The article briefly describes the milestones of the life and scientific
work of Vladimir Vladimirovich Zakharov (09/13/1953–12/05/2023) — head of the
Department of German Language and Culture at the Faculty of Foreign Languages
and Regional Studies (Lomonosov Moscow State University), Academician of the
Academy of Military Sciences of the Russian Federation, Professor, Doctor of Historical
Sciences. Various aspects of his activities are considered: as a military interpreter
and translator, a historian and an archivist, an organizer, and a teacher.
Some key works of the scientist in various fields of military historical science are
briefly analyzed: Soviet-German military, political, cultural etc. relations in the 20th
century, economic aspects of the Second World War, the history of Russian and
German intelligence agencies, issues of restitution of cultural and artistic values,
etc. An important place in the article is given to the coverage of V.V. Zakharov’s
works devoted to the activities of the Office of the Soviet Military Administration
in Germany (SWAG) and the military intelligence. The article highlights V.V. Zakharov’s
significant contribution to the introduction into scientific circulation of a large
number of previously unknown archival documents on various aspects of military
historical science. The author also draws attention to V.V. Zakharov’s pedagogical
and organizational activities in higher educational and scientific institutions in Russia,
as well as his educational and methodological works
Keywords:
V.V. Zakharov; military translator and interpreter; scientist; German historian; scientific interests; Soviet-German relations; SWAG; Russian-German relations; historical and archival research; trophy archival funds; intelligence service; GARF; teacher; organizer
While there is a vast literature on translation transformations and techniques, little attention among Russian researchers is paid to the omission. The article attempts to contribute to the debate by analyzing the omission as a translation technique, as well as verb omission examples when translating a literary text from Russian into French. The omission means elimination of a source text (ST) element while translating into target text. The omission can occur at the semantic or structural-semantic levels. The latter implies not only semantic but also syntactic changes. The omission can be due to the redundancy of an element in the ST. Redundancy in ST can be caused by the structural features of the source language, repetition of information in the text or by the opportunity to extract information from the situational context. The analysis of examples of verb omission taken from the translations into French of the novel Oblomov written by Ivan Goncharov showed that the use of this technique in relation to Russian verbs obeys the general patterns of the use of omission listed above: a French translator can omit a verb and use a more economical construction allowed by the norms of the French language; can translate one verb from two ST verbs with the same meaning; can eliminate the original verb if it’s meaning can be derived from the situational context. However, the original verb can convey stylistic meanings that are important in the work; if this verb is omitted, stylistic meanings disappear.
The article discusses literary travels in the historical period of the Tang Dynasty, which entered the history of the country as a period of flourishing culture — science, painting, literature, and especially poetry. Two great Chinese poets Li Bo and Du Fu created during this period. Literary and cultural-geographical approaches to the study of travelogues developed in Western, Chinese and Russian literary geography are presented. The historical and cultural contexts of literary travels are discussed. The cultural and historical specificity of the travelogues of the Tang Dynasty period is that many of them were made not out of interest in learning new lands and cultures, but out of necessity. For the most part, the authors of travelogues were applicants for the position of an official who had to submit a literary work at the state exam. Routes, vehicles, stopping places and other elements of travel are analyzed. The role of literary travel in the development of literature of the period under consideration is discussed. Special attention is paid to the anisotropy, or the disparity of different directions, of the cultural space of China of this historical epoch. This is due to the historically low cultural status of Southern China compared to other regions. Travelogue materials reflect this cultural phenomenon well.
The paper examines ecolinguistics as a new trend in linguistics, resulting from the study of language and the environment. The article’s relevance is determined by the insufficient amount of works on ecolinguistics and its subsystems. The purpose of the study is to establish particularities of interlinguistic communication, studied within the framework of ecolinguistics, the idea of which originated at the end of the 19th century and got its prominence at present. The research methodology is based on the theoretical works of the most prominent domestic and foreign scholars. Ecolinguistics is the result of the interaction of academic disciplines including linguistics, philosophy, psychology and cognitive studies. The formation of ecolinguistics takes place in such domains as cultural, political and scientific spheres, revealing various aspects of language interaction with the thinking process and the surroundings. The study of ecolinguistics’ evolution and functioning requires a comprehensive approach. The scope of the study includes studying ecolinguistics, clarifying the origins of this branch, presenting it in a generalized form, as well as the peculiarities of translation aimed at preserving the purity of the target language. As a donor language, English considerably enlarges the vocabulary of every language it interacts with. This is manifested in the digital translation, facilitating the process of new words, nomenclatural formations and abbreviations dissemination. The study has shown that the use of digital technologies developing in the digital world ensures the entry of the linguistic personality into the unified system of ecological space. It is concluded that lexical and grammatical units of different languages can peacefully coexist in one text without violating the integrity and harmony. It contributes to the effective interlinguistic communication determined by the ecospace of a particular language.
Keywords:
ecolinguistics; language ecology; interlinguistic communication; ecospace; lexicon; digital environment
The present paper belongs to a series of articles with a focus on ethnospecific
concepts and identity construction in multicultural fiction from a cognitive-
functional perspective. It seeks to take a new look on ethnospecific concepts,
namely those which belong to an author’s idioconceptual subsystem, the latter being understood as a unique configuration of concepts in one’s mind, and constitute
cognitive matrices. In accordance with N.N. Boldyrev’s research, the term «cognitive
matrix» is used to denote a system of interconnected cognitive contexts which
open onto different conceptual domains. The aim of the study is to demonstrate the
potential of using cognitive-matrix analysis to reveal the connections between the
cognitive contexts in the structure of an ethnospecific concept which unfold in a
work of fiction, as well as the conceptual domains they are related to, on the one
hand, and the many facets of an author’s cultural identity on the other. The paper
outlines the results of the cognitive-matrix analysis of the concept BISON as represented
in the novel “A Grandmother Begins the Story” by M. Porter, a Canadian
writer of Métis background. Detail is given on several cognitive contexts in the
structure of the concept in question pertaining to the following conceptual domains:
NATURE, HISTORY, SPIRITUAL CULTURE, SPACE, TIME. The results obtained
show that the ways in which the ethnospecific concept BISON functions in the text
under consideration are affiliated with the writer’s identity and allow her not only
to implement her creative ideas but also actualize her cultural identity in fiction.
Keywords:
cognitive-matrix analysis; ethnospecific concept; concept; idioconfiguration of concepts; actualizing identity in fiction; realization of cultural identity in fiction
This article deals with the comparative study of the old age designation
in Russian and Chinese phraseology. The subject of research in this paper are phraseological
units of Russian and Chinese, in which the object of description is the age
of an elderly person. The main research methods used in the article are the methods
of definitions, field, linguocultural and comparative analyses. The aim of the paper
lies in identification of similar and distinctive perceptions of an elderly person from
the point of view of representatives of Russian and Chinese linguocultures. The
paper analyses the plane of expression and the plane of the content of Russian and
Chinese phraseological units, as well as cultural and linguistic features of those
units. The scientific novelty of this study reveals itself in the fact that for the first
time the phraseological means of elderly age representation of a person in Russian
and Chinese linguocultures have been defined; for the first time the phraseosemantic
microfield ‘old age’ in Russian and Chinese have been presented and compared.
The results of the study make it possible to represent similarities and differences of
the old age conceptualization by means of Russian and Chinese phraseology and to
identify the features of the microfield ‘old age’ of the languages compared.
Keywords:
old age; phraseosemantic field; language comparison; linguocultural analysis
The focus of research devoted to the study of a term as a scientific conceptual unit is currently moving to the consideration of its metaphorical nature, given that the processes of metaphorical term formation occur in different scientific fields constantly, but with varying degrees of intensity, which does not reduce the level of relevance of this topic. In the vocabulary of terminological systems, a large role belongs to word-forming elements or derivational formants (prefixes), thanks to which new lexical units are formed and thereby the conceptual-categorical sphere of science is re-encoded. The prefix gives the base of the word and its first, main meaning a new meaning, and antonym prefixes cannot, in theory, be combined in one word. It is all the more interesting, in our opinion, to pay attention to terms formed by a combination of prefixes and antonyms (deconstruction). These formants have great derivational potential; they create new terms and concepts, new metaphors, in a word, new formants of thought, as happened thanks to the concept of déconstruction, one of the basic ones in the philosophy of Jacques Derrida. The purpose of the article is to consider the features of the derivational function of formant prefixes using the example of the terminological nest construction, which includes the terms reconstruction, déstruction, déconstruction.
The object of this article is mythonyms that move into another class of proper names — pragmatonyms or verbal trademarks. The subject of the article was chosen mythonyms from the ancient Greek poem “The Odyssey” by Homer, which are widely used in modern advertising and commercial practice in Italy to name various products: furniture, interior items, clothing, jewelry, food, technical and medical equipment. The purpose of the article is to refute the generally accepted idea that the meaning of an onym (in our case, a mythonym) is impoverished during transonymization into a verbal trademark. The article identified mythonyms from the Odyssey that most often become pragmatonyms — Odysseus, Penelope, Polyphemus. As a result of their analysis, it was demonstrated that peripheral semes of meaning that are not relevant in the mythonym are actualized in the Italian advertising discourse of 2000-2021. Thus, the semantic field of the mythonym, functioning as a trade name, expands and enriches, and not vice versa. The article highlighted the following updated components of meaning: Odysseus — masculinity and freedom, Penelope — thriftiness and beauty, Polyphemus — creative force in the service of man. In the last mythonym, the core meaning of “the destructive power of the savage” completely changed the meaning to “civilizational power of creation”, and the vector of assessment changed. In this case, advertising discourse reflects the linguistic and cultural tendency that exists in Southern Italy to master and appropriate the symbolic space of Mediterranean culture not so much through the figure of Odysseus, but through the Sicilian Polyphemus. The study used a two-stage corpus analysis method: a continuous sample of product names to identify mythonyms from the Odyssey (68 product names) and a representative sample of products with the names Odysseus, Penelope, Polyphemus.
Keywords:
Mythonym; trade name; advertising discourse of Italy; “Odyssey” in advertising discourse; Italian identity
We discuss theoretical issues connected with methodological construction of problem-solving tasks for development of polycode competence in the system of language tertiary education. As one of the salient genres of polycode texts we take British and American political cartoon and the process of its interpretation. Yet another object of discussion is formed by particular difficulties when we try to include this format into text analysis. It gives us grounds to single out key features of polycode texts, which make them different from traditional text format. Here we include lack of precise genre typology, combination of various semiotic codes, lacunas presence, clip character, specific nature of intertextual chains. We single out several stages in the process of polycode competence formation and development. In particular, problem-solving tasks aimed at identification and primary decoding of certain elements typical for any polycode text; problem-solving tasks aimed at interpretation of verbal and visual components; carrying out group project/group projects of scientific educational or scientific research, of cultural and discourse character; participation in culturally-oriented discussions; assessment of the level of student’s polycode competence formation when interpreting a certain genre of polycode text. In this article, we focus upon possible problem-solving tasks of the first two stages. As one of possible solutions, we suggest conceptual cognitive metaphor modelling and oppositions. The oppositions in this case are built on basic sociocultural values while metaphor modelling includes structural, orientational and ontological concepts, which can be further found out in various types of polycode texts. As possible advantages of this approach, we consider it giving ground for interdisciplinary connections in the course of professional foreign language training. It also enables to widen the scope of questions and topics discussed with students as well as introduce certain linguocultural and sociocultural phenomena. All this assists in building professional competence of a would-be specialist as far as foreign media and multimodal environment is concerned, including its destructive practices. We also describe results of the experimental work. As part of the experiment, we assessed student’s ability to recognise images, symbols, archetypes, linguocultural subjects and meanings, precedent phenomena, continuity of forms and structures, conceptual metaphors and models, conceptual oppositions, basic and transferred meanings, connotations.
Keywords:
polycode competence; polycode text; principles of polycode text introduction; professional training; professional foreign language competencies; teaching foreign languages at a university level; language professional development
The article discusses the strategies for using artificial intelligence (AI) in the context of providing written corrective feedback in language education. It provides an overview of the latest research in this area, starting from the most significant publications in the field of Russian neurodidactics and international conferences dedicated to the use of AI in education, to practical examples of using chatbots for feedback in language teaching. The article emphasizes the transformation of the role of language educators through the application of artificial intelligence, highlighting the importance of focusing the teacher on the essential aspects of students’ communicative development while delegating the technical aspects of proofreading written assignments to artificial intelligence. The application of such technologies changes the ways feedback is provided, allowing for a more in-depth linguistic analysis and the creation of more extensive comments on written works. Examples of specific requests made to artificial intelligence when marking assignments and examples of their implementation are provided. In addition, the article summarizes the strengths and weaknesses of using AI technologies for assessment and draws conclusions about its role in providing written corrective feedback. The article also highlights the need for a thoughtful integration of AI into the educational process and calls for further research on the impact of artificial intelligence technologies on the development of students’ written productive language skills.
Keywords:
professional communicative competence; professional communicative strategies; written corrective feedback; neurodidactics; artificial intelligence technologies
The article is a synthesis of a series of studies conducted over the last
10 years at the Faculty of Foreign Languages and Area Studies of Lomonosov Moscow
State University and is devoted to the current topic of digital technologies application
in linguodidactics. The paper provides an analysis of legal acts regulating
the development of artificial intelligence technologies in the Russian Federation in
all spheres of activity, including education, national standards that apply to the field
of education and establish general provisions and terminology in the field of the use
of artificial intelligence technologies in education, a description of the basic principles
of the operation of generative artificial intelligence technologies, an analysis
of the formats of tasks for the introduction of mobile, electronic and generative tools,
including those based on neural networks, into General English courses. The main
results of the study are the identification of new task formats based on artificial
intelligence technologies, as well as the need to form provisions for updating the
regulatory framework for the introduction of artificial intelligence technologies in
foreign language higher education.
Keywords:
linguodidactics; digitalization of education; the fourth industrial revolution; artificial intelligence technologies
The integration of artificial intelligence (AI) technologies into the
educational system in general and foreign language teaching in particular makes it
possible to significantly enhance students’ foreign language practice and create
conditions for more effective formation of foreign language communicative competence
components. At the same time, the gradual implementation of AI tools in
the educational process, along with its obvious advantages, may cause teachers’
concerns related to the gradual exclusion of the teacher from the learning process
and their complete replacement by AI. As a modern paradigm of education, the
authors suggest the triad “learner — teacher — artificial intelligence”, within which
the interaction of learners with AI is built into traditional teaching methods, enhancing
the educational process with new additional opportunities for learners’ foreign
language practice. For objective reasons, little time and attention is often allocated
to teaching learners to write in a foreign language. AI, which has significant language
didactic potential, is able to take over the teacher’s functions of evaluating students’
written work and providing them with feedback in the form of an AI-generated version
of an essay and/or recommendations for the revision of written work. In this
paper, the authors propose 11 stages of a method for teaching learners to write
creative works in a foreign language in the triad “learner — teacher — artificial
intelligence”. Special attention in the method is given to the following aspects, which are new for teaching practice: a) compliance of students with the norms of authorship
ethics when receiving various types of feedback from AI; b) the need to discuss the
results of students’ interaction with AI during classroom sessions. At the same time,
the authors note that the teacher is not excluded from the process of teaching learners
a foreign language and evaluating their written work. The traditional method of
teaching students’ written speech is enriched with additional stages of interaction
with artificial intelligence, creating more conditions for students to develop the
necessary foreign language speech skills.
AI technologies are already beginning to change the learning process, they contribute to the creation of a personalized learning path; help to analyze educational metadata almost instantly; provide access to big data, helping in solving various professional tasks and problems. The purpose of this article is to provide an analytical review of examples of the use of artificial intelligence technologies in language teaching and to create a typology of AI-based technological solutions that have been actively used in the educational process over the past five years. The proposed typology of AI-based technological solutions used in teaching a foreign language is based on areas of didactic activity and didactic tasks that can be effectively solved with the help of AI. Under the directions of didactic activity, we mean: teaching and learning of foreign languages; management of the educational process, including the analysis of educational analytics, the development of an individual learning path, the creation of recommender systems; organization of the educational process, that is, control and assessment, providing feedback and reflection, developing didactic materials for adaptive online courses and intelligent learning systems.
Keywords:
adaptive learning;; didactic chatbots; intelligent learning systems; large language models; smart tutors; voice assistants; individual trajectory of learning a foreign language; analysis of educational data; design of didactic material
The paper is aimed at the objective analysis of positive and negative sides connected to the pragmatic and scientific investigation of Artificial Intelligence technologies. Special attention is paid to the opportunities provided by the artificial intelligence in different fields of social usage, such as: education, culture, medicine, communication, management, ethical code, academic science, military sphere, jurisdiction, etc. Bringing the studies together, the author proposed an expanded view of AI functions, which crucially emphasize the role and importance of network ties, at one side, and at the other side, drawing on a number of examples shows what happens when such network ties become loosened as a result of Artificial Intelligence overestimation.
Keywords:
digitalization; Chat GPT; Artificial Intelligence; datasets; neuro net language construction; electroencephalography; neuro signals; digital twin; trusted artificial intelligence; cybersecurity
In the process of creating emotive color structures, color nomination is considered as a product of cognitive-emotional activity. The purpose of the article is to show, using the example of the nomination of colors for consumer goods, the formation of complex mental emotive formations that program human consumer behavior. In today’s world of abundance and aggressive advertising, the consumer becomes immune to the influence of traditional marketing techniques. New methods and techniques that consider the individual psychological characteristics and states of a person (perception, imagination, memory, vision, touch, smell, emotions) are becoming relevant, since consumer behavior represents the interaction of cognitive and emotional processes due to external and internal circumstances. In this regard, the analysis of the perception of new information takes place in parallel with the study of the instincts and emotions that determine our needs, which are transmitted through color associations. Within the framework of neurolinguistic programming, color nomination is considered as a tool for influencing the buyer, its influence on the perception of information and decision making is studied.
Keywords:
color nomination; mental space; cognitive models; emotional information; programmed behavior; national and cultural context