Учебное пособие 1782

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The course includes 12 lessons, grammar tables and lexical applications.

The lesson includes a series of tasks to improve communication and speech skills, textinput pragmatic content, a set of lexical and grammatical exercises with comments and exercis- es-tests.

Thus, the "speech" and "language" parts of the lesson are spatially separated. N. M. Lariohina explains that at an advanced stage for developing linguistic competence develop an ability to select language forms adequate to express the meaning, can not be achieved only as a setting for the conscious assimilation of lexical and grammatical material. This goal can not be achieved only by training in the use of speech samples - you need a fairly comprehensive verbal explanation, which, being included in the speech part of the lesson, would violate its integrity. However, the relationship between the parts of the lesson is carried out, first, by selecting texts containing the language of the lesson, and, secondly, such a selection of content for the exercises, which corresponds to the general theme of the text, although, of course, part of the vocabulary of the exercises is beyond the topic of the text.

Subjects of the texts of the course reflect the content of communication in the sociocultural sphere, and the issues of modern life of Russia take place in the texts "through the prism of history".

The texts are informative and have a problem nature. This course is of interest, because each regional geography theme materializes in a certain array of linguistic units, including units with a national-cultural component of semantics - nonequivalent, background words and connotative ones.

It is known that the most traditional and widely accepted method of semantization of nonequivalent and background words and phraseological units is the linguistic-cultural commentary. This was embodied in the manual in the headings "It's interesting" and "From Russian classics". The materials of these headings are associated with the content of the text or with the studied lexico-grammatical, phraseological units. However, it seems to us, not enough allocated exercises to develop persistent skills of using phraseological units and aphorisms, in general, and with the national-cultural component, in particular.

Let’s analyze another textbook "Russian language for foreign students of preparatory faculties" (Moskvin, Silvina, 2004) [9*].

This textbook is intended for foreign students studying Russian at preparatory faculties and departments of Russian universities under the guidance of a teacher. The book can be used as a basic textbook and as an additional textbook in the Algerian audience at an advanced stage of education.

The textbook contains 40 lessons, 8 of which are control, and is designed for 500–540 hours of classroom time, which corresponds to the st and 2nd year of the University of Algiers.

The educational material is selected in accordance with the recommendations of the program of education of foreign students of preparatory faculties and meets the State educational standard for Russian as a foreign language of the first certification level.

The textbook presents communicative and language exercises which allow the students to form, on the one hand, communicative skills in the field of oral speech, reading and writing, on the other hand, knowledge of the Russian language system. The system of multi-step repetition and generalization of the studied grammatical material also contributes to the assimilation of language knowledge.

In the first twenty lessons almost all grammatical and lexical material is intended for active learning, which is due to the leading role of oral speech in the initial stages of education. In the next twenty lessons ½ of the grammatical material should be activated in the speech of students, and the rest of the material is intended for passive assimilation, which is associated with the increasing role of the student and introductory reading in the second semester. For Algerian students it is the third semester, i.e. the second year of study.

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The analyzed textbook includes 3000 words, a significant part of which are phraseological units, proverbs and sayings. Half of the lexical material given by the authors (1500 words) should be assimilated actively.

The text of the first twenty lessons built on a neutral stylistic relation to the linguistic material. The remaining lessons, along with such texts, include original and adapted works of Russian writers, containing not only a rich phraseological material, but also information about the rules of speech behavior of Russian people in the most typical situations of communication, as well as information on the history and culture of Russia.

Interesting in our opinion is the manual "Speak Russian without an interpreter: an Intensive course on the development of oral language skills" (Kryuchkova, Dunaeva, 2006) [10*].

This manual is addressed to foreign students who have reached the basic level of Russian language, and want to quickly repeat the passed lexical and grammatical material to prepare for immersion in the language environment. The book is an intensive speech course, supported by a system of lexical and grammatical tasks, and is designed to teach foreigners to understand the speech of the Russian interlocutor, to respond adequately to his/her remarks in typical situations of communication, to acquaint with the realities of Russian life. During the last two years (2015-2016; 2017-2018) the manual was successfully used at the University of Algiers to adapt students to the real conditions of educational and everyday communication, in fact being an intermediate link between the primary and basic levels of education.

The manual consists of 13 lessons, including the main topics of conversation, which are presented in the form of dialogues, as far as possible (as far as the learning objectives) close to the speech of modern speakers. Around the dialogues are grouped the systems of communicative and lexical-grammatical tasks, which involve repeated reference of the student to the text of the dialogue.

Lessons have a flexible block structure and in many cases, the variable wording allows to take into account all the necessary parameters: the level of language competence of students, terms, goals and objectives of education.

In the first block, in addition to models of typical speech behavior, etiquette forms, etc. are thematically selected proverbs and popular expressions.

In the second, central block, in texts of dialogues these proverbs and popular expressions are semanticized.

The third block includes a unified system of communicative, lexical and grammatical exercises. All of them are different, but have one goal – to allow the student to repeatedly return to the text, "make" understand and learn the text, to learn to reproduce its individual elements, and then on this basis to build their own free dialogues. For example, in each lesson manuals are the jobs associated with the sayings and popular expression.

Conclusion.

Thus, the textbooks of the 20-50s were focused on the language learning goal. In them there is a lack of speech orientation, not always aware of the role and place of country studies, included minor in cognitive and educational materials. Nevertheless, in these textbooks and manuals the first attempt was made to determine the features of teaching Russian as a foreign language and taking into account the peculiarities of the native language of students. In the 60s, the textbooks were focused on the speech purpose of learning. This suggested that students had to possess skills in reading, listening, speaking and writing. Textbooks and teaching manuals of the 70s are focused on the communicative and behavioral nature of training, in which the main place is occupied by oral contact conversation in direct communication. The textbooks of the 80's are too full of information about the Soviet culture. There speech situations are built mainly in the target culture. This does not always prepare Algerian students for communication in these areas, does not provide the language side of the information. After all, communication is not only the exchange of some information, based on the presence of general knowledge of the communicants, but also involves the transfer of the participants in communication of some new

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knowledge to each other. The manuals of the 90-s are focused on communicative training taking into account the linguistic and cultural aspect. Within this direction, the interaction of language and culture, acting in the classroom in indissoluble unity, where the decisive role belongs to culture, has been intensively studied.

So, it seems to us that for a modern textbook it is best to practice the creation of mixed groups of authors. The foreign methodologist, who knows the specific conditions of teaching and his/her audience, provides a choice of teaching methods, the proportion of supply of educational material, support for the native language of the students, and the Russian co-author is responsible for the correctness of Russian speech and acts as an expert on Russian culture.

References

[1]Shhukin A.N. Metodika prepodavanija russkogo jazyka kak inostrannogo. — M., 2003.

[2]Arutjunov A.R., Kostina I.S. Kommunikativnaja metodika russkogo jazyka kak inostrannogo i inostrannyh jazykov (Konspekty lekcij). — M., 1992.

[3]Dudel' P.A. Russkij jazyk v komvuzah: V 4t. — M., 1927-1929. T 1 - 4.

[4]Zhuravljova L.S., Zinov'eva M.D. Stranovedcheskaja i lingvostranovedcheskaja aspektizacija obuchenija russkomu jazyku na nachal'nom jetape // RJaZR.№ 4. 1985.

[5]Shherba L.V. Prepodavanie inostrannyh jazykov v srednej shkole. Obshhie vo-prosy metodiki. — M. — L., 1947; 3-e izd., ispr. i dop. — M: 2002.

[6]Bash E.G., Vladimirskij E.Ju., Dorofeeva T.M. i dr. Uchebnik russkogo jazyka dlja studentov-inostrancev, obuchajushhihsja na podgotovitel'nyh fakul'tetah vuzov SSSR. Vyp.

1.2.3.— M., 1965.

[7]Vaneeva V.N., Vishnjakova T.A. Uchebnik russkogo jazyka dlja lic, govorjashhih na francuzskom jazyke. — M., 1965.

[8]Vagner V.I., Ovsienko Ju.G. Uchebnik russkogo jazyka dlja lic, govorjashhih na anglijskom jazyke. — M., 1967.

[9]Zimnjaja I.A. Psihologicheskie aspekty obuchenija govorenija na inostrannom jazyke.

—M., 1978; 2-e izd. 1985.

[10]Leont'ev A.A. Jazyk, rech', rechevaja dejatel'nost'. — M., 1969.

[11]Vjatjutnev M.N. Metodicheskie aspekty sovremennogo uchebnika russkogo jazyka kak inostrannogo // RJaZR. №3. 1988.

[12]Lobanova N.A., Slesareva I.P., Vojnova E.I. i dr. Uchebnik russkogo jazyka dlja inostrannyh studentov-filologov I, II, III, IV, V gody obuchenija. — M., 1981-1984.

[13]Laskareva V.M., Matveeva V.M., Saevich S.T. Posobie po russkomu jazyku dlja inostrannyh studentov-filologov (pervyj i vtoroj gody obuchenija). — M.: Rus. jaz., 1984.

[14]Vereshhagin E.M., Kostomarov V.G. Nacional'no-kul'turnaja semantika russkih frazeologizmov // Slovari i lingvostranovedenie / Pod red. E.M. Vereshhagina. —M., 1982.

[15]Leont'eva. A.A. Metodika prepodavanija russkogo jazyka kak inostrannogo: Kurs lekcii. — M., 1988.

[16]Kostomarov V G. Jazykovoj vkus jepohi. — M., 1994; — SPb., 1999.

[17]Terzich S. Metodicheskie prijomy pri obuchenii inostrannym jazykam menedzherov/ S. Terzich / Nauchnyj vestnik Voronezh. gos. arh.-stroit. un-ta. Sovremennye lingvisticheskie i metodiko-didakticheskie issledovanija. — 2007. vyp.3 (7). S. 88-97.

[18]Passov E.I. Programma — koncepcija kommunikativnogo inojazychnogo obrazovanija. — M., 2000.

Analysed sources

[1*] Potapova N.F. Le Russe: Uchebnik russkogo jazyka dlja narodov, govorjashhih poanglijski. — M., 1945.

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[2*] Stepanova E.M., Ievleva Z.N., Trushina L.V. Russkij jazyk dlja vseh: Uchebnyj kompleks / Pod red. V.G. Kostomarova. — M., 1970.

[3*] Galeeva M.M., Zhuravljova L.S., Nahabina M.M. i dr. Start 1, 2, 3: Uchebnik russkogo jazyka dlja podgotovitel'nyh fakul'tetov vuzov SSSR. — M., 1978.

[4*] Rassudovoj O.P., Stepanovoj L.V. Temp. Intensivnyj kurs russkogo jazyka. — M.,

1979.

[5*] Vjatjutnev M.N., Sosenko Je.Ju., Protapova N.A. Gorizont-1: Uchebnik russkogo jazyka dlja zarubezhnyh shkol. — M., 1977.

[6*] Bitehtina G.A. 14 urokov po razvitiju rechi: uchebnoe posobie dlja studentovinostrancev. — M., 1977.

[7*] Zinchenko T.N., Postnikova I.I., Sirotina G.P. Posobie dlja vneauditornoj raboty s inostrannymi uchashhimisja. — M.: Rus. jaz., 1987.

[8*] Lariohina. N.M. Prakticheskij kurs russkogo jazyka dlja inostrannyh uchashhihsja: Prodvinutyj jetap. — M., 1997. Ch.1, 2.

[9*] Moskovkina L.V., Sil'vinoj L.V. Russkij jazyk. Uchebnik dlja inostrannyh studentov podgotovitel'nyh fakul'tetov. — SPb., 2004.

[10*] Krjuchkova L.S., Dunaeva L.A. Govorim po-russki bez perevodchika: Intensivnyj kurs po razvitiju navykov ustnoj rechi. 4-e izd., ispr. — M.: Flinta: Nauka, 2006.

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INTERCULTURAL COMMUNICATION

UDC 802. 0 - 3 : 004 : 820

CONCEPT "MODERN CITY"

IN THE SPACE OF MAN’S AUDIOVISUAL COMMUNICATION (ON THE MATERIAL OF THE ENGLISH FICTION WORKS)

L.N. Kriatchko

____________________________________________________________________________

Voronezh State Technical University Senior Teacher of the Foreign Languages and Technology of Translation Department Kriatchko Liliya Nicolayevna

e-mail: liliyankriatchko@mail.ru

____________________________________________________________________________

Statement of the problem. This article centres round the linguistic means of the objectification of the technological realities that create the information and communication environment of a modern city dweller, which is reflected in the modern English fiction texts. The main focus is on the names of the audiovisual communication devices that are used broadly by modern citizens.

Results. It was defined that the audiovisual devices described in the English fiction texts are objectified both by their own names and the names of their parts and products. The quantitative ratio of the names revealed during the research was analyzed. The means of the metaphoric representation of the considered realities were described.

Conclusion. The scientific and technological progress leads to the intensive use of the audiovisual communication devices by modern citizens, the names of which root firmly in their everyday discourse. Thus along with the national English lexical units the 21st century language personality’s thesaurus also comprises some technical terminology. Considering a large-scale nature of such global processes as the globalization and computerization, the nominations of the audiovisual communication devices can be referred to as the language universals.

The analysis of the metaphorical means of the objectification of the audiovisual communication devices makes it possible to observe the close connection of the world of technology with the world of man and the nature surrounding him.

Key words: phenomenon “Modern city”, modern English fiction world picture, nominations of the technological realities, names of the audiovisual communication devices, cognitive model, construct, language personality, metaphorical means of representation, language universals, globalization, computerization.

For citation: Kriatchko L.N. Concept "Modern City" in the space of man’s audiovisual communication (on the material of the English fiction works) / L.N. Kriatchko // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2018. - №2 (21). – P. 88-99.

Introduction.

Cognitive linguistics, which owes to the achievements of cognitivism for its birth, has been developing rapidly since the end of the 20th century. The subject of the study of the science is the process of man’s cognition of the surrounding reality, reflected in linguistic forms. V.A. Maslova emphasizes that it was the fact that cognitive linguistics addressed to language as a subject and an instrument of the research that allowed some scholars to view this area of knowledge as a new scientific paradigm. The author writes: "Language, even to a greater extent than culture and society, gives cognitivists the key to understanding human behavior ... [1, p. 9].

_____________________

© Kriatchko L.N., 2018

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The invaluable role of language in the process of cognition is also noted by Ye.S. Kubryakova: "... it is the language that allows man the most natural access to consciousness, and it is not because all structures of consciousness or the results of the mental activity turn out to be verbalized... It is just that we are aware about the structures of consciousness only thanks to language, which makes it possible to report on these structures and to describe them in any natural language" [2, p. 43].

The main category and the object of the study of cognitive linguistics is the concept – a unit of mental information, a quantum of knowledge. Describing the process of the formation of concepts, Ye.S.Kubryakova notes: "Concepts ... are born in the process of the perception of the world, they are created in the acts of cognition, they reflect and generalize human experience and the reality comprehended in different types of activity with the world" [2, p. 57].

The field of linguistics, engaged in the study of concepts in the framework of the anthropocentric paradigm, the identification of their national and cultural specifics that depends on the varying degree of significance of concepts for the national community, is called linguoconceptology.

Conceptual research is of an advanced, innovative character. At present, a considerable number of works on the study of different types of concepts exist. For example, A.P. Babushkin describes mental pictures, diagrams, hyperonisms, frames, insights, scripts, kaleidoscopic concepts [3, pp. 43-67]. Yu.S. Stepanov studies scientific (isolates) and unscientific (artistic) concepts [4, p. 20]. M.V. Pimenova considers images (Russ, Russia, mother), ideas (socialism, communism), symbols (swan), etc. [5, p. 8]. Z.E. Fomina regarded the concepts "Motherland", "Foreign land", "Number", and many others [6, pp. 42-58; 7, pp. 40-56]. Z.E. Fomina, I.Yu. Lavrynenko investigated the concepts "Mind" and "Sense" in F. Bacon’s philosophical discourse [8, pp. 23-37].

The article under consideration is devoted to the research of the concept "Modern city", which is a complex, multifaceted phenomenon.

Methodology of the research.

Thus, in this article the object of the research is the concept "Modern City", considered from the point of view of its communicative and technological component.

It is not the first time that the concept "city" has become an object of the research; this phenomenon attracts the attention of a number of scientists. For example, E.A. Sertakova considers the concept "city" in Russian culture [9, pp. 97-126]. N.A. Belova studies this concept as a literary criticism phenomenon [10, pp. 87-91.], etc.

The novelty and uniqueness of this research is that for the first time the concept "Modern City" has been considered in the English fiction discourse as a unit of the modern information society - the newest formation that has overcome its national borders and created its own special language.

As the subject of the research the paper deals with the lexical means of the objectification of the audiovisual communication devices, presented in modern English fiction prose.

The material of the research is the novel by the modern American writer Walter John Williams "This is not a game", first published in 2009, and the novel by the Australian writer Elizabeth Jolie "Cabin Fever", published in 1990.

In the process of the research the following theoretical methods were used: the method of the conceptual analysis, the method of the semantic and cognitive analysis, the modeling method, the method of quantitative analysis, the method of analogy, the method of classification, and others.

Results of the research.

The research showed that the English fiction texts that correlate with the phenomenon "Modern city" contain the numerous nominations of the modern information communication means. These lexical units were contingently divided into three thematic groups, depending on the name of the main technical device (devices) included in the group:

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1)the names of the computer means of communication;

2)the names of the cellular communication devices;

3)the names of the audiovisual communication devices.

In this article, the research will be confined to a description of the names of the audiovisual communication devices.

The analysis of the selected lexical material, obtained in the research, led to the conclusion that the lexical units, studied in this article, can be represented as a part of the complex field lexical and semantic model of the information and communication environment of man in a modern city (Fig.).

In our opinion, the lexical units being researched satisfy the fundamental principles of the organization of the field linguistic model advanced by A.V. Bondarko.

Firstly, in the groups of the names of the technical means of communication, formed according to the thematic principle, the lexical and semantic core – the names of the main information and communication devices, included in the group, and the periphery – the names of different parts, products and options of these devices, are clearly traced. Secondly, the lexical units researched are characterized by the common semantic function that they perform – the nomination of the realities that represent the means of the information communication of a modern city. Thirdly, within the model one can trace some gradual transitions from one group to another, partial intersections, general segments [11, р. 34, 35].

The field lexical and semantic model of the information and communication environment of man in a modern city (Fig.) includes three fields of nominations: 1) the names of the computer means of communication, 2) the names of the cellular communication devices and 3) the names of the audiovisual communication devices. As it was already mentioned, in this article the research will be limited to the analysis of the lexical units that constitute the field of the audiovisual communication devices.

Figure. Field lexical and semantic model of the information and communication environment of man in a modern city.

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Names of the audiovisual means of communication

In the field of the names of the cellular communication devices different nominations of the electronic audio and visual devices (TV, television, camera, video camera, satellite, portable radio, synthesizer, speakers, MP3 players) perform as the core components.

The nominations of the parts and products of these devices (television remote, radio mic, etc.), reflected in the English fiction discourse, refer to the peripheral elements. The peripheral component can also include the terminological verbs (upload).

The lexical units researched are united by a common function - the nomination of the realities which are the means of information and communication of a modern city.

Partial intersections, common segments within the model are explained by the fact that some parts and elements of the described electronic devices are the same for several such devices and are nominated by the same lexical units (screen).

So, let us turn to the consideration of the nominations of the audiovisual communication devices of a modern city.

1. Names of the audiovisual communication devices

of a modern city, reflected in the English fiction discourse

The most popular among the modern city dwellers audiovisual communication device is television (TV, television). This is one of the main sources of information. From the news broadcast on television, the characters of the literary works learn the facts which are important for them. The English literary texts reflect the situations of using TV in the buildings of the airport, hotel, hotel rooms.

In the texts studied the television is objectified by both its full name television, and the abbreviation TV. Example:

She turned back to t h e t e l e v i s i o n and listened [1*, p.350].

Sometimes it seems as if I have just arrived and the porter, having placed my luggage on the rack provided, has explained how t h e T V is turned on, and taking his tip, has gone

[2*, p. 91].

A widely used means of the objectification of the device is the name screen or plasma screen. In addition, the nomination plasma screen emphasizes the fact that the described device belongs to the next, modern generation of televisions - plasma televisions. Example:

A p l a s m a s c r e e n was perched high in the corner, its sound off, and she glanced up at CNN and read the English headlines scrolling across the bottom of t h e s c r e e n [1*, p.12].

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A means of the verbalization of the device is also the nomination of such its part as a television remote. Example:

She lunged for t h e t e l e v i s i o n r e m o t e to bring up the sound [1*, p.349].

As the analyzed works demonstrate, the security issues seem to be of great current importance for the modern English-speaking city, so cameras being an attribute of a modern city life. Example:

T h e c a m e r a s reported only the usual tourists – a worried Chinese mother with a pack of small children, a solemn South American with a camera, a disorganized family, running between their room and their car, chattering in Finnish and Estonian or some other unlikely language [1*, p.440].

In addition to a general name of the device (camera (s)) there are also such nominations as security camera, automatic cameras, automated traffic cameras, night-vision camera in the texts.

The device is also verbalized by the abbreviation CCTV (closed circuit television), which means - a security video surveillance system. Example:

She glanced at t h e C C T V on the neighboring building and saw the cameras still dangling at a useless angle [1*, p.444].

A means of the objectification of the device is also the name video monitor which is a part of the camera. Example:

The court was well-enough lit at night that t h e n i g h t - v i s i o n c a m e r a was hardly necessary; t h e v i d e o m o n i t o r clearly showed the wide-shouldered man enter from the street and slowly stroll the length of the walk in front of room 118 [1*, p.423, 424].

Let us consider the cognitive model of the construct "Camera", which reflects different types of these cameras. In this model the camera is a concept, and its subspecies are the frames of this concept.

Scheme 1 Cognitive model of the construct "Camera" in the modern English fiction discourse

Camera(s)

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As the scheme (Scheme 1) shows, the structure of the concept "Camera" includes five frames (security cameras, automatic cameras, night-vision cameras, automated traffic cameras, CCTV), reflecting the genus and species relations between the main device and its varieties. On the one hand, the analyzed model emphasizes, the movement towards the further functional specialization of the device, on the other hand, it demonstrates the various aspects of the perception of the device by its developers and consumers, which formed the basis of its nomination. The name security camera emphasizes the dominant role of such a camera function as security. The nomination automated traffic cameras focuses on the object of the video surveillance (traffic), and also on the principle of the work of the device (automated). The latter is true for the nomination automatic cameras. Example:

She had redlined the Mercedes … probably tripping half a dozen a u t o m a t i c c a m - e r a s … [1*, p.411, 412].

The name CCTV reflects the technical principles of the device construction (closed circuit television), and the nomination night-vision camera points at the time of day when the camera is used (night).

Thus, the cognitive model of the construct "Camera" makes it possible to observe that in the English fiction picture of the world, the described device correlates with such anthropocentric spheres as man's concern about his own security, the improvement of the tools used by him, and the cyclical nature of his life activity.

The pages of the researched works mention such an audiovisual communication device as a video camera. The device is verbalized by both its general name (video camera, camera), and its proper name (Pentax). Example:

Then I ran to the van and got my … v i d e o c a m e r a … [1*, p.353].

T h e P e n t a x could take v i d e o as well as still pictures … [1*, p.167].

As it can be seen from the example, the device is also objectified by the name of its product, that is, the name of the reality, created by the device - video.

In the texts, the other examples that contain this lexeme can be found. Example:

He powered up the satellite uplink and uploaded t h e v i d e o … [1*, p.167].

As the literary works testify, the newest device that realizes the audio and video communication is a satellite. On the pages of the English novels it is presented as a super-powerful technical device which is capable to define a man’s location at a distance of thousands of kilometers away from it. Example:

“I need you to be on the roof of the hotel at sixteen hundred hours Jakarta time.” “This afternoon?”

“Yes.”

“Why?”

“So t h e s a t e l l i t e can get a look at you. I need you facing east and looking up.” Dagmar wondered how much it was costing Charlie to retask someone’s s a t e l l i t e , and decided it was better not to know [1*, p. 53].

In addition to the nomination of the general character (satellite), the device is also objectified by the name of its product - a satellite picture. Example:

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