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Neophilology

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Vol 1, No 2 (2015)
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МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ

5-16 3
Abstract

The linguistic-pragmatic aspects of modeling foreign language education considering language from the point of view of its methodological paradigm of assessment in the context of a globalizing world, where all changes of civilization will inevitably affect the development of the language is presented. The links between the challenges of a globalizing world and the reflection of these challenges in language (including the destabilization of the lexical fund) are analyzed, and a retrospective analysis of the links between language and cogitative activity of the person is provided. On the base of Russian mentality the formation of a national language picture of the world is analyzed, identified and explained features of this picture for contemporary Russian native speakers. The concept of communicative norms is revealed, analyzing its structure, and the mechanisms of formation of this standard in a natural way (for a child learning about the world) and artificially (for a student studying a foreign language) are investigated. The points where communicative norms native and studied languages do not match are identified and the typical errors in cross-cultural communication caused by this mismatch are analyzed. The problems of perception and understanding by foreigners so-called “little words” and speech standard are discussed, and some recommendations to overcome the discussed difficulties upon cross-cultural communication are provided.

17-22 2
Abstract

Socio-cultural approach to cognitive-discursive activity of language speakers is analyzed. The scientific problem of representation of human beings as members of societies and cultures in language is defined within cognitive linguistics that gives insights into interpretive activity of language speakers from the point of view of cognitive and linguistic mechanisms of meaning-making. This approach is considered to be relevant for the typology of context of knowledge as a two-dimensional unity: context of collective knowledge and context of socio-cultural knowledge. They, in turn, are manifested via social and discourse practices that are activated by language speakers in the process of discourse construction. These contexts of knowledge as well as the practices are dependent on conceptual and thematic domains that reflect experience human beings possess. It is argued that socio-cultural specificity of discourse is revealed through contexts of knowledge. This claim rejects non-verbal basis of discourse construction. A fundamental role of individual and collective knowledge in the process of discourse processing is defined, as well as the idea of socio-cultural discourse specificity. Cognitive variation and the addressee-factor are exemplified. It is concluded that socio-cultural approach and the study of discourse outlines new perspectives in socio-cultural turn of cognitive linguistics.

23-28 2
Abstract

The strategies of plurilinguism and multilinguism in the language policy of the European Union are discussed. The
basic priorities of studying languages in the national and European Union areas are set up together with the united efforts in these aspects within 3–5 years. The concept “plurilinguism” differs from the concept “multilinguism” and is synonymous of the definite intercultural competence, which consists of three basic components: cognitive, affective and behavioral ones. The cognitive component deals with the knowledge, experience and information concerning both native and foreign culture. The second affective concerns emotive perception of the intercultural situation and empathy, the third one behavioral is the ability to pursue an adequate intercultural communication and solve the intercultural conflicts. The members of European Commission supported the term “personal adaptive language” and stated that possessing two languages besides the native one must be the basic target of the EU citizens. A second, “personal adaptive” foreign language could be a mean of discovering the culture, history and literature of the country in which the language is spoken. It is also declared that the personal adaptive language idea was “the concept of the future”. The second foreign language would complement a first one most likely acquired for professional reasons. The EU conference also emphasized a lifelong learning aspect, identifying holidaying retired people and skilled workers as sections of the population who would benefit from an increased emphasis on language learning outside of formal educational settings. The policy of multilinguism and plurilinguism changes the aim of language teaching. Nowadays it is not the main aim to know one, two or even three languages. It is more important to develop the communicative-language situation which presupposes the polylinguistic competence.

29-38 2
Abstract

The subject of trademark associative potential is considered. The study is conducted on the material of English, Russian and French. All the hypotheses are exemplified by trademark names of perfumery, cosmetics and household chemistry. The main aim is to draw attention to the presence of a certain component that is linked to personal associations of a naming specialist and an interpreter of a trademark name in the semantic structure of such onyms. These associations occur when a person interacts with a product and then become a part of meaning of its name. The question is investigated from two angles, i. e. the perspective of a naming specialist and the perspective of an interpreter of a trademark name. In order to inquire into the matter such methods as contextual analysis, analysis of definitions and content analysis were used. The specific character of the latter in relation to the analyzed linguistic material is described in detail in a separate section. The conclusion includes the results of the conducted research. In brief, they are these: there is direct interdependence between the scope of associative potential of a trademark name and ways of interpretation of this onym by the prospective consumers of a named product. Thus, the deeper the associative connection between a product name and characteristics of the named item is, the easier it is for a prospective customer to understand and interpret the onym.

39-43 2
Abstract

The researches at the moment, including the sphere of journalism, know a lot of methods of mass media materials’ research – both printed and electronic. The scientists traditionally implement general-philosophic and general-scientific methods. But to get valuable scientific information it is necessary to apply for private-scientific methods, which are characteristic for concrete sphere of science. As the system of scientific methods and the system of mass media are dynamic and there can appear the new methods in some period of time. The description of new method of printed mass media research, the basis of which is matrix building is proposed. The essence of the method is given and based on the example of concrete newspaper issues its practice implementation is given practically. The relevance of this method is based on the necessity of the sided research of mass media messages to reveal their implementation on the auditory, the recommendations for creative staff of editorials to improve the quality of media-information. The method may be used for analysis of publications in newspapers and journals, of polemic nature, but it can also be adopted for other text groups. The method may not be implemented for analysis of advertising messages in mass media.

THEORY AND HISTORY OF CULTURE

44-51 1
Abstract

The interaction of geographical, cultural and sacred landscapes is considered. The concept “landscape” is analyzed and its interdisciplinary character is emphasized. It is proposed to divide the definition of phenomenon on the concept “theoretical models” and the concept of “real objects”. General description of natural and cultural landscapes is given, conventional boundaries to understand the essence of the concepts are expanded. A number of approaches to the study of a problem which allows to form a new view on the landscape as one of the factors of historical and cultural development of the territory is reviewed. The geo-landscape features as an integral territory are marked, uniting the natural and social-cultural systems. In this case, it acts as space where fixed anthropogenic and natural impacts in various forms, information about the processes of development and distribution is accumulated. Cultural content and specification of the processes in this space are largely determined by its natural features.  Geo-landscape structure that combines natural and territorial, cultural and territorial subsystems is substantiated. It is affirmed that a special place in the structure occupies a sacred landscape that contains both natural and cultural elements and acts as the result of intellectual human impact on nature. It is concluded that the sacred landscape stabilizes the existence of geo-landscaping system in a historical perspective. A system model of geo-landscape structure that combines natural and geo-cultural subsystems is proposed, but the sacred landscape acts as an integration element of the subsystems into single geo-landscaping space.

52-62 1
Abstract

At the moment the spiritual culture of Russian people, which keeps the experience of many generations is studied. According to this the aim is development of technology of rite study, collection and classification of information based on the example of kupalsky rite. The stages of study of rite, the model of ritual complex convenient for reading and understanding of all structure of ritual complex and its semantic obligation are discussed. Besides, the ritual lexicon and the name of the holiday are reviewed. The study of attributive lexicon of rite assists to full representation of all study technolog. The semantic raw is added by territorial suppositions of which were dependent the characters in this rite and also accompanying elements and the structure and rite strategy. Thus, this technology helps to show how interesting, original and emotional every ritual process is. The data collected during this study prove the structure and tell about existence of this ritual complex. Thus, this technology may be used for studying every ritual complex that promotes the deeper understanding of way of life, beliefs, singularity, individuality of folklore material of ancient Slavs.

LITERATURE STUDIES

63-67 1
Abstract

An analysis of essay genre based on K.G. Paustovsky’s individual literary style is presented. Some basic definitions of an essay as an independent literary genre are given. In addition, some of the peculiarities and features of this genre, which are in organization of the character (the bearer of author’s sufferings – in literature) and organization of live personality (self-suffering – in the genre of essay) are presented. The peculiarities of the author’s idiolect are revealed, the primary stages of Paustovsky’s essay writing are traced. There was changed not only the content of outlines and articles, but their literal aspect. The “Core” of K.G. Paustovsky’s creative work was the thought that knowledge let picture the reality deeper and more accurately. It is marked, that K.G. Paustovsky’s decline from “right” publicism into the artistic prose is explained by his aim to tell about the nature in his own manner that was more appropriate for his lyrical talent. He wrote only about things that he loved with passion – native land and amazing people, living on it. The results of this study show that Paustovsky’s works do not fall into any particular genre category which proves the author’s unique literary style.

68-71 1
Abstract

It is devoted to studies of the specifics of stylistically marked phraseological units functioning in the works
by V.S. Vysotsky. V.S. Vysotsky’s idiostyle is characterized by the use of stable reproducible combinations – set phrases, aphorisms, sayings, quotations, etc. Stylistically marked phraseological units are considered as means of increasing in informative capacity of figurative context. V.S. Vysotsky used phraseological units in general linguistic and in modified forms. Phraseological units used in the works by V.S. Vysotsky, can be divided into three groups: inter-stylistic, conversational and bookish. These units are characterized by different stylistic directions and functions. Some phraseological units are used to describe the characters. Book phraseology is used for a comic effect. Conversation vocabulary is presented in the works by V.S. Vysotsky by colloquial literary and colloquial vernacular phraseological units, which are characterized by the absence or slight tinge of rudeness. Among the colloquial character of phraseology literary conversational units are dominant, but they do not violate the norms of literary language. A special place in the author’s poetry takes the phraseology, which refers to the professional activities of people in such areas as sports, aviation, navigation and others.

КУЛЬТУРНОЕ НАСЛЕДИЕ

72-78 4
Abstract

Yury Aleksandrovich Zavadsky – one of the greatest directors of XX century. The uniqueness of his directing esthetic principles is that the sources are the creative works of many outstanding Masters of directing and theatre pedagogy: E.B. Vakhtangov, K.S. Stanislavsky, V.E. Meyerhold. Every person had a great influence on formation of creative individuality of the director. The studio of Mansurov under the supervision of E.B. Vakhtangov taught him ethics, understanding of studio as an important and main principle of collective education, improvisation in acting, bright theatricality. The lessons of K.S. Stanislavsky were for deep psychological development of characters, intolerance to banality, stamps, to reaching the style of author and artistic techniques of drama. The influence of V.E. Meyerhold had the wish to experiment, use the principles of national place theatre in directing. The laboratory of search of their own way in art became the created studio under the supervision of Y.A. Zavadsky. For more than 50 years Y.A. Zavadsky was the head of Theatre of Mossovet, bringing up the great actors: V. Maretskaya, P. Plyatta, N. Mordvinova, G. Zhzhenova, K. Mikhailova, M. Terekhova, V. Talyzina and etc. In his theatre worked F. Ranevskaya, L. Orlova and I. Anisimova-Vulf. The most important principles of directing of Y.A. Zavadsky are: citizenship, artistry, nationality, studio. From these positions he plans the repertoire of the theatre, educated the associates. Y.A. Zavadsky thought that theatre was the main deed in his life, the mean of spiritual and moral education of people. From 1939 and till the end of his life he was the professor of Directing Department of GITIS (Russian University of Theatre Arts). His pedagogical lessons are unique, they have special methods.

72-78 1
Abstract

Yury Aleksandrovich Zavadsky – one of the greatest directors of XX century. The uniqueness of his directing esthetic principles is that the sources are the creative works of many outstanding Masters of directing and theatre pedagogy: E.B. Vakhtangov, K.S. Stanislavsky, V.E. Meyerhold. Every person had a great influence on formation of creative individuality of the director. The studio of Mansurov under the supervision of E.B. Vakhtangov taught him ethics, understanding of studio as an important and main principle of collective education, improvisation in acting, bright theatricality. The lessons of K.S. Stanislavsky were for deep psychological development of characters, intolerance to banality, stamps, to reaching the style of author and artistic techniques of drama. The influence of V.E. Meyerhold had the wish to experiment, use the principles of national place theatre in directing. The laboratory of search of their own way in art became the created studio under the supervision of Y.A. Zavadsky. For more than 50 years Y.A. Zavadsky was the head of Theatre of Mossovet, bringing up the great actors: V. Maretskaya, P. Plyatta, N. Mordvinova, G. Zhzhenova, K. Mikhailova, M. Terekhova, V. Talyzina and etc. In his theatre worked F. Ranevskaya, L. Orlova and I. Anisimova-Vulf. The most important principles of directing of Y.A. Zavadsky are: citizenship, artistry, nationality, studio. From these positions he plans the repertoire of the theatre, educated the associates. Y.A. Zavadsky thought that theatre was the main deed in his life, the mean of spiritual and moral education of people. From 1939 and till the end of his life he was the professor of Directing Department of GITIS (Russian University of Theatre Arts). His pedagogical lessons are unique, they have special methods.

72-78
Abstract

Yury Aleksandrovich Zavadsky – one of the greatest directors of XX century. The uniqueness of his directing esthetic principles is that the sources are the creative works of many outstanding Masters of directing and theatre pedagogy: E.B. Vakhtangov, K.S. Stanislavsky, V.E. Meyerhold. Every person had a great influence on formation of creative individuality of the director. The studio of Mansurov under the supervision of E.B. Vakhtangov taught him ethics, understanding of studio as an important and main principle of collective education, improvisation in acting, bright theatricality. The lessons of K.S. Stanislavsky were for deep psychological development of characters, intolerance to banality, stamps, to reaching the style of author and artistic techniques of drama. The influence of V.E. Meyerhold had the wish to experiment, use the principles of national place theatre in directing. The laboratory of search of their own way in art became the created studio under the supervision of Y.A. Zavadsky. For more than 50 years Y.A. Zavadsky was the head of Theatre of Mossovet, bringing up the great actors: V. Maretskaya, P. Plyatta, N. Mordvinova, G. Zhzhenova, K. Mikhailova, M. Terekhova, V. Talyzina and etc. In his theatre worked F. Ranevskaya, L. Orlova and I. Anisimova-Vulf. The most important principles of directing of Y.A. Zavadsky are: citizenship, artistry, nationality, studio. From these positions he plans the repertoire of the theatre, educated the associates. Y.A. Zavadsky thought that theatre was the main deed in his life, the mean of spiritual and moral education of people. From 1939 and till the end of his life he was the professor of Directing Department of GITIS (Russian University of Theatre Arts). His pedagogical lessons are unique, they have special methods.



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