Филологические и педагогические аспекты гуманитарного образования в неязыковых вузах
The article addresses legal paronyms as constituents of modern legal English from the perspective didactic approaches to be applied in teaching legal language to students of law. Definitions of paronyms used by Russian and foreign linguists are compared. Instances of paronyms in legal English are analyzed with a view of identifying instrumental methods to be applied in linguistic didactics.
This article aims at describing several challenges typical of legal texts remarkably complicated for perceiving and comprehending even within the legal profession. One of the challenges associated with legal texts comprehension appears to be an interdisciplinary phenomenon attributable to languages for special purposes at large - multiple alternative nomination which we name the terminological co-reference trap. Legalists, legal practitioners and legal translators when confronted with the said phenomenon in the English-Russian interaction have to fix non-routine communication gaps. Examples drawn from various legal branches allow for validating a few theoretical assumptions regarding the issues under analysis.
This report addresses a number of translation problems which made themselves conspicuous in domain-specific communication. The quoted English–Russian translation examples are treated as translation precedents within the translation studies, psycholinguistics, and communication theory frameworks. Challenges related to dissimilar worldviews objectified in texts generated in the source-language and the target-language are analyzed; the discrepancy is gaining in momentum due to the expanding professional communication under the lingua franca status recently acquired by English.
The article is about the intercultural communication.
The article covers versions of intercultural communication modeling and their implications for intercultural communication discourse modeling. An intercultural communication discourse integrates both elements of an intercultural communication system (Self- Other), and their dynamics. As a result, an intercultural communication discourse model is viewed as a cyclic model of the language personality development.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.