Articles

The article is dedicated to the issue of the participation of the officials and public organizations of Russia in the selection of candidates for education in our country among Montenegrin youth in schools and higher educational institutions. Russian officials were interested in creating a number of specialists in the Slavic lands of the Balkan Peninsula, connected with Russia, who knew and loved Russian culture. Today, such a policy is called “soft power”, and in the XIX and early XX centuries this was a manifestation of pragmatism and strategic calculation in the foreign policy of the empire. Montenegro, which received international recognition after the Berlin Congress of 1878, became a privileged partner and client of Russia. Monarch Nikola Petrovich managed to convince the Russian government that in case of military complications in the Balkans, the Montenegrins would be able to assist Russia in the hostilities. In the last third of the XIX — early XX centuries Russian autocracy paid substantial subsidies to the Montenegrin authorities for the modernization of the state apparatus and the armed forces. Benefits were constantly increased and added up to huge sums. However, the ruler of Montenegro turned out to be an obstinate ward, inclined to forget about the support provided and ignore the political recommendations of the Russian tsar and his entourage. At the beginning of the twentieth century relations between the two countries were strained, and the behavior of Nikola Petrovich often seemed unpredictable. He easily broke his own promises, from time to time he showed a willingness to change Russian patronage for the friendship of Western Europe. Many Russian diplomats and public figures saw a way out of this impasse in preparing as many highly educated specialists as possible for Montenegro, who would join the political elite of the principality and become more reliable allies than the greedy older generation. Moreover, in Montenegro, which had recently switched from a tribal way of life to state life, there was neither a complete secondary school in the European sense, nor higher educational institutions. The calculations of the Russian leadership were only partially justified. However, in this small Balkan country, graduates of Russian educational institutions, sincerely grateful and devoted to Russia, did live and work.

In the second half of the 19th century the Russian Empire engaged in the active process of nation-building. Essential to it was the process of Russification, or the various forms of assimilation of ethnic minorities. This term is one of the controversial and ambiguous concepts in modern historical, social and cultural research. The article suggests a constructive approach to this issue which implies situational analysis of the process of Russification through specifying the conditions and actors of intercultural interaction. The article examines the understanding of Russification as an aspect of the process of Christianization, expressed by several prominent representatives of the Transbaikal and Altai missions. It focuses on the opinion of a Transbaikal missionary Veniamin (Blagonravov), who considered Russification a necessary condition for the success of preaching Christianity. Unlike in the western borderlands of the empire, where Russification took a distinct political and legal turn, in most cases in Siberia it occurred as a spontaneous process carried out through the interaction of the indigenous population with various social groups of the Russian people (artisans, government officials, exiles). Missionaries were among the most significant agents and mediators of the Russian language and culture in the region. At the same time, the conditions of interaction between missionaries and the indigenous population varied in different Siberian regions. The article reveals the differences in the understanding of the need for Russification in the process of Christianization of the local population by the missionaries and highlights the factors influencing the interpretation of the tasks and methods of missionary activity, in particular, the specifics of the local cultural situation, the degree of social organization of the indigenous peoples and the peculiarities of their traditional beliefs.

The turn of the 1920s–1930s is one of the most controversial periods in the history of Soviet culture. There are still many gaps in its study. In particular, the problem of transforming creative and ideological programs of many post-revolutionary art associations remains insufficiently analyzed. The article examines the most influential art organization of the post-revolutionary period — the Association of Artists of Revolution (AKhRR) — taking a more radical stance towards the landscape genre. Initially neutral, this position became extremely critical, even intolerable at the turn of the 1920s and 1930s. An analysis of dozens of articles written by the ideologues of AKhRR reveals the ways how new, “revolutionary” criteria for describing and evaluating landscape paintings were developed and how an extensive system of accusations and a set of mandatory requirements for the genre were formed. Landscape was mostly seen as a “reactionary” genre, that made it possible to hide from modern reality, or, on the contrary, to “smuggle” in the Soviet art alien bourgeois values. The changing attitude towards the landscape also makes it possible to trace the transformation of emotional matrix of the era — the refusal to convey complex feelings, that for a long time were perceived as a basic characteristic of Russian landscape painting. The system of denying the landscape, so carefully developed by the members of the Association, was rejected by Soviet culture already in the mid-1930s. However, the events of the turn of the 1920s and 1930s demonstrate how the pictorial genre became a hostage to the movement of culture towards more radical, “leftist” ideological attitudes.

The article is devoted to the experience of polycultural education on the example of the subject “Cultural Parallels of Russian and French Literature” within the master’s program “Russian and French Languages and Cultures”, implemented at the Faculty of Foreign Languages and Regional Studies of Lomonosov Moscow State University, Department of French Language and Culture and Department of Comparative Analysis of Languages. Intercultural interaction as a source of knowledge in the context of teaching a foreign language has become the subject of research by V.I. Fatyushchenko, S.G. Ter-Minasova, A.V. Pavlovskaya, T.Yu. Zagryazkina, J. Duverger, V. Tellier and others. In addition to the polycultural component, the article highlights the perception of Russia and France by Chinese students, studied by an online survey. The questionary showed the following results:

1)           Chinese literature is close to subjects about the “superfluous person”, love, virtue, images of masculine and feminine characters, relationships between generations;

2)           the discussion among master students was caused by questions of infidelity, betrayal, cunning and morality.

This paper critically reflects on the perspectives of developing value- oriented communicative education through co-learned languages and cultures which is designed with the view to the sociocultural context of human existence in a postglobal world burdened with geopolitical confrontation, political and economic conflicts, proxy wars, endless fake information attacks on the individual’s world vision. It gives an insight into the transdisciplinary basis for implementing an axiological approach to value-oriented language-and culture education as an outcome of the author’s transdisciplinary analysis of the Humanities researches and didactic reading of some draft documents related to Russia’s policy on preserving its traditional spiritual and moral values in modern society. It also discusses the purposes of introducing problem-oriented educational environment that may give Russian students an opportunity to master university disciplines in an innovative way in the classroom, and outside the university classroom, to be much involved into public speaking activities on critical issues of modern life and its values, as well as into research cooperation and science promotion in innovative areas of scientific knowledge. The reader’s attention is also drawn to some ways of creating a value-oriented and culture-bound research environment that helps to develop students’ competences needed to be able to act as a promoter of the dialogue of cultures and civilizations in their professional life, able to preserve cultural heritage and counteract modern cultural vandalism, cultural imperialism and cancel culture whenever she or he comes across it.

This is one of a series of essays comparing the treatment of related items in monolingual dictionaries of English, French, and Russian. Previous essays introduced and exemplified the principles of such analysis applied in the articles dealing with the Abrahamic religions and the Crusades.

The article discusses some issues of codification and semantization of language teaching terms in term-fixing texts (specialized dictionaries and reference books). It also describes other texts which involve the type of terms under consideration – term-creating and term-using texts. The paper outlines some key features of the language teaching terms, such as interdisciplinarity, social determinism, etc. The investigation reveals the requirements put forward for terminographic semantics, examines the parameters of the presentation of terms in articles of single and bilingual reference publications, and marks off the types of definitions in term-fixing texts. The research has included detailed analysis of the macro- and microstructure of a new German-Russian reference book of the Goethe-Institute’s innovative program for teachers “Learning to teach German” (German: Deutsch Lehren Lernen), published by the Moscow University Press in 2022. The contribution provides general information about the corpus of the reference book, the subject of codified terms and their formal features, characteristics of the structure and the content of dictionary entries, as well as the principles which were taken into account when describing the concept. Both verbal and nonverbal components are outlined as important terminographic definitional features. These parts of dictionary articles help users better understand the dictionary content of terms represented in the texts of the secondary sphere of use.

Within the framework of cognitive linguistics, questions of nomination are of particular importance. The article dwells upon functioning of toponyms in the English mass media discourse. The central question is the semantic derivation of the toponyms in English-language news of the Reuters news agency. This paper focuses on the main cognitive mechanisms of the formation of a new meaning, such as cognitive metaphor and metonymy, defocusing and profiling schemes. The article investigates the nature of the formation of new meanings and examines approaches proposed by Kubryakova E.S., Iriskhanova O.K., Boldyrev N.N., Babina L.V., Maslova Zh.N., Popova E.A., Ch. Fillmore, R. Lanecker, J. Lakoff. The data of the study consists of 57 examples of precedent toponyms Moscow, Russia, Ukraine, Kiev, Washington, roaches Hungary, Beijing, Britain, Georgia, Kremlin, Turkey, Venezuela that have rich semantics and great potential for the formation of new meanings. These toponyms are also used most frequently in the context of the current political agenda. The toponyms functioning in the English-language news of the Reuters news agency were analyzed for the cognitive mechanism that underlies the formation of the meaning. The findings show that the most productive mechanism of semantic derivation in media discourse is the mechanism of conceptual metonymy.

This study is a continuation of the author’s research of various approaches to the use of metaphor and other expressive language means in texts of English PR discourse (public relations discourse). The aim of the work to reveal the use of the linguistic and pragmatic potential of expressive linguistic units inherent in the texts of the sphere of directed communication, based on the material of the English-language PR discourse, taking into account the PR ends of informing the society and building a certain understanding of the described phenomena. Regarding the stance of attributing metaphor to complex mental mechanisms, public relations councilors resort to their usage to represent new phenomena through the sensory and social experience of a person. The novelty of the study is the conclusion that by using certain polycode language units, PR copywriters get the opportunity to transfer conceptual representations to a process or phenomenon that is difficult to understand, since complex professional texts can be adapted for understanding through similarity and analogy presented in language. The conducted research contributes to discursive studies, as well as to understanding of metaphorical thinking in theory and practice, which can be used in teaching courses in lexicology, phraseology of the English language, as well as for training specialists in the field of communication studies.

Traditionally discourse markers were defined as language entities that serve to connect sentences, having no impact on the meaning of the sentence itself due to the fact that they are completely deprived of any denotative meaning. Today the perception of the role and status of discourse markers has changed, and these “empty little fillers” that tend to pollute the language have become the subject of many studies from the standpoint of cognitive science and pragmatics. Despite the fact that discourse markers are devoid of semantic meaning, nevertheless, they received their functional recognition — the functions of location, cohesion and predication, and pragmatic characteristics were assigned to them. The aim of the article is to analyze the discursive and pragmatic features of the discourse marker “you know” in a political discourse. Based on the presumption that political discourse is a land of possible worlds, aiming to create the plurality of worlds in the consciousness of recipients while performing its core function (manipulative), the article gives an overview of macro and micro functions of the discourse marker “you know” focusing on manipulation. The essential characteristics of discourse markers in a political communication elicited in the article are ambivalence and bifunctionality. Some examples of the marker “you know” in a deictic microfunction will be given to prove the hypothesis that discourse markers transform their functions depending on the mode of its use in a natural or political language. The manipulative role of discourse markers in the interpretation mode is described in the light of the theory of relevance, translation strategies of discourse marker from English into Russian are analyzed using the approach of the functional-communicative theory of translation on the basis of D. Trump’s television interview.

The article discusses the terms sociolinguistics — contact linguistics — World Englishes paradigm. The structure of Contact Linguistics, whose central part is made by the World Englishes paradigm, is dwelt upon. Major problems of language contacts are overviewed, including differentiation of the global language, its localization and development of varieties. Varieties of a pluricentric language are defined as typified speech that is specific of a certain linguacultural social community, that reflects the mentality, cultural features and to a certain degree transfer of the native language. The author emphasizes that each variety is underpinned by a linguacultural identity of its users. Attention is focused on the legitimacy of the Expanding Circle varieties (according to B. Kachru) such as Russian and Chinese Englishes, need in their studying in theory and applied aspects.

The article examines the linguosemiotic content and functional characteristics of food rituals, which are a symbolic representation of folk beliefs, tra- ditional knowledge and collective experience relevant to this society. The study of the semiotics of gastronomic culture involves the analysis of factors that have influenced the modern cultural context in which certain gastronyms are endowed with symbolic properties. The article gives a classification of symbols by form and content: 1) according to the degree of complexity: simple (egg, noodles) and complex (Fish Ceremony); 2) according to the level of abstraction: concrete (lotus, round gingerbread) — abstract (dragon, phoenix); 3) according to the form of their expression: graphic (hieroglyphs chun lian 春联, chūnlián) — wishes of happiness, well–being before the New Year and subject (flashlight, seeds); 4) auditory — songs and poems dedicated to the Moon Holiday; 5) gestural — the choice of dishes for the festive table; 6) by origin: natural symbols (bamboo, fish) — artificial (yin and yang).

Depending on the functions, the article examines two groups of culinary symbols: mythological (egg — Food of the five virtues) and moral symbols (ducks — happiness). Semiotic studies of gastronomic linguoculture bring us closer to understanding not only the culture of individual peoples, but also the aesthetic universals and psychological constants of humanity.

In the domain of world intellectual history, the Sephardic language, otherwise called Judeo-Spanish or Ladino, occupies a special place. The article deals with terminological nominations corresponding to the language, accepted in the paradigm of modern philological studies; the concept of Judeo-Spanish which implies a heterogeneous dialect continuum, including various geographical varieties that formed outside the Spanish-speaking area and independently of the Spanish language; the multifaceted nature of the Jewish-Spanish in the projection on its history as a repository of collective memory and cultural heritage; the religious context of the appearance of Ladino; a certain tradition of understanding the Jewish-Spanish language as a place of memory and a metaphor for a lost home, which has developed in the ethnic mentality of the descendants of Sephardic Jews and has been fixed in the artistic and documentary narrative; conventional and institutional status of the Hebrew-Spanish language; modern formats and strategies for its promotion, as well as features of its positioning in the ethnic mentality of the descendants of Sephardim expelled from Spain and Portugal in 1492/1496. Currently the language of Sephardic Jews, transmitted to different continents along with its native speakers, continues to be a powerful means of legitimizing the symbolic unity (based on maintaining a sense of secondary identity) of representatives of this traditional community. Despite active divergent processes, Judeo-Spanish or Ladino has a special status in the world intellectual history in accordance with its historical, social and cultural context and serves as a traditional basis in the structure of historical ethnic memory.

The course “Language and geographical space” is aimed at the study of modern dynamic linguistic and geographical situations associated with new political and cultural realities. At the same time, the approaches of cultural geography and critical toponymy are the main ones in the course. The key to the course is the problem of renaming geographical objects based on new ideologies and political attitudes. A comprehensive cultural and geographical approach considers renaming as an innovative and adaptive socio-cultural process. Mass renaming in cities leads to the replacement of one cultural and linguistic landscape with another, and widespread renaming of cities leads to the creation of a new geocultural space of the country. It is important to have an idea of the geographical picture of the world, which is solved on the basis of attracting various maps of the world; for linguists, familiarity with the possibilities of the cartographic method is useful. As a result, the course expands the scientific horizons and methodological arsenal of Master’s degree students.

The article examines the semantic organization of text-work by means of textual units, which convey meaning, unlike linguistic units, which convey significance. Textual units differ: a) in structure — simple (indivisible in meaning) and complex; b) by origin — unoriginal (quotations) and original; c) by function — neutral and marked: key units that accumulate meaning, and unit-keys that reveal meaning; d) by semantic volume — intratextual and intertextual; e) by position in the text — structurally marked and structurally unmarked. Certain formal and functional ways of their use in a text allow to identify textual units: repetition, their use for explanation or replication. In the Russian philological tradition, these units were called “symbols” [Vinogradov, 1980], “abbreviations of meaning” [Bakhtin, 1986], “narrative keys” [Toporov, 1983; Nikolaeva, 2012]. The author of the present article introduces the term “textforms” (“key textforms” and “textform keys”) which makes it possible to view textual forms as units of text grammar and grammatical forms as units of language grammar. The article presents an analysis of textforms that organize the semantic dimension of texts of confessional culture (“The Tale of Boris and Gleb”) and texts of secular culture that differ in artistic principles and forms of presentation of these principles (Pushkin’s novel “The Captain’s Daughter” and Brodsky’s poem “December in Florence”).