Vol 20, No 3 (2022)

The topic of variability is one of the most demanded in the field of phraseology, since the interrelation of variability and stability is the essential characteristic of phraseological expressions as reproducible language expressions. The relevance of the research is the need to study the trends of phraseological changes, including new approaches to systematizing these changes, which requires the development of methods and techniques of analyzing different types of variability. The aim is to analyze the phenomenon of phraseological variation on the material of phraseological units with anthroponyms, identify types of variation of anthroponyms as parts of phraseological units, describe the traditional and occasional nature of changes and determine the boundaries between variations and autonomous units. With the help of analytic-descriptive method, semantic analysis of dictionary definitions, contextual analysis and corpus method, the role of anthroponymic component in the semantics and structure of phraseological units and the significance of this component variation for changing phraseological units and defining them as variants or autonomous units are characterized. The usual and occasional nature of variation is shown. The following types of variation of the component-anthroponym are identified and examined in detail: variation of forms (onym or its forms); lexical variation (onym/onym; onym/appellative; no lexical variation of onym); syntactic variation. The first type is represented by phonetic, word-formation, morphological, structural variation of the units. Lexical variation is manifested, as a rule, in the substitution of assonant names, including names with gender inversion. Syntactic variation associated with quantitative changes in onyms leads to figurative and structural-semantic changes, modification of the unit, its convergence with phraseological schemes. The analysis of the impact of certain changes in the anthroponymic component on the semantic identity of phraseological units allows to determine the status of phraseological units as variants or autonomous units. The study shows that the anthroponym within phraseological units of different types is a representative component in describing the phenomenon of phraseological variation. In the future, the types of variation of the anthroponym identified may classify the types of Russian phraseological units variation, as well as identify the specificity of variation of phraseological units in other languages.

The formation of the terminological system of the polycode text theory as part of the lexical system of the Russian language is the current interest of Russian scientists’ research. The purpose of the proposed study is to overview the existing terms describing a complex text that combines series of semiotically heterogeneous codes to express a common idea. The relevance of the research is explained by the need to create a unified system of terms to describe the polycode text. The material of the study are scientific works devoted to the polycode text; the authors give quotes from scientific works that have the greatest influence on the formation of the theory of polycode text. The study considers terminological pairs: polycode - creolized text; linear - nonlinear text; polycode - polymodal text; iconic - non-verbal components of a polycode text; primary - secondary polycode text; and a separate term “paragraphemic means of a polycode text.” Currently, the polycode text is implemented in various types of discourse. The largest number of scientific papers that the authors consider are composed on the material of academic, advertising, cinema and educational discourses. Interest in the polycode text as an object of scientific analysis, on the one hand, and as an instrument, on the other, is increasing in view of growing significance of digital technologies and the semiotic series accompanying them in modern communication. As the results of the study, the authors note the relevant aspects of the polycode text studies, which include the problem of decoding, the difficulties in translating the polycode text, the prospects of a comparative analysis of the polycode text on the material of several languages, and the social orientation of the polycode text.

The study deals with the actual problem of Latinized linguographic interference in the Russian written speech of Turkophones, which appeared after the transition from Cyrillic into Latin alphabet. The aim of the study is to create a bilingual and linguo-methodological basis for determining the Latinized linguographic interference in the Russian speech of Turkophone students in order to develop methodological recommendations for overcoming it. To achieve this goal, the specifics of the educational process of students-philologists studying the Russian language in the conditions of the parallel functioning of the Latin and Cyrillic alphabets in many social spheres of the Republic of Uzbekistan are revealed. Analysis of scientific literature, empirical methods of monitoring the communicative and speech activity of Turkic-speaking students learning the Russian language, pedagogical and psychological analysis of educational activities, as well as methods of comparative and linguostatistical analysis were used. In the course of the study, the peculiarities of the influence of the Uzbek and English Latin alphabets on Latinized linguographic interference in the Russian written speech of students are concretized. The theoretical significance of the article lies in identifying and substantiating the linguistic causes of linguographic interference in the Russian speech of Turkophone students and in the possibility of teaching the Russian language in a Turkophone audience, taking into account the linguistic contrasting features of Russian and Uzbek Cyrillic, Uzbek and English Latin. The practical significance of the work lies in the possibility of creating a dynamic system of educational and language tasks for Turkophone philologists studying the Russian language based on the results of a comparative linguo-didactic description of Cyrillic and Latinized linguography. The prospects of the research lie in creating a nationally-oriented teaching aid for neutralizing linguographic interference in the Russian speech of Turkophones in the conditions of the simultaneous functioning of Cyrillic and Latin alphabets in the educational process.

The authors identify, classify and methodologically interpret communicative barriers and interferences arising for Chinese students in the sphere of catering, which is a fundamentally important culturally marked area of social and everyday communication. The relevance of this study is due to the significance and complexity of this social everyday sphere for the consciousness of foreign students, who face significant communicative barriers and obstacles that require methodological interpretation and consideration in the content of teaching Russian as a foreign language. The aims of this work are to identify and methodo- logically interpret communicative barriers of Chinese students in everyday communication (on the material of catering sphere), and to establish their correlations with the phenomena of lexical asymmetry. The main methods used in the research: mathematical processing of the obtained data, questionnaires, component analysis of vocabulary and comparison. The research material includes the results of the questionnaire aimed at identifying the barriers and obstacles encountered by Chinese students in the field of catering. It was determined that barriers and interference related to catering communication occurred for more than 75% of the students. Quantitative and meaningful processing of the questionnaire materials demonstrated that barriers and interference appeared in three main aspects: ethnographic, ethno- psychological, and ethnolinguistic. Methodologically oriented interpretation of communicative barriers is based on their correlation with the facts of the language. The integrative approach to the word taking into account its linguistic and extra-linguistic content determined which components of its structure translate ethnographic, ethnopsychological and ethnolinguistic differences of Russian and Chinese linguistic cultures that create communicative barriers. That is why the process of Russian language teaching considers conceptual, proper-lexical, semantic, connotative, background and contextual lacunas. Considering asymmetrical phenomena in the content of vocabulary teaching allows reducing the level of ethnographic, ethnopsychological and ethnolinguistic barriers and hindrances that arise for Chinese students in the sphere of catering. The prospects of the research include creation of the training dictionary “Gastronomic Culture Code in Language Vocabulary,” aimed at the Chinese students studying Russian.

Learning of the Russian pedagogical discourse of a bilingual person plays a great role in science, because this discourse is based on ethno-cultural/bilingual consciousness, cognitive processes, speech activity and communicative behavior peculiarities. The relevance of the study is determined by the need to analyze pedagogical discourse of a bilingual Komi-Permyak bachelor in the process of training for the profession of a Russian language teacher. The aim of the research is to build a model of communicative-verbal act of a bilingual in different educational environments: monolingual (Russian-speaking), bilingual (Komi-Permyak-Russian), multilingual in multi-ethnic classes. Research materials include scientific sources on cognitive science, psycholinguistics, discourse studies, bilingualism; textbooks and manuals on teaching Russian as a native/non-native tongue/foreign language; scientific works on comparison of Komi-Permyak and Russian languages. The research methods are the following: involved observation of the process of educational communication, analysis of the Russian-language pedagogical discourse of a Komi-Permyak bachelor bilingual personality, communicative speech acts modeling. The study proved that the pedagogical discourse of a bilingual teacher of the Russian language specifically reflects the processes of ethno-linguistic consciousness, manifested in cognitive, speech, linguistic and methodological activity, and communicative behavior. Communicative acts are not perfect and should be controlled by the bilingual consciousness of the teacher and vary depending on the certain audience. Pedagogical discourse research both from the side of the teacher bilingual personality and of students provides grounds for effective training of a future teacher at the university. The results of discursive analysis are presented by models of communicative speech acts based on different learning environments and addressees, that allow to create linguistic and methodological base for a future bilingual teacher of the Russian language, who will be ready to teach Russian-speaking monolinguals, bilingual Komi-Permyaks, students with different native languages.

The necessity to develop new methods and measures in teaching Russian as a foreign language is caused not only by the growth of distant educational technologies, but also by new cognitive style generation formed in the circumstances of changing the natural surrounding into the virtual (the cyberworld) one. The lack of methodic instruments for compensating the language and sociocultural environment in distant teaching of Russian as a foreign language interferes the forming of students’ communicative skills. The aim of the research is therefore to develop and realize the sociocultural surrounding model for the foreigners learning Russian in conditions of restricted natural surroundings. The material of the research contained the digital culture and country study content created in line with culturological approach in pedagogy and linguistics and in accordance with distant Russian language teaching experience. The research was held with the help of theoretical (analysis, comparison, extrapolation), diagnostic (pedagogical observation, expert value, oral survey) and reconfiguring (pedagogical modelling, integration of the research results into the learning process) methods. The results of the research consist in working out the didactic and methodic demands for modelling a virtual sociocultural surrounding; creating on this base an interactive calendar “Trip to Russia” that corresponds with the cognitive type of the “digital” generation and allows to perform the functions of the sociocultural surrounding in distant learning of Russian as a foreign language: it promotes the development of sociocultural competence, positive attitude to Russia and Russians, increases motivation for learning Russian. In conclusion the authors present the opportunities of the virtual sociocultural surrounding to use it efficiently in studying Russian as a foreign language.