VESTNIK 4 (48) 2022
- Title:
- VESTNIK 4 (48) 2022
- Number:
- 4
- Year:
- 2022
- Date publication on the site:
- 2022-12-02 13:42:47
- Full journal in PDF:
-
Content all 19
Problems of professional adaptation of young teachers: the experience of a regional study
UDC: 371.134
Section: PEDAGOGICS
Authors: Oksana E. Kropotova; Elena V. Kondratenko;
Introduction. The main goal of working with young professionals is to create conditions for the continuous pro-fessional growth of this category of teachers, taking into account their methodological, pedagogical needs, defi-cits and personal qualities that help reduce the problems of adaptation to the prevailing working conditions and systematic entry into professional activities. The purpose of the work is to analyze the methodological, peda-gogical needs and deficits of young teachers of the Republic of Mari El at the stage of professional adaptation as a significant period of their professional development. Materials and methods. The following methods were used during the research: theoretical and comparative analysis, survey methods. Research results. It is shown that in the process of professional adaptation, young teachers experience a number of general difficulties caused by contradictions between the conditions of professional activity and the profes-sional characteristics of a young teacher, formed in the process of his professional training. In the course of the study, 357 young teachers of educational institutions of the Republic of Mari El, with a teaching experience of no more than 3 years, were interviewed. The survey results were grouped and statistically processed. The main methodological, pedagogical demands and professional deficits of young teachers were revealed. Conclusion. Based on the results of the study, it can be concluded that the majority of young teachers at the stage of profes-sional adaptation experience difficulties associated with pedagogical interaction with the subjects of the educa-tional process (students, their parents, fellow teachers, representatives of the school administration), uncertainty in their professional readiness for successful pedagogical activity and also experi-ence difficulties associated with the design and organization of educational activities.
Pedagogical conditions for the formation of students’ artistic and design competence by means of ethnodesign
UDC: 378
Section: PEDAGOGICS
Authors: Zinaida Yu. Maksimova;
Introduction. The relevance of the problem under study is due to the active introduction of the ethnic compo-nent into modern education. The importance of training competitive creative teachers of professional training in the field of ethnodesign, ready for artistic and design activities, having a broad understanding of the diversity of cultures in society, positioning a positive attitude towards ethnic traditions in the conditions of the multicul-tural environment of the Russian multinational state, is emphasized. The purpose of this article is to define and characterize the pedagogical conditions for the formation of students’ artistic and design competence by means of ethnodesign. Materials and methods. Theoretical analysis and generalization of literature on the research problem, modeling method, survey. Research results, discussion. The analysis of approaches to the definition of the concept of “pedagogical conditions” is carried out. The classification of this concept is considered from three positions: pedagogical conditions as a material-spatial environment and measures of pedagogical influ-ence, pedagogical conditions as a pedagogical system, pedagogical conditions as a refinement of the laws of the educational process. The definition of the concept of “artistic and design competence formed by means of eth-nodesign” is given. Its main structural components are listed: cognitive, motivational-creative and activity. The main pedagogical conditions necessary for the successful formation of students’
artistic and design competence by means of ethnodesign are described. The topics of the sections of the
special course (module) “Ethnodesign”, the interdisciplinary course 05.01 “Fundamentals of artistic and
design works” and a summary of the sections of workbooks on the disciplines of the profile “Decorative and ap-plied art and design” are presented. Conclusion. The conclusion is drawn on the implementation of the listed pedagogical conditions for the successful formation of students’ artistic and design competence by means of ethnodesign. The results of the study can be useful for practical application and further theoretical research for teachers of professional design education.
Key professional competences of teachers in person-centered online teaching Russian as a foreign language at the preparatory department
UDC: 372.881.161.1
Section: PEDAGOGICS
Authors: Ni Yan;
Introduction. Today, the ideas of person-centered learning are gradually being introduced into the process of teaching Russian as a foreign language at preparatory departments, but their full potential has not yet been ex-ploited to its full extent. At the same time, due to the worldwide pandemic of the novel coronavirus, most of the teaching work was suddenly transitioned to online teaching, including teaching Russian to foreign students at preparatory departments in Russia, and the demand for online teaching has increased.
This forces teachers who teach foreign students Russian at preparatory departments to master some new
professional competences or improve existing skills in accordance with the requirements of modern learning conditions. The purpose of the article is to determine the key professional competences required for teachers who teach Russian to foreign students, so as to ensure the effectiveness of the online teaching based on the per-son-centered approach. Materials and methods. The paper presents the results of an anonymous survey of 23 Chinese students who study or studied Russian at the preparatory department of St. Petersburg university. Such methods as literature analysis, questionnaires, analysis of questionnaire results were used. Results,
discussion. Today's teachers of Russian as a foreign language need to continuously improve their competences, taking into account rapidly changing conditions. In this case, what are most needed include teachers' technical competence, methodological competence, communicative competence, and competences about educational psychology and self-development. Conclusion. The improvement of the above-mentioned competences, which should complement the traditional professional competences of teachers of Russian as a foreign
language, will help them to maximize the potential of the person-centered approach when organizing Russian as a foreign language teaching in an online format.
Model of readiness formation of bachelors of the direction of “Physical culture” to implement the sports selection methodology
UDC: 378.14:796
Section: PEDAGOGICS
Authors: Gennady M. Nikolaev;
Introduction. The development of physical culture and sports in our country is one of the priority tasks, the so-lution of which ensures the health of the population. Ensuring the development of sports requires the training of qualified specialists capable of solving a variety of tasks, including those related to the implementation of the sports selection methodology. The purpose of the research work is to develop and evalu-ate the effectiveness of the model of readiness formation of bachelors of the direction of “Physical
culture” to implement the methodology of sports selection. Materials and methods. In the conducted research, the analysis of the latest publications on the research problem was carried out, pedagogical modeling and pedagogical experiment were conducted to assess the effectiveness of the developed pedagogical model. Research results, discussions. Based on the analysis of modern publications, the main requirements for the
formation of readiness of bachelors of the direction of “Physical culture” for the implementation of sports selec-tion methods were determined, on the basis of which a pedagogical model was built. Approbation of the formu-lated pedagogical model of readiness formation of bachelors of the direction of “Physical culture” for the implementation of the methodology of sports selection was carried out. Based on the comparison of the results characterizing the level of development of cognitive, motivational, activity and reflexive components of bache-lors’ readiness to implement the sports selection methodology, conclusions were drawn about the effectiveness of the sports selection methodology. Conclusion. The author concluded that in the process of preparing bache-lors of the direction of “Physical culture”, due attention is currently not paid to the formation of their readiness to implement the methodology of sports selection. In this regard, a pedagogical model has been developed, the
implementation of which involves the coverage of various forms of educational activities (both classroom and extracurricular). This model has proven its effectiveness during the pedagogical experiment and can be recommended for implementation in higher education institutions that train bachelors in the direction of “Phys-ical culture”
Pedagogy within digital age: structural and content analysis
UDC: 378.1
Section: PEDAGOGICS
Authors: Vera I. Toktarova;
Introduction. Today, the task of studying the possibility of implementing the educational process using the tools of digital pedagogy in order to improve its quality and efficiency is relevant. Digital pedagogy focuses the educational process on the student, contributing to the formation of his individual educational trajectory through the transition to a matrix model of education throughout life. The purpose of the study is to conduct a structural and content analysis of existing approaches to the concept of digital pedagogy and
synonymous categories of the conceptual field of pedagogical science, and evaluate them. Materials and methods. The research materials were scientific papers and regulatory documents covering the issues of digital transformation of education. Theoretical and empirical research methods were used in the work. Research results, discussion. The article discusses issues related to the description of aspects of digital pedagogy in the context of digital transformation of education. The analysis of the term “digital pedagogy” in Russian and
foreign pedagogical practice is considered, its essential characteristics and structural components are revealed, the author’s approach to the definition of this concept is determined. A meaningful analysis of the synonymous categories: “e-pedagogy”, “technopedagogy”, “virtual pedagogy”, “cyberpedagogy” and “mobile pedagogy” is given; their specificity and functional features are revealed. Conclusion. It is concluded that the essence of digi-tal pedagogy is the creation and implementation of non-standard algorithms for solving traditional pedagogical problems, the organization and development of the educational process using artificial intelligence, big data, virtual and augmented reality, distributed computing and other modern digital technologies.
Student exhibitions in the educational work of the Vyatka Agricultural Technical School at the beginning of the 20th century
UDC: 378 (470.342)
Section: PEDAGOGICS
Authors: Irina Yu. Trushkova; Yury A. Balyberdin;
Introduction. The modern social situation is characterized by special attention to updating the
educational, spiritual, moral, aesthetic component of the pedagogical process. In this regard, the pedagogical experience of previous decades, and in some cases – of about a century, is updated. It is known that before 1917, in the regions of the Urals and the Volga region, a rather effective model of socialization of the younger genera-tions was formed through secondary technical education supported by the zemstvos for the children of peasants and tradesmen. Teaching the basics of drawing and designing had, in addition to teaching, an important educational value. The purpose of the work is to characterize the complex of the educational system in secondary specialized educational institutions of the region at the beginning of the 20th century on the example of the Vyatka Agricultural Technical School, to identify artistic events in this complex. Materials and methods. The sources for the study are the materials of the regional press of the beginning of the 20th century, archival docu-ments, items from the Museum of the History of the Vyatka State Technical University, and so on. To reconstruct the system of educational work of an educational institution, comparative historical constructions, elements of recreating historical everyday life, extrapolation of pedagogical diagnostics to the educational reality of the designated period, a student-oriented approach, and the like are used. The results of the study and discussion are manifested in the identification of a model of educational work through the organization of such extra-curricular activities as exhibitions of technical students’ artworks, the definition of the main methods of educa-tion and their effectiveness, the reconstruction of the everyday context of educational work, the influence of the personal characteristics of teachers and students on it. Conclusion. The revealed features of educational work among
adolescents and young people studying natural science and technical specialties are characterized by quite sig-nificant efficiency, some of them can be used today in certain target audiences.
Сommunicative culture of senior preschoolers: components, сriteria, indicators
UDC: 37.013
Section: PEDAGOGICS
Authors: Gyuzelia R. Khalimdarova;
Introduction. The article presents the experience of studying the communicative culture of older
preschoolers. The importance of the formation of communicative culture in preschool age is noted. The purpose of the study is to assess the level of formation of the communicative culture of older preschoolers, taking into account the competent, emotional-value, behavioral and reflexive components. Materials and methods of research. Various approaches to the formulation of the concept of “communicative culture” are investigated, a definition is formulated that includes the main components of the object under study. The assumption is made about the importance of the prerequisites of communicative reflexivity in the process of formation of the
communicative culture of the individual. Various points of view on the nature of reflection of a child of senior preschool age are analyzed. The features of conducting a trial and search study are described, which allows assessing the level of formation of the communicative culture of older preschoolers by the selected components in a small sample. The results of the study. In the course of the study, it turned out that the majority of older preschool children have a number of signs indicating problems in the formation of a communicative culture. Many children have difficulties with getting in touch and maintaining a dialogue, are not able to independently resolve conflict situations, build harmonious relationships with others and themselves. This can significantly
affect the behavior of a preschooler in relationships with peers and adults, as well as his psychological
well-being. Conclusions. The data obtained during the study show the need for further work on the formation of a communicative culture among older preschoolers. Further research is needed to study the prerequisites of
reflexivity in the structure of the communicative culture of the personality of an older preschooler.
Didactic complexity and difficulty of communication processes in vocational training of skilled workers, employees and specialists: aspects of evaluation and management
UDC: 37.09; 377
Section: PEDAGOGICS
Authors: Anatoly S. Chibakov; Dmitry A. Krylov;
Introduction. The paper reveals assessing the didactic complexity and difficulty of teaching in the communicative interaction of subjects, as well as the possibility of managing the complexity and difficulty of communication processes in an institution of secondary vocational education. Purpose of the study. The purpose of the re-search is to study in the scientific literature issues related to the concepts of “complexity” and “difficulty” in learning; to analyze methods for assessing didactic complexity and difficulty of learning and adapting them to the processes of educational communication; to identify the basis for managing the complexity and difficulty of communication processes. Materials and methods. The study was conducted in educational institutions of
secondary vocational education for more than 20 years. 1620 students, 118 teachers, masters of industrial
training took part in the experiment. Methods of observation, pedagogical modeling and experiment, questioning and survey, expert assessment were used. Research results. The analysis of psychological and pedagogical research has shown that the aspects of didactic complexity and the difficulties of communication processes remain insufficiently covered. It is noted that in the last two decades, when assessing didactic complexity and difficulty in solving educational problems, graphological and analytical methods, as well as the subject-predicate approach, are actively used. The main disadvantage of the existing methods is recognized as high labor intensity, therefore the authors of the work propose their own method for assessing didactic complexity and difficulty of communication processes, developed on the basis of the provisions of the logical-informational technology of education. The method of assessing the semantic complexity of didactic objects makes it much easier to calculate the main indicators, which in turn make it possible to confirm the reliability of the objectivity of the results of assessing complexity and difficulty. Conclusion. Experimental testing showed the effectiveness of the pro-posed methodology in assessing the didactic complexity and subjective difficulty of learning, confirmed the reliability of the calculated indicators and made it possible to make sure that the modes and cognitive levels of communication are the basis for managing the complexity and difficulty of educational communication.
Mobile technologies in the educational process of higher education: pedagogical potential and aspects of use
UDC: 37.026
Section: PEDAGOGICS
Authors: Anna E. Shpak; Dina A. Semenova;
Introduction. Modern young society lives with a phone in its hand. Of all the series of mobile devices (laptop, tablet, e-book, etc.), smartphones stand out especially, since they can be used at any time and in any place, for example, while in line or in public transport. Mobile technologies and the Internet have become the main driving forces of the development of information and communication technologies. Thanks to the use of high-coverage mobile communication networks, high-speed wireless networks and various types of mobile
information terminals, the use of mobile technologies has opened up a huge space for mobile interaction and has become particularly popular in life and work. The purpose of the research is to identify the pedagogical potential of the use of mobile technologies in the educational process. Materials and methods. Methods of analysis of scientific methodological literature in the field of mobile pedagogy, special literature revealing the possibilities of using mobile technologies in education, comparative analysis and generalization of advanced pedagogi-cal experience of Russian and foreign teachers and researchers, allowing to consider the possibilities of using mobile devices in the educational process, were used in the work. Research results, discussion. The results of the study showed that the use of mobile technologies in the educational process is of interest to students precisely from the standpoint of individualization of the educational process and self-education. At the same time, the attitude of teachers to this issue is less positive, since they are required to obtain additional digital competencies. Conclusion: The trends of modern society set the tasks for teachers not only of training a specialist with a certain set of competencies, but also of developing the student’s involvement and interest in the educational process, the possibility of his self-development and self-learning using mobile technologies.
Omar Khayyam in Rasul Gamzatov’s poetry
UDC: 821.351.12
Section: PHILOLOGY
Authors: Patimat M. Alibekova;
Introduction. The article is devoted to the study of Rasul Gamzatov's poems dedicated to the great Persian poet Omar Khayyam (1048-1131). The purpose of the study is to give a literary analysis of the works dedicated to Omar Khayyam, paying attention to their themes, stylistic and artistic features. Rasul Gamzatov's poems “When I came to Mashhad to see Omar Khayyam” and “Nadir Shah's Saber and Khayyam's rubai” served as the material for the analysis. Research methods. To achieve the goal, cultural-historical, structural-semantic and hermeneutic methods of studying the literary text were used. Research results. The article examines for the first time Rasul Gamzatov’s poems, addressed to the classic of Persian poetry Omar Khayyam. We have given Gamzatov's poems in the Avar language and their interlinear translation into Russian.The views of Rasul
Gamzatov on the fundamentally important for humanity concepts of peace, happiness, love, friendship are considered. Special attention is paid to the artistic and aesthetic features inherent in the creative style of R. Gamzatov. Conclusion. Thus, during the analysis of R. Gamzatov’s texts, the key features characteristic of the poetic works dedicated to Omar Khayyam are highlighted. The use of stylistic techniques of opposition, complex
antithesis forms and rhetorical questions in texts serves to reveal the author’s ideas. The theme of the eternal struggle of the forces of good and evil is evident in every line of R. Gamzatov’s poems. It is vividly and convincingly embodied in the images of the poet Omar Khayyam and the warrior Nadir Shah. The life-affirming force of good is invincible. The widespread use of such a structural component of a lyrical work as a dialogue serves to reveal the creative individual style of the poet.
Interdiscoursivity as a compositional and stylistic dominant of S. Dovlatov’s novel “A Foreign Woman”
UDC: 811.161.1
Section: PHILOLOGY
Authors: Ekaterina N. Bobykina;
Introduction. The paper analyzes S. Dovlatov’s novel “A Foreign Woman” from the linguistics of
artistic discourse point of view, examines interdiscursivity, or “discourse heterogeneity”, as the basis of the
narrative’s positional structure based on the “dialogue” of discourses, substantiates the hypothesis that the
dialogue of several discourses in the work under study is its stylistic dominant, explicating the individual author’s style of S. Dovlatov. The purpose of the article is to determine the role of interdiscursivity as a structural component of the composition of S. Dovlatov’s novel “A Foreign Woman”. Materials and methods. The material for the paper is the novel “A Foreign Woman” by S. Dovlatov. The semantic-stylistic method and the method of discourse analysis are used in the work. Results, discussions. As a result of the study, discourse heter-ogeneity (switching the author's narrative to a political, theatrical, everyday, epistolary type of discourse) was revealed, which was the dominant of the compositional organization of the story. Conclusion. The conducted discursive analysis of S. Dovlatov's novel “A Foreign Woman” allowed us to come to the following conclusions: in the text field of the novel, the author's narrative switches to one (or several at once) of the types of discourse (political, journalistic, variety-theatrical, everyday, epistolary); the formation of a “dialogue” between the types of discourses listed by S. Dovlatov gives grounds to assert that the individual author’s artistic and literary style of the prose writer, which originates long before the first literary experiments, reaches its apogee in the story
“A Foreign Woman”, becomes as refined and easily recognizable as possible; the study and analysis of S. Dovlatov’s work, from the point of view of the linguistics of discourse, makes it possible to discover new, pre-viously unexplored facets of the prose writer’s literary heritage, and, consequently, to come to new conclusions that allow explicating significant stages in the evolution of the author’s discourse of the writer.
Kazakhstan protests in 2022: metaphorical representation of the police
UDC: 811.1/.2
Section: PHILOLOGY
Authors: Alyona V. Dymova; Anastasia I. Zolotaiko;
Introduction. This article provides the results of the analysis of metaphorical models in order, identifying the specifics of the metaphorical representation of the police of Kazakhstan in Russian and English Internet
discourse. Purpose. The article purpose is to conduct a comparative analysis and identify the specifics of the metaphorical representation of the police of Kazakhstan in the Russian and English Internet discourse. Materi-als and methods. The analysis included Russian-language and English-language comments of the Internet discourse dedicated to the January protests in Kazakhstan in 2022. To objectify the linguistic material under con-sideration, information and analytical portals with different political orientations were used (from pro-government and “neutral” to those that according to recent changes received the status of “foreign agents”). The applied methods are comparison, contrast, analysis, description, cognitive-discursive, component and contextual analyses. Results, discussion. Based on the results of considering the reaction of ordinary network users in the Russian-language comments of the Internet discourse to the protests in Kazakhstan in 2022, 5 most common trends in the
metaphorical representation of the police were identified. Thus, in the Russian-speaking segment of the network law enforcement agencies are perceived as compatriots, the opposing side, the “right” side in the conflict,
cowardice, dysfunction. The English-speaking segment of the Internet discourse, like the Russian-speaking one, is represented by the metaphorical models “police are compatriots”, “police are the opposing side”, and also “victims, tormentors, helplessness”. Conclusion. Despite the predominance of a negative vector of perception it seems possible to highlight the atypical situation during the protests when some law enforcement officers went over to the side of the protesters refusing to interfere with raging people. Such behavior impressed both “online observers” around the world and the participants themselves which caused a flurry of approval in the comments on the video broadcasts of events and in the news channels of some instant messengers (for example, Telegram with commentaries allowed) in both the Russian and English language segments of the network.
Prefixes of Latin and Greek origin in English neological discourse
UDC: 81’33:811.111
Section: PHILOLOGY
Authors: Veronika V. Katermina; Natalia B. Shershneva;
Introduction. Greek and Latin elements are an important component in the word-formation system. The use of many Greek and Latin elements in English neological discourse is associated with the desire for the globalization of knowledge which is typical of the modern period of scientific and technological development in the information society. English neological units formed with the help of prefixes of Latin and Greek origin
reflect the peculiarities of the worldview and the system of values in the society. The purpose of the paper is to describe English neological units formed with the help of Latin and Greek prefixes. Scientific novelty lies in the fact that a class of new lexical units is subjected to research. As a result, a classification of modern English
neological units formed with the help of Latin and Greek prefixes presented in electronic lexicographic sources is proposed. Materials and methods. The research material was the Cambridge Dictionaries Online Blog. Such methods of scientific knowledge as analysis of literature, generalization of experience, classification and deduction were used. Research results, discussion. The analysis of English neological units formed with the help of Latin and Greek prefixes presented in electronic lexicographic sources allows us to talk about new trends which may be associated with the development of Internet technologies and social networks: the presence of various terminological discursive fields formed by neologisms with Greek and Latin prefixes highlighting the “intensi-fying seme” as the leading in the semantics of these neologisms as well as the most frequent prefixes of Latin and Greek origin among the neologisms of the English discourse. Conclusion. The functioning of a large number of prefixes of Greek and Latin origin in the formation of neologisms in the English discourse indicates their
importance in reflecting the characteristics of the worldview and the axiological system of the ethnic group.
Social and scientific status of the Hill Mari language at the present stage
UDC: 811.511.151
Section: PHILOLOGY
Authors: Raisiya A. Kudryavtseva; Vitaly I. Shabykov; Margarita N. Kuznetsova; Nadezhda M. Krasnova;
Introduction. The Hill Mari language, which is one of the official languages of the Republic of Mari El and which is currently used in school education, family and public society, nowadays, according to the UNESCO scale, is ranked among the languages disappearing under the influence of modern civilizational processes. The purpose of the article is to determine the social and scientific components of the status of the Hill Mari language in the XXI century. Materials and methods. The data of sociological studies of the Mari Research Institute of Language, Literature and History named after V. M. Vasilyev in 2011, 2012 and 2018, representing the nature of the social consciousness of the Hill Mari living in the Hill Mari region of the Republic of Mari El, and scientific publications devoted to the problems of the Hill Mari language are considered on the basis of analysis, classification and comparative method. Results, discussion. The social status of the Hill Mari language is considered on the basis of the responses of the Hill Mari living in the Hill Mari region of the Republic of Mari El. Diachronic aspect was considered to be rather important. The reflections of the Hill Mari on the
ethno-identification, communicative, linguistic competence and state status of the language of the Hill Mari are highlighted and described in the article. The current state of the Hill Mari linguistics is characterized, controversial problems and so-called gaps in the scientific study of the language of the Hill Mari are also identified.
Conclusion. The ethnic society of the Hill Mari is distinguished by the fact that it actively mobilizes all internal mechanisms of ethno-linguistic protection, it tries to maintain the social status of the language both at the eth-noidentification and at the communicative and linguistic competence levels. We have established the relevance of the problem of maintaining the status of the Hill Mari language at the state level. In the XXI century, there has been a noticeable increase in scientists’ interest in the Hill Mari language. Lexicographic work has been intensified, but there are still controversial situations that to some extent hinder completing fundamental academic grammar of the Hill Mari language.
The artistic world of German Pirogov’s Russian-language lyrics
UDC: 821.511.151-14
Section: PHILOLOGY
Authors: Raisiya A. Kudryavtseva; Galina E. Shkalina;
Introduction. Modern Mari Russian-language lyrics are not the most common, but a very remarkable phenomenon of national literature. In addition to the universal content layers, ethnic codes and the ethnic identity of the author are almost always read in it. Materials and methods. The main material of this study was the poems of German Pirogov, written in Russian and included in his poetry collection “Heirs” (2005), additional materials was poems from the books “Confrontation” (1999) and “Let's talk on equal terms ...” (2008). Research methods: structural-semantic and historical-genetic. The purpose of the study is to determine the specifics of German Pirogov’s artistic world perception and worldview, the features of his author's style, based on the analysis of his Russian-language poems. Research results, discussions. The artistic world of German Pirogov’s Russian-language lyrics is considered in the article at the level of problems, the ideological world, the specifics of the author’s style, images, and the character of the lyrical hero. Conclusion. German Pirogov in all poetry collections (“Confrontation”, “Heirs”, “Let's talk on equal terms ...”), in which his poems are presented in Russian (original or in an authorized translation into Russian), is stable in leitmotif themes and images (Homeland-Fatherland, time, power, man, memory, freedom, the Mari people and their traditions). In the poetry collection “Heirs”, the author deeply reflects on what kind of heirs of history, culture, traditions he and his contemporaries are. German Pirogov appears in his lyrics as a deeply personal human and poet, with great intellectual baggage, with a “bare conscience” and moral instinct, with a high degree of criticism (up to journalism and sarcasm) and internal reflection. His work is a combination of different layers of time (past and present) and cultures (Mari and Russian). He reflects on universal values, at the same time in his Russian-language poems, one can see the small homeland and the features of the Mari ethnoidentity. Philosophical citizenship, freedom, honor and dignity, life with an eye on the Creator become the leitmotif components of his lyrics and integral signs of the character of his lyrical hero, stylistically amplified from one collection to another.
The issue of distinguishing between homonymy and polysemy in the modern Mari language
UDC: 811
Section: PHILOLOGY
Authors: Elena G. Lastochkina;
Introduction. The paper defines the terms homonymy and polysemy, considers various points of view on their differentiation, and also defines ways to differentiate homonyms from polysemantic words, since there is no consensus on this issue in linguistics, the article attempts to analyze various approaches to the differentiation of this issue. The purpose of the work is to apply the well-known criteria for distinguishing homonyms from polysemy to homonyms of the Mari language and to highlight the most acceptable option. Materials and methods. The source of the study is a 10-volume dictionary of the Mari language, a Mari-Russian dictionary, the author's card index, compiled by sampling material from Mari fiction, oral folk art and periodicals, which includes a systematic collection of cards with homonym words that are most often found in the Mari language. Turning to system analysis made it possible to distinguish between homonyms and similar elements. Research results. The main criteria for differentiating polysemy from homonymy are: a) a semantic
criterion, b) the etymology of words, c) the absence of a semantic connection between synonyms matched to each homonym, d) each member of a homonymous pair has its own phraseological environment, e) an increase in the probability of difference in word-formation series (with partial intersection of derivatives), f) syntactic features (subject-object relationship, the nature of the change of the subject of action, syntactic compatibility, locality-nonlocality of meaning), g) translation into another language. Conclusion. None of the criteria makes it possible to completely separate these phenomena from each other, each of them is suitable only for a specific example. In our opinion, the main criteria for distinguishing homonymy from polysemy are semantic, morphological and word-formation and translation into another language.
Structural and semantic features of paronyms in the Mari language
UDC: 811
Section: PHILOLOGY
Authors: Elena G. Lastochkina; Vitaly T. Mikhailov; Svetlana N. Fedorova;
Introduction. The article describes the linguistic parameters of the phenomenon of paronymy in the modern Mari language. The concept of paronyms is considered, as well as this phenomenon is studied at the lexical, phraseological and syntactic levels. The purpose of the study is to characterize paronyms of the modern Mari language. Materials and methods. In the study, a descriptive method was used, as well as elements of morphemic, word-formation analysis. Paronymic words, phraseological and syntactic units served as the main material for the study. The research result is a comprehensive study of paronyms at the lexical, phraseological and syntactic levels. Paronyms are characterized by phonetic consonance, etymological relationship of units in the lexical meaning, difference in semantics, belonging to the same part of speech, the impossibility of interchange in speech, the possibility of erroneous confusion in speech due to the common root. Therefore, paronyms in the Mari language are words that are close in phonetic consonance, but different in meaning. Phraseological paronyms are another phenomenon in the Mari language, they are characterized by several features – semantically, such pairs of phraseological paronyms differ, but at the same time they have the same set of words; such paro-nyms may include homonyms; phraseological paronyms cannot be replaced in speech. At the same time, several structural types can be distinguished: paronymic phraseological units that differ in verbal forms, paronymic phraseological units that differ in the grammatical forms of nouns, paronymic phraseological units that differ in the quantitative composition of lexical units, and others. Syntactic paronyms are consonant phrases that have consonant phrases, but at the same time they have a different word order and function in a sentence. The conclusion confirms the functioning of paronyms in the Mari language at the lexical, phraseological and syntactic levels.
Semantics of idioms with numerological component (on the basis of French Canadian, French and English languages)
UDC: 811.1/.2
Section: PHILOLOGY
Authors: Valeriya V. Teganiuk; Sufiya G. Karimova;
Introduction. Phraseological units (hereinafter – PU) with numerological component can be found in French Canadian, French and English. Numerological components have different semantic modifications: they both can be used in their primary meaning of the numeral, and they can be completely or partially desemantized. A desemantized numerological component is usually associated with any symbol connected to the history or the culture of people. The purpose of the article is to identify general patterns and specific features of the semantics of PU with numerological components “one”, “two”, “three”, “four”, “five” in French Canadian, French and English. Materials and methods: descriptive, contextual, component and comparative analysis of 144 PU in French Canadian, French and English. Results, discussions. The most productive numerological components in French Canadian are components “one” (7 PU), “two” (19 PU), “three” (5 PU), “four” (10 PU). In French the majority of PU include components “one” (6 PU), “two” (28 PU), “three” (7 PU), and “four” (15 PU). In English 15 PU have the component “one”, 20 PU have the component “two”. The analyzed numerological components retain their numeral meaning in 14 French Canadian PU, 23 French PU and 16 English PU. Fully or partially desemantized components are found in 31 French Canadian PU, 35 French PU, and 27 English PU. Conclusion. The meaning of the desemantized numerological components in the three comparable languages may be com-pletely identical (the component “one” means “speed and swiftness”, the component “two” means “intensity of action”); it may coincide only in two languages (the component “three” in French and English means “few, small number”, and in French Canadian it has the meaning “many”); it may not coincide (the component “five” is desemantized in French Canadian with the meaning “none, nothing”, in French it is desemantized with the meaning “few” and in English it is used in its direct meaning).
Adverbs of Russian argot as an object of linguistic study
UDC: 811.161.1
Section: PHILOLOGY
Authors: Elena G. Tonkova; Svetlana N. Fedorova;
Introduction. Argot is a non-standard language subsystem that has its own specifics at all language levels, but not all the distinctive features of argot are currently equally well studied. In the works of modern linguists, argotisms are most often characterized at the lexical level, various semantic nuances are revealed in them, and argotic units are distributed into lexico-semantic groups. Argotic phraseological units are often the
object of description. Little attention is traditionally paid to the phonetic features of argot, since the language of antisocial elements does not have any clear signs in this area. However, argot has specifics in the field of gram-mar, which can be revealed when studying the words of all the independent parts of speech represented in this social dialect. A detailed comparison of the adverbs of the literary language and argot helps to identify unex-plored facts of the grammar of the Russian national language. The purpose of the article is to demonstrate clearly that the study of argot should be carried out both in a research way and in a linguoecological aspect, since argotic vocabulary negatively affects the formation of linguistic tastes of Russians. Materials and methods. The material was adverbs recorded in dictionaries of non-standard vocabulary, as well as artistic, journalistic texts and examples from natural written speech, represented on the Internet. In the process of research, the author used the methods of linguistic observation and description, the method of contextual analysis, normative analysis, the method of dictionary interpretation of lexical units. Results, discussion. Argotic adverbs easily penetrate into the speech of native speakers of the Russian language, who are largely unaware of the non-normativity of such lexical units. Russian argotic adverbs are significantly different from the adverbs of the Russian literary language in semantics. In argot only qualitative adverbs and adverbs of the method and mode of action are relatively
widespread. The remaining categories are represented by single examples. The morphological feature of qualita-tive argotic adverbs ending in ‒ o is the extremely rare formation of simple forms of comparative degree and the complete absence of superlative forms. Conclusion. The study of the specific features of argot will help linguists to actively conduct explanatory work with Russian speakers and counteract the destabilization of codified norms that is being observed now.