Vol 14, No 3 (2017)

This article deals with analysis and description of language (in particular, phonetic and linguocultural) interference phenomenon. Such type of interference appears as a result of contacting elements of native and target languages in a consciousness of a learner. Speech interference in linguistic and methodological sciences is traditionally considered as one-sided process, in accordance with which it is negative influence of features of native language on the process of acquirement of target language. Speech interference is considered in this article as a result of double-sided process: negative influence of native and non-native languages on the process of acquirement of target language. Scientific points of view of native and foreign scholars are analyzed here to comprehend and define the types of speech interference. Speech interference is inherent equally to all individuals, who study non-native language in the process of school or university education in conditions of artificial or natural bilingualism. Potential and factual speech interference is characterized on the material of phonemes and their positional varieties in Russian and Turkic languages. Sources of interference are revealed in this article. Linguocultural interference is considered as a result of lack of knowledge of foreign culture.

The article deals with the problem of linguistic situation in RF Islamic community. The object of the research is Islamic discourse as a type of religious discourse, characterized by diglossia, that is understood as simultaneous use of two languages in different functional areas. In islamic polyethnic community in Russia it is possible to tell about polyglossia, since RF Moslems of different nationalities use not only sacral Arabic and their national languages but also Russian, that has a status of official language used by members of Islamic community. Using of a particular language depends on the type of communication in the religious discourse. Communication with God through namaz and reading sacred texts is possible only in Arabic. Personal and group communication is usually carried out in national language, including Russian. Mass communication on the institutional level is carried out in Russian through media. Russian language used by Spiritual Directorates of the Muslims helps to unite RF polyethnic Islamic community that tends to be tolerant and dovish.

This article covers contemporary achievements in the sphere of bilingualism, deepens the understanding of such phenomena as diglossia and language interference. Aim. We’ve tried to systematize the types of bilingualism based on different methods of classification. Matherials and Methods. Systems’ comparative and typological analysis. Results. The conducted analyses showed that bilingualism (as a phenomenon) has a number of common and specific features depending on many social indexes. We’ve compared the views of foreign and Russian scientists on the problem. The result is more exact understanding of bilingualism linguistic model. Conclusions. Mass bilingualism has become the norm of contemporary society

The Belarusian and Russian languages have equal status in the Republic of Belarus. Both of them are used in the media sphere, education and clerical work.Teaching in the institutions of general and high education is realized according to the equal number of class hours for disciplines as ‘Belarusian language’, ‘Belarusian literature’, ‘Russian language’, ‘Russian literature’. But there is no parity of using in different types of communications between the languages. The ways of using the Belarusian in social sphere of modern Belarusian society is analyzed in this article.

This paper is a part of a research on diaries written in French and Russian by Olga Davydova (1813-1876) which are located in the Scientific Technological Library of Novossibirsk. Amongst 20 copybooks, five are in French. They are authorized and proofed copies of originals, in which we can distinguish the author, the copyist, the checker and the corrector, using the analysis of errors and corrections in the text. In this paper we present the level of correctness in French, typical errors and transcoding markers between French and Russian, with some elements of others languages of the author. Our conclusions are that the people from O.I. Davydova’s social circle didn’t use language switching and their level of French, as also English and German, was quite high, not only because of their early learning (the so-called “gouvernante method”) but also because of lifelong learning, reading and travelling.

Kashgari, as first Turkic philologist, by writing the work, called “DiwanLughatаt-Turk”, was the only source of information about the linguistic, cultural and ethnical lifestyle of the Turks. In addition, he gives a lot of information about their ethnography and culture, folk literature. A comparative study of Turkic languages and their dialects made by Kashgari as a scholar and conclusions which did not lose their importance till today shows that the Kashgari is the founder of comparative method in linguistics. In this paper we’ve tried to find out his psychological peculiarity, philosophical-ideological and interethnic values, social characteristics and historical and cultural sources. The prerequisite for the formation of Mahmud Kashgari as an individual is a historic context.

One of the pressing issues of the Russian foreign school is maintaining students ‘ motivation to study their native Russian language, which, unfortunately, tends to fall as children get older.The article discusses the role of literary text in maintaining (or even stimulating) of interest in the Russian - second native language in bilingual children from mixed families living abroad, and the ability to use for teaching the reading of literature texts of literary works, age-appropriate reader and relevant to his interests. Describe e-learning resources - interactive author’s course “the reading Lessons is a holiday that is always with you”, offer him lessons can be used by young readers for independent reading at home and in the classroom for reading and discussion.

The article deals with problem of comparison in different languages, in our case. The Russian and Arabic. The attempt of analyzing some elements of human mental thesaurus in Russian and Arabic on the material of dictionaries of represented languages is given in the paper. Structural elements of verbal consciousness are distinguished, such as the cognitive grammatical category of comparison, syntactic markers of comparability, and several classification items.

The article deals with problem of teaching phraseology of the Kazakh language in Russian-speaking audience. We try to analyze some phraseological units in the Kazakh language, which cause difficulties in understanding by Russian-language speakers in the process of intercultural communication. The article suggests ways of overcoming the difficulties encountered in teaching phraseology.

The purpose of this article is to show how the process of teaching Russian in Kabardino-Balkaria has varied since the middle of last century to the present day, as the movement in the direction of finding common approaches to the study of Russian in a multicultural region. The change of variable models of teaching Russian, depending on its status in the educational institution, a permanent change that status accompanied by the change of learning tools and the amount of hours devoted to the lessons of Russian language and literature, contributed to the adoption of common approaches to the study of Russian language. Conversion to a common regulatory component of the education system in recent decades has allowed the process of teaching the Russian language to refer to universal approaches. In the article the technology of construction of word-formation models of derived words is presented.

The relationship between the concepts “text” and “discourse” is significant for linguodidactics. Conclusions of this paper are based on the material of our pedagogical practice and many years of teaching experience. As a result of the analysis, we propose to consider the formation of the educational discourse, the mastery of a foreign language as a discoursive process, and the result of learning activity as creating a “secondary” discourse and a “secondary” text for students.

In this paper, translingualism is considered in the aspect of literary practice of polylingual writer G. Belger. On the material of the novel “Tuyuk su”, the polylinguistic language personality of the hero is reconstructed. In our point of view, it acts as an autobioreconstructive mask of the author himself. We come to the conclusion that as a result of interaction of several language systems within a single cognitive sphere, a more complex picture of the world is created. Both ethnic identity and the ways of person’s positioning in-the-world are determined by this fact.

This article is devoted to the problem of translingualism which typically means the author’s ability to use two languages in equal measure in his works. Chingiz Aitmatov, creating his literary masterpieces in Kyrgyz and Russian languages, had been never limited by ordinary translation. He was seeking transfer of the national image in the context of a particular culture resorted to various stylistic techniques and means of artistic expression.The titles’ comparison of the Chingiz Aitmatov’s novel “Mother Earth” in Kyrgyz and Russian languages is testified on a deep understanding by the author of the originality of two peoples’ worldview. Figurative-semantic representations and values underlying that this understanding influenced the formation of these cultures and peculiar to native speakers. It suggests the presence of two national-cultural traditions in the image of the world and in creativity of the outstanding writer.

This review is an attempt to systematically outline the main principles of cultural interaction between Russia and China. One of the most significant aspects is the cooperation of the states in the field of education, which is actual, in particular, for the Peoples’ Friendship Uneversity of Russia, within the walls of which intercultural communication programs between students of both countries are being implemented.

This work is a kind of “replica in the dialogue,” feedback to the scientific discussion, which took place in the first issue of the “Journal of Language Education and Translingual Practices. Vestnik RUDN”, between U.M. Bakhtikireeva, O.A Valikova and J. King and was devoted to an important problem of our time - translingualism in the broadest meaning of the term [1]. The author tries to differentiate the concepts “Translingual Literature” and “Commonwealth Literature” and develop the theses presented by the authors in the rubric “Polylog”.

Today Silvia Plat (1932-1963) is one of the most significant classics of American poetry of the twentieth century. She is a follower of Emily Dickinson’s poetic line. The aim of our work is to try to understand the title of the first poetic book of Plat, which was subjected to changes 8 times. Taking into account that isomorphism is one of the main poetic laws, we come to the conclusion that a consistent change of titles explicates the key to her life stages of individual experience, represented in the poems.