Российские памятники в Греции и историческая память о российско-греческом взаимодействии в XVIII–XIX веках
The collected papers contain articles by famous and young scientists on actual problems of philology (cognitive linguistics, lexical semantics, semiotics, pragmatics, text linguistics, stylistics; poetics, literary criticism; translation, intercultural communication). The issue also presents research on foreign language teaching methods. The edition is addressed to linguists, translators, teachers, postgraduates, students and a wide readership.
The article is related to the role of language factor in formation of linguocultural identity under conditions of the multicultural community. Features of relationships between language and culture (language sand cultures) are analyzed on the example of “lingual education” of children in mixed families, in particular in Germany. Particular attention is paid to “mixed and hybrid languages” resulting from the language contacts and being a wide-spread social and cultural phenomenon in multilingual cultures.
Between 1770 and 1774 Russia built something unique to its history An Archipelagoprincipality in Aegean sea. On the one hand, the Archipelago principality included subjects of the Russian Empress. On the other hand, though, those subjects of the Empress preserved their self-government and their ‘freedoms’; yet their existence never corresponded to Russian imperial realities and Russian laws were not yet written for them. These Catherine II’s subjects were reassured that they had their own ‘deputy general’, that they would live in future in their ‘republic’ or ‘archduchy’, although ‘now’ they had to be completely obedient to their ‘sovereign’ Alexey Orlov.
The relatively arbitrary use and interchangeability of the understanding of “subjecthood,” “protection,” “possessions,” “being in power” and some other terms indicate that no conclusive understanding of the character of relations between the Russian Empire and the Archipelagic principality took shape, not among the rulers and not among those who carried out their orders. Thus no set meaning of these concepts could ever develop. However, Russia did not forget about her Greek possessions and the Empress turned her eyes again towards South-Eastern Europe. Thus her ‘Greek Project’ (described in her letter to Joseph II in Vienna in 1782), her plans to send a new expedition to the Levant and her newly created network of Russian consulates in the Mediterranean helped to develop both new lines of Russian political thought and political vocabulary.
This article is devoted to the application of cross-cultural approach in training future translators to conduct a pre-translation analysis of the text in the source language. The essence of intercultural competence of an interpreter as well as its specific features are determined on the stage of pre-translation analysis of the source text. The author reveals the features and workflow of an interpreter in the process of implementing strategies of intercultural interpretation of the text. The didactic status of strategies for intercultural interpretation regarded as components of the content of the training of future translators is determined.
Students studying a foreign language find themselves involved into the dialogue between their own culture and that one of the target language. To perform successfully cross-cultural communication they need to develop cross-cultural competence. The task of a foreign language teacher is to help them acquire necessary skills. The article addresses the issue of using fictional discourse as a valuable source to teach cultural diversity as cultural patterns, concepts, symbols and stereotypes are acquired through texts of a particular culture, literary works playing a significant role among them. The focus is on certain comprehensive analysis techniques (linguo-stylistic, conceptual and culturological) of figures of speech, metonymy in particular, which can be applied to decode implicit cultural codes.
The article discusses the benefits of curriculum internationalization through web-based asynchronous discussion within Culture Studies.