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.
Russian policy documents increasingly emphasise the importance of miagakaia sila for securing Russia’s foreign policy interests. Looking at the politics of Russian in a range of countries including ...the Ukraine, Belarus, Kazakhstan, Moldova, Ireland and Germany, this book examines Russian language promotion and its reception in different countries and across different contexts. Bringing together leading scholars in the field, the book examines the politics of the Russian language, the role of the Russian Federation in influencing these politics and the challenges that the promotion of Russian faces in particular contexts across the globe. Taking a comparative approach, the book also examines the institutional set-up and practice of Russia’s language promotion in relation to its British, French and German counterparts and against the history of Soviet cultural diplomacy.
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.
The article describes the study of the perception of the Russian-Chinese borderland by the participants of the Russian expedition of 1874-1875 under the leadership of Y.A. Sosnovsky. The 19th century ...was a period of active study of Asia and the formation of ideas about these territories at the level of mass consciousness. From the point of view of intercultural communication on the borderland, the linguistic tradition that developed in Kyakhta, which at that time was the centre of the Russian-Chinese tea trade, is of particular interest. In those places, a mixed Russian-Chinese dialect arose, which turned out to be extremely stable thanks to the consistent policy of the Chinese authorities. They required knowledge of the Russian language from their merchants and created a special language school to teach the minimum basics necessary for trading. Y.A. Sosnovsky expedition opened a new shorter trade route and created the prerequisites for the formation of a holistic image of the Russian-Chinese borderland.
The study is focused on revealing and analysis of external influences that affect the process of teaching the Russian language for specific purposes - business/professional communication to bilingual ...learners. The analysis is correlated with the description of external factors that cause a shift of emphasis from teaching the language of profession to teaching business communication. This comprehensive analysis makes it possible to build a uniform teaching course model based on a holistic approach. The study defines the general strategy of training, formulates tasks and outlines approaches to their solution, as well as delineates the contours of a branched out multi-component practical training course.
In recent years, the situation with the Russian language presence in the CIS and foreign countries has changed. Statesmen of range of former Soviet republics in their plans to involve schoolchildren ...and students in further development of relations with Russia and encourage the use, the Russian language in their work, consider the possibility of the labor market expansion, closer cooperation in the sphere of education in Russian largest universities, and of science partnership with Russian scientific institutions. Europe, Asia and Africa face an increase in interest in the studying of the Russian language. Homever, its position declines in some countries, for example in Germany. Russian was a compulsory course in public schools of former socialist countries till 1990, but after the collapse of the socialist system, their governments abandoned this practice. But in recent years Russian language is gaining popularity among students, for example, in Poland and the Czech Republic. The Chinese, South Koreans and the Indian people also show interest in studying Russian language, literature and culture. En Africa Russian is spoken by the graduates of Russian universities and people who worked with Russian partners. Due to positive changes in the Russian economy, its business relations with foreign partners, and the need to communicate in Russian when working together, there is some increase in the number of foreigners who choose to study the Russian language. En addition, this is often associated with the desire to learn Russian language in order to embrace national Russian values.
The success of reading, including reading as a part of foreign language acquisition, depends on numerous factors, such as motivation, academic emotions, engagement in reading, etc. Although the ...necessity to take into consideration a reader has been pointed out on many occasions, the culture-specific paradigms of emotional situations and their role in learning have hardly been discussed. The current study is aimed at exploring an emotional response to a humorous Russian-language text by representatives of two cultures; its primary target is to identify similarities and differences in the reactions of Russian and Chinese readers to a short story and the behavior of its characters. The survey was offered to Russian and Chinese university students, who had to evaluate themselves as emotional or reserved readers; to express their attitudes towards using emotion-evoking texts in the classroom and to evaluate a story from this perspective; as well as to use a list of emotional responses to choose the options describing how they felt about the story. The respondents also added to the list to specify their feelings and provided some comments. The experiment showed that emotion-evoking texts generate interest, creating a high learning motivation, which goes in favor of selecting educational texts that not only present a target language, but also truly engage learners. The survey results revealed the similarities and differences in selfidentification through the lens of emotions and in the affective comprehension of a funny story, caused, among other things, by the nationally specific value systems of the respondents. Different proportions of particular emotions and different responses to the same situation in the Russian and the Chinese samples indicate the important role of cultural traditions and ethnically specific mentality. The characteristics of speech and verbalized thought observed at the emotional level of students of different cultural backgrounds should be taken into account by teachers of foreign languages.
The paper is dedicated to outlining the main specific features of the spread and reception of Russian language in Hungary, with attention paid to the chronological perspective and the current ...situation. The text aims at revealing the factors, institutional and personal agents that fuel the interest to studying and teaching Russian in the atmosphere of Hungary. Russian history, culture, literature, traditions, and, consequently, the Russian language have always been of interest in Hungary. The Hungarian national culture developed in parallel with the rise of enthusiasm toward Russia — and in 1849 the Department of Slavic Philology was introduced at the University of Pest. Russian was popularized and spread in Hungary by textbooks and translations of famous oeuvres of Russian writers. The turn of the 19th century and the beginning of the 20th marked the growing interest of students to Russian, with the First World War, the October revolution in Russia and the subsequent Russian exodus intensifying mundane interactions. The Second World War, its outcomes and the split of Europe into two zones showed the clout that the Russian language acquired. In 1949, Russian became the only compulsory foreign language at school; Russian was introduced in higher educational institutions on a broader basis, including pedagogical institutes which were training Russian teachers for middle schools. After 1989, Hungary, like other Central and Eastern European countries, saw a sharp decline in the number of Russian language learners due to geopolitical reasons. The current stage of the spread of the Russian language in Hungary is characterized by positive changes: strengthening of economic relations between the countries, expansion of cultural and educational ties that is gradually leading to an increase in emphasis on the Russian language. In particular, it is owed to the liberalization of book industry and publishing of new Russian textbooks, digital promotion via Internet, construction of the Baksi nuclear power plant, and numerous exhibitions and festivals. What can be concluded is that cultural bonds connecting the Hungarians and the Russian language have a long path dependency relative to the post-1917 diaspora, the period of socialism and favourable relations with the USSR. Their effect is maintained by modern funds and associations. Economic ties that have foundation in both historical industrial cooperation and modern projects also foster attention to maintaining closer cultural interactions — and, thus, to studying Russian.
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