This study identifies similarities and differences in the structural organization and cultural attitudes expressed in Swedish and Russian proverbs of comparative semantics on poverty and wealth. It ...provides a classification of linguistic units (35 Swedish and 60 Russian proverbs) based on their expression of identity, comparison, contrast, and syntactic organization. The research reveals that in the Swedish language, proverbs expressing comparison with adjectives in the comparative degree have quantitative advantages, while in the Russian language, proverbs expressing contrast prevail. Similar cultural attitudes in Swedish and Russian proverbs of comparative semantics on poverty and wealth include: (1) The wealthy person’s material status is incomparably higher than that of the poor, but the poor person surpasses the wealthy in moral terms. (2) The wealthy always desire more, being unsatisfied with their wealth. (3) Laws operate differently for the rich and the poor. (4) Wealth is fleeting if not used wisely. Differences lie in specific cultural attitudes. For instance, Swedish proverbs focus on the wealthy person’s daughter as a coveted prize for those seeking easy enrichment, while Russian proverbs intensify certain qualities of individuals based on their degree of poverty / wealth (the poorer a person is, the more generous, wise, intelligent, brave, cunning they are, etc.).
The article deals with the problem of teaching appeals in the lessons of the Russian language in the interrelation of three aspects: linguistic, communicative-pragmatic and linguoculturological. a ...model of a multicomponent exercise is presented, which includes linguistic-semantic, communicative-pragmatic, linguistic-cultural, productive-creative and research tasks. Examples of multicomponent exercises are given. It is concluded that the linguistic and cultural analysis of appeals contributes to a deeper understanding of the text, enriching the vocabulary of schoolchildren.
This paper analyses the use of the wishing genre among Russian young people. One of the features of youth speech is a shift from stereotypes, searching for new creative ways of expressing various ...intentions, such as evaluation, compliment, congratulation and wishing. The purpose of the study is to analyze the texts of wishes from the point of manifesting the linguistic creativity of the addressers; to identify the means and ways of destroying stereotypes. The research material is youth wishes, predominantly students’ wishes (more than 700 text fragments). The analysis of the content of the wishing texts enabled the author to classify all wishes into stereotypical, individual and combined. Empirical material shows that in the communication of friends most wishes refer to individual ones (64%), whereas combined and stereotypical wishes make up 25% and 11%, respectively. The analysis of the texts of wishes identified the ways and means of demonstrating the linguistic creativity of the addressee. These ways and means include the tactics of compliment, appeal, advice, switching the addressee to a humorous tone and some other tactics that are not discussed in this paper. All of them allow to make wishes less stereotypical. The material showed that addressers in wishes aim to supplement the universal components of the wishes with individualized elements, including in the text the utilitarian details of the addressee’s life. Most often, wishes contain references to the addressee’s profession or hobbies. Linguistic creativity of the addressers is manifested at all linguistic levels. First of all, addressees actively use tropes, such as epithets, metaphors, and comparisons. Addressers look for unusual objects for comparison in the linguistic repertoires; they often use hyperbolization. At the level of word-formation, we observe the use of affixes with an augmentative meaning, diminutives (predominantly in wishes to female addressees); speech innovations and occasional word formation. In wishes of young people, a shift from stereotypes reflects in reduplicating letters and symbols, changing letter case, breaking words into syllables and placing a hyphen between syllables; using a wide range of emojis and stickers; playing with colorful highlighting. Precedent texts play an important role in moving away from stereotypes. The author concludes that all the considered methods and means of linguistic creativity that are regularly used by authors when creating wishes make it possible to enhance the expressiveness and impact degree of the texts. They function to avoid stereotypes, achieve a perlocutionary effect, and contribute to the self-presentation of the addresser.
After the collapse of the Soviet Union, over 25 million Russian speakers ended up living outside their homeland. Some remained in the non-Russian former Soviet republics which became independent ...states, whilst others migrated. This book explores multiple issues connected to the Russian speaker's identity as a member of a linguistic minority in the new world configuration. This topic has received little scholarly attention but it is topical not only for Russia but also for the policy makers and societies of the destination nations.
The aim of this theory-based best practice example is to demonstrate how the well-known Russian birthday song by Gena the Crocodile can be applied to classroom settings in order to promote ...multilingual education as well as the individual multilingualism of pupils. Moreover, it is meant to raise a general awareness for linguistic similarities and differences. In addition to Russian, the teaching example makes use of different foreign languages that are frequently taught at schools such as English, Italian, Spanish and French. Besides those, the best practice example also takes the pupils’ first or heritage languages into account. The example follows the pre-, while-and post-structure, and is aimed at the language level A2+. The ready-to-use worksheet is preceded by a theoretical comment and didactic considerations regarding its implementation into the Russian language classroom. The answer keys are provided at the end of this contribution.
Essential vocabulary expected of students taking Russian language courses. This 6 page digital guide has over one thousand words organized by subject categories that match your textbook word ...categories. Having those translations in one handy guide for quick access as a refresher, test review or to find a word fast will help commit those words to memory. Since it is not just the words themselves that need reinforcement but in the Russian language the Cyrillic alphabet must be learned it is the first thing covered in a course, word lists can boost connection from the English to Russian translation using the alphabet. This inexpensive and handy tool is guaranteed to boost grades and increase your ability to communicate. 6 page digital guide includes: NumbersOrdinal NumbersTime ExpressionWeatherGreetings & Conversational PhrasesColorsClothingDescribing People Physical AppearanceCharacteristicsMoodParts of the BodyFamilyNationalities & LanguagesEnvironment Natural & BuiltHome Rooms, Furniture, UtensilsSchool Student LifeAcademic SubjectsAcademic InstitutionsProfessions & WorkplacesSports & EntertainmentHealth & MedicalFood & DrinkTechnology & Internet TelephoneHardwareSocial MediaQuestion Words & PhrasesNegativesDirections of Verbs of MotionCommon VerbsCommon NounsCommon Adjectives
An outline is suggested for how the word perezhivanie can be appropriated from Russian psychology in general and Vygotskian psychology in particular, as a meaningful word in English-language ...psychology, drawing on cognate concepts from Freud, Winnicott, Dewey, Kübler-Ross, Stanislavskii, and so forth. It is suggested that through its connection with the working out of a person's life-projects, perezhivanie plays a key role in connecting psychology with social theory.
This study aimed to analyze the influence of Russian vocabulary and grammar on the formation of the personalities of its speakers. In the Russian context, vocabulary and grammar play an important ...role in establishing communication patterns and the cultural identity of its speakers. This study used the qualitative descriptive method. The data were classified based on cultural data and vocabulary contained in anecdotes, phraseologies, folklore, the pronominal use of vy ‘you' and ty 'you', the formation of atroponyms using suffixes, the use of exclamation marks, and the use of numbers. The results of this study show that stereotypes, phraseologies, folklore, vy ‘you' and ty 'you' pronouns, anthroponic suffixes, interjections, and the use of numbers can shape the character of speakers. All these elements affect how words, grammar, and sentence structure are used in Russian. In addition, it can affect the characteristics of the speaker, including attitudes, values, and thinking patterns. This research can provide a deeper understanding of how language plays an important role in shaping an individual's personality in a Russian linguistic context, as well as its implications for understanding the culture and identity of Russian-speaking peoples.
Introduction. The article considers motivation for migration of Russian-speaking groups who came to Germany from the territory of the former USSR countries. The article focuses on the analysis of ...ethnically privileged migrant groups – late migrants (Russian Germans) and quota refugees (Russian Jews) who came to Germany in the period of the late 1980s to mid-2000s. The aim of the research is to reveal the main reasons for and motives of the Russian-speaking group migration from the post-Soviet republics. The authors focus on the migration motives which have not been fully described, shown or analyzed in foreign research works, thus, enabling the readers to broaden their view on the migration of Russian-speaking groups to Germany. Methods. The research is based on qualitative methodology using the method of thematically-centered interview. The selection was done by the “snowball” method. Analysis. The authors carried out a comparative analysis of several research works with the results of the project conducted with Russian-speaking groups in Munich in 2005–2006 and 2011. The analyzed basis makes 43 interviews. The paper discusses the most questionable aspects regarding the ascertainment of the motivations of Russian Germans and Russian Jews for moving to Germany; it also compares the groups and reveals common features of migratory background characteristics to both of them. The paper gives special attention to ethnic motivations of migration which turn to be both pushing and pulling factors for both Russian-speaking groups. It also compares interpretations of significance of ethnicity and ethnic discrimination being the reasons for migration of Russian Germans and Russian Jews in the research works analyzed here. Results. The hypothesis is that after the USSR split ethnic discrimination of both groups may be considered on the basis of “wrong” ethnicity in the countries of exodus. The conclusion is drawn that discrimination on ethnic basis cannot be the main reason for migration of Russian Germans and Russian Jews to Germany. It is more probable that in the case of Russian-speaking groups we deal with “drifting” ethnicity which may be suggested to or imposed on individuals. The data presented in the article may be of great interest for improving the state policy of this country towards compatriots from abroad and working out migratory regulations.
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