CURRENT ISSUES IN MODERN LINGUISTICS AND THE...

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INSTITUTE OF FOREIGN LANGUAGES

OF THE PEOPLES’ FRIENDSHIP UNIVERSITY OF RUSSIA (RUSSIA)

FACULTY OF PHILOLOGY

OF THE LOMONOSOV MOSCOW STATE UNIVERSITY (RUSSIA)

FACULTY OF TRANSLATION AND INTERPRETING

OF THE UNIVERSITY OF GRANADA (SPAIN)

RUSSIAN CENTRE OF THE UNIVERSITY OF GRANADA (SPAIN)

HIGHER INSTITUTE OF LANGUAGES IN TUNIS

OF THE UNIVERSITY OF CARTHAGE (TUNISIA)

UNINORTE UNIVERSITY (PARAGUAY)

CURRENT ISSUES

IN MODERN LINGUISTICS

AND THE HUMANITIES

PROGRAM AND ABSTRACTS

of the 12th All-Russian Research and Methodological Conference

with International Participation

Moscow, Institute of Foreign Languages (RUDN University),

March 27th, 2020

Moscow

Peoples’ Friendship University of Russia

2020

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Organizing Committee:

Chair – Nataliia L. Sokolova, Professor, PhD in Philology, Director,

Institute of Foreign Languages, Peoples’ Friendship University of

Russia (Russia)

Co-Chair –Svetlana A. Sharonova, Professor, Dr. of Sociology,

Deputy Director for Research, Institute of Foreign Languages,

Peoples’ Friendship University of Russia (Russia)

Members:

Olga V. Alexandrova, Professor, Dr. of Philology, Deputy Dean for

Research, Faculty of Philology, Lomonosov Moscow State University

(Russia)

Enrique F. Quero Gervilla, Full Professor, PhD, Dean of the Faculty of

Translation and Interpretation, Director of the Russian Centre,

University of Granada (Spain)

Houda Ben Hamadi Melaouhia, Professor, PhD, Director, Higher

Institute of Languages of Tunis, University of Carthage (Tunisia)

Juan Manuel Marcos, Professor, PhD, Rector, Universidad del Norte

(UniNorte) (Paraguay)

Natalia F. Mikheeva, Professor, Dr. of Philology, Chief Specialist for

Postgraduate Programs, Institute of Foreign Languages, Peoples’

Friendship University of Russia (Russia)

Irina P. Barabash, PhD in Economics, Deputy Director for Economic

Affairs, Institute of Foreign Languages, Peoples’ Friendship University

of Russia (Russia)

Natalia Ya. Bezrukova, Deputy Director for International Affairs,


Russia (Russia)

Secretary:

Natalia S. Erokhova, PhD in History, Chief Specialist for Scientific and

Innovation Development, Institute of Foreign Languages, Peoples’


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Scientific Committee:

Chair – Nataliia L. Sokolova, Professor, PhD in Philology, Director,


Russia (Russia)

Co-Chair – Enrique F. Quero Gervilla, Full Professor, PhD, Dean of

the Faculty of Translation and Interpretation, Director of the Russian

Centre, University of Granada (Spain)

Members:

Svetlana A. Sharonova, Professor, Dr. of Sociology, Deputy Director

for Research, Institute of Foreign Languages, Peoples’ Friendship

University of Russia (Russia)

Valérie Carayol, Professor, PhD, Université Bordeaux Montaigne

(France)

Ouannes Hafiane, Professor, PhD, Higher Institute of Languages of

Tunis, University of Carthage (Tunisia)

Sergio Marcos, Professor, PhD, Vice-Rector for International

Academic Affairs, Universidad del Norte (UniNorte) (Paraguay)

Michaela Mudure, Professor, PhD, Babeș-Bolyai University (Romania)

Natalia F. Mikheeva, Professor, Dr. of Philology, Chief Specialist for

Postgraduate Programs, Institute of Foreign Languages, Peoples’


Alla V. Kirilina, Professor, Dr. of Philology, Vice-Rector for Scientific

Work, Moscow International Academy (Russia)

Liliya V. Moiseenko, Professor, Dr. of Philology, Moscow State

Linguistic University (Russia)




Secretary:




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Secretariat:

Tatyana V. Boldovskaya, Institute of Foreign Languages, Peoples’


Alexander M. Kulyasov, Institute of Foreign Languages, Peoples’


Leonid N. Chifilev, Institute of Foreign Languages, Peoples’ Friendship


Time limit:

Welcome speech – 5-10 minutes;

Plenary speech - up to 20 minutes;

Sessions speech - 10-15 minutes;

Debate - up to 5 minutes.

Languages: English

Address:

Moscow, Miklukho-Maklaya str., 9, Bldg. 4 tel. (+7 499) 432-75-08

e-mail: [email protected], [email protected]

Conference Website: http://science-ifl.rudn.ru/

Conference organizers

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mailto:[email protected]


http://science-ifl.rudn.ru/

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Timetable

Registration 10:00 – 11:00 Lecture Hall, Bldg. № 4,

Institute of Foreign

Languages, RUDN

University

Plenary Session 11:00 – 12:30 Lecture Hall, Bldg. № 4,


Languages, RUDN

University

Coffee Break 12:30 – 13:30 aud. 562, Bldg. № 4,


Languages, RUDN

University

Session 1.

Linguistics and

Modern Languages

13:30 – 15:00

15:15 – 16:45

aud. 553, Bldg. № 4,


Languages, RUDN

University

Session 2.

Intercultural

Communication

13:30 – 15:00

15:15 – 16:45

aud. 555, Bldg. № 4,


Languages, RUDN

University

Session 3.

Social and

Psycholinguistics

13:30 – 15:00 aud. 557, Bldg. № 4,


Languages, RUDN

University

Session 4.

Linguistics and the

Humanities –

Interdisciplinary

Approaches in

Research and

Teaching

13:30 – 15:00

15:15 – 16:45

aud. 556, Bldg. № 4,


Languages, RUDN

University

Session 5.

Linguistic Diplomacy

15:15 – 16:45 aud. 557, Bldg. № 4,


Languages, RUDN

University

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PROGRAM AND ABSTRACTS

PLENARY SESSION

(11:00 – 12:30 - Lecture Hall, Bldg. № 4, Institute of Foreign

Languages, RUDN University, Miklukho-Maklaya str., 9)

Keynote Speakers:

Oksana Willis, PhD, Ass. Professor, Department of Slavic

Languages and Literatures, Harvard University, Department of

Languages, Cultures and Linguistics, Bucknell University (USA)

Theme: “EBOOKS IN FOREIGN LANGUAGE

TEACHING”

Abstract. Proficiency-oriented language instruction is based on a

comprehensive introduction to the Target language country

culture. According to guidelines from the American Council on

Teaching of Foreign Languages, the teaching of a foreign language

should involve the development of a deep understanding of the

perspectives, practices and products of the Target culture. Foreign

language teachers agree that language immersions are best suited

to reach this goal. However, in a time of global emergency,

restricted travel, voluntarily or compelled social distancing, racial,

gender and economic divide, and mass misinformation (fake

news), the teachers of foreign languages can meet this challenge

by providing a language immersion environment that delivers

trusted authentic content to the language classroom. In doing so,

teachers have to address specific needs and peculiarities of their

students, a generation of millennials, who are often described as

digital natives. E-books, with their augmented properties such as

built-in videos, maps, visual glossaries, built-in self-assessment

tools and many others, “speak the students’ language” by

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providing familiar formats, while also supporting students’

autonomy and mobility. On the other hand, andragogy implies

offering an adult learner a “full linguistic challenge, which

incorporates a mature emotional and intellectual apprehension of

the world and ourselves, and a full understanding of which

demands a disciplined critical approach (Shattuck, 1958).”

When it comes to putting together an e-book for a foreign language

course, it is important to take into consideration such important

questions as: 1) how to integrate electronic books into an existing

curriculum; 2) how to ensure that the digital book can be delivered

to students at low or no cost; and 3) how to avoid any copyright

issues. In my paper, I will discuss the benefits of using an e-book

platform for teaching foreign language, demonstrate various e-

books, and provide the context and justification for their use. At

the end of my talk I will give detailed instruction on how to build

an e-book and make some suggestions on how to incorporate one

into a foreign language curriculum.

Yevgenia A. Zhuravleva, Dr. of Philology, Professor,

Head of the Department of Theoretical and Applied linguistics,

Faculty of Philology, L.N. Gumilyov Eurasian National

University (Kazakhstan)

Theme: “LANGUAGE CONTACTS IN A MULTI-ETHNIC

STATE (based on Kazakhstan’s blogosphere)”

Abstract. The development of the dialogue of national cultures,

primarily in terms of close linguistic contacts within one

multinational state or even a group of states now occupies one of

the central places in the process of the formation of civilized norms

for mutual understanding and cooperation of peoples connected by

long-standing traditions of cohabitation, interaction in spiritual,

social and economic spheres.

The life and interaction of representatives of various ethnic groups

in a multi-ethnic society leads to the mutual influence of ethnic

cultures and languages. These processes can be observed in almost

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all areas of human activity, in different conditions of

communication.

It is well known that linguistic interaction is especially remarkable

in the sphere of oral everyday communication. In recent decades,

with the wide spread of the Internet and its ready use in personal

gadgets, it has also been observed in the format of unofficial

written communication – correspondence in instant messengers,

social networks and blogs. This has created a kind of multilingual

blogosphere.

The Kazakhstani blogosphere is currently a developing

communication environment where civic and national identity is

expressed and manifested not only in the active use of several

languages, but also at the level of the communication environment

as a whole. The main languages in Kazakhstan are Kazakh (state

language) and Russian (official language), and as part of the

trilingualism program, English is being actively introduced into the

educational system.

One of the rapidly developing segments of the communicative

space of the Internet are blogs. It is the ability to leave comments

under the posts that, to a large extent, defines the blog as a

communicative medium. The analysis shows that at the level of the

Kazakhstani blogosphere, the interaction of several languages is

found in all main elements of the blog, it manifests itself at the

level of graphics, vocabulary and even stylistics. Interethnic

linguistic interaction at various levels of the language can be the

result of the implementation of various goals of users:

simplification of writing (graphic level), stylistic design of the text,

and reflection of national mentality.

The analysis of the linguistic design of the site, in particular the

interface language, has revealed facts of the interaction of

languages, namely the use of three languages as a characteristic

feature of Kazakhstani blog sites. At the same time, there is a

growing trend in using Kazakh in the Internet space and, and a

receding trend concerning the transition to trilingual perception of

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content by Kazakhstan users. The study shows a close relationship

between Kazakh and Russian in the multi-ethnic Kazakhstan.

The distinguishing features of the language situation in the country

are determined by the characteristics of the interaction and

functioning of these languages in various areas of the life of the

society.

Yulia L. Obolenskaya, Dr. of Philology, Emeritus Professor,

Head of the Ibero-Romance Department, Director of the Сenter

of Ibero-Romance Studies, Faculty of Philology, Lomonosov

Moscow State University (Russia)

Theme: “LINGUISTIC IDEOLOGY IN THE PROCESS

OF GLOBALIZATION OF LINGUISTIC AND

EDUCATIONAL SPACE”

Abstract. The 21st is a century of verification of numerous

theories and discoveries of the 20th century by practice, including

linguistic theories, models and strategies. And an inclusion of the

definition of “linguistic” in the terminology that was not associated

with linguistics previously (for example, linguistic policy,

linguistic revolution, linguistic culture, linguistic diplomacy)

shows the recognition of the importance of the field of knowledge

far from technological progress as it seems at first glance. Today

the particular importance is given to linguistic ideology. The fact

is that national language policy often does not reflect the

approaches and criteria of linguistic ideology, imposed by certain

social groups as the only ones that are true for the perception and

assessment of linguistic behavior of speakers.

By the beginning of the 21st century globalization has affected all

areas of society and an individual personality: English has become

the single language of scientific communication, and the

unification of university curricula after the Bologna agreements

has created the conditions for a single world educational space. We

emphasize that the 21st century is not only the age of the Internet,

comprehensive manipulations or information wars. Moreover, for

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Russian society this is also the time of abandoning the model of

school education of the twentieth century and attempts to optimize

both university education and fundamental sciences in general -

this is the context that has changed as philological / linguistic

education today, so the nature of a new type of communication,

defining the educational process at universities.

Manipulating of public opinion and national consciousness

mediated by linguistic forms, forecasting and managing any

situation is impossible without understanding the features of the

linguistic consciousness of nations, individual social groups, etc.

Today thanks to the media and the Internet language itself has

become an instrument of political struggle, a means of self-

identification of peoples as we could see on the examples of Spain,

the Netherlands, Ukraine.

Until today the linguistic space existed within the national socio-

cultural and ideological-political context representing a multi-level

system and reflecting the peculiarities of linguistic and general

cultural policy of the state. The Internet has replaced the usual tools

of linguistic and cultural space, the functions and actors of

intercultural, multilinguistic and interlinguistic communication, its

traditional functions and roles. And in this new context the

structure of the most important linguistic institutions has also

changed.

At the universities these challenges in the linguistic sphere lead to

respond quickly to the new requirements for language teaching in

the 21st century. The role of universities has changed a lot in the

modern context - thanks to students and academic mobility, the use

of innovative and new technical forms of education, national

universities have become as international centers restructuring

educational and research activities in a new way.

According to the 20th century experience foreign language

knowledge could result in a superficial knowledge of its system

and a set of minimum necessary lexical units, restrict

communication by translation of words or phrases into the native

language and vice versa. Such knowledge does not reflect the

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speaker’s world; ignorance of a foreign cultural code does not even

allow a person to understand the motivation of a foreigner’s

behavior, leads to cognitive dissonance or cultural shock in

communication: behavioral characteristics are taken as a

manifestation of a national character and symbolic cultural codes

as ill-mannered or eccentric.

Today linguistics and more broadly philology is gaining a leading

position in the humanities because all the others are the essence of

the embodiment (products) of the linguistic consciousness of

people, the verbalization of ideas about how a person perceives

himself/herself and his/her world. Today it is obvious to learn

"language in person" and "person in language" comprehensively

relying on a systems approach and using the achievements of

modern philosophy, cultural studies, sociology, anthropology,

psychology and other scientific fields. Decoding the national

cultural codes outside of the national language is not possible.

Humanitarian knowledge itself, i.e. philosophy, history, sociology

- exists only in the forms of national language; the national

linguistic picture of the world includes a conceptual world picture

but immeasurably richer in its shades reflecting the features of

national linguistic consciousness. Language learning expands the

boundaries of our world, it teaches us to understand what is

happening around, to communicate with other persons and with the

world globally, to interpret the content and the received

information of cultural texts correctly. That is why linguists should

take a more active part in the development of artificial intelligence

that is hardly limited to using computer in our everyday life.

The inertia of educational standards of the twentieth century is our

past, we face with new challenges and educational strategies in

teaching foreign languages must take into account the changed

socio-cultural context. Therefore, it is obvious that theoretical

courses should contain more analytics, objective analysis of the

domestic and foreign schools’ experience, skills of systematic and

typological analysis. Moreover, the personality of the teacher-

lecturer, his/her reflection and assessment, ability to orient the

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student in the flow of information today is more important that was

previously called “the breadth of the material”.

A united linguistic space turned out to be ideal for the labor market

and the development of market relations in general, however even

in the sphere of the most popular languages’ use linguistic

ideologies create its new configurations acquiring the greatest

importance in the modern world.

The official linguistic policy of the countries is in conflict with the

linguistic ideology of socio-cultural groups or nationalist-minded

communities, and linguistic diplomacy has not get visible results

yet. We will inevitably have to consider the effect of the pendulum

of globalization and all these complex problems reflected in

specific and multi-vector speech behavior of the nations which

languages we professionally deal with.

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SESSION 1

LINGUISTICS AND MODERN LANGUAGES

(13:30-15:00, Continuation 15:00 – 16:45 aud. 553, Bldg. № 4,

Institute of Foreign Languages, RUDN University,

Miklukho-Maklaya str., 9)

Session Organizer: Natalia F. Mikheeva, Peoples’ Friendship

University of Russia, Moscow (Russia)

Liudmila L. Bankova, Linguistics University of Nizhny

Novgorod, Nizhny Novgorod, Russia, e-mail: [email protected]

DIACHRONICAL RESEARCH OF THE CHINESE

NUMERALS: THE PROBLEM OF PERIODIZATION

Abstract. The purpose of the study is to choose a Chinese

language historical periodization serving as the foundation for a

diachronical research of the Chinese numerals. In addition, the

problem of translation of historical stages from Chinese into

English is tackled. As a result the author makes use of the terms

introduced by A. Peyraube. Methodologically this research is

conducted relying on O. Ju. Voronina and A. M. Koshel'’s theory

of classification of the Chinese language periodization based on

models. Each model of the language is divided into levels, which

number depends on certain language processes. Apart from this,

each model is characterized by divisibility according to the number

of periods in the Chinese language evolution. Among more than

fourteen types of periodization there are three that are most

widespread. The first one is a four-level and four-part periodization

and was introduced by prof. Wang Li. It includes the following

stages: the Archaic period (上古期) (up to the third century AD);

the Middle period (中古期) (fourth–twelfth AD); the Modern

period (近代期) (thirteenth–nineteenth AD); the Contemporary

period (现代期) (the beginning of the twentieth century –

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onwards). The second division of the Chinese language history

belongs to S.E. Yakhontov: Pre-Classical (up to the fifth century

BC), Classical (the fifth century BC – the second century AD),

Late Old Chinese (third–sixth AD); Middle Chinese (sixth–

twelfth/fourteenth AD); Contemporary Chinese (from the

fourteenth century onwards). The third periodization is A.

Maspero’s one-level three-part historical division of Chinese: Old

Chinese (up to the third century AD), Middle Chinese (fourth–

twelfth AD) and Modern (twelfth–nineteenth/twentieth AD).

Those studies that are carried out within periods of time stretching

longer than each separate one mentioned above and those including

several historical stages (from pre-Qin up to Qing dynasties), can

be considered as Classical Chinese literature studies. Prof. Wang

Li’s historical division of the Chinese language is viewed as the

most suitable for the diachronic research of Chinese numerals. The

Chinese numerals, when regarded within the framework of this

periodization, should be researched in three separate focus areas:

(i) cardinal numerals, (ii) ordinal numerals, and (iii) fraction

numerals, multiple numerals, approximate numerals.

Keywords: the Chinese language, periodization, Chinese

numerals

Galina V. Denissova1, Elena N. Kornilova2

1Pisa State University, Pisa, Italy, e-mail: [email protected] 2Lomonosov Moscow State University, Moscow, Russia,

e-mail: [email protected]

THE MOTIVES OF THE COLLECTIVE UNCONSCIOUS

IN VLADIMIR NABOKOV’S “INVITATION

TO A BEHEADING”

Abstract. Nabokov’s fiction based on a recollection of the past at

various times became the object of psychological and

psychoanalytic research. All the despite the fact, that there is

hardly any other novelist in the history of modern literature who

declares more antipathy toward Freud and his method that

Nabokov. Purpose of the present study is to show that Nabokov’s

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memoirs, as well as in his novels, provide interesting material for

psychoanalysts and psychiatrists. General method of the present

research is the psychoanalytic theory by Jung. Articles on the topic

of Nabokov’s antipathy toward Freud were reviewed to identify

relevant studies including psychoanalytic methods in Nabokov’s

works.

An analysis of Nabokov’s novel “Invitation to a Beheading”

proved that in his early modernist texts the writer reached visionary

insights and operated on images and models of the collective

unconscious born in his imagination.

During the life of the writer, many psychiatrists and

psychoanalysts turned to his novels for finding examples for their

scientific constructions. The most likely version seems that

Nabokov was afraid of his own personality and tried to create his

own method of artistic texts that was equally accurate in the

preparation of human psychology.

According to Jung, the plot of the dream is not as important as the

interaction of the archetypal motives of the dream with the details

of the dreamer's personal life; often the artist’s biography suggests

clues, but an unequivocal interpretation is still impossible. The

symbolic meaning is often hidden from the artist himself, but

visionaries are able to follow the channels of the unconscious,

being able to pull out of the “basement” meanings that are easily

identifiable by consumers of literature. Notwithstanding how

scornful was the attitude of Nabokov to psychoanalysis, it can be

assumed that in his novels there still flashes the shadow of

Sigmund Freud.

Keywords: archetypical models; psychoanalytic method;

collective unconscious; dream; hallucination story

Natalia M. Nepomniashchikh, Peoples’ Friendship University

of Russia, Moscow, Russia,


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FROM PASPORTIZATION TO LINGUISTIC-CULTURAL

FIELDS OF “CAUCASIAN MOUNTAIN MAN” AND

“SCOTTISH HIGHLANDER”

Abstract. The research is focused on typical Russian and British

concepts ‘Caucasian mountain man’ and ‘Scottish Highlander’.

The aim of this study is to depict correlation between these

concepts. Linguistic-cultural fields construction stimulated by the

research conducted by O.A. Dmitrieva devoted to the ‘passport of

linguistic-cultural types’ is undertaken in order to evaluate the

existence and the number of similarities and differences between

‘Caucasian mountain man’ and ‘Scottish Highlander’. These fields

are formed using the ideas expressed by V.V. Vorobjev (1997) in

his monograph and due to the analyses of literary sources of the

19th century. Namely, the works by Mikhail Yu. Lermontov (to

analyze the situation in Russian linguistic culture) and Sir Walter

Scott (to characterize the situation in the British one) were studied.

These writers were chosen not only because of the time period

when they were creating their novels, but also because both

originally were highlanders. Literary pieces chosen from the

selected for the research works helped to ‘draw’ an image of

typical ‘Caucasian mountain man’ and ‘Scottish Highlander’ of the

19th century. The most remarkable elements of the linguistic-

cultural fields of both concepts are presented in this article. All

collected data are systematized in schemes and tables reflecting the

linguistic and cultural differences between two concepts under

analysis and, what is more important, the most correlating areas of

their life, appearance, culture, behavior and etc. are revealed. The

main conclusion made after this part of the research is that no

matter how the geography, the culture, the history of the

prototypical ‘Caucasian mountain man’ and ‘Scottish Highlander’

are, they are undoubtedly quite similar spiritually, as they have

common values which they maintain (love for family, wife,

children and friends, respect to elderly, honor to national weapons

and clothing, etc.). What is more, both concepts are quite alike in

their character features, being emotional, passionate, brave and

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even severe. These conclusions may stimulate the future research

connected with the image of modern ‘Caucasian mountain man’

and ‘Scottish Highlander’ of the 20th – 21st centuries in literature

and in the minds of their contemporaries.

Keywords: concept, linguistic culture, lexical item, linguistic-

cultural field

Feruza E. Sabirbaeva, Al-Farabi Kazakh National University,

Almaty, Kazakhstan, e-mail: [email protected]

LANGUAGE VARIETY IN MODERN LINGUISTICS

Abstract. The theory of language variety attracted many linguists’

attention as well as Kazakh scientists. The investigation of this

phenomenon gives us to understand the principles and laws of its

diachronic and synchronic language functioning. The problem of

variety isn’t thoroughly investigated in terms of theory. When we

speak about the variety of language, there are a lot of valuable

ideas. Although there isn’t a unique point of view on the theory of

variety. Alongside with the term language variety we can see the

terms as variant, invariant, variety, variability. Having analyzed

the investigations of Russian, foreign and Kazakh linguists, we

should investigate this question from the different sides.

For example, from the position of general linguistics: the questions

rise about the notion of “the variety ontology”, “variant”,

“invariant”, “types of variety”, “factors of variety”, “the borders of

language variety”. Evolutional development of language units is

investigated from the point of history of language. The

stratification and territorial realization of language variants are

revised from the point of sociolinguistics.

In the recent years, the term variety of language is investigated in

the aspect of intercultural communication. The variety of language

is applicable to the all levels of language, it is investigated in all

levels of language system, for example, in the level of phonetics,

lexis and grammar, so it helps to solve the problems of phonology,

syntax and semantics.

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It should be noted out, that there isn’t a unique terminology notion

about “variety of language”. It plays the main role in the language

life. It fulfills important social functions, so it allows to

differentiate spatial and social groups of speakers, to make the

speech more concrete and expressive.

Despite of different views, it is necessary to differentiate the notion

of “variability”, “variety of language” and “variant”. The

difference between them was suggested by Saint-Petersburg

phonological school.

Having analyzed the works of Kazakh linguists, we can see that

the question is still unsolved, as there isn’t concrete investigation

of the theme.

Keywords: language variety, variant, invariant, variability

Nella A. Trofimova, Saint-Petersburg State University, National

Research University Higher School of Economics, Saint-

Petersburg, Russia, e-mail: [email protected]

OLD AGE IN THE MIRROR OF METAPHOR

Abstract. The paper gives an analysis of the metaphors of old age

that are well-established in German culture. The aim of the study

is an empirical analysis of how old age is represented in the

German language, reflecting the attitudes of society to old age.

The material for the study was a selection of aphoristic and

proverbal text fragments that include the lexeme Alter (hohes

Alter).

The methodological basis of the study is the cognitive theory of

metaphor of G. Lakoff and M. Johnson, who argue that metaphors

are not limited to the sphere of language and that the processes of

human thinking themselves are metaphorical.

The study also relies on metaphorical modeling, a theory which

makes it possible to identify a system of metaphorical models in

the discourse of old age, reflecting the attitude of members of

society towards this discourse and its participants, forming a

linguistic picture of the world.

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The analysis identified several metaphorical models; the most

popular is the time cycle model (daily cycle, annual cycle), which

represent old age as the evening or autumn of life – the time to

prepare for the end of the cycle: winter/night is the time of death,

when all life in nature freezes, “falls asleep”.

Old age is personified as an evil tyrant, robbing an elderly person

of external beauty, energy, sometimes even clarity of thoughts.

The natural metaphorical model proclaims the physical and mental

functionality and attractiveness of old age: an old person is

compared with natural phenomena (gray hair – foam after a big

storm at sea).

The architectural model represents old age as a building (a prison

with the semantics of involuntary alienation from life, limiting the

possibilities of movement and communication) or as its element (a

balcony, which makes it possible to see wide surroundings and to

evaluate what is happening).

The semantics of metaphors include an emotional assessment of

old age. The high degree of influence of the considered metaphors

on the opinions and beliefs of society necessitate further study of

the metaphors themselves and the discourses of their functioning.

Keywords: old age, metaphor, metaphorical model, discourse of

old age, cultural values

Irina Kazakova1, Alena Gyrdymova2, Anastasia Podobina3,

1٫ 2٫ 3Peoples’ Friendship University of Russia, Moscow, Russia, 1e-mail: [email protected], 2e-mail: [email protected], 3e-mail: [email protected]

COMPARATIVE ANALYSIS OF THE BRITISH

STANDART OF ENGLISH AND THE NEW ZEALAND

VERSION OF ENGLISH LANGUAGES

Abstract. For a long time the New Zealand version of English

language was under the influence of British colonists who affected

every aspect of the language, like phonology, lexis and grammar.

On account of this, British English started to dominate suppressing

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minority languages, like the indigenous Te Reo Maori. Due to the

colonist’s perception of Great Britain as the motherland that should

always be followed, for a long time New Zealanders used the

British English Standard. Slowly but steadily it began to change.

Time has left an obvious imprint on the New Zealand version of

English. Sharing a lot of features with British Standard, it has

managed to gain and retain its own originality. Vowel shifts, longer

pronunciation and vowel transformation are the characteristic

linguistic features of English in New Zealand.

The purpose of this survey is to make the comparative analysis of

the two versions of English – the British Standard and the New

Zealand variant- confirming the presence of existing differences

between these options with the opinion poll data based on the on-

line RUDN university survey of bachelors and magistrates.

This article presents the main influence streams on the New

Zealand variant of English. The major one is considered to be the

indigenous Maori language. Apart from that, an impact of Pasifika

and Australian English can't be ignored. Also two interesting

linguistic phenomena as archaic words and distinctive word forms

are covered in the text as well as the grammatic distinctions. The

survey has revealed differentiating peculiarities in phonology,

lexis and grammar being performed as structured tables.

Keywords: New Zealand version of English (NZE), British

standard of English (BrE), Te Reo Maori, vowel shifts,

diphthongization

Natalia F. Mikheeva¹, Pablo Ramírez Rodríguez²,

¹, ²Peoples’ Friendship University of Russia, Moscow, Russia,

¹e-mail: [email protected],

²e-mail: [email protected]

FOREIGN LANGUAGE PHRASEOLOGY

IN THE US: CONTRASTIVE ANALYSIS

OF VERBAL COLLOCATIONS

Abstract. This article discusses one of the main problems that is

associated with various phraseological units, in particular the use

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of verbal language collocations in the Spanish field. F. J.

Hausmann was one of the authors who contributed to colocation

theory, arguing that the components of collocations do not have a

similar status, given that one of them determines the choice of the

other. In this case it should be distinguished between a basis (a

word that defines a possible combination) and a collocation.

Another contribution to the collocation theory, also from a

semantic point of view, are the works of I. A. Melchuk with the

development of the concept of “lexical function” for describing

restricted words and derivation phenomena. V. V. Vinogradov´s

contribution to phraseology is invaluable. However, it was D. O.

Dobrovolsky who was the forerunner of the idea of interlinguistic

phraseological equivalence, insisting that many language

phenomena are defined by culture. In the process of learning

collocations difficulties arise, since stable phrases are always

difficult and impossible to predict. Usually the components of

combinations in one language do not coincide with those in other

languages, since there is an influence on the language of the culture

in which their own use is manifested, even when it comes to the

language variation of the same language, in this case Spanish. This

article highlights the importance of language variations in Spanish

for the study of language collocations as fixed expressions set in a

particular culture. It also presents a comparative study of

collocations characteristic of spoken Spanish in the United States

and, consequently the degree of complexity of its interpretation not

only for students of Spanish as a foreign language, but also for its

native speakers.

Keywords: language collocation, linguistic variation, pragmatics,

phraseological unit, colloquial speech

Tatiana Sallier, Saint-Petersburg State University, Saint-

Petersburg, Russia, e-mail: [email protected]

SOME SEMANTIC TRENDS IN THE SPHERE

OF PREDICATE LEXICAL UNITS

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Abstract. The article is devoted to tracing semantic changes in

some syntactic structures and lexical fields. The purpose of the

research is to establish what factors contribute to semantic changes

and whether these semantic changes are systemic or accidental.

The methods included semantic, contextual and pragmatic

analysis. The research focused on three groups of words – verbs

governing the infinitive, verbs governing an object clause and

evaluative lexemes.

The research made it possible to conclude that verbs governing the

infinitive lose their lexical meanings and acquire modal, quasi

modal or phasal meanings of wish, intention, graduality or

negation, which they don’t have in other contexts. Some words

undergo full grammaticalization and become auxiliaries. This

transition from lexical to more abstract grammatical meaning can

be explained by syntactical context. Whereas the modal seme is

regularly reinforced by the infinitive, the lexical seme is only

occasionally reinforced and is gradually suppressed. The lexeme

displays a semantic shift from concrete to abstract meaning.

Verbs governing an object clause have their initial meanings of

physical perception or speech weakened and become links between

the bearer of information and information itself. Verbs with other

meanings used within this construction also lose their initial

semantics and acquire meanings of receiving, storing and

discharging information. The influence of the context is analogous

to that of the previous group of verbs – the lexical seme is rarely

reinforced and is therefore suppressed. The same evolution from

concrete meaning to abstract takes place.

Evaluative lexemes appear in the language as neutral nominations.

They have different origins – geographical, zoological or social-,

but in the process of usage, the evaluative meaning suppresses the

initial denotative element, the lexeme becoming purely evaluative

and the denotative motivating seme often forgotten. The evaluative

element, initially pragmatic and context-dependent, becomes

contextually independent. Evaluative lexeme display the same

semantic tendency as those described above – an evolution from

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concrete to abstract meaning. The three groups of lexemes, despite

their semantic and structural differences manifest the same

semantic evolution from concrete to abstract.

Keywords: semantic evolution, grammaticalization, evaluative

lexemes

Victoria V. Sokolovskaya, Peoples’ Friendship University of

Russia, Military Academy, Moscow, Russia,


UNIQUENESS OF NEWFOUNDLAND REGIONAL

VARIATION OF THE CANADIAN NATIONAL ENGLISH

VARIANT

Abstract. The article reviews the ways of the evolution of the

Newfoundland dialect, which is considered to be a regional

variation of the Canadian national English variant. Territorial

varieties of the language differ from each other in a unique

combination of language features. To be exact they contrast with

pronunciation (intonation, stress); grammatical forms; vocabulary,

lexical forms and the meanings. Representatives of different

dialects live in different regions accordingly. One of the

characteristic features of modern dialects is the high variation of

the phonetic, word-forming, morphological, semantic, linguistic

specificity of the words functioning in the dialect. Dialectologists

employ a comprehensive approach in the study of dialects. They

take all the features mentioned above into account.

A great contribution was made to the study of dialects evolution.

It is based on methodological concepts: external factors that

influence language development are taken into consideration;

dictionaries of dialects are compiled; sociolinguistic research is

conducted; historical corpus linguistics is involved.

The Newfoundland dialect is of great interest to study. It should be

emphasized that the vocabulary of the Newfoundland dialect is

characterized by the retaining of the words and their meanings that

have disappeared or become archaic in other dialects. The

Newfoundland dialect has preserved the oldest variation of the

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English language on American continent. This can be explained by

the remoteness of settlements that have been isolated for a long

time. At the beginning settlers of southwestern England and the

southern part of Ireland, brought their own languages with them.

They were the first who mainly inhabited this territory. They

managed to preserve their languages.

The lexical layer has been preserved since the time when

immigrants from England and Ireland arrived. The words reflected

the daily way of life. Many words described day-to-day activities

of the settlers. The vocabulary denoted the process of catching fish

(cod), logging, hunting seals, and specified characteristics and

particularities. They were age, color, behavior.

Part of the lexicon of the English origin has become archaic for

other dialects of the Canadian national variant. Territorial

remoteness and isolation of the Newfoundland dialect speakers can

explain this phenomenon. Thus, English in Newfoundland is more

than a dialect of Canadian national English variant, it can be called

a "the standard itself".

Keywords: the Newfoundland dialect, lexical layer, national

English variant, vocabulary, lexicon

Vyacheslav V. Tkachev, Peoples’ Friendship University of

Russia, Moscow, Russia, e-mail: [email protected]

NATIONAL AND CULTURAL IDENTITY

OF THE ARGENTINE NATIONAL VARIANT

OF THE SPANISH LANGUAGE

Abstract. Studies on the problems of Spanish variability have

become extremely popular nowadays. The study of the nature and

causes of differentiation in Spanish-American speech is an

important task of Spanish dialectology.

The scientists call Argentina as a ‘unique Spanish-speaking

areolas’. The formation of the national variant of the Spanish

language in Argentina is largely determined by non-linguistics

factors such as inter-linguistic convergence, mass European

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immigration, and the geographical, political, and social status of

the state. The purpose of the study is to study the peculiarities of

the Spanish language in Argentina. To reach the aim the author

applied the following research methods: the method of analytical

description of language facts, functional approach, comparative

method, and the use of the global Internet. Results of the research

- this article examines the national and cultural characteristics of

the Argentine national variant of the Spanish language.

The manuscript analyzes the history of the formation of the

Spanish language in Argentina as the Argentine national version

of the Spanish language, differences from "Pyrenean Spanish," and

the influence of immigrants on the language. The article also

clarifies the phonetic, lexical, and grammatical features of the

language. Special attention is paid to the absence of the 2nd person

plural personal pronoun "vosotros", which is the key difference

between the Argentine national version of Spanish and other

Spanish variants.

The interaction of different languages and cultures in Argentina

has had a significant impact on the current state of the Argentine

national version of the Spanish language. They gave rise to existing

linguistic and cultural differences between the traditional Pyrenean

Spanish and the Spanish style of Argentina. Even though each

national variant has its national cultural characteristics, however,

thanks to the absolute majority of conventional linguistic means, it

continues to be the same for all Spanish-speaking states.

Our research has shown that the uniqueness of the Latin American

version of the Spanish language lies in the ability to maintain its

authenticity in the multilingual environment of Latin America,

keep and transmit cultural realities from generation to generation.

And, at the same time, develop with modern trends in unison. The

nature of the Latin American variant determines not only its

identity but also opens up prospects for further comparative studies

of geographical features of the Spanish language at different levels

of the system.

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Keywords: Argentine national variant of the Spanish language,

Spanish, phonetic, grammatical, lexical

Nina A. Levkovskaya, Moscow State Institute of International

Relations (MGIMO University), Ministry of Foreign Affairs,

Moscow, Russia, e-mail: [email protected]

COHERENCE PARAMETRES IN SUPERTEXT

Abstract. Supertext is one of the most “sophisticated” linguistic

phenomena. It presents an intricate configuration of different blocs

(“pieces”, “structures”) which have diverse meanings and sporadic

discordant modality.

Supertext can be constructed by works of one writer or it can be a

collection of articles by different authors referring to one topic. In

mass media political discourse, we deal only with the second

phenomenon that creates a so-called “thematic centre” and collects

various articles, units, texts in one supertext which possesses its

own distinctive characteristics.

Coherence is considered to be an immanent feature of any text.

Being both a linguistic and an extralinguistic phenomenon, it is not

necessarily expressed overtly through verbal units creating the so-

called “theme progression”. In supertext coherence has a ray

pattern, setting up a vertical deep-laid unity with nonlinear

relations of its components, in other words a network of variables

that in the long run comprise an entity of functional units.

The basic coherence parametre in the mass media political

supertext is its intended massage, since the latter, more than

anything else, unites the constituents of the phenomenon. A vivid

example of functioning of the above mentioned parametre can be

seen in the “TIME” 100 list of “the world’s most influential

people” (the project started 15 years ago). At the end of 2019, in

the spirit of the previous one, a new list – the “TIME” 100 Next –

was launched which “spotlights 100 rising stars”. The new project

is aimed at highlighting young people who “are eager to defy the

odds – and fight for a better future”. The editor sets the dominant

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“limitations”: the “TIME” 100 Next members “all have grand

ambitions, and they know they may face even greater setbacks”.

Consequently, practically all articles foreground originality,

creativity, energetic nature, powerful character of “new faces”, etc.

And at the same time, they create an atmosphere of battlefield:

breaking the mold, warrior, fighting fake news, groundbreaking,

revolutionizing beauty, political firebrand, privacy crusader, etc.

The analysis of supertext shows that the aforesaid phenomenon is

a complex, versatile dynamic entity which is characterized by

unity, iterativity and conceptuality.

Keywords: supertext, coherence, parametres

Alexandra Gamalinskaya, Ural Federal University named after

the first President of Russia B.N.Yeltsin, Yekaterinburg, Russia


FOREIGN INCLUSIONS AS THE OBJECT OF

METALANGUAGE REFLECTION IN THE ARTISTIC

TEXT (BASED ON THE NOVEL BY GR. D. ROBERS

“SHANTARAM”)

Abstract. The research is devoted to the study of the features of

metalanguage consciousness of native English speakers and their

perception of foreign inclusions. The object of this study is the

metalanguage comments of native English speakers on foreign

inclusions in a literary text. The subject of the study is the

communicative and conceptual reflexives, which describe the

nature of the manifestation of metalanguage reflection in relation

to borrowings.

The analysis is based on the material of the modern literary text,

the plot of which is connected with the intercultural contacts of the

character. The methods of introducing foreign language inclusions

into the text are examined, as well as the methods of the language

design of metalanguage comments are analyzed. The uniqueness

of the analyzed text lies in the inclusion in the fabric of the novel

of units of different languages: Indian language and dialects

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(Hindi, Marathi, Urdu, European languages (German, French,

English and Italian), as well as in Latin, Arabic, and Farsi.

As a result of the analysis full, partial, contaminated and zero

inclusions were revealed, their varieties and text functions were

considered. Two functional varieties of metalanguage contexts

were also analyzed. They include communicative reflexives,

designed to provide the general understanding of the inclusions,

and conceptual reflexives, which are means of expressing the

author's worldviews. Therefore, the obligatory components of the

semantic structure of the reflexive are stated: 1) the object of

reflection, 2) the status qualifier, 3) the subject of metalanguage

assessment, 4) metalanguage characteristic.

As reproducible motives of metalanguage conceptual comments in

the text the author uses: 1) an emotionally expressive assessment

of inclusions; 2) a description of matching / mismatching of the

signifier; 3) linguistic commentary; 4) encyclopedic information

about the word. Binominative constructions, a question-answer

dialogue and revealing the meaning from the conversation process

of conversation are the main syntactic methods of introducing

definition commentary in the text.

In the conclusion the connection between the linguistic status of

foreign language inclusions as an object of reflection and the

structure of its metalanguage description, objectified as a part of

motives regularly used for the metalanguage characteristics of

foreign inclusion is revealed.

Keywords: foreign inclusions, metalanguage comment,

metalanguage context, conceptual reflexive, communicative

reflexive

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SESSION 2

INTERCULTURAL COMMUNICATION

(13:30-15:00, Continuation 15:15 – 16:45, aud. 555, Bldg. № 4,



Session Organizer: Yana A. Volkova, Peoples’ Friendship

University of Russia, Moscow, Russia

Zinaida I. Guryeva¹, Elena V. Petrushova²

¹٫ ²Kuban State University, Krasnodar, Russia,

¹e-mail: [email protected];


THE INTERACTION OF CULTUREAND BUSINESS

COMMUNICATION

Abstract. In this paper we are making an attempt of discussing

some theoretical problems of textual activity as an important

regulator of social interaction in the field of business

communication. Business communication is one of the most

popular types of social interaction and plays a very important part

in human society. It penetrates practically all the spheres of human

activity. Although any type of communication is subject to

misunderstandings, business communication is particularly

difficult. The material is often complex and controversial, and both

the sender and the receiver may face distractions that divert their

attention. Furthermore, the opportunities for feedback are often

limited, making it difficult to correct misunderstandings. To

provide a good message and to understand it correctly businessmen

must have: professional knowledge of the subject under

discussion, language or linguistic competence, communicative

competence and cross-cultural competence. Language competence

of a native speaker is a natural phenomenon. When we speak of a

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communicative competence we mean the ability of a language-user

to produce not only a linguistically correct speech utterance but

also a communicatively appropriate utterance as well.

Communicative competence reveals skills in business letter-

writing, in telephoning, in making presentations, in conducting

various meetings and conferences, in advertising, etc. Cultural

background of communicators is also of great importance. The

problem arises when businessmen conclude deals or have

negotiations in a foreign language with foreign business partners.

The culture of each country has its own beliefs, values and

activities. Culture is a key component in business and has an

impact on the strategic direction of business. Culture influences

management, decisions and all business functions from accounting

to production. A business culture will encompass as organisation’s

values, visions, working style, beliefs and habits. Different cultures

prefer different styles of social interaction. Nevertheless it is

necessary to differentiate language and culture. Language reflects

not only today’s culture, but traditions of the past as well. Good

communication is vital for the efficient running of a business.

Effective communication will only happen if information is sent,

received and then understood correctly.

Keywords: business communication, social interaction, language

competence, communicative competence, cultural background,

textual activity

Marina E. Korovkina, Moscow State University for

International Relations (MGIMO University), Ministry of

Foreign Affairs, Moscow, Russia,


COMPETENCE-BASED MODEL OF SIMULTANEOUS

INTERPRETING

Abstract. The objective of the paper is to build and describe a

competence-based model of simultaneous interpreting (SI). To

achieve this objective we use descriptive, comparative and

interpreting modelling methods. The text is interpreted under an

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acute shortage of time, with the interpreter’s simultaneous talking

and listening. The competence-based SI model includes three big

components related to language and conceptual translator’s

thesauri or his/her mental lexicon. The first component is

communicative competence related to the language thesaurus. It is

one of the core competences for all translation modes, but in SI it

should be developed at a very high level. Obviously, there is a

trend both in Russia and Europe to train simultaneous interpreters

at Master degree programmes, with the communicative

competence at C1 or C2 levels, though it has not always been the

case. Of course, its acquisition continues in the process of studies

at the Master Degree programme, as there is always room for

improvement. The second component of the

translator/interpreter’s competence is specialized or technological

competence (sub-competence), which presents a set of key

interpreting skills that manifest themselves in a special and unique

way in SI, as they are based on the interpreter’s ability to resort to

three most important SI cognitive mechanisms: inferencing,

probabilistic forecasting and anticipation, and compression. Their

first most detailed description was made by G. Chernov (Chernov,

1987) in the seventies-eighties of XX century. We continue their

study through a perspective of the interpretative theory of

translation (theorie du sens developed by M. Lederer (2003) and

D. Seleskovitch (1998)) applied to the SI teaching methods. The

ability to make inferencing and anticipation depends on the third

component of SI competence model – the knowledge of

extralinguistic information. It includes the knowledge of culture,

world in general and specific subject areas. This competence needs

to be developed not only in the course of formal training. An

insufficient number of contact hours means that students should be

motivated to enhance their encyclopedic knowledge in the course

of their autonomous work. Life-long learning for an interpreter is

a must rather than an option.

Keywords: simultaneous interpreting, competences, inferencing,

probabilistic forecasting and anticipation, compression

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Evgeniya А. Popova, Moscow State Linguistic University


THE CONCEPT OF A VILLAGER

IN THE POLYCULTURAL SPACE OF LATIN AMERICA

Abstract. The issue of culturally-bound concepts in multinational

languages, their common and specific features and the scope of

meaning of the words, which denote such concepts, has lately been

put under investigation in a large number of works due to its

relevance in the globalized world. We assume that one of crucially

important subjects in this area is research of additional semantics

of the words denoting a villager in Latin American variations of

the Spanish language. Studies on history of Spanish-speaking

Latin American countries, extralinguistic factors that influenced

the development of certain concepts and language units, and

etymology of these units make us point out the gradual increase of

the distance between the “urban” and “rural” speech. Having

investigated 14 words, whose primary meaning is “an inhabitant of

the rural area” in different national variants of Spanish (campirano,

campisto, chagra, charro, gañán, gaucho, guajiro, huaso,

huasteco, jarocho, jíbaro, llanero, montuno, vale), we come to a

conclusion that more than a half (9 units) has a secondary meaning

“a poorly educated person with village manners”. This fact proves

the scholars’ opinion that due to the historically developed gap

between urban and rural life the villagers were often looked down

by people in towns. There are other common language processes,

specified with the help of dictionary, corpus and etymological

analysis, that took part in the formation of the “villager” concept

in Latin America. Firstly, the meaning of 5 words has extended to

ethnonyms denoting a citizen of a certain Latin American country

(charro for Mexico, jíbaro for Puerto Rico, etc.). Secondly, 7 of

them have narrowed one of their meanings to “a horseman” or “a

cattleman”. Thirdly, 5 words have a meaning with a racial

component, which forms a more concrete image of a peasant in

different regions of the investigated territory. Finally, we have

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found out that the evaluation components of the studied words and

their actualization change over time and are not always recorded in

dictionaries. One of these components is a positive association

with the musical culture of the respective countries that occurs

when the “villager” concept is mentioned.

Keywords: Spanish language, concept, extralinguistic factor,

meaning, connotation

Natalia A. Prokofeva¹, Ekaterina A. Shcheglova²,

¹٫ ²Saint-Petersburg State University, Saint-Petersburg, Russia,

¹e-mail: [email protected], ²e-mail: [email protected]

MEME AS A SPEECH GENRE OF THE INTERNET-

COMMUNICATION

Abstract. The purpose of this research is the consideration of

meme as a specific genre of the Internet-communication. A meme

in our understanding is a small multicode text that unites an image

and a brief message with contradictory meanings. The important

features of memes, in our opinion, are reproducibility and

precedence limited with the meme life. Visual and verbal

components may be copied and changed both separately and

together. The material includes the whole set of memes about Greta

Thunberg having appeared in the net after her speech in the UNO.

The analytical method corresponds with the research steps, taken

to characterize the speech genre from some positions – conditions

of meme’s birth and existence, genre model, communicative

situation, multicodeness, stylistic features, intentionality,

functionality. During the analysis of the mentioned material we

distinguished the genre features of meme in each aspect. It is

proved that conditions of meme’s appearance and development

may be an event, which received an ambiguous evaluation in

media, a bright image, able to produce an associative chain, a key

word or expression with a logical contradiction. The meme’s genre

model pre-supposes the situation which may be comically

reconsidered, turned into an amazing game with the audience.

Thus, the meme’s appearance itself is connected with ironic

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reconsideration of the reality. Meme appeared as the agenda

reaction and appeals to the topical background knowledge of a

communicator, correlating with the key vocabulary of the current

moment. Multicode may be of various forms – image comments,

collage, comics. Stylistically meme is characterized with unlimited

word freedom, often similar to deliberate primitivity and rudeness

of speech expression. The communicative purpose – an offer to

laugh together, i.e. meme – is a genre with dominating idea to have

fun. The laughter over an event leads to solidarity, refinement and

grounding of connotatibe meanings of the epoch key words,

incorporating the event into the world view of a contemporary

man.

Keywords: meme, speech genre, Internet communication, key

word

Aliaksandr Barkovich, Minsk State Linguistic University,

Minsk, Belarus, e-mail: [email protected]

LINGUISTIC REFLECTION OF COMMUNICATION

IN THE CONTEXT OF INTERDISCIPLINARITY

AND INTERDIRECTIONALITY

Abstract. The issues of language functioning in the context of a

deep seated unity of knowledge are more important ever. Rapid

technological progress conditions actualization of science

commonality which touches inner and outer positioning of

linguistics, too. Nowadays communicational interdependence and

mutual influence of different directions of cognitive activity create

particular demand for knowledge interpretation of some universal

format. Appropriate methodological framework is linguistics.

Contemporary linguistics is equipped with statistical

instrumentality, is computer-mediated, and is characterized by an

increased methodological mobility and pliability. This allows

realizing wide interdisciplinary assortment of meta-language

means. Objects of linguistic study are dynamically been changing.

This stipulates permanent development of related knowledge.

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It is remarkable that narrow specialization creates many lacunae in

the scientific sphere: breakthroughs in particular directions are

actively and fruitfully developed while systematic and complex

work remains in the shadows. Interdisciplinarity and

interdirectionality allow to cope with this fragmentality of

knowledge which prevents to exploit the full potency of the really

unified linguistics. In turn, some specialization is useful while

creating interdisciplinary research teams that can effectively

realize the benefits of every highly specialized deposit into

syncretic knowledge. One way or another, the linguistic reflection

mirrors and masters a multifaceted symbiosis of knowledge.

Researchers often face the problem of choosing priorities from

among a number of reliable promises. Thus, the perspectives of

computer-mediated communication promote the participation of a

large number of specialists from related scientific fields. But the

narrow technical approach to communicational methodology is

often incomplete and one-sided. With that, the number of

philologists specialized in information-problematics remains

catastrophically small. Simultaneously this deficit is promptly

filled with a number of specialists from related scientific fields,

including mathematicians, engineers and sociologists. Meanwhile,

the deficit of mass competence in applied linguistics is

compensated for by the active involvement of a huge number of

“neighbor-specialists” in humanities.

On one hand, the scope of communication knowledge is very broad

and comprehensive but on the other, knowledge of a language is

not yet equal to professional linguistic competence. Significant

changes have occurred in science due to the establishing of

empirically oriented and computerized paradigms in the middle of

the 20th century. These changes unhesitatingly turned science

toward synergysm, including interdisciplinary and interdirectional

science development.

Keywords: interdisciplinarity, interdirectionality, linguistic

reflection, applied linguistics, synergism

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Ekaterina M. Kosheleva, Peoples’ Friendship University of

Russia, Moscow, Russia, e-mail: [email protected]

DEVELOPMENT OF FOREIGN LANGUAGE

COMMUNICATIVE COMPETENCE

OF PRESCHOOLERS USING CREATIVE GAMES

AND EXERCISES

Abstract. The article is devoted to the problem of improving the

level of foreign language speaking skills. Over the past decades,

the concept of “communicative” has become the most frequent and

modern, since communicativeness is the basis for building the

educational process, especially with preschool children. Under the

concept of Russian education modernization, the issues of

communicative teaching of the English language are of particular

importance. The point is that communicative competence (CC)

acts as an integrative goal, focused on achieving practical results

in mastering the English language. Also, it is intended for the

education, upbringing, and personal development of the student.

The formation of foreign language communicative competence of

preschool children is the primary goal of teaching foreign

languages.

The integrative goal of FLT to preschoolers is the formation of

elementary CC at an affordable level for the child in the main types

of speech activity: listening, speaking.

Elementary CC presents the ability and willingness of a

preschooler to carry out interpersonal and intercultural

communication in a foreign language in a limited circle of typical

situations and areas of communication available to the child. It

includes ways of interacting with others, teamwork skills, and

ownership of various social roles in the team. The child must be

able to introduce himself, ask a question, answer the utterance.

Today, the problems of communicative - cognitive development

have not lost their relevance and attract the attention of many

academic psychologists and specialists in the field of early learning

of a foreign language (L.S. Vygotsky, V.V. Davydov, A.N.

Leontyev, D. B. Elkonin).

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The article presents an analysis of the problem of the development

of communicative competence of preschool children in a

preschool. The article describes the characteristics and the

structure and components of CC in preschool education; shows the

relevance of the critical competencies formation in preschool age.

The author reveals the role of the use of creative exercises in

classes in kindergarten for the personality formation of a modern

child, disclosure of his/her world, accumulation of experience in

communication and interaction with the world.

An example of practical training is given and conclusions are

drawn that can be taken into account as practical recommendations

in the development of the educational complex.

Keywords: English language teaching, preschoolers,

communicative skills, creative tasks and games

Narkiza A. Moroz1, Oksana P. Lazareva2

1, 2University of Tyumen, Tyumen, Russia,

¹e-mail: [email protected], ²e-mail: [email protected]

TRANSFERRING OF DIFFERENTIAL MEANINGS

IN THE PROCESS OF TRANSLATION

Abstract. This article is devoted to a comparative linguistic-

cognitive study of the poem “Dead Souls” by N.V. Gogol and its

most authoritative English versions.

The aim of this research is to study and analyze the transferring of

the differential meanings of the poem in the process of translating

it into English.

Setting this goal makes it necessary to solve the following tasks:

consider the theoretical foundations of the Gestalt-synergetic

model of the translation process; examine translation as a system

for transferring differential meanings of the text of Russian culture

into the text of English culture on the basis of the Gestalt-

synergetic model of the translation process; analyze the features of

the author’s language and compare them with the translated

English versions.

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According to the goals and the tasks, our particular attention is paid

to a set of methods of modern cognitive linguistics and translation

theory, such as: cognitive - discursive analysis, comparative

analysis; descriptive - analytical method; classification of the

results and a continuous sampling method.

In our paper, the focus of attention is on the study of the features

for the interaction of languages and cultures in the translation space

on the basis of the Gestalt-synergetic approach described by L.V.

Kushnina. The translation process is presented as a set of

operations on the meanings of the original text carried out by

English interpretors. During the translation a constant dynamic

synergetic process of transferring the meanings of the original text

into the meaning of the English text occurs. The findings suggest

that such differential meanings can be determined as modal,

individually-shaped, associative-semiological, reflective and

irradiating.

The originality of our solution lies in the fact that the study of the

cognitive aspects of the translation can be analyzed as a complex

process of sense transposition or transferring of differential

meanings.

The comparison of the original text and its English translations

allows us to state that the work of N.V. Gogol causes a serious

problem for interpreters. In this regard, they often seek for their

own solution justified by various factors of linguistic and cognitive

approaches.

Keywords: differential meaning, translation, interaction of

languages, interpretation

Tatiana V. Chernukha, National University of Science and

Technology (MISIS), Moscow, Russia,


PUBLICATION OF THE RUSSIAN-GERMAN CHAMBER

OF COMMERCE ON INSTAGRAM

AS AN OPPORTUNITY FOR CROSS-LANGUAGE

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INTERACTION IN THE RUSSIAN-GERMAN BUSINESS

ENVIRONMENT

Abstract. Despite changes in political relations between Russia

and Germany, trade relations between the two countries continue

to develop.

On the one hand, access to the Russian economic market for

representatives of Germany in Russia provides, among other

things, knowledge of the Russian language. On the other hand,

representatives of Russian business are actively using both English

and German to communicate with German partners; employees of

Russian-German companies also, as a rule, speak German and

English. As a result, in and between companies a certain

multicultural environment is created, which contributes to a certain

extent to the development of languages. Internet resources contain

great potential for the development of such a multicultural

environment, one of the leading ones, Instagram (Instagram).

Instagram is one of the best platforms for companies to

communicate with partners and colleagues.

In Russia, the interests of the German business community are

represented by the Russian-German Chamber of Commerce

(Deutsch-Russische Auslandshandelskammer (AHK), which

includes 900 companies. In its active work aimed at developing

cooperation between German and Russian companies, AHK uses

Instagram, publishing messages on events in the Russian-German

business environment in German and Russian. Instagram tools, for

example, hashtags, help to disseminate the publication, expand the

target audience.

The aim of the work was to consider the features of interlanguage

interaction based on the use of the most popular hashtags in the

publications of the AHK and the identification of the most typical

structural lexical models.

The report attempts to consider the following aspects:

- hashtag as a marker of interest in publishing

- the most productive ways of forming lexical units of a given

vocabulary layer

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- Features of interlanguage interaction in the formation of this

vocabulary layer

As a result of the semantic and statistical analysis of AHK

publications, the following conclusions were drawn:

- the most popular hashtags include #PartnerInMoscow,

#PartnerInRussland, #Германия #Deutschland, #Russland,

#Россия

- the most typical model - abbreviation + noun (AHK-

Veranstaltung)

- Partnerships in the Russian-German business environment are

closely related to intercultural linguistic interaction, mutual

enrichment of languages. For example, use in Russian and German

“АНК встреча - AHK-Treff”

Keywords: multicultural communication, development of

languages, productive ways of forming lexical units

Elena Yakovleva¹, Ruben Agadzhanyan²

¹Peoples’ Friendship University of Russia, Moscow, Russia,


²School No.166, Moscow, Russia, e-mail: [email protected]

MULTICODE COMMUNICATION AND ITS LINGUISTIC

PROFILE IN MASS MEDIA MATERIALS

Abstract. Modern language diplomacy depends for its efficiency

on an expert use of all interactive formats offered by mass media

platforms and beyond. The presentation focuses on the results of

linguistic analysis to which mass media communication samples

were subjected on a multicode basis. The terminological packaging

of the matter reflects its IT strategy management features and

addresses issues of cultural preference, language encoding,

synergetic public appeal and digital format mastery.

The competitive spirit of modern mass media is being constantly

challenged by the growing demand of the audience and is ushered

forth by the rocketing competence of the latter. The presentation

makes full use of representative sample materials in Russian and

English. Each item meets expectations of the audience keen on

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critically following the data, the progress and the aftermath of a

political scandal event masterfully served in the format of an

emotionally touched up communicative act. The multicode

linguistic profile characteristics of the video episodes dealt with

reveals a synergetic interaction of word, non-verbal signal, gesture,

body language, video format features and digital effects. The logic

of the presentation would lead to synergetic interpretation of mass

media format features which would allow for a view of synergetic

interdisciplinary direction of research as a method of study

applicable to processes of different nature liable to self-

organization. The potential of cognitive modeling synchronized

with speech modeling can hardly be overestimated. The material

presented is a proof of happy industry strategy multiplied by

effective communicative skills and digital technological aptitude.

Human language potential leads the way in contemporary

synergetic studies offering new knowledge of meaning and sense

formation in communicative acts and processes as part of modern

methods of language study. The materials selected for analysis and

presentation come from the popular political, analytical program

«60 minutes» (Russia 1 TV Channel) and representative episodes

of «CNN News» Channel. The results of the research conducted

could be tested and verified in the practical course of English

classes, they can also serve a valuable contribution to a course in

effective communication. The presentation may pave the way for

a full-scale academic research.

Keywords: Communicative act, language diplomacy, synergetic

method, mass media format, digital technology, non-verbal

characteristics of a speech act

Anna V. Glagoleva1, Evgeniya A. Kuznetsova2 ,

Yulia N. Zemskaya3 1, 2, 3Peoples’ Friendship University of Russia, Moscow, Russia,


²e-mail: [email protected],

³e-mail: [email protected]

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“SOFT POWER” AND CROSS-CULTURAL ASPECTS

OF THE COMMUNICATION BEHAVIOR

OF THE RUSSIAN YOUTH

Abstract. The globalization as a phenomenon affects to various

spheres of life in modern society. At the same time the blurring of

distinction often takes place in the thrall of instruments of "soft

power”. American political scientist Joseph S. Nye included

language and culture among them. They allow getting the desired

result on the basis of the voluntary participation, forming a system

of life values and norms of behavior through images and artifacts.

One of the most effective sources of cultural influence is a

literature. Attractive worlds are created by the word. The

ideological orientations transmittable by the book may have an

impact not only on the representations and actions of an individual

or a social group, but also on the way of life of the society, or the

development and history of the state. The authors of popular books

are influencers that shape public opinion. They are able to affect

on the behavior of the general public.

Which writer today influences the formation of the views of

modern youth? What books do they read? Who of contemporary

and historical authors can be "regent of dreams" of Russian

students? How far does the national literature give way to

European, American and other conveyors of artistic images and

meanings? The answers to these and others questions were

received in our study whose purpose was to research the system of

values and stereotypes, the communication behavior and models

of Russian youth.

In December 2016, we conducted a survey of 170 students of a

various degrees of higher education studying at the Institute of

World Economy and Business of the Faculty of Economics of the

Peoples' Friendship University of Russia (IWEB RUDN

University). We invited them to answer anonymously the

questions of the survey, which consists the several informative

modules, including describing the formal demographic and

behavioral characteristics of respondents.

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The results of the study allow us to conclude that the part of the

Russian students knows the world and Russian literature quite well

in spite of the common opinion about the low level of Russian

school education and the disinterest in books.

Keywords: intercultural communication, soft power, survey,

Russian studentship

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SESSION 3

SOCIAL AND PSYCHOLINGUISTICS

(13:30-15:00, aud. 557, Bldg. № 4, Institute of Foreign Languages,

RUDN University, Miklukho-Maklaya str., 9)

Session Organizer: Svetlana A. Sharonova, Peoples’ Friendship


Elena A. Barsukova, Lomonosov Moscow State University, Moscow,

Russia, e-mail: [email protected]

REPRESENTATION OF RUSSIAN ANTHROPONYMS

IN THE OXFORD ENCYCLOPEDIA OF WOMEN

IN WORLD HISTORY

Abstract. Over several decades imagology has yielded a vast number of

studies on the image of “the other”, or different countries and cultures

foreign for the agent that explores them. The sources of such works are

multiple: fiction, folklore, history, political studies data, etc. While

almost all dictionaries, except for terminological ones, can be regarded

as a treasury of cultural information, reference books are not among the

thoroughly studied sources in imagology. Recently, however, a number

of dictionaries and encyclopedias have been scrutinized with the

objective to analyze the image of Russia, namely Russian precedent

names in the Longman Dictionary of Language and Culture, the image

of Russia in the Oxford Dictionary of Quotations, the concept “The War

of 1812” in English and American encyclopaedias, and the image of

Russia in the New Dictionary of Cultural Literacy: What Every American

Needs to Know.

The present paper focuses on the Oxford Encyclopedia of Women in

World History issued in 2008 in four volumes. According to the

Introduction to the encyclopedia, the edition covers the role women

played throughout world history. It includes over 650 biographies of

influential women and 600 articles on related concepts. The objective of

the present research is to study the choice and presentation of the Russian

female anthroponyms defined in the Encyclopedia. Special attention is

also given to the character of the lexical items used within the selected

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entries. The study revealed 40 anthroponyms that belong to women of

Russia, which makes up 6% of the whole body of biographies. They are

mainly devoted to women who are characterized by an active stance on

social issues, with a proportion of them being committed to the feminist

cause. Statistically, the most represented groups are women’s rights

activists, rulers and nobility members, and literary workers. The

Encyclopedia presents a highly positive appraisal of lives and careers of

the women under consideration while putting emphasis on some adverse

conditions that they were forced to face in their lifetime in Russia.

Keywords: Imagology, Russia, history of women, axiological

vocabulary, image

Elena A. Golubenko, The 21st Research Testing Institute of Military

Automotive Vehicles of the Ministry of Defense of the Russian

Federation, Bronnitsy, Moscow region, Russia,


ETHNIC STEREOTYPES IN THE PSYCHOLINGUISTIC

STUDY OF THE MODERN IMAGES OF WAR AND PEACE

(BY THE MATERIAL OF THE RUSSIAN, ENGLISH

AND JAPANESE LANGUAGES)

Abstract. In modern society, in the epoch of the globalization and

escalation of the world, the social war and peace phenomena play an

important role, since they occupy one of the main places in the life of

any nation. Despite the fact that images of war and peace have been the

objects of the research in a number of theses, they were not the objects

of the comparative analysis of linguistic consciousness of the native

Russian-, English- and Japanese-speaking people. Especially they were

not the objects of the psycholinguistic experiment as ethnic stereotypes

to identify the specifics of the three cultures in the aspect of civil and

military society in the Russian Federation, Great Britain, the United

States of America and Japan.

The object of the study is the ethnic community as a carrier of national

specific features and as a subject of interethnic dialogue of three different

cultures – western, oriental and Eurasian.

The main method of the research was comparative analysis. Along with

this, the study used the method of free associative experiment, the

method of directed associative experiment, method of subjective

definition, method of “Semantic gestalt” (Yu. N. Karaulov), method of

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field stratification (I. A. Sternin, A. V. Rudakova), the method of

statistical analysis.

When analyzing the results of our study, we tried to identify a number of

ethnic stereotypes that are particularly characteristics of each ethnic

group separately, thus trying to draw preliminary conclusions about

differences in the linguistic consciousness of the native Russian-,

English- and Japanese-speaking people within the framework of

understanding the two modern social war and peace phenomena. Thus,

the study findings consist in the identification of the Russian, English

and Japanese ethnic stereotypes about the two social war and peace

phenomena, confirmed by the results of a psycholinguistic experiment.

Keywords: ethnic stereotype, psycholinguistic experiment, ethnos, war,

peace

Svetlana V. Pervukhina1, Oksana A. Evtouchenko2,

Liliia Iu. Kotliarenko3, Mikhail P. Churikov4 1Don State Technical University, Rostov-on-Don, Russia,

e-mail: [email protected] 2Volgograd State Technical University, Volgograd, Russia,

e-mail: [email protected] 3, 4Rostov State Transport University, Rostov-on-Don, Russia, 3e-mail: [email protected], 4e-mail: [email protected]

LINGUISTIC BASIS OF USING CREOLIZED TEXTS

IN EDUCATIONAL ENVIRONMENT

Abstract. Language teaching can surely benefit from a theory of

creolized texts. A creolized text is a text combining verbal and non-

verbal information. It was broadly studied on the material of caricatures,

cartoons, comics, and advertisements. Yet, their research in teaching

materials can make a noticeable contribution to the theory of creolized

texts.

Reliance on mass media impacts the principle ways of how people

receive information from the world. Non-verbal channels have grown to

be more extensively used, forcing out verbal channels. People tend to

prefer watching films and listing news lines of social nets to reading

books or full-length articles in newspapers. The information around us

has shown a tendency to change its format – from verbal to a non-verbal

form. From a linguistic point of view, we see in it a tendency to exploit

a different means of information representation – an image instead of a

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word. It shows syntactic characteristics of a sign. Meanwhile, switching

to a new syntactic system leads to peculiarities of producing and

receiving information. We used semiotic methodology in this research

using a syntactic nature of a sign.

Perceiving and exchanging information occurs through creolized texts in

different social spheres. We see a profound uninvestigated potential of

usage of such texts in the language-learning classroom. Here we describe

some theoretical basis for exploiting creolized texts in a foreign language

classroom.

Our research aims at studying the functions of a creolized text that can

be used in a language classroom: visualization, sense production,

emotional impact, text compression, providing social background. The

visualization consists in using the photo or the picture in a creolized text.

Every time we deal with the picture, we refer to the first signal system,

so all conceptual information can be brought to the mind. The leading

role may be played by a verbal part; in that case the non-verbal part of

the text performs emotive, illustrative, and attractive functions. Yet, there

are some cases when the non-verbal part plays a leading role; it visualizes

a part of reality, serves for sense production on the one hand, and text

compression on the other hand.

Keywords: Creolized texts, clip mentality, semiotics, non-verbal and

verbal communication

Anna Chelnokova1, Ekaterina Kostina2

1, 2Saint-Petersburg State University, Saint-Petersburg, Russia, 1e-mail: [email protected], 2e-mail: [email protected]

URBANISTIC ASPECT OF EXTENDED FAMILY

COMMUNICATION IN MODERN INDIA

(EVIDENCE FROM CONTEMPORARY HINDI PROSE)

Abstract. Fast changes in people’s everyday life lead to particular

difficulties in communication, both on personal and social level. These

problems can be clearly traced at the extremely opposite points of

urbanization process, i.e. in the cities and in the country. After coming

from the village to the city or back to the village (weather for a short

period or to stay forever), members of traditional extended families

experience serious changes in their private and group psychology: the

hierarchical order of the family itself should be reconsidered and

traditional roles within the family are also often subject to change. These

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self-identification crises appear to be manifested clearly on the

communicative level.

Based on several modern Hindi stories by Phanishwarnath Renu,

Bhishma Sahni, Krishna Sobti, Chitra Mudgal and other contemporary

writers, the authors of the paper consider the basic linguistic aspects of

communication, e.g. pronominal and verbal systems of politeness,

particular cases of subordination shift, various models of addressing each

other (patronyms, appellatives etc.), as they reflect a shift in traditional

social roles of members of a traditional Indian extended family

undergoing the process of urbanization.

As it is shown in the paper, the context, in which such shifts can be traced

in the most clear and consistent way, is usually based on the

manifestation of chronotopos and typical motives related to it (e.g. home,

road, moving) in the texts, among which the village- and city-

chronotopos appear to be the most common and significant.

The authors consider both content and expression planes and apply the

method of linguistic description on the basis of continuous sampling and

contextual analysis, discussing not only the linguistic form but also the

suprasegmental characteristics of every communicative act and when

possible trying to come even to psycholinguistic conclusions.

Following the literary material by different writers, the authors of the

paper examine and classify the most vivid examples, analyze their nature

both from the linguistic and the social points of view and finally draw

conclusions about the features of the hierarchical relations between the

participants of communication.

Keywords: communication theories, extended family, Hindi pronouns,

subordination system, politeness shift, modes of address

Inna V. Kharlamenko, Lomonosov Moscow State University,


NEGATIVE SOCIALISATION VIA THE MEANS

OF FOREIGN LANGUAGE COURSE BOOKS

Abstract. The report is devoted to negative socialisation effects in the

process of learning English as a foreign language. Socialisation is a

process of personality formation in a certain social environment, as well

as getting life experience, assimilation of norms, values, and rules of

behaviour. Education is one of the most powerful tools of socialisation,

which is why authors of textbooks and teachers should be extremely

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careful when choosing the content of the teaching materials. Teaching

materials can carry neutral, positive and negative socialisation effects.

Negative socialisation comes out in socially unacceptable modes of

behavior both in aggressive actions to the person himself/herself and to

the environment and society around. Negative models can easily be

accepted by the young generation, especially in case they are

demonstrated in school course books. Foreign language textbooks should

be designed on the basis of a range of methodological principles

including principle of cultural value. Topics of murder, theft, defamation,

suicide and leaving people in danger are seen as methodologically wrong

as they can lead to negative socialisation effects. Examples of tasks

published in some foreign language textbooks, which potentially lead to

negative socialisation, are demonstrated. Such books do not have to be

approved by the Ministry of Education in Russia for the usage at schools

in the role of the main educational source. Nevertheless, they can be

chosen by teachers as additional materials at school or as the main course

books in terms of vocational education. The cases presented are seen by

the author of the article as dangerous due to the fact many young people

in Russia tend to consider lifestyle of some European countries more

preferable than the one in their own country. Thus, the young reader is

more vulnerable to the influence of content of learning materials

published by foreign publishing houses. The lack of educational potential

can have a devastating effect on the young generation. The author

recommends to carefully analyse the content of the course book by the

teacher before using it in the classroom and either avoid the

methodologically incorrect materials or design new exersises to make the

tasks more methodologically acceptable.

Keywords: negative socialisation effects, methodological mistakes,

course book

Marina M. Raevskaya, Lomonosov Moscow State University


LANGUAGE AND HUMAN RIGHTS: WHAT SHOULD

BE THE LANGUAGE POLICY IN A MODERN STATE

Abstract. Nowadays, in the context of active migration and integration

processes within the states (both European and Russia), the topic of

linguistic justice and linguistic rights concerning both individual and

collective right to choose the language for communication practice in a

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wide range of areas acquires great importance. The topic is directly

related to the language policy being one of the significant regulators of

the relationship between government and society. Taking into account

constant dynamics of the national linguistic context within the

framework of relative territorial stability in the first two decades of the

21st century we must put on the agenda the need to consider new

regulatory mechanisms of public life in a modern state. The traditional

concepts of domestic policy of any state include language planning,

language construction and language regime. Recently, in connection

with global changes in the policy of studying and teaching foreign

languages, the term language-in-education planning has been actively

used.

All of the above directions are just external levers of control in the hands

of the state (meaning government), instilled into the civil society "from

above" in order to support the historically fixed habitual political,

economic and social order existing within certain territorial boundaries.

However, in conditions of particularly intense migration activity in

recent years, there is a gradual erosion of everyday, previously seemingly

stable language practice. This process makes certain adjustments to it

from the side of society which began to react more sharply to a change

in the traditional linguistic background. First of all, we are talking about

the need for purposeful preparation of the modern society for such

challenges in order to avoid serious political conflicts and to educate each

individual in the correct orientation regarding all opportunities in the

state and international language market. The paper deals with a state

linguistic ideology which should be firmly entrenched in the collective

mentality through teaching in secondary school. The linguistic ideology

is considered to be a determined in a daily communication and social

practice collective representation of the speaker’s attitude to the native

or foreign language.

Keywords: language and human rights, language policy, linguistic

ideology, language-in-education planning

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Session 4

LINGUISTICS AND THE HUMANITIES –

INTERDISCIPLINARY APPROACHES

IN RESEARCH AND TEACHING

(13:30-15:00, Continuation 15:15 – 16:45, aud. 556, Bldg. № 4,



Session Organizer: Lydmila Zh. Karavanova, Peoples’

Friendship University of Russia, Moscow (Russia)

Galina Deryabina¹, Nina Trubnikova²

¹, ²Peoples’ Friendship University of Russia, Moscow, Russia,



DIGITALIZATION OF SERVICES AT EXAMPLE

OF LANGUAGES’ TEACHING

Abstract. The study aims to identify the major technological and

digital trends affecting the transformation of existing business

models, including the ones in services’ sector at example of

languages’ teaching. The authors work with open international and

domestic sources by applying the comparative analysis and own

empirical experience to find out the major emerging development

patterns and implications at current methods of work. The findings

of benefits and disadvantages of emerging business models allow

developing the recommendations for the adjustments of existing

businesses.

The authors identified such global trends in digital technologies

influencing the development of services’ sector of business as

Artificial Intelligence (AI), Prognostic and Behavioral Analytics,

Natural Language Processing (NLP), Internet of Things (IoT).

Most of services’ industry sectors (marketing, retail, finance, HR,

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education) began actively incorporating the above-mentioned

technologies. The digital technologies possess the number of

benefits while also raise some issues that should be taken into

consideration by the management of the companies.

The major focus of the study given to the change in educational

methods highlights the disruptive nature of the shift happening in

educational business models that might transform the university

teaching by gradually replacing it by “non-professional” teaching

by the experienced professionals.

Practical implications.

This study helps to systematize the conceptual and practical

knowledge of the companies and professionals involved into the

development and implementation of the modern digital solutions,

and to develop the corresponding recommendations.

Keywords: digital trends, digital education, digitalization of

services

N. Medina Brakamonte1, Elena Kitaeva2

¹, ²Saint-Petersburg State University, Saint-Petersburg, Russia,

¹e-mail: [email protected]; ²e-mail: [email protected]

METHODOLOGY INTEGRATING HARD

AND SOFT SKILLS DEVELOPMENT

Abstract. The study is aimed to show the efficacy of the open pair

educational technology in developing professional qualities and

soft skills, including cross-cultural communication ones, in

university students. At present, this technology allows to

concentrate on motivating students to develop various types of

communication skills and take into consideration emotive and

motivational components of the educational process. Students’

class work based on open pair technology stipulates that all

students perform the roles of a “Student” and a “Teacher”, the roles

and partners being switched on a constant basis. Thus,

communication skills, which actually include such activities as

people management, coordinating with others, emotional

intelligence and negotiation, become essential for successful

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outcome of the learning process. Along with communication skills,

the educational environment encourages students to develop other

soft skills, among them being complex problem solving, cognitive

flexibility, decision making, etc.

Sixty master's students majoring in psychology and studying in

Saint-Petersburg State University participated in the experiment.

The students were randomized in three experimental and one

control group. The researchers implemented the following

methods: a pedagogical experiment and psychodiagnostic

approach, the latter including psychodiagnostic questionnaires:

Sociometry; Diagnostic evaluation of socio-psychological climate

in a work group; Evaluation of psychological climate in a study

group; C.E. Seashore psychometric test; questionnaire WAM

(wellbeing, activity, mood); Self-esteem questionnaire, cross-

cultural awareness questionnaire. The methodologies applied in

the experiment made it possible to evaluate the nature of

communication among the participants and assess the latter during

the educational process which incorporated open pair technology.

The results show that students involved in open pair work

educational settings tend to exhibit higher academic achievements

and stronger acquisition of soft skills. The lesson design enhances

the development of communicative skills. The teaching/learning

technology develops managerial skills such as planning,

organization, motivation and control. Consequently, collaborative

learning can be viewed as a strong potential for developing soft

skills and professional competencies. Nowadays, when a

traditional teacher-up-front style of instruction dominates in higher

school on the one hand, and on the other, distance/on-line learning

is actively introduced in higher school, new educational

technologies focusing on face-to-face communication should

attract educationalists’ interest.

Keywords: learning management, personality development, soft

skills, cross-cultural communication

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Elena S. Orlova, N.I. Lobachevsky Nizhny Novgorod State

University, Nizhny Novgorod, Russia,


THE RATIONALE OF AN INVARIANT-BASED

TEXTBOOK THEORY OF SECOND LANGUAGE

ACQUISITION

Abstract. The elaboration of a textbook theoretical design is

conventionally conceived as a manifold of broadly-focused

premises establishing essentials relevant to the principled status of

a theory in general. Moreover, a second language textbook theory

(SLTT) derives from the broad-ranging theory of second language

acquisition (SLA) reconstituting SLA patterns in transformed

projections. Textbook theory thus being inextricably linked with

the science of language acquisition, there inevitably emerges a

controversy over the multiplicity, if not infinity, of SLA

regularities and the necessitated selectivity of textbook basics. In

this regard there emerge limited and limiting concerns. Certain

assumptions about L2 learning which are prevalent in society and

education now rest on the teacher-centered, or ‘delivery’ centered

view of language acquisition, thus displaying short-term

performance concerns. Current trends towards mastering real L2

communication in the forms of activities and tasks replicating

those of real life often create an illusion of high-level performance

demonstrated in class. Real-world task-use situation are highly

fluid and infinite in number and therefore those specifically chosen

and designed for language learning might verbally differ from

actual occurrences in social intercourse. It is usually not the learner

who chooses instructional tasks. Hence language acquisition gets

a tint of imposition and lack of motivation on the part of the

individual.

On the other hand, the longer-term developmental concerns of

students and society at large are sidelined as the deep-rooted

language essentials are marginalized and supplanted by a

diversified set of language elements oriented at task-based

activities. Hence the crucial issue of any textbook development is

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the proportion of theoretical to practical knowledge which

generates the necessary and sufficient whole for the learner to

master a language and be able to develop their competence further

autonomously. The Universal Invariant-Based Binary Predication

Theory offers a solution to the problem through the application of

a minimal sense unit. It claims that the least meaningful unity is

the result of two different language elements - argument and

predicate - naturally fitting together. The Theory’s commitment to

the overall content homogeneity of terms allows for a longitudinal

representation of any textbook conception regardless of the

approach chosen. The holistic model provides for an efficient

inventory of theoretical premises and practical means of language

acquisition.

Keywords: language acquisition, textbook theory, binary theory,

binary predicative unit

Marina G. Petrova1, Mohsen Khalil2 1, 2Peoples’ Friendship University of Russia, Moscow, Russia, 1e-mail: [email protected], 2e-mail: [email protected]

ARTIFICIAL INTELLIGENCE IN ADAPTIVE

TEACHING A FOREIGN LANGUAGE

Abstract. At first, the humanities were the basis of human

education in academic disciplines. The humanities are known to be

the study of modern and ancient languages, literature, philosophy,

history, human geography, law, politics, religion, and art. The

humanities were the methods of research and development in

ancient Greece to improve human potentials and teach them and

new generations to adapt to their society.

Today we are faced with a new value of this term because of the

fast development of our planet. This term evolves into digital

humanities, which means the same thing as traditional humanities

but with new methods added. In digital humanities, we can use

computing systems, so this area allows us to have an intersection

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between computing (digital) technologies and the discipline of the

humanities.

With their development, electronic education is becoming a

promising direction, meeting the needs of modern society as much

as possible, the hallmarks of which are working with a large

amount of information on a mobile/electronic medium, and

analyzing it in a short time.

There is no doubt that thanks to a single informational, intellectual,

educational environment, people interested in gaining knowledge

are already virtually interacting (this is not only about teachers

sharing their pedagogical findings and research results, but also

about virtual assistants - chatbots), stimulating development

electronic, distance, mobile education.

The article highlights the issues of adaptive learning in digital

humanities and a mixture of modern language teaching methods

and AI. It proposes the classification of teaching strategies that

have five categories: direct teaching, indirect teaching, interactive

teaching, independent study, and experiential learning. Besides,

the authors study the best AI programming languages, helping the

educators implement them into the teaching process and offer the

use of chatbot as a virtual assistant for students and a teacher.

The post-graduate students of the Institute of the foreign languages

(RUDN University) learn Academic English with the help of

chatbots, which help to improve grammar and skills in research

paper writing, expand professional vocabulary and develop

professional competences of Ph.D. students.

Keywords: Artificial Intelligence (AI), foreign language teaching

(FLT), digital humanities (DH), chatbot

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Marina G. Petrova1, Mwanza Makina Dean2 1 ,2Peoples’ Friendship University of Russia, Moscow, Russia, 1e-mail: [email protected], 2e-mail: [email protected]

LANGUAGE POLICY AND MULTICULTURAL

TEACHING IN ZAMBIA

Abstract. Language education is an essential tool for successful

human life in a multicultural and multilingual community of

people. Knowledge of a foreign language of international

significance gives an individual a chance to take a more prestigious

position in society, both socially and financially. Moreover, it is

becoming increasingly clear that the wealth of culture in the

modern market economy and the development of information

technologies are human resources, which act as the primary

strategic factor of economic and social progress. In solving this

problem, an important role is given to language education as a

factor that turns a person into a developed personality. It expands

his/her social and economic freedom and mobility.

The article considers problems of the language policy and

multicultural teaching, peculiarities of multilingual and

multicultural education in Zambia.

Integrative learning of two or more languages involves the

formation of bilingualism or multilingualism. The concept of

'multilingualism' is determined as the development of

interlanguage and intercultural relationship. It is a necessary

condition for communication between people representing

different societies and ethnicities. The interpenetration of

languages is a tool for uniting peoples, understanding and

strengthening friendly and good-neighborly relations between

representatives of different countries. It contributes to the

preservation of the multi-ethnic and multicultural heritage on a

global scale. The modern process of teaching a foreign language

(FLT), built on a communicative basis, with a focus on the

student's personality and taking into account the language situation

in the multinational country, forms a broad humanistic view of the

world around the people, based on universal values, and makes a

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significant contribution to improving the humanitarian content of

national education.

As a result of comparative analyses, the author discovered that the

curriculum and its teaching and learning in educational institutions

of Zambia are thoroughly multicultural. Zambian students can

critically evaluate various language policies, teaching practices,

and planning programs implemented in multilingual education

settings.

Keywords: English, multicultural teaching, multilingualism and

multiculturalism, interdisciplinary training, language policy in

Zambia

Marina Vorobiova Munguía¹, Pablo Ramírez Rodríguez², 1, 2Peoples’ Friendship University of Russia, Moscow, Russia,



TEACHING SPANISH AND ENGLISH GRAMMAR

AND PRAGMATICS IN DISCOURSE TO HIGHER

EDUCATION STUDENTS

Abstract. This paper discusses one of the main problems faced by

foreign students studying English as a first and Spanish as a second

foreign language, that is to say, the use of different discourse

markers in spoken language. A discursive marker is an immutable

linguistic expression that does not perform a syntactic function, but

is a limiting element whose main function is to promote

understanding and consistency of speech. These markers endowed

with a certain pragmatic role, differ according to the predominant

role they play in this context, indicating the difficulties they face

in their interpretation and translation into another linguistic code.

In addition, it is noted that such particles appear in different

contexts, performing functions that do not correspond to those that

they performed by default. Therefore, it is desirable that Spanish-

speaking students become familiar with these units, so that they

can give speech consistency and cohesion in accordance with the

morphosyntactic, semantic, and pragmatic properties that arise

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during communication. This work emphasizes the importance of

speech acts arising in speech depending on the context. To achieve

the goals, few the most commonly used discursive formulas in

greetings are presented as an example, which are used as a replica

in the confirmation to contrast their use and behavior in English

and Spanish languages, as they can vary depending on the context,

and therefore increases the degree of difficulty it presents for

translation into Spanish. In addition, it is emphasized that routine

formulas are a key example that provides a great cultural footprint,

contributing to the development of communicative competence.

We also discuss how modern linguistics assumes that languages

cannot be described simply as a combination of phenomena, since

they should be considered as internal systems used by speakers and

how language speakers can use imagination to form new

statements from a combination of existing elements, so language

is a complex mechanism that allows you to combine elements to

form statements. And finally, we argue that the “Grammar of

Constructions” should turn to research in pragmatics, analysis of

discourse and analysis of conversations in order to include

categories that accurately describe contexts for using constructs.

Keywords: pragmatics, phraseology, discourse, American

English, Spanish

Andrey A. Bogatyrev¹, Julia S. Berova²,

¹, ²Moscow Pedagogical State University, Moscow, Russia,



THE INFLUENCE OF THE SPATIAL-ENVIRONMENTAL

TECHNOLOGY ON MASTERING OF YOUNG

LEARNERS’ COMMUNICATION SKILLS

IN THE ENGLISH LESSONS

Abstract. Teaching within frame of new educational standards

implies adopting by educational institutions and teachers a learner-

centered educational paradigm. This causes a certain revision of a

must have educational process conditions set. Learning a foreign

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language can be viewed as a multi-faceted process. Recently,

researchers began to pay more thorough attention to language

teaching management as a special source of learners’ performance.

It includes designing the learner’s studying activities environment.

The language learning environment can be considered as a system

of cultural, social, psychological and pedagogical conditions.

Nowadays communicative competence has become the main

objective of learning foreign languages. Thus, creating a new EFL

learning environment can be viewed as a way of solving this

challenging task, based on application of new technologies for

supporting and developing young learners’ communication skills

in the English lessons. The purpose of this article is to describe the

components of the spatial-environmental technology and to test its

influence on young learners mastering communication skills in the

English lessons at school. The optimal language learning

conditions should be used by teachers in classroom. The

methodological notion of language learning environment embraces

a set of such components as a special teaching strategy, classroom

management, authentic materials, resourceful teaching and

purposeful application of visual aids, cooperative learning and a

package of methodological tools for designing and implementing

EFL learning activities. During our research experiment, a group

of young learners was observed. Pupils passed a test in English at

the first and at the final stages of experimentation in order to

measure the level of their speaking skills in English and the range

of its development. A template of five-point Likert scale was used

for pupils’ communicative skills assessment. Its values ranged

from “1” indicating ‘none’ to “5” indicating a ‘very high’ level of

EFL communication skills proficiency. There were used such

communication skills indicators as pronunciation, grammar and

wording, as well as EFL interactive communication readiness’s

measurable variables. The analysis of educational outcomes of the

English lessons, based on the spatial-environmental technology,

exposed accountable progress in developing of young learners’

EFL speech and improvement of their communication skills.

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Keywords: the spatial-environmental technology,

communicative skills, elements of language environment

Alla H. Guseva, Russian State University for the Humanities

(RGGU), Moscow, Russia, e-mail: [email protected]

DIDACTIC ASPECTS OF TEACHING OF AUDIOVISUAL

TEXTS TRANSLATION: METHODOLOGY

AND TECHNOLOGIES

Abstract. The publication is devoted to the current format –

audiovisual text (AVT), translation features, software used and

translation technologies. The article analyzes the learning process

of the translation technique, provides classification, strategies and

stages of AVT translation.

In accordance with the transition to FSES 3 ++ the Russian State

University for the Humanities (RGGU) has developed a new

educational paradigm, which integrated specialized disciplines to

form and improve professional information technology

competencies of undergraduates in the educational programs of

higher educational institutions. The discipline «Electronic

translation resources» («ETR») is a course given to the first-year

undergraduates of the Institute of Philology and History of the

RSUH («Linguistics» degree, «Translation and Translation

Studies» specialization).

The section «AVT Translation Process: Linguistic Support (LS)

and Specialized Software (SS)» is reasonably made a separate

thematic unit of «ETR»: AVT translation is the new independent

linguistic discipline that requires appropriate approaches to the

study and determination of level of ICT involvement; this

translation specialization is of demand at the labor market, and that

increases motivation to master the necessary professional

competencies.

The purpose of the publication is to present AVT translation as a

multi-stage process from pre-translation analysis to actual

translation; to formulate the framework of processing AVT in open

source software. The integrative approach to selection of didactic

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material format for teaching of AVT translation, as well as

development of methodological concept of teaching how to work

with LS and SS represent the research methodology.

ICT’s are used in comparative analysis and typology of

translations, processing of foreign language hypertext, working

with multilingual database, developing of interactive thematic

glossary, processing and translating of audio and video texts, and

media.

Practice in «AVT Translation Process: LS and SS» is carried out

in accordance with the topic of the final project on the material of

the selected AVT (documentary, feature film, television program,

AVT media).

A) The language aspects of AVT adaptation are concentrated

around the concept of film dialogue, which is singled out as a

special type of the text with its own structure, purpose, and

features.

B) In the film translation practice, the main stage is represented by

linguistic and literary analysis of the audio track, implying that

students work according to the proposed plan: description of the

biographical events of the director and the screenwriter that

influenced the work and features reflected in the film; formulation

of social significance and artistic value of the work.

C) It is advisable to apply the following translation strategies:

1. The strategy of reflecting cultural-born speech actions;

2. The strategy of maintaining the overall «tonality», reflected in

making the translated AVT sound natural and accessible.

3. To save the features of the spoken text when transmitting

semantic content, revealing the coloring of the foreign language

culture, reflecting the intent of the director and author of the script,

ensuring understanding of events occurring on the screen.

Keywords: audiovisual text, translator electronic resources,

translation process, pre-translation analysis, specialized translation

software, teaching of translation

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Oksana B. Poletaeva1, Natalya V. Vojtik2,

Ramsia A. Absaljamova3, Ekaterina A. Lobanova4 1 ,2٫3٫4University of Tyumen, Tyumen, Russia, 1e-mail: [email protected], 2e-mail: [email protected], 3e-mail: [email protected], 4e-mail: [email protected]

ASSESSMENT OF EMPATHIC SKILLS

IN THE LANGUAGE CLASSROOM

Abstract. In this study, we focus on empathy as a multifaceted

concept, underscoring the professionally significant qualities

graduates obtain in order to successfully solve new issues and

professional problems. This research assesses the application of a

set of empathy-focused communicative exercises, simulation

games, and videos that possess both a general and professional

focus as a way of enhancing the effectiveness of the language-

learning environment. Thus, in this paper, we consider empathy as

a socio-psychological trait that includes the ability to recognize

another person’s emotional state and mentally merge into that

person’s thoughts, feelings, and actions, as well as the ability to

apply it into interaction. The components of empathy reveal the

skills and techniques for its development: an ability to adequately

analyze and interpret the state of a person, the ability to listen

empathically in a dialogue, and the ability to show empathy in

verbal and non-verbal forms of communication.

The methodological grounds for this research involve an

interactive approach in teaching foreign languages with the

possibility of integration with traditional methods, the dialogue-

based content of teaching foreign languages, and the theory of

intercultural communication using learning support technologies.

“Emotional Response Scale” developed by Mehrabian, A.,

Epstein, N., as well as “Technique for diagnosing the level of the

ability development to interpret non-verbal behaviour in

interpersonal communication” by Labynskaya V.A. are

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implemented in this study. These methods are a modern and

powerful tool for empathy parameter estimation.

Based on the research objectives, we diagnosed empathic skills

coming to the conclusion that the process for developing empathy

is more pronounced in average- and high-empathy subjects than in

low-empathy subjects. The results obtained reinforce the view that

simulation games and the use of video courses contribute to the

increase in empathic skills, of communicative activity,

demonstrating a more proactive attitude in the classroom, an

initiative in training, tolerance, and amiability; an increased

interest in the acquisition of knowledge and applying professional

empathic skills in practical activities.

Keywords: empathy, professional empathic skills, empathy-

focused communicative exercises, language-learning environment

Ekaterina D. Prodayvoda, Moscow State Institute of

International Relations (MGIMO University), Ministry of

Foreign Affairs, Moscow, Russia, e-mail: [email protected]

TEACHING UNDERGRADUATE STUDENTS

THE LANGUAGE OF DIPLOMACY AS PART

OF THE ESP COURSE

Abstract. This article is an overview of strategies and techniques

used in teaching the advanced ESP course for students of

International relations in the English Department № 1 of the

Moscow State University of International Relations. It focuses on

purposes, specific needs and functions MGIMO graduates are

expected to perform in pursuit of their career as diplomats.

Teaching this course is currently a challenge as there are too few

guidebooks that are comprehensive enough to encompass the

specifics and subtleties of the diplomatic discourse. The findings

are based on the practical experience of the author as a co-ordinator

of ESP undergraduate programmes and focuses on the description

of the linguo-didactic dominants at the core of the Language of

Diplomacy course which the author has taught for more than two

decades.

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The aim of the course is to help students develop linguistic skills

which are essential for effective presentation, persuasion and

negotiation. It deals with the issues that are central to diplomatic

endeavour: diplomatic language as a form of action, how can we

best built relationships and secure agreements by minimizing

imposition and maximizing feel-good, what is the role of

ambiguity and how can we manipulate the meaningful silences and

understand the unsaid, among other things. It is no less important

to teach students recognize the relevance of framing devices, such

as metaphors and assertions, to politics and use them to shape new

ways of seeing the world, determine the discussion and influence

the decisions. Teaching how to use logical fallacies as framing

devices is equally important as they are a very powerful emotional

tool of persuasion used both in spin and debating techniques. There

is no ignoring the fact that combining force and grace is a key

factor in diplomatic negotiations which considerably enhances

credibility and authority, helps stay collected under attack and

gracious while standing firm. These “tricks of the trade” are indeed

numerous and require further deliberation and study, but the

awareness of their existence per se, attention to and interest in how

to use them and how to decode linguistic signals the other side is

sending undoubtedly proves helpful.

Keywords: Language as action, understanding the unsaid, framing

devices, logical fallacies, face-saving

Marina E. Ryabova1, Ludmila A. Egorova2,

Irina V. Vashunina3 ¹٫²٫³Peoples’ Friendship University of Russia, Moscow, Russia,

¹e-mail: [email protected], 2e-mail: [email protected], 3e-mail: [email protected]

UNIVERSITY STUDENTS’ INDEPENDENT WORK

IN FOREIGN LANGUAGE ACQUISITION IN AN ERA

OF DIGITAL SOCIETY

Abstract. The priority role of modern information technologies in

the field of teaching foreign languages with elements of distance

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learning based on the principles of individualized learning is

considered. The relevance of the study is due to the acute demand

for new approaches to the sources of self-development,

characterized by a set of properties that allow continuous updating

of knowledge. Students are becoming more aware of themselves

as the subject of educational process. The concept of independent

learning embraces various forms of material presentation, making

e-learning not only mobile, but also adapted to the pace of

everyday life. The student’s involvement in the digital

environment makes scientific research focus on the ability to work

independently with a large amount of information, and, therefore,

the subject of this study is independent work based on the

principles of distance digital learning. The main objective is to

summarize the methodology developed and tested by the authors

in several Russian universities concerning the organization of

students’ independent work, which increases the regulation of self-

education in the field of foreign languages. The methodological

basis of the study was the works by A. McAuley, B. Stewart, G.

Siemens, D. Cormier and others, devoted to the development of

technological components of self-study training, which is provided

by open interfaces, modularity, cloud storage of training materials.

It is revealed that with the absolutization of information

technology, there is a risk of succumbing to the illusion of smart

intelligence as a decisive one. The assumption that if a person has

access to technologies, he actively uses them, is not valid. The

study has shown that a fairly large number of students of different

ages are consciously not using distance technologies, being fully

aware of their functions. The results of the study also show

constantly changing multidimensional vision, the dominance of

visualization. The conclusion is made about the emerging digital

culture as a continuously moving space of visual flows, in which

electronic courses significantly expand the teacher's opportunities,

giving free rein to students in the creative implementation of self-

learning methods.

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Keywords: independent work, self-education, creativity, self-

study strategies

Bella Ivanova, Herzen State Pedagogical University of Russia,

Russian Christian Humanitarian Academy, Saint-Petersburg,

Russia, e-mail: [email protected]

INTERDISCIPLINARY APPROACH IN TEACHING

FOREIGN LANGUAGES AT RUSSIAN NON-LINGUISTIC

UNIVERSITIES

Abstract. The article highlights the main ideas of interdisciplinary

approach’s development and implementation at Russian non-

linguistic universities and shares her experience in the application

of them in the teaching process.

Interdisciplinary approach implies the training process as a unified

whole like a system comprising different elements. The first

research projects were initialized by English teachers who focused

on issues of foreign language acquisition and awareness. The

integration used to be realized as complex development of all

language aspects on all language levels. Later it was extended by

ESP (English for Special Purposes) and then by integrating

different subjects on interdisciplinary links. Interdisciplinary

approach has systemized and generalized the experience gained for

decades in investigations in various countries. These are not only

teaching foreign language as ESP, but also ideas of competence

approach, modular construction of teaching process, and concepts

of CLIL (Content and Language Integrated Learning).

When contemplating CLIL development at Russian non-linguistic

universities, one should emphasize that this methodology has

fostered two interconnected concepts based on the

interdisciplinary approach. These are implementing “English-

speaking” lectures in the process of teaching special subjects on

the one hand and fleshing out foreign language education with

subject-oriented content on the other.

On the crossing of the above technologies, a new science was

formed, namely, professional linguo-didactics or professional

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language education. Its basic principle is integration and coherence

of all approaches in teaching professional foreign language into

one whole through building modular inter- and multidisciplinary

links elaborated by the teams of various departments’ staff. They

are built in different educational activities on the interaction and

collaboration of teachers, including those of foreign language and

profile disciplines as well as creative students.

The basic principles of professional linguistic didactics are

actualized at Russian non-linguistic universities in the

collaboration of various departments through implementing both

linguistic and professional innovations and using active and

interactive teaching methods.

This interdepartmental interactive collaboration can be arranged in

different forms, e.g. binary seminars, inter- or multidisciplinary

business games and micro-modular English speaking lecturing.

The author presents some of them in the extended abstract.

Keywords: interdisciplinary approach, professional linguistic

didactics, interdepartmental collaboration, binary seminars and

business games, micro-modular ‘English speaking’ lecturing

Yi Anran1, Diouani Refka2 1Peoples’ Friendship University of Russia, Moscow, Russia,

e-mail: [email protected] 2 University of Carthage, Higher Institute of Languages in Tunis,

Tunis, Tunisia, e-mail: [email protected]

TEACHING CHINESE AS A FOREIGN LANGUAGE

AT UNIVERSITIES IN RUSSIA AND CHINA

Abstract. The processes of globalization and integration taking

place in the world, the growing interaction between countries with

different cultures, increasingly require the training of personnel

with the skills and knowledge necessary to solve the problems of

globalization and integration in foreign languages. To a greater

extent, in the modern world, there is no need for interpreters to act

as intermediaries between specialists and professionals from

various fields with the necessary language skills. In recent decades,

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in Russia, due to the active development of contacts, interest in

studying Oriental languages, especially Chinese, has been steadily

growing. The Institute of Foreign Languages (IFL) of the Peoples'

Friendship University of Russia (RUDN University) offers the

opportunity to study Chinese as a foreign language.

The authors of the article give a comparative analysis of the

teaching of foreign language methods in Russian and Chinese

universities to create a communicative-active approach to teaching

Chinese as a foreign language. They pointed out the following

teaching principles: gradual and consistent mastering of material,

repetition, testing theory by practice, the principle of organizing

interactive classes and self-study. Methodical recommendations

are offered for educators who teach Chinese as a foreign language

in the form of complex exercises and language games.

The article aims to choose the best educational trajectory for

students from Intralinguodidactics.

Based on personal experience in IFL RUDN University and a

comparative analysis of the methods of teaching Chinese in Russia

and China, the authors share their methodical tips in FLT.

Special attention is paid to lexical and hieroglyphic games. The

game manages to achieve a shift in an angle: a language is no

longer an object of study, but a specific tool, a tool that it should

be in the natural environment. Students understand that language

can be used.

Features of teaching Chinese as a second foreign language

determine the originality of the techniques and methods used by

the teacher. A relatively small number of class hours, the lack of

multidimensionality, and limited opportunities for language

practice require careful and methodically correct organization of

classroom lessons, specific instructions for independent work of

students and strict control over it.

Keywords: Intralinguodidactics, Chinese as a foreign language,

teaching methods, methodical recommendations

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Session 5

LINGUISTIC DIPLOMACY

(15:00 – 16:30, aud. 557, Bldg. № 4, Institute of Foreign

Languages, RUDN University, Miklukho-Maklaya str., 9)

Session Organizer: Natalia S. Erokhova, Peoples’ Friendship


Alexander A. Malyshev, Saint-Petersburg State University,

Saint-Petersburg, Russia

e-mail: [email protected], [email protected]

HUMAN SPEECH REPRESENTATION IN NEWS

JOURNALISM OF THE XVIII CENTURY

AS THE HISTORICAL STYLISTIC PROBLEM

Abstract. The research is aimed at the problem of human speech

representation in news texts of the XVIII century in close

connection with the general evolution of the Russian literary

language of this time. Contemporary media texts genetically come

from the journalistic texts of the previous time, their stylistic

comparison demonstrates the general communicative inheritance,

and as a result, it is necessary to deeply understand the stylistic

characteristics of the journalistic texts in the initial stage of the

Russian press birth on the whole and the Russian news journalism

in particular. The change of stylistic paradigm with stylistic

difference and structural inhomogenuity of the language resources

led to the increase of the role of the language stylistic resources,

called to both supporting the transformation of typical

communicative forms between the government and the society and

creating new type of communication: journalistic one, which did

not exist in Russia until the early XVIII century. It is journalism

which gradually became not only the broadcaster of news

information, but the pathfinder of the new approach to person: on

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the one hand, as the bearer of type-formed collective

consciousness, on the other hand, as the manifestation of

individuality. One of the merits of the news press in the XVIII

century is the refinement of the Russian stylistic potential, because

the necessity of ideologically “correct” informational flow for the

Russian reader demanded to widen the Russian stylistic resources

– both language and textual ones. The analysis of the contemporary

state of scientific works, devoted to the research of the journalistic

language, allows concluding that stylistically news press of the

XVIII century is still left unstudied (differing from political and

fiction journalism) – especially in the aspect of speech

representation of a person. It is necessary to create the complex

description of stylistic peculiarities of anthropocentrism in

journalism within the key for the Russian society development

cultural and historical period. The speech representation of human

in news texts of the XVIII century sets a scientific problem in that

case, the decision of which being both necessary and challenging,

because it is impossible to exclude the human beginning from any

human activity, including journalism.

Keywords: speech representation, anthropocentrism, Russian

journalism in the XVIII century, historical stylistics, news article

Mariya V. Arsentieva, Saint-Petersburg State University,

Saint-Petersburg, Russia, e-mail: [email protected]

ABOUT IDEOLOGIZATION OF PHRASE «GILETS

JAUNES»

Abstract. In connection with the aggravation of the political and

economic situation in France, there is a sharp change in its political

vocabulary. The report sets the task of studying the semantic

structure of the meaning of the phrase “gilets jaunes” taking into

account its ideologization and determining the degree of its

stability and mastery of the national language. For this purpose, we

use component analysis with elements of stereotypic analysis and

contextual analysis with elements of sociolinguistic analysis. As a

result of the metonymic transfer of synecdoche, according to a

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productive model such as les cols blancs, les talons rouges, les

chemises noires, the free phrase es gilets jaunes becomes stable, in

whose semantic structure color designation plays a symbolic role.

The symbolism of the coloronim “jaune” is ambivalent: since

ancient times, yellow has been associated with sunlight, gold,

honey and had a positive connotation, however, in the Middle Ages

negative connotations are manifested in the association of yellow

with the color of bile, pus, urine, and, consequently, with the color

of the disease, suffering, betrayal, etc. In modern French, the

“yellow” enantiosemy is illustrated by two examples: the

positively connotated phrase le maillot jaune (the yellow T-shirt is

the winner of the Tour de France bicycle race) and the negatively

connotated phrase la carte jaune (the yellow card is a warning sign

of a violation of the rules). In a society divided ideologically, there

cannot be any consensus on “ideological” words. Therefore, the

phrase gilets jaunes has two ideological types: positive and

negative. In the semantic structure of both types of “gilet jaune”,

3 common attributes can be distinguished: 1) the name of the

clothes - S1 “face”; 2) “yellow” - S2 “protester”. 3) S3 - “belonging

to the middle class”. In the positively connotated type of meaning,

the ideological attribute S1 is highlighted - “requiring social

justice”. In the negative type of value, the following semes are

distinguished: Si2 “anti-ecological”, because the outrage was

caused by the so-called “environmental tax” on gasoline; Si3

“anarchical”, because les k-way noirs, les black-bloc - anarchists

joined the movement; Si4 – “racial” because les chemises brunes

joined the movement of the yellow vests. The inclusion in the

semantic structure of the meaning of ideological components, i.e.

components that cause a different ideological assessment, we call

ideologization.

Sustainability and a high degree of mastery of the national

language of this phrase is indicated by the frequency of its use, the

presence of singular and plural forms, the presence of masculine

and feminine gender (un gilet jaune-une gilet jaune), and the

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capacity for word formation (giletjauniser, giletjaunisation,

giletjaunien).

Keywords: semantics, ideologization, coloronim, les gilets jaunes

Victoria Afanaseva, Moscow State Institute of International

Relations (MGIMO University), Ministry of Foreign Affairs,


FROM STYLISTIC STUDY TOWARDS FEMINIST

CRITICISM: “BLISS” (K. MANSFIELD)

AND “MAGNOLIA BLOSSOM” (A. CHRISTIE)

Abstract. The article is focused on two short stories by outstanding

writers – Agatha Christie and Katherine Mansfield. “Magnolia

Blossom” (1926) and “Bliss” (1918), belonging to the same epoch,

represent certain advanced ideas of that time, connected with

woman’s self-awareness. The plot of the stories being different, the

ideas expressed differ as well. Still, much in common is observed

in the message sent. While the topic of a woman’s sensuality, quite

provocative a century ago, is touched upon by the New Zealand

writer, a manifest of an independent person on her way to freedom

is put in the spotlight by the queen of the detective story. Focusing

on the inner world of married women “in full bloom”, and

surprisingly little on their husbands’ infidelity, the two stories

undoubtedly head from patriarchy to feminism. The way the

distinguished women writers present to us the topic of marital

relationship, of love and the emotional state that it gives to a bright

deeply feeling woman, and last but not least, the question of choice

in a woman’s life make the stories special. Their brevity only

sharpens the effect produced. Thus, bordering on literary criticism,

the research is carried out in the field of stylistics, regarded as

applied linguistics, and is based on the works of modern linguists

– Peter Stockwell, Katie Wales, Marcello Giovanelly and Jessica

Mason.

The stylistic analysis of the body of the literary text is suggested,

pointing out the main stylistic features at different levels of the

language. Lexical and syntactical dominants are revealed in close

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connection with the commentary on the message of these pieces of

prose fiction. The images of heroines are in the focus of our

attention, as they are depicted as truly remarkable women, radiant,

passionate and committed. Being similar in the culminating point

of the story – the loss of faith in their husbands – the stories are

completely different in tone and emotional colouring. The certain

elements of symbolism used by the two female authors, very much

alike, are dwelled upon in detail by us. Sustained metaphors as the

key images of the story are discussed.

Keywords: stylistic analysis, literary criticism, feminist criticism,

metaphor, Agatha Christie, Katherine Mansfield

Irina Kazakova1, Michael Yashchenko2,

Evgeniy Mamchenkov3

¹٫²٫³Peoples’ Friendship University of Russia, Moscow, Russia,

¹e-mail: [email protected], 2e-mail: [email protected], 3e-mail: [email protected]

LINGUISTIC COLONIZATION: ANGLICIZATION

Abstract. English is the most widespread language in the world

and is more widely spoken and written than any other language. It

is used by more than 500 million people in almost every country

in the world and this number of English-speakers is constantly

growing. However, it was not always like that. During the era of

colonization the British did a great job making their national

language as the major one for the sphere of international trade,

diplomacy, education, arts and an official language in more than a

dozen countries. And all of this was achieved through active

implementation of the language among the local people of the

colonized territories, with pidgin and creole languages evolving

into standalone dialects and variations of English that are spoken

nowadays in former British colonies and dominions. The language

was actively spread in the developing British Empire countries on

the American continent, in Africa, Australia, India and New

Zealand. Special attention should be paid to the last three regions,

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since these three states had the greatest influence in the formation

of dialectal English, and also have the richest history of the British

colonization of the language, and its interaction with the local

tribes, their traditions and their own languages. In addition, based

on the historical information, it was concluded that the British

colonization was of great importance for the development of the

regions which suffered from Anglicization, and integration of the

English language was the result, on the other hand, it had a great

importance as a means of communication between the colonizers

and the local population. This study is aimed at analytical

structuring of the existed historical data connected with the British

colonization and conducting social surveys of RUDN university

students to reveal the respondents' attitude to and knowledge of the

issues such as Anglicization, colonization, relationship between

the colonizers and the natives, the knowledge of English and creole

languages, as well as vocabulary specific to them. Research and

survey on the topic showed high potential for the development of

further work in this area, as awareness of students, despite being at

a high level, still remains vague and not explored deeply enough.

Keywords: Historical development, colonization, dialects, hybrid

languages

Diana I. Kasimova, Peoples’ Friendship University of Russia,


FRAMING WITHIN H. CLINTON’S AND D. TRUMP’S

POLITICAL DISCOURSE

Abstract. The objective of the present study is to analyze the

framing models within the political discourse on the basis of

speech transcripts of D. Trump’s and H. Clinton’s speeches of both

election and post-election periods. For analyzing the material, the

following methodologies and methods are used: the descriptive

method, cognitive discourse analysis and comparative analysis. By

analyzing the framing models, we consider the tools the politicians

use to achieve one main goal; that is to get the people to vote for

the speaker. The success of handling political discourse

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encourages voters to make their choices either siding for one or

refusing the other candidate.

Research on the framing models on the basis of the US election

2016 is valuable from the linguistic point of view, as the candidates

represent quite contrasting communicative styles and apply

differing linguistic tools. Basing on G. Lakoff’s cognitive theory,

we may conclude that H. Clinton refreshes the Nurturant Parent

Model during her speeches while D. Trump adheres to Strict Father

Model. Keeping the particular model of framing, the speaker

intends to gain the support and sympathy of the specific group of

people. The Strict father Model represents the traditional world

view metaphorically placing the ‘father’ as an authority. Clinton,

on the other hand, frequently resorts to the frames of ‘family’,

‘home’, ‘religion’ and ‘work’.

We also managed to identify the themes H. Clinton and D. Trump

resorted to with the help of the Linguistic Inquiry and Word Count

(LIWC) software that catеgorizes words into meaning categories.

Accordingly, Trump’s main focus is on the contrasts, such as

“wrong-right”, “lose-win”, “poor-rich”. Opposing to Trump, H.

Clinton refreshes more the notions of home, religion and family

issues.

The study reaches a conclusion that exercising power and

maintaining solidarity with the listeners is correlated to some

extent with the cognitive models that the politicians adhere to

while conveying the messages. The practicаl significаnce is that

the results of the thesis may be successfully used in the university

courses of American Socio-Cultural Linguistics, as well as in the

special courses on political studies.

Keywords: political discourse, frames, cognitive theory

Maria D. Churganova, Peoples’ Friendship University

of Russia, Moscow, Russia, e-mail: [email protected]

THE NECESSITY OF FORMING THE TRANSLATION

COMPETENCE FOR PROTOCOL OFFICERS

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Abstract. It cannot be denied that translation attaches more and

more attention as it presents in many professions. The article

confines its attention strictly to protocol officers, where we, after

analysing their activities, can make sure that in some cases,

translation can play a key role.

In order to reveal the necessity of translation competence, the

author drives deep into the problem by analysing a huge number

of research papers written by foreign and Russian scientists.

Suddenly, there are not so many resources that can provide us with

all needful information about the issue, however, the author finds

the way to prove that translation competence does really presents

in rather unknown to many, but a rather essential profession

without which many government agencies and commercial

companies cannot do without.

What is more, the author concentrates the attention to specific

translation knowledge and skills, as they differ the ones that

professional translators or interpreters have. All this confirms that

there must be a specific methodology developed just for the

protocol officers that will contribute successful communication.

The present article aims at pointing out that translation plays a vital

part in foreign language competence of any specialist. To prove

this circumstance, the author considers the intercultural

communication competence of the protocol officer and identifies

the translation component in its composition, compares the

required competence with the professional competence of the

translator in order to identify differences, analyses the specific

features of the protocol officers’ translation competence from an

interdisciplinary perspective.

According to the author, a discursive approach will serve as an

appropriate way to find out more about the translation component

of intercultural communicative competence in the protocol sphere.

Moreover, such an approach will help us to identify genres, that

protocol specialists use within their work.

Therefore, learning more about protocol officers’ activities and

genres they work with will assist us to understand the problem of

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the creation of special methods and techniques to have the

translation competency without which these specialists might not

cope with.

The article would be useful for students and teachers who are

interested in translation issues, diplomacy and international

relations.

Keywords: translation competence, intercultural communication,

protocol officers

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INDEX OF AUTHORS’

A

Tatiana V. Chernukha

Session 2 39

Ramsia A. Absaljamova

Session 4 64

Maria D. Churganova

Session 5 77

Ruben Agadzhanyan

Session 2 41

Mikhail P. Churikov

Session 3 47

Yi Anran

Session 4 69

D

Mariya V. Arsentieva

Session 5 72

Galina V. Denissova

Session 1 15

Victoria Afanaseva

Session 5 74

Galina Deryabina

Session 4 52

B E

Liudmila L. Bankova

Session 1 14

Ludmila A. Egorova

Session 4 66

Aliaksandr Barkovich

Session 2 35

Oksana A. Evtouchenko

Session 3 47

Elena A. Barsukova

Session 3 45

G

Julia S. Berova

Session 4 60

Alexandra

Gamalinskaya

Session 1

28

Andrey A. Bogatyrev

Session 4 60

Anna V. Glagoleva

Session 2 42

N. Medina Brakamonte

Session 4 53

Elena A. Golubenko

Session 3 46

C

Zinaida I. Guryeva

Session 2 30

Anna Chelnokova

Session 3 48

Alla H. Guseva

Session 4 62

Alena Gyrdymova

Session 1 20

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81

I

Ekaterina A. Lobanova

Session 4 64

Bella L. Ivanova

Session 4 68

M

K

Mwanza Makina Dean

Session 4 58

Mohsen Khalil

Session 4 56

Alexander A. Malyshev

Session 5 71

Inna V. Kharlamenko

Session 3 49

Evgeniy Mamchenkov

Session 5 75

Diana I. Kasimova

Session 5 76

Natalia F. Mikheeva

Session 1 21

Irina Kazakova

Session 1, 5

20,

75

Narkiza A. Moroz

Session 2 38

Elena Kitaeva

Session 4 53

N

Elena N. Kornilova

Session 1 15

Natalia M.

Nepomniashchikh

Session 1

16

Marina E. Korovkina

Session 2 31

O

Ekaterina M. Kosheleva

Session 2 37

Yulia L. Obolenskaya

Plenary Session 10

Ekaterina Kostina

Session 3 48

Elena S. Orlova

Session 4 55

Liliia Iu. Kotliarenko

Session 3 47

P

Evgeniya A. Kuznetsova

Session 2 42

Svetlana V. Pervukhina

Session 3 47

L

Marina G. Petrova

Session 4

56,

58

Oksana P. Lazareva

Session 2 38

Elena V. Petrushova

Session 2 3

Nina A. Levkovskaya

Session 1 27

Anastasia Podobina

Session 1 20

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82

Oksana B. Poletaeva

Session 4 64

T

Evgeniya А. Popova

Session 2 33

Vyacheslav V. Tkachev

Session 1 25

Ekaterina D. Prodayvoda

Session 4 65

Nella A. Trofimova

Session 1 19

Natalia A. Prokofeva

Session 2 34

Nina V. Trubnikova

Session 4 52

R V

Marina M. Raevskaya

Session 3 50

Irina V. Vashunina

Session 4 66

Diouani Refka

Session 4 69

Natalya V. Vojtik

Session 4 64

Pablo Ramirez Rodriguez

Session 1, 4 21,

59

Marina Vorobiova

Munguia

Session 4

59

Marina E. Ryabova

Session 4 66

W

S

Oksana Willis

Plenary Session 7

Feruza E. Sabirbaeva

Session 1 18

Y

Tatiana Sallier

Session 1 22

Elena Yakovleva

Session 2 41

Ekaterina A. Shcheglova

Session 2 34

Michael Yashchenko

Session 5 75

Victoria V. Sokolovskaya

Session 1 24

Z

Yulia N. Zemskaya

Session 2 42

Yevgenia A. Zhuravleva

Plenary Session 8

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