Учебное пособие 1427
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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 2 (33), 2021 ISSN 2587-8093
I l y a v a i t d a n s l e c h a l e t d e s i n s t r u m e n t s d e m u s i q u e , u n e b i b l i o t h è q u e c h o i s i e d e j e u n e f i l l e , d e s t a b l e a u x , d e s e s t a m p e s , d e s c r a y o n s , d e s p i n c e a u x , d e s c o u l e u r s e t a u s s i u n e a d o r a b l e l e v r e t t e . Deux semaines plus tard, Anasthase Ivanovitch arriva en personne [4*, p. 65].
– Вот видите, товарищ, сказал служащий плачущим голосом, – где ее теперь искать! Т а м т р и т о н н ы п о с ы л о к л е ж и т [3*, p. 374].
–Vous voyez bien, camarade, fit l’employé d’une voix plaintive. Où voulez-vous que je le
cherche? I l y |
a |
i c i |
d e u x t o n n e s |
d e c o l i s [6*, p. 188]. |
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Оба молчали; в |
к о м н а т е с и д е л и |
д в а н е м ц а и |
о д и н |
р у с с к и й о ф и ц е р |
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[1*, p. 131]. |
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La conversation |
en |
resta là. |
I l y |
a v a i t e n c o r e |
d a n s |
l a p i è c e d e u x |
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A l l e m a n d s |
e t |
u n |
o f f i c i e r |
r u s s e [5*, p. 188]. |
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Although we met the translation of the il y a construction as there were, there is still a French syntactic concept of the presence/absence of something/someone (there were identical in this example would be) [7]:
Вечер на станции Горной, освещенной розовыми и зелеными ракетами, был настолько хорош, что сторожили, е с л и б ы о н и з д е с ь и м е л и с ь , конечно, сказали бы, что такого вечера они не запомнят [3*, p. 306].
La soirée était si belle, dans notre petite gare de Gornaïa éclairée par des fusées roses et vertes que les anciens , s ’ i l y a v a i t e u ,auraient pu dire qu’ils ne se souvenaient pas d’une soirée pareille [6*, p. 303].
If there are no verbs of being in the Russian text, the French translation contains the phrase il y a. Here you can note 3 cases:
1. If there is a noun, adverb and other words in the Russian text that are used when it comes to their being in time or space, at least the being verb is not used, but in the French text it is present/restored with similar lexemes in the form of the construction il y a.
– Извольте пропустить эту повозку. Р а з в е в ы |
н е |
в и д и т е , |
ч т о |
э т о |
ж е н щ и н а . – сказал князь Андрей, подъезжая к офицеру [1*, p. 164]. |
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– Laissez donc passer cette voiture; n e v o y e z - v o u s |
p a s |
q u ’ i l y |
a l à |
u n e |
f e m m e ? dit le prince en s’avançant vers l’officier [5*, p. 231]. |
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– Но я все скажу, Шура. Фунт – осел! Ей-богу, это такой дурак. Просто жалкая ничтожная личность! А против Бендера я ничего не возражаю. Н о м н е к о е - ч т о н е н р а в и т с я . Вам, Шура, я все скажу, как родному [3*, p. 222].
– Mais je dois vous avouer, Choura, que Funt n’est qu’un âne.Vrai de vrai, c’est un imbécile. Bender, lui, je n’ai rien à dire contre. Mais il y a quelque chose qui cloche. Choura, je veux vous parler comme à un frère [6*, p.221].
2 . In interrogative constructions, in which the verb forms of to be are absent, but if necessary, they can be restored:
– И не видели, что везде укладываются? – Не видал… Д а |
в ч е м |
д е л о ? – не- |
терпеливо спросил князь Андрей. В чем дело? Д е л о в т о м , ч т о |
ф р а н ц у з ы |
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п е р е ш л и м о с т , к о т о р ы й з а щ и щ а е т А у э с п е р г |
[ 1*, p. 159]. |
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–Et vous n’avez pas remarqué que tout le monde fait ses malles. – Mais non. Q u ’ y a - t - |
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i l |
? demanda le |
prince |
avec |
impatience. – C e |
q u ’ i l y ? |
I l y |
a q u e |
l e s |
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F r a n ç a i s o n t p a s s é l e p o n t q u e d é f e n d a i t A u e r s p e r g [ 5 * , 2 2 6 ] . |
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– О т ч е г о ж е к р о в ь |
н а с т а н и н е |
[ 1*, p.192]. |
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– A l o r s |
p o u r q u o i |
y |
a - t - i l d u s a n g s u r |
l e f l a s q u e |
[ 5*, p. 269]. |
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– |
Ч т о |
т а м в н у т р и ? |
– спросил любопытный Паниковский. – О! – сказал |
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Остап. – т а м в н у т р и е с т ь в с е : пальмы, девушки, голубые экспрессы, синее |
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море [3*, p. 167]. |
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– Q u ’ y |
a - t - i l |
à |
l ’ i n t é r i e u r ? |
demanda |
Panikowski |
avec |
curiosité. |
– A |
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l’intérieur? demanda Ostap. A l ’ i n t é r i e u r i l |
y a |
t o u t |
u n p a l m a r e s : des |
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palmiers, des jeunes filles, des express bleus…[6*. p. 165]. |
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3.For lexeme only in French the structural scheme il n'y que is also used:
–Отчего? - спросил Ростов. – Тиф, батюшка. Кто не взойдет – смерть. Т о л ь к о
м ы д в о е |
с |
М а к е е в ы м (он |
указал на фельдшера) еще тут треплемся [1*, p. |
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397]. |
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– Comment cela? – Parce qu’il y |
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a le typhus, mon cher monsieur. Pour tous ceux qui |
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entrent, c’est la mort. I l n ’ y a |
q u e n o u s d e u x , M a k e e v e t m o i – il désigna |
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l’infirmier – qui soyons restés sur la brèche [5*, p.147]. |
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И т о л ь к о |
в м е л е н ь к и х |
р у с с к и х г о р о д а х п ешехода еще уважают и |
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любят [3*, p. 7]. |
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I l n ’ y a |
p l u s q u e |
l e s p e t i t e s v i l l e s d e R u s s i e pour l’aimer et l’apprécier |
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[6*, p. 16]. |
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– Г д е в ы |
– |
т а м |
р а з в р а т , |
з л о , сказал Пьер жене.– Анатоль, пойдемте, |
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мне надо поговорить с вами [1*, |
p. 583]. |
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– O ù v o u s ê t e s ? , |
i l n ’ y a |
q u e c r i m e e t d é b a u c h e , dit Pierre à sa femme. |
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Anatole, venez, il faut que je vous parle [5*, p. 403].
In combination with the preposition à – il y a à ... it serves as a modal modifier and expresses the meaning of the Russian syntactic concept patiens undergoes a modal state (who needs to do what):
– Ну, mon cousin, - прибавила она со вздохом, - я буду помнить, ч т о н а э т о м с в е т е н е л ь з я ж д а т ь н а г р а д ы , что на этом свете нет ни чести, ни справедливости [1*, p. 74].
– Eh bien, von cousin, ajouta-t-elle avec un soupir, cela m ‘apprendra q u ’ i l n ’ y a
p o i n t d e r é c o m p e n s e à a t t e n d r e |
d a n s |
u n m o n d e |
où n’existe ni honneur, |
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ni égalité [5*, p.117]. |
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Тайна раскрыта, цель достигнута, д е л а т ь |
б о л ь ш е н е ч е г о |
и надо менять |
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профессию [3*, p. 328]. |
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Le but était atteint, le mystère dissipé et i l |
n ’ y |
a v a i t p l u s |
r i e n |
à f a i r e . Il ne |
restait qu’à changer de profession [6*, p. 325].
In some cases, the construction serves to convey the syntactic concept of a specific subjective assessment.
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– Овсом оно, к о н е ч н о , способнее! – воскликнул Остап [3*, p. 96].
– L’avoine, i l n ’ y a p a s à d i r e , elle est quand même plus riche! s’exclama Ostap
[6*, p. 101].
– К о н е ч н о , э т о о н с о б и р а т е л ь к а р а т о в и
– I l n ’ y a p a s d e d o u t e , c ’ e s t b i e n l u i c a r a t s e t d e s d o l l a r s [6*, p. 128].
д о л л а р о в [3*, p. 124].
l e c o l l e c t i o n n e u r d e
As we have already noted, the verb a (has), derived from the verb avoir (to have), is included in the construction, so we also observe the phenomenon with avoir à:
Е й н е ч е г о с т ы д и т с я |
з а э т и д е н ь г и , входя в их семью [2*, p. 48]. |
E l l e n ’ a v a i t à a v o i r |
h o n t e d e c e t a r g e n t en entrant dans sa famille [4*. |
p. 77]. |
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The construction is also used in various interpretations:
– Я не виноват, что р а з г о в о р з а ш е л п р и д р у г и х о ф и ц е р а х . Может быть не надо было говорить при них [1*, p. 133].
– Est-ce ma faute s ’ i l y a v a i t d ’ a u t r e s o f f i c i e r s ? Peut-être ne fallait-il pas parler de leur présence mais je ne suis pas diplomate [5*, p.190].
– Ей-богу, Зося, вы меня смешите, разве я похож на старого глупого мавра. Просто хотелось бы узнать, в какой части Восточной магистрали у с т р а и в а ю т -
с я л ю д и [3*, p. 268].
– Ma joie, Zossia, vous me faites rire. Est-ce que je ressemble à ce vieux Maure stupide?
Je voulais seulement savoir en quelle secteur du Turksib i l y a v a i t d u t r a v a i l d i s p o n i b l e [7*, p. 268].
Another structure with il y a (il y eut and its time invariants) depending on the components included in it, it expresses something fast unexpected that occurs/happens ‘in being’:
il y eut quellques rires au fond de la salle - in the back of the hall there was laughter (laughter was heard);
il y a eu un accident au carrefour – at the crossroad (there was) an unfortunate accident (happened) [1**, p. 99].
We should point out that the above-mentioned construction is translated, as a rule, by the being verb (it was heard, occurred, happened, etc.), but its use is not suitable for oral speech, so it is not widely used. The meaning of the lexemes included in the construction is desemanticized depending on the components presented in it.
Conclusion.
It can be stated that the main purpose of the il y a construct is to convey the meaning of the presence/absence of an object/subject of action. Translation variants of Russian words and expressions made using the il y a construction represent lexemes associated with the existence of an object or person in time or space, in particular, the verb to be and its various invariants. The theory of syntactic concepts provides the use of different Russian equivalents in the translation of French lexemes. This is facilitated by the presence in the French language of the syntactic concept of the presence/absence of something/someone.
It turns out that in the Russian language, the very fact of presence/absence is not so important, because some object/person is not just there, but has being in space and time, which
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contributes to the formation of structural schemes that serve the syntactic concept of being/nonbeing. Therefore, in translations from French to Russian, verbal lexemes associated with various existential situations are in demand. For the French mentality, the presence/absence of an object/subject is important, not being itself, that is, there is a syntactic concept of the presence/absence of something/someone, served in our case by the construction il y a. This construction is used for the translation of various Russian existential lexical units.
Thus, in the French syntactic concept of the presence/absence of something/someone, objectified by the construction il y a, the content, those typical propositions, which in Russian syntax are represented by the syntactic concept of being, are expressed. In addition, there is an intersection in semes of the Russian syntactic concept of patiens undergoing a modal state and the syntactic concept of a specific subjective assessment. These syntactic concepts of the Russian language in some rather rare cases can be transmitted using the il y a construction, depending on the lexical content. Conceptual content that is conveyed by a syntactic concept in French can also be conveyed by lexemes (introductory words and expressions) or phraseological units in Russian. All these features determine the national specifics of the French construction il y a.
References
[1]Volohina G.A. Sintaksicheskie koncepty russkogo prostogo predlozheniya / G.A. Volohina, Z.D. Popova. – 2-e izd. – Voronezh : Istoki, 2003. – 135 s.
[2]Popova Z.D. Sintaksicheskaya sistema russkogo yazyka v svete teorii sintaksicheskih konceptov / Z. D. Popova. – Voronezh : Istoki, 2009. – 209 s.
[3]Fedorov V.A. Teoriya sintaksicheskih konceptov na sovremennom etape razvitiya / V.A. Fedorov // Innovacionnye processy v lingvodidaktike. – Voronezh: FGBOU «Voronezhskij gosud. tekhnich. un-tet», 2012. – Vyp. 10.
[4]Cyganskaya O.G. Sintaksicheskij koncept: kriterii i metody analiza / O.G. Cyganskaya, T.I. Borisova // Filologicheskie nauki. – Voprosy teorii i praktiki. – Tambov: Gramota, 2019. – №2 – S. 113-123.
[5]La typologie générale des constructions impersonnelles et les constructions impersonnelles du français Denis Creissels Université Lumière (Lyon 2) denis.creissels@univlyon2.fr http://deniscreissels.fr/ (vremya obrashcheniya – 08.01.21).
[6]Didier Bottineau Le classement est une théorie : le verbe impersonnel dans Les Verbes français. Dans Langages 2010/3-4 (n° 179-180).
[7]Fedorov V.A. Francuzskij sintaksicheskij koncept nalichiya/otsutstviya chego-libo vo francuzskom yazyke / V.A. Fedorov //. Vestnik Voronezhskogo gosudarstvennogo tekhnicheskogo universiteta 2014.. T. 10. № 3-2. S. 241-244.
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Analysed sources |
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[ 1*] |
Tolstoj L. Vojna i mir. V dvuh knigah. Kniga 1, 2 |
/ L. Tolstoj. – . M.: |
Hudozhestvennaya literatura, 1978. – 591 s. |
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[ 2*] |
Dostoevskij F. M. Idiot: roman v 4 ch. / F. M. Dostoevskij. – M.: Sov. Rossiya, 1981 – |
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592 c. |
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[ 3*] |
Il'f I. Zolotoj telenok: roman / I. Il'f, E. Petrov. – M.: Rus. kn., 1992. – 384 s. |
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[ 4*] |
Dostoïevski F. L’idiot / F. Dostoïevski; traduction |
par G. et. G. Arout; |
commentaires de L. Martinez. – Paris : Librairie Générale Française, 1972 – T. 1. – 528 p. – Le livre de poche.
[ 5*] Tolstoï L. La Guerre et la Paix. Livre deuxième. Traduit du russe par Henri Mongault / L. Tolstoï // Pour la collection Volga du Livre-club Diderot. – Moscou: Editions du Progrès, 1970. –
415 p.
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[ 6*] Ilf I. Le Veau d’or. Roman. / I. Ilf et E. Petrov ; traduit du russe et préfacé par A. Préchac. – Paris: Parangon, 2002. – 384 p.
Dictionaries used
[1**] Francuzsko-russkij slovar' aktivnogo tipa / V.G. Gak, ZH. Triomf, G.G. Sokolova i dr. ; Pod red. V.G. Gaka i ZH. Triomfa. – 6-e izd.. stereotp. – M.: Rus.yaz. – Media, 2005. – 1055 [1] c.
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SCIENTIFIC OVERVIEW
DOI 10.36622/MLMDR.2021.50.79.010
Scientific overview of the open lecture of the professor
Michael Steppat "Strategies for Government Support for Advanced University Research in Germany", organized on by Institute of Foreign Languages
of Moscow City University, January 28, 2021.
I.Yu. Lavrinenko, Yu.S. Konovalova
For citation: Lavrinenko I.Yu. Scientific overview of the open lecture of the professor Michael Steppat "Strategies for Government Support for Advanced University Re-search in Germany", organized on by Institute of Foreign Languages of Moscow City University, January 28, 2021/ I.Yu. Lavrinenko, Yu.S. Konovalova // Scientific
Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2021. - № 2 (33). – P. 99-101.
Michael Steppat is a professor of English literature at the
Universität Bayreuth, a professor at the Shanghai Academy of
International Studies (SISU Intercultural Institute, Shanghai, PR China), whose activities are related to the research of modern theoretical concepts (structuralism, deconstruction, psychoanalysis, etc.), as well as intercultural communication. He is a project manager and expert of the state program for supporting Universities in Germany (Exzellenz-Strategie), visiting professor at Universities in China (Dalian University of Foreign Languages & Hangzhou
Dianzi University), Taiwan (Fu JenUniversity, Taipei) and the USA (University of California at Davis).
On January 28, 2021, with the support of Moscow City University, an open lecture by Professor Michael Steppat “Strategies for Government Support for Advanced University Research in Germany” was organized. The lecture was held remotely, in English, on the Microsoft teams platform. The lecture lasted for one and a half hour, among its participants - more than 60 specialists in the field of linguistics - professors and candidates of science from different Russian Universities.
The lecture was devoted to the presentation of the types of state support that the German government provides to the academic community. Professor Michael Steppat spoke in detail about the program of support of the Universities in Germany, where scientific research is in the foreground of development.
As part of the lecture, the professor focused on covering the following issues:
•What strategies can be used to increase the level of international competitiveness of the country's leading Universities?
•What are the similarities and differences between the government strategies of Germany and Russia, oriented on supporting advanced University researches and increasing their international competitiveness?
•How is the strategy of state support for advanced University research is implemented in
Germany (for example, the University of Bayreuth, Germany)?
•What, from the point of view of Germany, is the best way to fund joint research projects of leading Universities?
•Who directly evaluates the quality of the Universities and is it related to government
policy?
________________________________________
©Lavrinenko I.Yu., Konovalova Yu.S., 2021
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Under the financial support program, a number of Universities are identified, which, according to their indicators, can be attributed to the number of privileged ones (Elite Universities). According to Professor Steppat, it is planned to increase the number of Universities in Russia, the level of development of scientific programs in which meets the requirements of state support from Germany, and which, thus, can receive additional funding.
Prof. Steppat said that the program of financial support for research activities of German Universities was initiated in 2004 by the Minister of Education Edelgard Bulmahn. Today in Germany traditional scientific research is carried out in 120 Universities from 16 countries, as well as in 210 Universities focused on research in the field of applied sciences. Over 16,000 foreign researchers visit Germany annually to carry out coordinated research projects. About a third of the areas of scientific activity is financed by outside organizations. In general, traditional research in Germany is funded by public organizations, and applied research is supported by the industry sector.
Financial support for the most competitive research in Germany is provided by the DFG (Deutsche Forschugsgemeinschaft) research community, which competitively selects the most promising research, fostering international collaboration of scientists, and also supports research projects of emerging scientists.
The interest of the DFG community in supporting prestigious areas of scientific research is explained by the country's intention to develop a research strategy that would be a powerful impetus for the emergence of innovations in an environment of high international competition, which could consolidate Germany's reputation as one of the nations that make a significant contribution to the development of world science.
The so-called Excellence Strategy was submitted by the German government and 16 state governments in 2016. Funding is carried out in two directions:
1.Funding for "cluster" research, which is associated with providing a first-class research environment for emerging scientists.
2.Financing of Universities, on the basis of which at least two "cluster" studies are carried out.
The procedure for assessing the level of competitiveness and prestige of the scientific component of the University is carried out by a group of 39 experts with extensive experience in international research, management, teaching, economics, including the Presidents of the German Research Association, members of the main research association, appointed by federal authorities (Wissenschaftsrat), as well as 190 foreign experts.
The criteria for considering the higher educational institution for its subsequent inclusion in the number of prestigious ones, according to the DFG, are:
- continuity of the program; - willingness to take risks;
- the quality of previous scientific investments in research;
- the scientific level of the researchers (the team as a whole); - versatility;
- support for emerging scientists level of their academic independence and development opportunities);
- quality of management;
- form and quality of control and reliability;
- the level of interaction with partners and the concept of interaction;
- the possibility of teaching in the field of the conducted scientific research of scientific research.
According to Professor Steppat, the funding strategy of DFG Universities is being discussed at the state level. Questions arise about if financing of the country's leading Universities is right, while other higher educational institutions will be deprived of additional support? In addition, specialists and leaders of higher education are concerned about the
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likelihood of division of higher educational institutions into "more privileged" and "less prestigious". This, in turn, may contribute to the situation when specialists prefer working in the former ones, and consider the latter, less funded ones, as “undegrade”. In addition,
Universities that are included in the number of additionally funded, respectively, receive better conditions for conducting scientific research and, accordingly, more chances for maintaining a high level of the scientific component, which means that in future they are likely to keep receiving financial support, what essentially reduces the chances for other institutions equally in need of support. There is a likelihood of "scientific and financial monopoly", which worries the scientific community. However, the situation is not so straightforward. In defense of the policy of the DFG research community, one should cite an example of funding from the
University of Bayreuth, namely, the Bayreuth’s African Studies cluster, which allocated funding to partner Universities in Africa which in need of support.
In general, accodrding to Profassor Steppat, the mission of financing of Universities accomplished by DFG is to create common digital environment that could serve highly qualitative research platform for the scientists all over the world. Thanks to this platform the scientists could share the results of their research comfortably, create new opportunities for research, generate innovational ideas in the best possible conditions.
The issues raised in the lcture of Professor Steppat stirred up a keen interest of the participants, followed by an interesting discussion. The Professor was asked the questions about the percentage ratio of finance distribution between Human and Natural sciences in Germany. As Professor Steppat informed, much financial support from DFG today is directed to the Medical areas of sciences. The issues that held the participant`s attention concerned the opportunities of inclusion the pedagogical aspect as criteria of assessment of higher education system worker as well as the issues of scholar` citing. In particular, the point concerning the growing tendency towards the importance of high bibliometrical indexes rather than towards the scientific importance of research was discussed. Also, the questions about centralizing and decentralizing of education in the world were raised.
Besides. it was pointed out that the work of a High School teacher is not obligatory connected with scientific research, but incorporates practical (seminary) activities. Consequently, the following issue was raised: how to support practical educational activity of a teacher, which is of paramount importance not only for gaining all necessary professional competencies, but also for moral-and-ethical, aesthetical education of young specialists?
We suppose, the lecture contributed to paying attention to many important points, that concern the educational system all over the world. It is refreshing to think that, despite the differences of mentalities, languages and cultures, the scholars from all over the world are full of enthusiasm to meet the challenges of modern education, that can`t but hold our hope for its happy future .
We express our thanks to reputable professor Michael Steppat for the interesting lecture. We would like to show our gratitude to the organizers of the lecture – the staff members of the Institute of Foreign Languages of Moscow City University – for the great opportunity to indulge to the atmosphere of academic discussion and to talk about the issues that are so important for the whole academic society, to get to know about the experience of the European scholars concerning development of researches, to share different views and ideas. We hope this practice will become a successful scholar tradition in future.
Ph.D. of Philology, Associate Professor of the Department of Foreign Languages and Technology of Translation, Voronezh State Technical University, Lavrinenko I.Yu., Ph.D. of Philology, Senior Lecturer of the Department of
Foreign Languages and Technology of Translation, Voronezh State Technical University, KonovalovaYu.S.
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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” |
Issue 2 (33), 2021 ISSN 2587-8093 |
INFORMATION ABOUT AUTHORS
1.Velichko M.Yu. - Master’s Degree student, Department of Russian as a foreign language, Far Eastern Federal University (Vladivostok).
2.Vodyanitskaya A.A. - PhD in Philology, Associate professor of the Department of Linguistics and Translation Studies, Moscow City University, Institute of Foreign Languages (Moscow).
3.Denisova M.A. - PhD in Philology, Associate Professor of the Department of Foreign Languages and Translation Technology, Voronezh State Technical University (Voronezh).
4.Zabolotneva O.L. - PhD in Linguistics, Associate Professor at Theory and Practice of the English Language Department, Chelyabinsk State University (Chelyabinsk).
5.Ilina O.K. – PhD in Philology, Associate Professor, Associate Professor of English language department № 3, Moscow State Institute of International Relations (Moscow).
6.Kozhukhova I.V. - PhD in Linguistics, Associate Professor, Associate professor at Theory and Practice of the English Language Department, Chelyabinsk State University (Chelyabinsk).
7.Konovalova Yu.S. - PhD in Philology, Senior Lecturer of the Department of Foreign Languages and Technology of Translation, Voronezh State Technical University (Voronezh).
8.Kostrzewa F. – Professor, Director of the Institute of the German Language and Literature, Karlsruhe University, Karlsruhe Pedagogical Institute (Karlsruhe, Germany).
9.Lavrinenko I.Yu. – PhD in Philology, Associate Professor of the Department of Foreign Languages and Technology of Translation (Voronezh).
10.Lapinskaya I.P. - Doctor of Philology, Professor of the Department of Foreign Languages and Translation Technology, Voronezh State Technical University (Voronezh).
11.Madinyan E.I. - Assistant of the Institute of World Economy and Business, Peoples’ Friendship University of Russia (Moscow).
12.Malyuga E.N. - Doctor of Linguistics, Professor, Head of Foreign Languages Department, Faculty of Economics, Peoples’ Friendship University of Russia (Moscow).
13.Manukovskaya M.A. - Teacher of the Department of Foreign Language and Translation Technology, Voronezh State Technical University (Voronezh).
14.Nekhaeva O.G. - PhD in Philology, Associate Professor of the Foreign Languages and Technology of Translation Department, Voronezh State Technical University (Voronezh).
15.Pomnikova A.Yu. - PhD in Philology, Associate Professor, Department of Russian as a foreign language, Far Eastern Federal University (Vladivostok).
16.Stepura S.N. - PhD in Philology, Associate Professor of the Department of Foreign Languages, National Research Tomsk Polytechnic University (Tomsk).
17.Fedorov V.A. – Doctor of Philology, Associate Professor, Head of the Department of Foreign Languages and Technology of Translation, Voronezh State Technical University (Voronezh).
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Issue 2 (33), 2021 ISSN 2587-8093 |
Requirements for formatting articles for the Scientific Journal “Modern linguistic and methodical-and-didactic researches”
The minimum volume of the paper is 8-10 pages in the A4 format (CD, Flash Card or e- mail), interval – 1, Times New Roman font, 12 pt., with the following margines: left – 25 mm, right, top and bottom – 20 mm. The electronic form should be prepared with MS Word 7.0 text editor or its later versions. The Universal Decimal Classification code number is put in the upper left corner of the first page in bold type, 12 pt. The next line in the center indicates the title of the article. The title of the article is printed in a 12-pt SEMI-SCRIPTABLE FONT, centered without indentation. Point at the end of the title is not set. Before and after the title - a space of 1 interval. The name of the author (authors) is indicated under the title.
Next in the table there should be information about the author of the article: place of work, academic title, position, contact e-mail.
Under the information about the author (authors), a brief abstract of an article with a volume of at least 16 lines is presented, 10 pt is normal, without indenting a paragraph, aligning to the width. The abstract should have the following structure: statement of the problem, results of the study, results conclusions.
After the annotation, the key words (8-10 words and phrases) that are relevant for the article are given.
The Scientific Journal site http://nllinguistica.ru/ presents all information from both the technical preparation of scientific articles to the press and the requirements for compiling "abstracts to scientific articles" and "selecting keywords."
The text should be typed in Times New Roman font, 12 pt., in one column. Justified alignment of the paragraph is used. The paragraph first line indentation is 1 cm. All paragraphs should only be installed automatically - done-in MS Word!
The article should contain the following elements of the structure, reflecting the main aspects of the study:
ANNOTATION AND ITS STRUCTURE:
•Research problems:
•Results:
•Conclusion:
STRUCTURE OF ARTICLE TEXT:
1.Introduction. (justification of the problem (briefly), the object and subject of the study, the purpose of the study).
2.Research methodology. (theoretical grounds (briefly), research material, research methods.
3.Results of the study. (generalization of research results, classification, analysis of material, research results in quantitative data, tables, diagrams, graphs, etc.).
4.Conclusion. (Conclusion and prospects of research).
Further:
•References (not more than 15).
•List of analyzed sources.
•List of dictionaries used
The examples should be italicized.
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