Об использовании фольклорных элементов в обучении испанскому языку
The article considers the riddle as a cross-cultural communication element relevant in learning the Spanish language. Being a folklore element, riddles are closely integrated into culture and popular world-view thus presenting substantial interest in teaching and learning Spanish as a foreign language.
In modern EFL teaching in Russia, much attention is paid to making students aware of variations in the cultural schemata represented by their L1 and the target language, as well as behavioral patterns of their speakers. At the same time, researchers and teaching practitioners scarcely address certain linguistic issues of Russian L1 prosodic interference that lead to attitudinal confusion on the part of native English speakers even when utterances produced by Russian EFL learners are void of any grammatical and lexical errors.
The study examines Russian L1 intonation in English, analyzes the differences in the pragmatic meaning created by the wrong application of L1 intonation contours, and looks at the reasons leading to the failure of the educational system to address the issue. Specifically, the paper investigates features of Russian L1 prosodic interference that affect communication and lead to misunderstanding of Russian speakers’ attitude or intent from native speakers’ perspective, as well as questions the importance of teacher beliefs in dealing with the problem. The results emphasize the importance of intonation teaching in an English classroom and suggest possible ways of dealing with institutional constraints that impede full-fledged intonation study.
The present article is concerned with the necessity to cover current trends of gender-inclusive language in teaching modern English. The author focuses on the problem of androcentrism and gender correctness. The question of gender asymmetry in the English language that has become a burning issue recently was first raised in the 1950s with the beginning of the feminist movement in the U.S. In 2015-2016 the debates about self-identity shook first the academic world and then all the American society leading to the awareness to reconsider gender politics. The author proves that the social and cultural inequality of men and women in different spheres of life are reflected in the language. According to many feminists, English expresses male-centered culture and does not equally represent the social and cultural role of men and women in different spheres of life. New terms and grammar variants are being constantly implemented into the language to achieve gender equality. Meanwhile, in recent years due to the radical changes in the traditional perception of gender identity in American society, there appears to have evolved new communicative rules and norms towards people who do not identify with the aspects of gender that are assigned to their biological sex. The author describes the new tendencies in the English language for more gender-neutral and gender-inclusive language promoted by some prestigious American universities and analyzes the most widespread recommendations for successful communication in the modern English language environment.
The article focuses on people who took part in opposition rallies during the winter 2011– 2012 in Moscow and on language that they used to create protest signs and slogans. Who were the protesters? Whom did they address? What were they going to say and how? The research is based on the database that includes more than 1500 slogans containing verbal or nonverbal protest signs from mass opposition rallies. The article also includes information on “authors” (people who held placards, their age, and gender proportion), describes the “frames” which they used with a reference either to a precedent text or a precedent case, and explores the occurrence of different frames. Slogans with quotes, frequency of citing the authorities or mass culture texts, and the usage of pun are considered. Finally, the addressees of slogans are described.
The book contains a collection of the materials of the International conference which took place in Moscow Region State University on September, 26-27, 2014. The problems discussed relate to the theoretical aspects of cross-cultural communication, the systemic and structural aspects of foreign languages, stylistics, lingual typology, terminology, terminography and virtual communication. The book is intended for philologists, researchers, post-graduate students and University students.
The paper explores the phenomenon of bilinguialism as an important source of society's spiritual development. Linguistic diversity is a unique fact and it can cause the formation of bilingualism/ multilingualism. But cultural bilingualism is impossible without a means of mass media that produce bilingual, semi-manufactured products and stereotypes that become widespread among the broad masses of the population.
The collection of studies is intended for teaching staff, post-graduate students and undergraduates.
The book has four main sections. The first section contains articles on topical linguistic issues and cross-cultural communication. The second and third sections are devoted to translation studies and methodology of teaching foreign languages. The fourth section investigates the problems of literature and linguistic cultural studies.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.