographic dictionaries. The universal theoretical foundations of linguistic construction represent the following fundamental principles: consistency, hierarchy, invariance/variability, the presence of standard semantics, representativeness of identifiers, etc., the implementation of which is modified and corrected in the structure of various ideographic dictionaries and supplemented with new relevant lexicographic parameters of their construction, which determines the conceptual uniqueness of each individual dictionary. The peculiarities of such dictionaries and their ideographic sets are determined by the semantic-grammatical and linguo-cognitive nature of the units that make up their composition and the specifics of their constituent sets of units: lexical-semantic, functional-semantic and functional-syntactic, cognitive-discursive. As a result of the study, the authors identify the main types of lexical sets in the composition of ideographic dictionaries of different types.

K этимологии праслав. *rězъ и русского рез

Proto-Slavic *rězъ and Russian рез “profit, interest” are analyzed in connection with IE. *h3reĝ- “to move along the straight line; move uniformly in one direction” reflected by Greek ὀρέγω_ and Vedic ŕjyati,_ṛñjáti. The latter verb has undergone a semantic development giving rise to “to gain control of, bring under domination”, and “to gain profit”. My hypothesis conflicts with the analysis of M. Vasmer, who related рез to the Russian verb резать “to cut”.

Nominations of the Speaking Process of Finniс Origin in Russian Colloquialisms of Karelia and Neighbouring Regions (Semantic Aspect)

This article examines the level of content of dialect nominations of the process of speaking with a Finnic basis. The Russian dialects of Karelia and neighbouring regions testify to the long process of mutual relations between Russians and Vepsians and Karelians, first in centres with a mixed ethnic structure of society, and then in regions considered as Russian, where the processes of language interference were quite active both at the structural and semantic levels. The peculiarity of the studied nominations is their integration along with the native Russian lexemes in the semantic field of “Speaking Person”. It is relevant to consider the specifics of semantic and motivational transformation of borrowed words in the lexical and semantic system of Russian dialects, which serves as the purpose of this study. The article focuses on verb nominations found in Russian lexicographic sources. They are compared with the data revealed in the Vepsian, Karelian, and Finnish languages. In the first stage, based on L. G. Babenko's ideographic description of Russian verbs, the author identifies groups and subgroups of verbs representing different acts of speech activity. Then the author determines methods of semantic transfer of words with Finnic base into the lexical system of Russian dialects. The analysis of the semantics of verbs from the point of view of anthropocentrism show that onomatopoetic lexemes motivated by zoological and natural codes, key in understanding the sounding picture of the human world, were of particular importance.