Имена собственные в русских анекдотах как проблема межкультурного общения
The article looks into the so-called 'rephrased proverbs', i.e. sayings that are not considered serious and whose purpose is to provoke the audience's laughter in contrast to the classical proverb having a moralistic purpose.
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 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 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.
The article deals with the mechanisms of adoption of monuments and urban street sculpture by a folkloric tradition: the appropriation of unofficial names, the appearance of humorous descriptions, the completion of the composition of monuments, and so on.