Philology and Culture最新文献

{"title":"“In an interesting and little-known land…”: Middle East everyday life in S. Kondurushkin’s notebooks","authors":"S. Vladimirova","doi":"10.26907/2782-4756-2023-72-2-123-127","DOIUrl":"https://doi.org/10.26907/2782-4756-2023-72-2-123-127","url":null,"abstract":"S. Kondurushkin’s notebooks are an important but little-known part of his literary heritage. They are crucial for understanding his creative laboratory and the most important documents of Russian literary history of the 1900–1910 s . This article introduces the materials of Kondurushkin’s notebooks, relating to the time of his stay in the Middle East, into scientific circulation. Special attention is paid to Kondurushkin’s notebooks from the early 1900 s . At that time, he was a teacher and later an inspector assistant of Arab schools of the Imperial Orthodox Palestinian Society in Syria. In the notebooks, he records details of everyday life in the Arab East, anecdotal incidents and his work with various sources, including Arabic folklore. The essential historical and literary part of the notebooks are the sketches and fragments of Kondurushkin’s works, which he prepared for publication in Russian magazines and newspapers, as well as the details of his correspondence with the editors. Our analysis shows how the realities of Middle Eastern daily life become a tool for learning one’s own ethnicity, for heightening its sense in an alien cultural environment. Materials of Kondurushkin’s notebooks make it possible to clearly see how the “other culture” is perceived and reproduced by a person who finds himself in the Middle East for the first time and is interested in understanding the new land and its people. The attitude of the young author is note-worthy, demonstrating his maximum openness to all forms of manifestation of “otherness”, his readiness not only to understand, but also to accept it. For the first time, the article introduces materials from Kondurushkin’s notebooks, relating to the time of his stay in the Middle East, into scientific discourse.","PeriodicalId":474357,"journal":{"name":"Philology and Culture","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303683","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":"Appeal headings of V. Mayakovsky’s poems","authors":"Han Xiao","doi":"10.26907/2782-4756-2023-72-2-98-103","DOIUrl":"https://doi.org/10.26907/2782-4756-2023-72-2-98-103","url":null,"abstract":"The article considers the implementation of appeal speech acts (calls and slogans) in the headings of V. Mayakovsky’s poems. The article notes that the title was of great importance for the poet, so almost all his poems have a title. Our study reveals that almost nine percent of V. Mayakovsky’s poems are titled with the help of appeal constructions, that is, they are appeals and slogans. We identify and consider structural types of the appeal headings, different in volume, from single-word sentences to entire couplet-verses with parallel rhyming. Most headings include imperatives with exclusive action semantics; in them, the lyrical subject occupies a higher position, is an authority that convinces readers to act in a certain way, in accordance with the new revolutionary and socialist norms. The article concludes that the titles of appeal are full-fledged participants in the directive (imperative) space, created by the poet, serving the purpose of influencing the reader, involving him/her in the revolution activities, persuading him/her of the need to follow the new rules of the Soviet power, to help the young Soviet state. V. Mayakovsky worked on creating the titles of his poems purposefully and thoughtfully, understanding their significant paratextual role.","PeriodicalId":474357,"journal":{"name":"Philology and Culture","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303684","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 plot of initiation in the novel “The Song of Achilles” by M. Miller","authors":"N. Shalimova","doi":"10.26907/2782-4756-2023-72-2-173-180","DOIUrl":"https://doi.org/10.26907/2782-4756-2023-72-2-173-180","url":null,"abstract":"The article studies the poetics of M. Miller’s novel in the context of the initiation plot representation. The search for the hero is considered as one of the main problems of modern American literature. We use the cultural-historical and comparative methods and the method of narrative analysis in our research. The relevance of the study is the synthesis of approaches to the analysis of the novel “The Song of Achilles” by M. Miller. The study hypothesizes that, the technique of remythologization enables the writer to represent the universality of the human development stages and the crisis trials that adolescents face. The novel is considered both in the context of rethinking of the mythological narrative and in the aspect of representing the archaic model of initiation. The mythological plot basis, which implies plot determinism, makes it possible to emphasize the axiological, emotive discourse and protagonists’ inner changes. The parallel initiation of Patroclus and Achilles explicates the dichotomy of the godlike and the human elements in the inner nature of the characters. Patroclus, being close to the hero, shares his fate. He literally and metaphorically becomes Achilles in the finale of the novel, entering the battle in his armor and under his name. Achilles, on the contrary, shows human features due to the fact that he matures next to Patroclus. The article concludes that the theme of formation and internal evolution of the person in the context of the initiation rite and mythological narratives plays a plot-forming role in modern American literature.","PeriodicalId":474357,"journal":{"name":"Philology and Culture","volume":"229 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303678","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":"On the issue of studying proper names in the linguoculturological aspect in the lessons of Russian as a non-native language","authors":"Z. Yusupova, K. Zakiryanov, B. Zhamoldinova","doi":"10.26907/2782-4756-2023-72-2-261-266","DOIUrl":"https://doi.org/10.26907/2782-4756-2023-72-2-261-266","url":null,"abstract":"The article discusses the most effective methodological means of work when teaching proper names in Uzbek schools. It is insufficient to use only the linguistic aspect, presented in the current textbooks of the Russian language, it is important to use the linguoculturological approach in modern schools, since it is necessary to form schoolchildren’s cultural competence. The research uses such methods as question-naires, analyses and generalizations. We prove that the study of proper names in the linguoculturological aspect will contribute to the expansion of the linguistic and cultural outlook of Uzbek schoolchildren. The conducted research confirms the idea that anthroponyms and toponyms require more attention. The list of proper names, proposed by us, made it possible to draw the attention of Uzbek schoolchildren to outstanding figures of Russian science, culture and education. The names of the most famous cities, rivers, and lakes of Russia are also included in our list, which Uzbek schoolchildren got acquainted with in Russian lessons in grades 5-6 during the 2021-2022 academic year. The most effective method of work turned out to be mini-projects about proper names, which were carried out by students during the school year. We believe that the results of our study may be of interest for teaching Russian as a non-native language, as well as for postgraduate and undergraduate students of Russian.","PeriodicalId":474357,"journal":{"name":"Philology and Culture","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303685","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":"Alena Karimova’s work in the context of Russian-language poetry of Tatarstan","authors":"E. Nagumanova","doi":"10.26907/2782-4756-2023-72-2-161-166","DOIUrl":"https://doi.org/10.26907/2782-4756-2023-72-2-161-166","url":null,"abstract":"Based on the material of translations and original poems by Alena Karimova, the article identifies the characteristic features of the creative method of the Russian-speaking poetess, whose work can become an example of the continuity actualization of two languages and cultures. The purpose of the article is to describe the characteristic features of the creative method of the author, whose poems are an example of acceptance and reflection of the unique features characterizing two cultures. The translations of the Tatar poet Suleyman (Suleymanov Dzhavdet Shevketovich) into Russian allow us to conclude the dialogic relationship between “ours” and “theirs”. On the one hand, Karimova’s translations are characterized by an adequate transfer of the Tatar poetics into Russian; on the other hand - by their entry into the modern Russian literary context, which leads to a change in the semantic and emotional-evaluative content of Suleyman’s works. Karimova’s original work is an example of harmony and complementarity of different cultural layers. The lyrical heroine of the poetess shows involvement both in her native (Tatar) and Russian culture, bearing the features of transcultural consciousness. In the course of the analysis of the poetess’s translations and lyrical works, we concluded that Karimova’s original lyrical poetry overcomes different cultural meanings, the poetess’s translations become an example of the original work concretization, the transformation of the emotional and semantic component of the text. The article establishes the identification of the poetess’s translated works with the forms familiar to Russian literature.","PeriodicalId":474357,"journal":{"name":"Philology and Culture","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303823","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":"Diminutive forms in the aspect of intercultural communication","authors":"Ju. Ageeva, L. Salahieva","doi":"10.26907/2782-4756-2023-72-2-193-198","DOIUrl":"https://doi.org/10.26907/2782-4756-2023-72-2-193-198","url":null,"abstract":"The article represents the essential features of diminutives in the Russian and English languages and their impact on intercultural communication. We analyze the types of diminutives in English and Russian, the specifics of their perception and interpretation by representatives of the two cultures, as well as their influence on the communication of speakers of different languages. The article contains examples of diminutive forms’ functions in speech, which demonstrate how these forms affect the perception and understanding of information. The article defines such key concepts as “intercultural communication”, “diminutive forms” and presents the characteristics of the forms in English and Russian in their lexical and grammatical aspects, illustrated by examples. The article considers cases of intercultural communicative failures associated with ignorance of the specifics of the word-formative forms’ functions, diminutives in particular, and their cultural context. Diminutive forms are a kind of special emotionality indicators inherent in the nature of the Russian people, therefore, when teaching Russian as a foreign language, it is necessary to pay special attention to the word-building forms that have additional connotations. The results of our research can be used by linguists, teachers of foreign languages and anyone interested in the issues of intercultural communication.","PeriodicalId":474357,"journal":{"name":"Philology and Culture","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303831","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":"Linguistic and didactic description of TORFL-2: Priciples, structure, potential","authors":"T. Popova","doi":"10.26907/2782-4756-2023-72-2-234-239","DOIUrl":"https://doi.org/10.26907/2782-4756-2023-72-2-234-239","url":null,"abstract":"The article characterizes a linguodidactic description of TORFL-2 and presents the principles of the description, the structure and content of each part. The linguodidactic description of TORFL-2 is based on the principle of text-centricity, as well as the thematic principle of description, reflecting such subject areas as “A Person and His Private / Personal Life”, “A Person and His Educational Activity”, “A Person and His Professional Activity”, “ Man and State”, “Man and Society”, “Man and His Spiritual Development” and “Nature and Man”. In the linguodidactic description, the situations of communication in the social, socio-cultural and official business spheres of communication are selected, taking into account the communicative needs of international students. The linguodidactic description reflects a hypothetical model of the speech behavior of an international student who speaks Russian as a foreign language at level B2. The structure of the linguodidactic description consists of three parts. The first part includes a description of the student’s communicative competence in all types of speech activities in different subject areas. Part 2 contains typical texts and their characteristics. Part 3 describes the content of language competence. The linguodidactic description of B2 determines the scope and content of the communicative competence that a student at level B2 should have, which forms the basis for compiling programs, textbooks and teaching aids, as well as developing test and measuring materials. The linguodidactic description creates an objective basis for creating a bank of test items and their detailed and unambiguous specification.","PeriodicalId":474357,"journal":{"name":"Philology and Culture","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303689","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":"Personalism, personology, personalization, personalized education: On the terms and concepts","authors":"A. Brenchugina-Romanova, L. Denisova","doi":"10.26907/2782-4756-2023-72-2-199-203","DOIUrl":"https://doi.org/10.26907/2782-4756-2023-72-2-199-203","url":null,"abstract":"The article highlights the history of the emergence and development of personalism in world science. We analyze modern terms and propose concepts, related to personalized education. The article reviews the works of famous scientists and philosophers in Russia and abroad (F. Schleiermacher, F. Aquinsky, E. Kant, E. Munier, etc.) and considers the issues of personality theory (theory of needs) in the works of G. A. Murray. We also present the views of leading Russian scientists – representatives of psychological science – on the issue under study (N. A. Berdyaev, L. M. Lopatin, etc.), identify and compare the definitions of the personalization concept, found in different fields of science (A. G. Asmolov, D. A. Leontiev, A. B. Orlov, V. A. Petrovsky, E. B. Starovoitenko), clarifying some modern definitions of the personalized education concept. The article determines the features of the personalized education concept (D. S. Ermakov, P. N. Kirillov, N. I. Koryakina) and notes the differences in the understanding and application of the terms “personalized learning” and “personalized approach to learning”. The personalized model of education in relation to secondary and higher education is characterized by the example of a higher school (Tyumen State University; a joint project of NUST “MISIS”, Tomsk University of Control Systems and Radio Electronics, MPSU).","PeriodicalId":474357,"journal":{"name":"Philology and Culture","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303833","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 portrait of Jane Austen in chick lit style (“Jane in Love” by R. Givney)","authors":"G. Ishimbayeva","doi":"10.26907/2782-4756-2023-72-2-148-153","DOIUrl":"https://doi.org/10.26907/2782-4756-2023-72-2-148-153","url":null,"abstract":"The article studies Rachel Givney’s novel “Jane in Love”, which conjectures the biography of Jane Austen who is considered to be the mother of chick lit. The study proves that Givney uses: 1) the principles and techniques of chick lit, a modern literary genre of the post-feminist era, at the same time revising the matrix of chick lit; 2) a fabulous narrative theme, discovered by V. Propp, which also undergoes some revision. Givney rethinks the happy ending conceptually important for chick lit and for the fairy tale with regard to a psychological novel devoted to an artist who has found his voice and his place in world literature. In her narrative about Jane Austen, a time traveler, the writer conceptualizes her significance for modern English culture and the Englishmen structuring her novel with formulas-codes of Jane Austen’s oeuvre. The main storyline of her novels is devoted to the complexities of love, and their plots assume a certain set of components. A love affair with a happy ending in the spirit of the Cinderella fairy tale is the main formula of Jane Austen’s novels, which is in demand in chick lit. R. Givney reduces this formula and fills it with a new content: her Jane Austen sacrifices a man for the sake of the future.","PeriodicalId":474357,"journal":{"name":"Philology and Culture","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303686","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 Tatars of Siberia learning the Russian language in the late 19<sup>th</sup> – early 20<sup>th</sup> centuries","authors":"A. Khabutdinov","doi":"10.26907/2782-4756-2023-72-2-240-245","DOIUrl":"https://doi.org/10.26907/2782-4756-2023-72-2-240-245","url":null,"abstract":"This article is devoted to the history of Russian language learning by the Tatars of Siberia in the late 19th–early 20th centuries. In accordance with the Rules on Measures for the Education of the Inorodets (national minority) Inhabiting Russia, Approved by His Majesty on March 26, 1870, schools were established where Muslims learned Russian and other secular disciplines as part of the primary school curriculum. The Tomsk Russian-Tatar School was the first to be established. It was opened in the 1875-1876 academic year. With the development of Jadid education in Siberia, from the end of the 19th century and especially after the Russian Revolution of 1905-1907, the Russian language was introduced in madrasahsand maktabs. The most important phenomenon was the creation of women’s maktabs, where, along with religious subjects, girls began to study secular disciplines. At the same time, Russian-Tatar schools were created in accordance with the education reform carried out by P. Stolypin, the Chairman of the Council of Ministers of the Russian Empire, and the introduction of a number of new Rules of the Ministry of Public Education (MNE) on the education of non-Russian peoples. In Siberia, the most significant examples were the Russian-Tatar school in Tyumen, opened in 1913, and the Tomsk two-class Russian-Tatar school, opened in 1913 in memory of the centenary of the Patriotic War of 1812. Along with education for Tatar children in Tomsk, courses for adults were run in Tomsk from 1909. In 1916, training courses were organized in Tomsk, where Muslim youths (primarily Tatars and Kazakhs) could prepare for a teacher’s certificate and a certificate of maturity exams. Russian Muslim libraries played an important role in familiarizing the Tatar population with Russian culture. Along with the periodicals and books in Tatar, other Turkic languages of the peoples of Russia and Arabic, there were periodicals and books in Russian. Thus, by the revolution of 1917, a whole set of Tatar Muslim educational and cultural-educational institutions had emerged in Siberia, which made it possible to study and further improve the level of proficiency in the Russian language and literature.","PeriodicalId":474357,"journal":{"name":"Philology and Culture","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303820","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}