Контаминация конструкций в речи нестандартных русскоговорящих на материале корпуса русских учебных текстов
The paper examines construction blending as an important cause of errors in written students’ texts. The study is conducted within the framework of Construction Grammar [Fillmore and Kay 1992; Goldberg 1995, 2006] and grammar of errors [Vyrenkova et al. 2014]. It is based on the data of the Corpus of Russian Student Texts supplied with metatextual, morphological and error annotation.
This article represents an attempt to analyze the somatism (nomination of the bodypart) “hands” from the psycholinguistic point of view. It aims to reveal the mental images Russian and English speakers associate with the word “hands”. For this purpose, a wide range of linguistic sources such as language corpora and the results of an associative experiment have been studied and compared. The methods of the analysis are described, its qualitative and quantitive results are presented.
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The paper discusses so-called reduplicated concessive wh-words in Russian (e.g., kakoj-nikakoj). For the time being, they exhibit irregular and infrequent items and belong to the language periphery of colloquial speech. However, Internet data enable us to make some statements about its functioning both in oral and written speech. The study is based on the data of the Russian National Corpus and Yandex blog search and reveals morphological, syntactic, construction, lexico-semantic and communicative properties of these wh-words.
Four electronic corpora created in 2011 within the framework of the “Corpus Linguistics: the Albanian, Kalmyk, Lezgian, and Ossetic Languages” Program of Fundamental Research of the RAS are presented. The interface and functionalities of these corpora are described, engineering problems to be solved in their creation are elucidated, and the promises of their development are discussed. A particular emphasis is made on the compilation of dictionaries and automatic grammatical markup of the corpora.
The article focuses on various types of mistakes made by heritage speakers of Russian in the USA.
Various issues relating to the questions of learner corpus researches and their use in teaching are presented. These include the issue of a norm in corpora whether the norm should necessarily be native and what problems a native norm may present. Learners who behave differently from native speakers do not necessarily use language incorrectly as an alternative to a unique, native norm, a range of norms are available Some of these norms may be problematic if they are not selected carefully (depending on the learner corpus, the purpose of the comparison, etc.) and handled cautiously. Different choices of norms may produce different results and thus lead to different conclusions with respect to learners’ usages. Pedagogical implications of such choices are to be examined, with particular emphasis on whether all differences between the learner corpus and the reference corpus should be targeted for teaching intervention. Problems in evaluating agreement in approaches to annotation practices are considered as well.
In this article we present the results of research into discourse features characterising a lexico-semantic group of synonyms denoting a human being: human being, person, individual, personality and man. The main tool for analysis was language corpora, which made it possible not only to determine more precisely the functional styles the lexemes tend to be used in, but also to describe thematic characteristics of the texts in which the analysed lexical units show the highest frequency of use