Book chapter
Англо-русская языковая игра в названиях российских интернет-сайтов
There is currently the growing interest to the issue of bilingual creativity and language play in different communicative spheres, including the sphere of computer-mediated communication. The present article aims to reveal the peculiarities of English-Russian language play in the area of internet domain names and to highlight their significance for the investigation of the English language status in modern Russia.
In book
The article discusses the didactic potential of computer-mediated communication (CMC) and the challenges of integrating CMC tools into foreign language education.
This paper aims to show that the notion of lexical variation needs to be broadened due to the globalization of English and the increase in mass English-Russian bilingualism. Interlingual or bilingual lexical variation uniting various ways of rendering similar denotational semantics in a series of variants is examplified by the lexeme VIP/vip – ВИП/вип.
The article argues that the scope of English-Russian language contact studies should be extended to embrace the initial stages of English-Russian mass bilingualism formation and should involve the approaches and concepts developed within the framework of the World Englishes Paradigm. The following major features of the present-day English-Russian contact situation are addressed: “minimal” and “incipient” character of mass English-Russian bilingualism; increase in intrasentential English-Russian code-switching and code-mixing; extensive use of “emblematic”, or “symbolic” English language markers, including “tag-switches”; constraints imposed on the use of English in Russian contexts, Russianization of English, indications of Russia(n) English formation; the predominance of creative/innovative function of English embedded into Russian speech.
This study explored Russian as a foreign language (RFL) learners’ self-reported strategic uses of VoiceThread (VT)—a multimodal asynchronous computer-mediated communication tool—in order to gain insights into learner perceived effectiveness of VT for second language (L2) oral skills development and to determine the factors that contributed to those perceptions. The participants were eight undergraduate students who attended six weekly tutoring sessions that combined face-to-face (F2F) RFL instruction with VT activities. VT allowed them to access text-based, graphic, video, and aural linguistic input; record and store audio/video-recorded output; listen and comment on peers’ recordings; and receive individualized teacher feedback on oral performance. Data from activity logs and researcher field notes were triangulated with participants’ responses to two surveys and a semi-structured oral interview. Findings indicated that participants believed that VT supported their oral proficiency development through the provision of additional time and resources for independent planning, rehearsal, and controlled production of L2 forms. Most participants also agreed that VT’s playback and record features were the most beneficial for developing language skills, enhancing the reflection process, and facilitating self-assessment and creativity in the L2. Yet, despite VT’s multimodal affordances and the availability of communicative tasks via VT, participants did not perceive VT as a social environment that could promote peer-to-peer interaction or replace F2F communication. A thematic data analysis suggested that participants’ preferences for language learning tasks influenced their strategic uses of VT’s features, which ultimately affected their perceptions of VT’s value for promoting meaningful language learning interactions. Pedagogical considerations are discussed.
The paper is devoted to the development of computer-mediated communication in the last 15 years. The autor posits that contemporary society appropriated virtual discourse practices, changed and was changed by them. The language of the Net is the language of the society as a whole.
The article deals with the concept of “mock language” on the example of English-related lingual units being used jocularly or ironically by Russian speakers, that is, with Russian “mock English”. The primary emphasis is laid on the strategies of the English language carnivalesque spoofing, on “speaking from under a verbal mask” in the process of the Russian language Englishization. These practices are theorized within the framework of transligualism and translanguaging approach as the manifestations of translingual creativity.