Professional Discourse & Communication最新文献

{"title":"The Issues of Professional Communication (Report on the International Scientific and Practical Conference INTERLINGUA-2021)","authors":"M. Matytsina","doi":"10.24833/2687-0126-2021-3-2-94-100","DOIUrl":"https://doi.org/10.24833/2687-0126-2021-3-2-94-100","url":null,"abstract":"The paper deals with the results of the International Scientific and Practical Conference INTERLINGUA-2021, held on May 18-19, 2021 at Lipetsk State Technical University. Within the framework of the conference, the issues of the professional training of highly qualified specialists in the information-digital space were discussed. The conference participants focused their attention on the important role of professional communication as a component of communicative competence. It was noted that professional communication plays a pivotal role in the educational system of the university, since a specialist who does not have the skills to conduct a constructive dialogue, does not know how to establish contact with the interlocutor, to study his/her point of view, does not grow professionally, is not accepted by the society, and therefore becomes uncompetitive. The reports of the conference participants were distinguished by the undoubted depth of theoretical analysis and high practical relevance of the problems under consideration. As a result of the conference, round tables were held, at which the most significant aspects of professional communication, its reflection in the linguistic consciousness were discussed. The participants and guests of the conference, noting its usefulness, recognized the need to make it an annual event.","PeriodicalId":222389,"journal":{"name":"Professional Discourse & Communication","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125471467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Sorry, i don’t want them here.’ Migration in Slovak Political Discourse","authors":"R. Štefančík, A. Kiner","doi":"10.24833/2687-0126-2021-3-2-10-20","DOIUrl":"https://doi.org/10.24833/2687-0126-2021-3-2-10-20","url":null,"abstract":"The issue of international migration in Slovakia was not a topic of public discussion until 2015. A major change in migration discourse can be observed only after the mass migratory processes in 2015, a few weeks before the Slovak parliamentary elections. Just before the elections, politicians had also noticed these processes, putting the spotlight on migration, which became a frequent priority topic of electoral campaigns for several weeks. Our aim with this paper is to answer a question of how Slovak politicians, who had ignored this topic for many years, dealt with the issue of international migration since 2015 and which aspect dominated the emerging migration discourse. We came to the conclusion that Slovak politicians tackled the issue almost uniformly, regardless of their ideological beliefs or coalition-opposition framework. Most politicians presented migration as a threat. In addition to the securitization of migration discourse, we also observe a gradual shift in the understanding of the term migrant. Until 2015, the naming of the particular actor of migration processes was generally understood to be neutral, yet since 2015 the term has acquired a strong negative connotation.","PeriodicalId":222389,"journal":{"name":"Professional Discourse & Communication","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124264923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Theory of Ecotranslatology in the Development of Translation Skills of Chinese Students","authors":"L. G. Petrova, Sun Jikhao","doi":"10.24833/2687-0126-2021-3-2-55-66","DOIUrl":"https://doi.org/10.24833/2687-0126-2021-3-2-55-66","url":null,"abstract":"The present study aims to analyze the theory of ecotranslatology developed by the Chinese translator-theorist Hu Gengshen. The authors pay great attention to the application of its basic principles to teaching translation in general and the development of translation skills of Chinese students in particular. The main research methods are descriptive and comparative analysis, the method of systematization of language material, contextual analysis, component analysis of the word. In the course of the study, an experiment was conducted in which more than 30 Chinese students took part. The material for the study was the authentic texts of works of Russian fiction. By analyzing the examples of the translation of the works of A. P. Chekhov and N. A. Taffy into Chinese, the authors of this article demonstrate the main difficulties encountered in the practice of translation. A number of recommendations are given that help Chinese students develop translation skills from Russian into Chinese. In their conclusions, the authors point out that when teaching translation, it is necessary to draw students’ attention to the careful study of scientific works on the theory of translation, to develop students’ sense of language, to expand their stock of spoken vocabulary of the Russian language so that the emotional coloring of the work is not lost in the process of translation, and also to remember that the study of phraseological units is a cognitive process.","PeriodicalId":222389,"journal":{"name":"Professional Discourse & Communication","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114199233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Perception of Literary Discourse by Slovak Students","authors":"A. Grominová, J. Dohnal","doi":"10.24833/2687-0126-2021-3-2-67-79","DOIUrl":"https://doi.org/10.24833/2687-0126-2021-3-2-67-79","url":null,"abstract":"Based on the authors’ experience in analyzing and interpreting Russian works of art in a Slovak university, the paper identifies some of the difficulties that arise in the process of teaching Russian literature, culture and the Russian language. The conducted research pays attention to the discursive factors of the study of works of fiction, while relying on the theoretical foundations of the world-famous researchers of discourse. First of all, the authors focus on five codes highlighted by one of the representatives of structuralism and poststructuralism, the French philosopher, literary critic, esthetician and semioticist – R. Bart. Deciphering individual codes of literary works can motivate students of the Russian language and literature to read independently, which develops their critical thinking, broadens the horizons of knowledge, and also contributes to their professional and personal growth. In classes on the interpretation of texts of fiction in the framework of teaching Russian as a foreign language, various difficulties are often encountered, in particular, with the decoding of the named codes. The purpose of this paper is to comment on these difficulties, highlight the factors associated with the interpretation of the elements of literary discourse, and also offer some solutions which teachers can implement to help Slovak students studying Russian as a foreign language get rid of these difficulties. The article can become an incentive for further observations in this area, contribute to an increase in the effectiveness of teaching Russian literature of the 18th – 21st centuries in Slovak universities.","PeriodicalId":222389,"journal":{"name":"Professional Discourse & Communication","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126776653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Literary Discourse as a Cognitive Dialogue About «Language as the House of Spirit»","authors":"Yu. V. Mironova, T. I. Sokolskaya","doi":"10.24833/2687-0126-2021-3-2-33-42","DOIUrl":"https://doi.org/10.24833/2687-0126-2021-3-2-33-42","url":null,"abstract":"The article is focused on the diversity of literary discourse which is viewed through the prism of “the internal life of the text” and is considered as a dialogue within “the life and power” of the language. As an object of interdisciplinary scientific research literary discourse is perceived as a complex metalinguistic phenomenon, which is inherently dialogic in its character and able to generate certain reality in which modern human beings live and act. In the triad “discourse – language – language personality” the median marker is viewed as “the house of being” (M. Heidegger), “the spirit of the nation” (W. Humboldt), which allows for the understanding of flickering ideas standing behind the creativity of a modern poet.This paper provides the interpretation of the linguistic dynamics of textual space as one of the possible methods of understanding “the life and power” of the text, which helps to objectively represent the notion of “language as the house of spirit” and the spirituality of modern poetry.The purpose of the article is to study the discourse of a literary work of art as a cognitive dialogue about “language as the house of spirit” and reveal the dynamics of “the spirit” within “the soul of the text”. It should be underlined that the multidimensional character of literary discourse provides for several levels in studying a literary text:Level 1: “the text and the reality”;Level 2: “the text and the language”;Level 3: “the author and the text”;Level 4: “the reader and the text”.The research is based on the analysis of the poetic essays by Tamara Sokolskaya – “The Honesuckle” and “Poetic Ariozo. G#HF#E”.The methods employed in the paper include modeling and interpretation of the linguistic dynamics of the textual space, contrastive and synergetic analysis of the “life and power” of the text and the method of conceptual analysis.The findings of the research comprise the following the results:1. Literary discourse is specific in its multidimensional character and the variety of expressed ideas, which sets it apart from other types of discourse;2. This multidimensional character of literary discourse reveals the complexity of the spiritual life of the author of the text.3. The synergy in the dynamics of textual units demonstrates spiritual content of modern poetry which exists at different levels of consciousness.4. Literary discourse serves as the material realization of the spiritual energy of a person.5. Literary discourse should be viewed as a cognitive dialogue about “language as the house of spirit” which reveals “the dialectic of the spirit” of the author and the dynamics of “the life and power” of the text as a multicultural language code representing the spiritual energy of the nation.","PeriodicalId":222389,"journal":{"name":"Professional Discourse & Communication","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128249877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Seacraft Names in Military Discourse","authors":"E. Golubkova, E. Kivileva","doi":"10.24833/2687-0126-2021-3-1-10-26","DOIUrl":"https://doi.org/10.24833/2687-0126-2021-3-1-10-26","url":null,"abstract":"The article analyses the process of meaning formation of names of warships in the military discourse with the aim of identifying conceptual mechanisms which underlie the naming of seacraft. The research constitutes part of the study in the field of cognitive linguistics and fills in the gap in the studies of metaphoric potential and cultural specificities of secondary names applied to artifacts (as big as warships) in British and American tradition. The results show that of all 1200 seacraft names, 700 units are originally zoomorphic common nouns transformed into proper names of seacraft with which they “share” and sometimes even exchange some of their basic or latent semantic characteristics. It was revealed that underlying mechanisms of meaning formation in seacraft nicknames are cognitive mechanisms of conceptual metaphor, focusing and defocusing. To describe them the methods of frame analysis and cognitive metaphoric modelling are employed. Metaphor in the paper is both the object and the tool of research. To support the analysis, the information about specific features of named objects and creatures is elicited from dictionaries and language corpora.","PeriodicalId":222389,"journal":{"name":"Professional Discourse & Communication","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128999365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ways to Develop Employability Skills in Teaching Translation to Final-Year Students","authors":"A. Anisimova, E. McNeilly","doi":"10.24833/2687-0126-2021-3-1-75-84","DOIUrl":"https://doi.org/10.24833/2687-0126-2021-3-1-75-84","url":null,"abstract":"This paper considers methodology and pedagogical approaches used in higher education in the United Kingdom and Russia in developing transferable employability skills when teaching final-year undergraduates. The paper analyses outcomes of introducing innovative approaches to teaching translation at the University of Bristol and at Lomonosov Moscow State University (MSU).The MSU approach is aimed at the development of self-motivation, continual learning, ability to influence others through effective communication while at the same time developing students’ discipline-related skills in the field of translation studies.The innovation introduced at the University of Bristol involves a move from traditional classroom-based delivery of a final-year undergraduate translation module to a blended e-learning approach, thus addressing organisational needs (developing an effective mechanism of peer assessment in large translation classes) while achieving a higher quality of work and developing valuable employability skills.The primary objective is to show the students that they can improve their translation and analytical skills through conducting research online and by interacting with the other members of the group using a virtual learning environment. Recent results confirm that both approaches proved to be extremely beneficial. The students developed a better awareness of what is expected of them in assessed assignments. They enhanced their discipline-related skills in the field of translation studies. Their communication skills, ability to provide constructive feedback and analyse their own and other students’ work have also significantly improved. This contributed to the development of transferable employability skills including working as part of a team, critical thinking, communicating and influencing, problem solving, decision making and time management.","PeriodicalId":222389,"journal":{"name":"Professional Discourse & Communication","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117100023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analyzing the Concept “Team of Host Country” in German, English, and Russian: a Contrastive Study of Expressive Means in Media Reports on the 2019 Ice Hockey World Championship","authors":"D. Gusarov, N. Gusarova","doi":"10.24833/2687-0126-2021-3-1-27-38","DOIUrl":"https://doi.org/10.24833/2687-0126-2021-3-1-27-38","url":null,"abstract":"This paper aims to describe linguistic units expressing the concept team of host country in German, English, and Russian ice hockey language in relation to syntagmatic types and the associative series these units are based on. The research rests on Saussure’s notion of linguistic units, which should be included in a particular syntagmatic and associative class. The study uses corpus linguistic methodology to extract and analyze respective linguistic units from German, English, and Russian comparable sub-corpora comprising utterances from different media reports devoted to the same sporting event. The authors follow a structuralist approach and discover syntagmatic types, including constant and variable elements, and generalizing regularities in the composition of particular syntagmas. Moreover, the authors build associative series serving as bases for different syntagmatic types and indicating semantic opposition of certain linguistic units. The research also establishes various paradigms reflecting relations between the elements within linguistic units and demonstrating the interaction of syntagmatic and associative elements in the production of the means of expression. From the contrastive perspective, the authors compare linguistic units from different languages and focus on similarities they have in relation to the composition of associative series reflecting the speaker’s range of choices of verbalizations. The data was collected from articles published on web pages of German (sportschau.de, spiegel.de), English (bbc.com, ctvnews.ca), and Russian (tass.ru, rg. ru) mass media.","PeriodicalId":222389,"journal":{"name":"Professional Discourse & Communication","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127676859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ESL/EFL online lesson development (based on Skyeng practices and techniques)","authors":"K. Smyshlyak","doi":"10.24833/2687-0126-2020-2-4-81-95","DOIUrl":"https://doi.org/10.24833/2687-0126-2020-2-4-81-95","url":null,"abstract":"The article presents an attempt to infer the key stages of creating an effective online English lesson based on corporate teaching practices and techniques of Skyeng online school. There have been revealed some important aspects that are to be taken into consideration when working out an online lesson structure and content. Having analyzed various theoretical courses on communicative language teaching methods and having combined them with the incorporated Skyeng practice in teaching English as a Second Language or English as a Foreign Language (ESL/EFL), we have come up with a certain algorithm which we advise to apply in lesson modelling: focusing on achievement aims rather than procedure aims, choosing the correct lesson structure, evaluating the studying materials and content, formulating methodological sections to aid the teachers. There have been presented some language management techniques currently used in Skyeng lessons, such as the correct formulation of the instructions, balancing teacher talking time and student talking time and the technique of a guided discovery. The practical application of Blooms’ taxonomy is illustrated in the example of additional speaking tasks and their correct development. There have been described such notions as: achievement aims, materials’ evaluation, TTT and STT balance, guided discovery, lesson content units, Blooms’ taxonomy, lesson structure. The article contains practical examples of how these notions are realised in the lessons developed in Skyeng online school. Though all the examples are shown in the paradigm of an online lesson, the same algorithm presented in the article is highly recommended when developing offline lessons which are traditionally held in a classroom. Thus, there has been made an attempt to work out a single algorithm for modelling effective online and offline ESL/EFL lessons.","PeriodicalId":222389,"journal":{"name":"Professional Discourse & Communication","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130721088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching foreign languages: modern problems & their solutions (the second international conference to commemorate E.N. Solovova as a way to reflect current trends in secondary and higher education)","authors":"A. V. Konobeev, I. V. Khitrova","doi":"10.24833/2687-0126-2020-2-4-102-108","DOIUrl":"https://doi.org/10.24833/2687-0126-2020-2-4-102-108","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":222389,"journal":{"name":"Professional Discourse & Communication","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115308200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}