Vol 17, No 1 (2020)

The article discusses the possibility of using the data of free associative experiments (SAE) and associative dictionaries, which can serve as a tool of ethno-psycholinguistic, cultural and sociopsychological research to identify the mental and ethno-cultural specificity of language consciousness and language pictures of the world of different ethnic groups, structuring the core of language consciousness (JAS), determining the basic values of society and, in the case of creating such dictionaries in different time periods, they are able to identify the transformation of the mental climate and value priorities of different generations of the same ethnic group. The content of the article is such intra-ethnic comparisons of associative behavior of the representations of the Kazakh ethnos of the modern and Soviet period in the hierarchy of value priorities, their stability and transformation, reflected in the nuclear zones of the language consciousness of young people of two generations with a forty-year interval. On the basis of the coincidence of the basic values in the conceptual center of the core of language consciousness, the article concludes about a certain stability and immutability of cultural, mental and behavioral traditions of the Kazakh ethnic group.

The article presents some results of the project, the purpose of which was to study the processes of definition and (re)construction of ethnic identity and its relationship with the language and culture of Asian migrants from the former USSR. The results are analyzed in terms of differences in cultures and values as the most important part of culture. This once again tests the universality of the theories of “clash of civilizations” and “clash of cultures” by S. Huntington and R. Lewis. The author comes to the conclusion that, first, cultural identity, unlike ethnic identity, is subject to transformation and at the same time it is stable. Secondly, the difference of cultures (“Eastern” and “Western”) exists and is perceived at the level of cultural values and norms, but it is not of a conflict, antagonistic nature. The conclusion explains the reasons for this in the light of the above-mentioned theories.

The Russian reader, who doesn’t know tatar language, can get to know A. Yeniki’s works only through their translated versions, that is why we need to analyze structural features of and the content of the translated texts in the aspect of cross-literary communication and dialogue. Jenre-stylistic transformations of the authentic work in the translated texts are revealed on the base of their comparative analysis. The base is his view on the translation as a form of the dialogue of cultures, reflecting interaction not only various national languages, but artistic models of the world as well. It is stated that, S. Khozinaresorts to the nazira genre in her translation of the “Unspoken will”. The main directions in which the cooperation of the translator and the author of the work is carried out are revealed: depiction of the inner world of the character is changed; the lyrical orientation of the narrative is enhanced; philosophical subtext of the told story is actualized, incriminating tendency deepens. The results obtained can be used in the solution of current problems of intercultural communication and the dialogue, in the preparation of the comments to translations of A. Yeniki’s works for the Russian reader.

The plot of Alisa Ganieva’s novel “The Groom and the Bride” is built around the expected and failed wedding. given against the background of everyday Russian-speaking non-Russian life. The article considers a narrative series woven from Quranic and Sufi images and motifs which can be considered as one of the intrigues of the novel. The author of the article tries to “decipher” the Muslim subtext of the novel, which, presumably, is not accidental. In particular, the mythopoetics of the image of Khalilbek is examined, perforating for all texts of Alisa Ganieva (“Salam, Dalgat”, “Shaitans”, etc.), whose roots lead to the Quranic metatext, namely to the image of Khidr (or Khizir-Bobo). Whether the writer’s intention coincides with the reader’s perception is argued by the author of the article.

The attention is paid to the concept of ‘bilingual personality’ in relation to national Russian bilingual in the article. The concept of ‘cultural identity’ of Komi-Permyak student bilingual personality in conditions of higher pedagogical education is specified. Foundations for Komi-Permyak student bilingual cultural identity defining are determined in the system of ethno- and social coordinates and its results are described. The aim of the research is to concretize the concept of ‘bilingual personality’ of a Komi-Permyak student. Indicators of his cultural identity in the system of ethno- and socio-coordinates are defined. This is the basis for modeling the teaching and forming the personality of the future teacher of the Russian language at the university from the perspective of modern approaches developed in linguistic and methodical teaching of the Russian language in the context of national-Russian bilingualism. The methods of the research are cultural identity of a Komi-Permyak student defining based on the included observation, questioning, interviewing of future teachers of the Russian language in conditions of higher pedagogical education, method of the results scaling in the process of statistical data processing. The results of the research indicate that bilingual personality cultural identity defining of a KomiPermyak student reveals his identification peculiarities, determines how he is integrated in the Russian culture, how harmonious the Russian language is for his communication, that undoubtedly should be taken into account in teaching. Future teacher forming on the basis of his cultural identity is determined by the goals and objectives of preparing for training students in bilingual and bicultural Komi-PermyakRussian environment. This undoubtedly requires organization of work in line with modern linguistic and methodological approaches, cognitive orientation strengthening in the development of the Russian language as science. Komi-Permyak bilingual communicative results forming in speech professional communication in Russian is impossible without cognitive processes development.