The actual problem of modern media linguistics is the state of the speech culture of the host of both national and regional radio.
The purpose of this work is to describe the main problems of the speech culture of the leading regional radio on the example of the radio station "Course".
In accordance with this goal, the following tasks are set and solved in the work: the trends in the development of radio speech in the context of the current state of the media language are described, the programs of the regional radio "Course" selected for analysis are classified from the standpoint of preparedness / spontaneity of speech, the collected empirical material is qualified from the point of view of speech disorders, according to the results of the analysis, the hypothesis about trends in the development of radio speech is confirmed.
The identification of the specifics of the communicative skills of the leading music and entertainment radio of the Kursk region and the peculiarities of its speech culture was carried out on the basis of observation of language material, analysis, classification and generalization of the data obtained, qualitative interpretation of the data. The analysis of spontaneous speech and reproduction of pre-prepared speech was carried out on the basis of a sample of empirical material by ear from live broadcasts of regional radio. It is shown that the conversational style of broadcasting radio "Course" is explained by the need to create a light entertainment background, the desire to get closer to the audience. The attitude to the beginning of the game is manifested, in addition to a favorable communicative effect, in a flexible attitude to speech norms, which is not always justified. Violations of orthoepic, diction, stylistic, intonation and other rules were revealed against the background of the desire of the presenters of the radio "Course" to comply with modern language norms. These features of the speech of the Kursk radio station's broadcast presenters confirm the trend of democratizing the journalistic style and expanding the normative boundaries of the language of mass communication, which in the future may affect new language norms, form new standards of speech culture, tending to the familiar-colloquial and vernacular-slang type.
At the turn of XX-XXI, the anthroposystem of the Internet, including the naming system, is still being formed, which provides a unique opportunity to observe how the formation and formation of a new onomastic category is taking place. Cyberspace is an incredibly rich source of anthroponomastic data that deserves much more attention than it has received to date. In the article Internet - names are defined as a virtual name (virtual anthroponym), which is used during communication using electronic means and on the Internet. Internet name is a special form of personal names in the virtual space.
The relevance of this study lies in the fact that Internet names, as a relatively new phenomenon, have not yet received an exhaustive definition as a linguistic category.
The aim of the study is to solve this issue through a comparative analysis of names on the Internet and three other anthroponomic categories: pseudonyms, pseudonyms and official names.
Each of the selected classes makes it possible to describe, by means of comparison, different characteristics of the Internet name. The author of the article describes strategies for self-naming and self-presentation both online and offline, and also correlates the use cases for each class of real anthroponymic categories (pseudonyms, nicknames and official names) with Internet names. The article also provides examples that demonstrate similarities regarding the creation and use of real names and names on the Internet. Based on this comparative analysis, it was concluded that the Internet - a name - is an integral, full-fledged unit of the anthroponymicon of the language.
In the 21st century a significant part of communication has been transferred from the real world (face-to-face interaction) to the virtual space, as the worldwide web provides unprecedented opportunities, reduces geographical distances and eliminates barriers to communication. Linguists propose different approaches to Internet-mediated communication. One of the approaches is to identify the dominant strategies used by the participants to Internet-mediated communication. The paper focuses on the study of communicative behavior and strategies of communication participants within the Internet space. The Internet is supposed to be a dynamic space that mediates the participation of an unlimited number of communicants in a variety of discussions. In this regard, the crucial task is the analysis of communicative interaction as a “procedural” phenomenon, the dynamics of which is subject to certain laws.
The purpose of the paper is to substantiate the choice of a method for studying communicative interaction and to construct a dynamic model of Internet-mediated communication.
The study is based on the autopoietic theory, which allows to take into account the dynamics of Internet-mediated communication and to model communicants’ behaviour, thereby describing the development of communicative interaction, addressing such properties of the participants to this communication act as adaptability and plasticity.
To achieve the goal we need to solve the following tasks: to study the features of the modeling method; to analyze the specifics of Internet-mediated communication as a special type of dialogical interaction; to consider the main concepts and categories of the autopoietic theory that is seen as a methodological platform for modeling communication as a recursive interaction and to process them within the methodological framework. The results of the study present an autopoietic model of Internet-mediated communication and an experimental research aimed to verify and apply this model to the analysis of linguistic material.
The article is devoted to the use of linguistic routines in the speech of sports commentators. Linguistic routines are frequently repeated discourse units of sports commentary which capture competition events or their parameters
in verbal form. The use of linguistic routines is caused by internal and external constraints on the speech of a commentator who has to react quickly to the course of event. Linguistic routines are understudied in the field of oral spon-
taneous speech—a striking example of such speech is sports commentary. While generating discourse, commentators switch from one topic to another, verbally register events which happen at a sporting arena.
The aim of the study was to determine linguistic routines which are inherent in the discourse of sports commentary of three types of sport: a cycling race, a motor race, and a football match.
Two specific tasks included exploring the possibility of using linguistic routines as discursive markers (based on the statistical analysis of developed transcripts of sports commentary) and explaining socio- and psycholinguistic motivations for using linguistic routines.
Apart from local lexical, grammatical, and discourse analyses of routine patterns, T. van Dijk’s discourse episode analysis was incorporated into the study. Ten types of linguistic routines have been revealed in commentaries of three different types of sport: three for each, and a universal one (“commentary on an instant replay”) implied by the broadcasting format. More specifically, sports commentators fill their speech with typical information on one of the parameters of a sporting event: time frame of a match/race, intermediate result, actions and relative locations of athletes. Such information is transmitted in fixed linguistic forms characterised as non-creative because of the frequency of sporting competition events. 29% of obtained linguistic routines had been placed at the beginning of discourse episodes, which speaks of their discourse marking potential.
The article is devoted to the study of the categorization of the linguistic sub-sphere FAMILY in the Russian, Ukrainian, British and American linguocultures. The author proceeds from the fact that several linguocognitive categories have been identified in the semantic structure of the FAMILY sub-sphere: 1) family as a community of blood and / or non-blood relatives living together; 2) family as a community of all blood and non-blood relatives; 3) family as a labor (professional) collective; 4) family as a socio-cultural community.
The aim of the article is to do a comparative analysis of the category “Family as a labor (professional) collective” in Russian, Ukrainian, British and American linguo-cultures.
This category includes the names of groups of people (communities, communities) that are not in any kindred and inherent ties and are united on the basis of common interests or joint labor (professional) activities. The research material was lexicographic and phraseological sources, from which lexical and phraseological units were selected by the method of continuous sampling, reflecting the content of this category in the structure of the linguistic subsphere FAMILY. Also the method of contextual analysis, the definitional method, the comparative method, which helps to identify universal and nationally specific features were used in the study. The author concludes that the structure of the category "Family as a labor (professional) collective" in Russian and Ukrainian linguo-cultures consists of the names of kinship: family, brotherhood, sisterhood, sisterhood, brother, brotherhood, sister. The linguo-cognitive category in British and American linguo-cultures is represented by such names as fraternity, sorority, brotherhood, sisterhood, brother, sister. It has been concluded that the metaphorical transfer is based on the strengthening in the linguistic consciousness of ideas about the unity of views, the implementation of common ideas, joint labor (professional) activities typical for the family as a group of people related by kinship.
This article explores the notion of the linguistic worldview considered in the works of Russian and other scholars of the 19th-21st centuries.
There is a need to deepen and expand the understanding of the specifics of the representation of one of the most important ontological categories, the “Death” conceptual field, and thus this paper is relevant.
This study aims to identify the specifics of the representation of nominative and semantically united set expressions that are part of the “Death” conceptual field.
The paper is due to examine and analyze theoretical works on the research topic, to conduct a componential analysis of namings connected with death, to compile and identify the specific features and properties of the conceptual representative field. The methodology of the study includes the general scientific methods of data collection and processing (analysis and synthesis), methods of classification and systematization, as well as the method of continuous sampling used to collect and analyze the linguistic material. In the Russian linguistic worldview, the semiotic idea of death is created as a result of constant interaction and confrontation of the “life – death” ontological opposition and is contingent on the anthropomorphic human thought. The analysis of the nominative set expressions has allowed to establish such important features of the “Death” conceptual field as the certainty of death, its insuperability, mysteriousness, sacrality, and anthropomorphism. The sequential examination of the linguistic representations naming the concerned conceptual field allows for the conclusion that, in the Russian linguistic worldview, death is conceived in the material and spiritual aspects. These aspects take into consideration the spatial, temporal and procedural features. The insuperability and certainty of death stimulate man to constantly fight against it. The global road metaphor is connected with the mythological and Christian idea of the afterlife. The sacrality of death is due to it essentially being incognizable and obscure.
Relevance. The spread of the cognitive approach to the study of language also influenced the development of a new view of the term as a special lexical unit. Within the framework of cognitive research, terminological meaning is represented as a part of the concept that has a verbal expression. At the same time, the formation of the term occurs in the course of the implementation of a particular professional activity and proceeds as a cognitive process. The cognitive processes of metaphorization and metonymy are the most relevant in the study of terminological units.
The purpose. Identification and description of the terms of international law of Russia, formed by metaphorization and metonymy, as well as the classification of terminological metaphors of this professional sphere.
Methodology. By means of the continuous scanning method, a selection of terms formed by metaphor was made; using the method of component analysis, the prerequisites for metaphorical and metonymic transfer were revealed. The theory of conceptual metaphor served as the basis for identifying the source sphere in metaphorical term formation, as well as for classifying metaphor terms. The method of cognitive modeling made it possible to trace the direction of the nominator's thought in the formation of the terminological meaning. Using the method of statistical analysis, the most frequent groups of terms of international law were identified.
Results. In the course of the study, a classification of terminological units formed metaphorically was made, and the most frequent type of terminological metaphors in the field of international law was identified. A number of terms were considered through cognitive models, which made it possible to identify the structural components that form the semantics of the metaphor. The use of metonymic models made it possible to trace the formation of new terminological meanings in the process of recategorization.
Conclusion. Metaphor and metonymy are universal ways of thinking, being, among other things, tools that form the lexical base of the professional field (including in the field of international law). For the considered terminological system, the formation of metaphors of a structural type is most characteristic. When forming terms metonymically, the model “action→subject of action→place of action” is most often used.
This work is devoted to the study of the influence of subtitles on the understanding of videos in a foreign language.
The relevance of this study is due to the expansion of the influence of the media on the methods of learning a foreign language.
More and more students prefer alternative methods (using educational and entertainment videos, video games, communicating on forums) over traditional methods (learning a language from a textbook in the classroom).
The purpose of this work is to study the influence of subtitles on the understanding of videos in a foreign language.
The objectives of the study included conducting a stating experiment to establish the possession of certain lexical units and a formative experiment to establish the effectiveness of the presence of subtitles on understanding and mastering certain lexical units.
Participant observation, experiment and statistical data processing were chosen as research methods. Students studying English and Italian were divided into two groups: one watched the videos twice without subtitles, and the other twice, but with subtitles. After the second viewing, the students were asked to take a vocabulary comprehension test from the video. Students were asked about the general impression of the video they watched and the particular details of the video. The results of the experiment showed that watching videos with subtitles was more effective than without them. The students noted that the subtitles acted as a prop when watching the video and then performing the tests. The conclusion of this study is that subtitles have high potential as a means of mastering new lexical units and learning a second foreign language.
The relevant problem of modern associative lexicography and psycholinguistics is the development of the most effective methods for analyzing the accumulated associative data that allow identifying cognitive, emotive, gender and ethno-cultural specifics of speech actions represented in the cue – target combinations.
The purpose of this work is to compare and analyse the associative fields “вежливость” / “քաղաքավարություն” (politeness).
The associative field is not just a set of reactions to the corresponding stimulus word. In our study, this is a way of analyzing associates, a model of mental representation, which reflects the distributional activation of personal meaning in definitional reactions, reactions-images, emotional and evaluative associations and operational reactions. This model makes it possible to identify the ethno-cultural specifics of the speech actions of individuals represented in the analyzed combinations of the cue and the target. The research material was the results of a free associative experiment with native speakers of Armenian and Russian in 2020, reflected in the multilingual associative thesaurus of politeness. The paper shows that definitional reactions prevail in the structure of the analyzed associative fields. Definitional reactions and reactions-images are more frequent among the Armenians. Emotional-evaluative and operational reactions are more typical of the Russians. These data indicate that the group of Russian respondents relies more on linguistic and emotive reference points when activating speech actions, and cognitive reference points are the basis of the speech actions of the Armenians. Most associations of Russian and Armenian respondents have correspondences, which emphasizes the universality of the conceptualization of politeness. The ethno-cultural specificity of speech actions is manifested in the different operationality of the “cue – target” combination, as well as in reactions that do not have correspondences in the analyzed associative fields.
The present paper explores the paremiological area of the interpretative field of the concept “Money”, identifies the cognitive features interpreting the concept in the English language. The paremiological area of the concept structure explicates value of this phenomenon for native speakers in the historical perspective. The large number of linguistic manifestations objectifying the concept “Money” in English paremiological fund indicates a special attitude to this phenomenon. Linguistic research method involves the use of paremiological dictionaries and collections of aphorisms as vivid evidence of the specific aspects of understanding of the concept found in the lexicon that reveals the features of the values of a particular linguistic community. The research of English proverbial fund, in particular, paroemias nominating various properties of money, with the method of cognitive interpretation, allowed us to identify the characteristic features of paroemias objectifying the concept in the English linguistic culture. When analyzing the experimental data, there were cases when modern native speakers did not understand the meaning of some paroemias and, accordingly, did not use them in speech. The experiment of verification and clarification of proverbs as “frozen” conceptualizations presented for native English speakers allowed us to indicate the values of modern representatives of this linguistic and cultural community which are substantially formed by the current economic situation and the mentality of the nation, as well as to observe the positioning of the presented linguistic manifestations in terms of intensity in the consciousness of Americans.
The article views the anthropological theory of cultural models in terms of narrative analysis. The author points out that the theory in question is a relatively new field of cognitive research that focuses on the interconnection between language, mind and culture and stresses that cultural models are widely used to describe cognitive processes as well as cultural aspects of world perception and interpretation. The crucial role of language that serves to form, preserve, transmit and represent cultural knowledge is emphasized. The analysis relies on the novel «Minding Frankie» by the famous Irish writer M. Binchy. The author argues that the narrative structure of the novel is based on a number of cultural models, typical of contemporary western cultures, and undertakes an analysis of the models «service – client», «parents – adolescents» и «political correctness» («male– female»). It is suggested that these models are elements of a more abstract structure – the cultural scheme «Self–Other» – that is traditionally regarded by philosophy, sociology and cultural sciences as a cultural opposition. Ultimately, it is proved that, being a way of structuring cultural knowledge (compulsory for each member of a certain community) and providing the basis for behavioral patterns, cultural models are also important structural elements of a narrative with the main function being the reproduction of the narrative motif. The interpretative potential of cultural models is specifically stressed. The analysis is done by means of lingua-semiotic, linguo-stylistic and structural methods that reveal the structural and interpretative potential of cultural models and serve to describe a narrative as a source of new meanings. All in all, the undertaken research shapes new ways of analyzing fictional texts.
The paper presents the results of an empirical study of the image of color term gray in the minds of modern Russian culture bearers. The study was based on the psycholinguistic theory of the word created by A.A. Zalevskaya,
works by O. V. Safuanova and E. I. Goroshko devoted to the study of verbal associations for colors, the theory of cultural knowledge of F. Sharifian, as well as on works devoted to the study of phraseological units with a gray component in various languages. Nowadays there is a very low level of knowledge of the CO gray in comparison with most color adjectives.
This is exactly what defines relevance.
The methods of psycholinguistic research (Ch. Osgood's method of semantic differential and free association experiment), linguistic methods proper (analysis of lexicographic sources and definitional analysis) and methods of statistical processing of the obtained empirical data (factor analysis) were used. All the data obtained were analyzed from various angles, from the point of view of gender comparison of the data obtained, from the point of view of synchrony and diachrony. This made it possible to investigate not only the current image of the color term gray in the minds of the representatives of modern Russian culture, but also to determine the possible transformation of its image. To carry out a comparison in the diachronic aspect, we used the data of the Russian Associative Dictionary, as well as the results of two free association experiments conducted in 2009 and in 2020. The features of the individual and cultural knowledge of color term gray are shown. The proposed methodology can be successfully applied to the study of the images of various concepts in the linguistic consciousness of speakers of different languages. The article concludes about the dynamism of the gray color term image and shows the ways of its transformation.
The article examines the concept of virtuality from Antiquity to the present in connection with the implementation of educational activities aimed at mastering a foreign language in a remote format. The article considers the essence and nature of the joint activity of the student and the teacher in the light of the main approaches in modern scientific knowledge.
The aim is to determine, in the course of analyzing the research of scientists of previous centuries and the present, the necessary conditions for creating a virtual communicative space that ensures rapid and high-quality mastery of a foreign language, on the one hand, and adaptation due to differences between native and non-native cultures, on the other.
The object of the research is the process of mastering a foreign language in the conditions of distance learning as a new reality in the era of modern globalization.
The subject of the research is virtual reality as a communicative space in the process of distance learning of foreign languages.
The methodological basis of the research is the achievements in the field of linguistic and linguistic-philosophical consideration of the problem of the development and study of a foreign language in the context of virtuality. The article analyzes the specifics of the concept of virtuality as a multidimensional phenomenon that affects various problems of the virtualization process. It is based on the principle of continuity of ideas in the research process, taking into consideration and theoretical analysis of the experience of modern authors engaged in practical activities related to the teaching of foreign languages, and theoretical research in the field of language theory, psycholinguistics, linguodidactics, sociology and philosophy. The method of hermeneutical and contextual analysis is used, which has been developed in the works of both modern authors and researchers of previous centuries. The article explicates the concept of "virtuality". Finally, the features of the virtual communicative space for the remote format of educational activities aimed at the successful mastery of a foreign language by an individual and ensuring readiness for integration into another socio-cultural environment are formulated.
Modern professional education should focus on the training of future specialists having not only professional knowledge, skills and abilities, but formed value attitudes towards a future teaching profession.
This statement determines the relevance of the research.
In the context of axiology, the value-based attitude towards a teaching profession is considered as a reflection of the most significant goals, motives, values, requirements, knowledge, skills and abilities mastered by students, which form the basis of a teaching profession in the future teachers’ minds. The required level of value-based attitude towards a foreign language teaching profession could be formed by developing and introducing into the educational process the pedagogical model of the formation of a value-based attitude towards a foreign language teaching profession. The model implementation included all types and forms of educational activities to move from the new educational material acquisition to the consolidation of gain knowledge, the skillbuilding exercises and assessment during class time, which was experimentally tested among pedagogical university students. To determine the initial level of value-based attitude and motivation towards a teaching profession and to monitor the dynamics of changes in students’ value-based attitude towards a teaching profession after practical training, diagnostic psychological questionnaires, final testing and creative work were used. The results of the experimental work on the model testing have confirmed the positive dynamics of the formation of a value-based attitude towards a foreign language teaching profession to increase the initial level of motivation and value-based attitude towards a pedagogical profession by future foreign language teachers.
This article considers the concept of tolerance in the aspect of professional competencies essential for the future lawyers’ educational training. On the basis of modern psychological and pedagogical research, the features of the formation of personality and professional tolerance in the conditions of the development of professional and general cultural competencies are traced. Research methods: comparative, typological, formal-analytical. The research is carried out using integrative and systematic approaches to teaching a foreign language to students of non-linguistic specialties.
The relevance of the article is provided by the development of legal sciences, the increase of professional requirements for both probation specialists and teachers who ensure the implementation of curricula and educational programs.
The problem of interaction between personality and professional tolerance is considered in the educational process of the Law Faculty at classical University. Formation of a personality for a probation lawyer presupposes the presence of competencies aimed not only to law, but also to the sphere of personal interaction at work. The development of professional qualities of a specialist, noted in the Federal State Educational Standard of Higher Professional Education, is directly related to the process of educating a tolerant professional. Tolerance is a feature of a mature person being self-confident, respectful to others, capable to provide constructive interaction, and able to resolve conflict situations. This contributes to the formation of effective interaction at the organizational and managerial levels within the legal sphere. The results of research are presented, indicating that communicative tolerance, as a kind of interaction between personality and professional tolerance. It is not often pertained to first-year students, but the professional training of future specialists should assume its active development and, subsequently, the formation of professional tolerance on its basis. The ability to competently organize the interaction of people with each other will depend on both the result of specific communication and the implementation of professional goals and objectives.
Relevance. Stagnation in various spheres of human activity is largely caused by the non-decreasing incidence of a new coronavirus infection, which also negatively affects the educational process in universities. Lack of opportunities to participate in international university partner programs for academic exchange changes students’ needs in learning a foreign language. Conscious needs gradually transform into motives that ‘stimulate’ and
‘guide’ students and largely determine the effectiveness and success of the learning process.
The purpose of this study is to assess the level of motivation development, which is possible by observing students’ behaviour as well as by means of a questionnaire or survey.
Our observations of students over the past two years indicate a drop in the level of motivation, which leads to a decrease in interest in disciplines related to the study of a foreign language by students of non-linguistic specialties and, consequently, to lower outcomes.
The objective of the study is to obtain a refined picture of the needs and motives that encourage SWSU students to master disciplines related to the study of a foreign language in modern conditions; to do this surveying is
necessary.
The scope of the study is the students’ needs in studying such disciplines as Foreign Language and Foreign Language in the Area of Professional Activity at university.
The subject of the study is students’ goal setting.
Methodology. To implement the objective set, the methods of surveying, analytical-synthetic and statistical data processing, classification and systematization were used. The issues associated with motivation in learning at university and in learning a foreign language are not new and have been studied in different periods of the development of society. The studies conducted in the “pre-Covid” period, when interuniversity relations were actively developing both within the country and with foreign partner universities, argue that students’ interest in learning a foreign language was very high, which was caused by opportunities to participate in student academic exchanges, international projects abroad, etc. The protracted outbreak of coronavirus infection has changed the situation, and it is necessary to clarify what the goals of a modern student are in order to adjust the process of teaching a foreign language to increase its effectiveness.
The study results analysis showed that students put forward the goal settings that are more familiar to them, although it is not clear from this survey how they intend to achieve the goals. Goal settings aimed at cognitive activity should be leading in the learning process at university, but they are ranked the second. And settings which direct students to activities that, figuratively speaking, “beyond the territorial borders of Russia”, are of less interest to students. In order to adjust teaching activities to actuate cognitive motives and focus students on scientific activities as well as increase their interest in learning a foreign language, it is also necessary to get data on how they intend to achieve the goals set as well as the goals that teachers consider to be important, which requires the identification of means to achieve the relevant goals and, consequently, an additional study.
The number of children with developmental disabilities is growing every year. Hearing loss (congenital or acquired) affects personality development. In particular, this category of children has a delay in both mental and speech development. The fundamental factor in the development of a child is the family - the primary institution of socialization, where the child receives the first knowledge, skills and abilities. The characteristics of children with developmental disabilities lead to changes in the family structure, intrafamily relations, which subsequently affects the development of the child himself. There are many problems of a social, legal, pedagogical nature that parents face when they have a child with hearing impairments. The low level of parental competence of parents is an important problem in the process of upbringing and teaching a special child. The totality of problems, as well as the personal claims of parents, often lead to stress, depression, and subsequently, to psycho-emotional exhaustion, "burnout". Raising children with hearing loss requires a sufficient level of competence of mothers in understanding the motives of their behavior and managing them. One of the main tasks of upbringing and teaching children with hearing impairments is the psychological and pedagogical support of the family in which the child is being brought up. In pedagogical interaction "educational institution-family", parental competence consists in the parents' trust in the educational institution; active pedagogical position; voluntariness and awareness of parents in interaction with an educational institution; developing the need to replenish their pedagogical knowledge and capabilities; long-term partnership between family and educational institution. This article provides an example of psychological and pedagogical support of a family raising a child with hearing impairments as an effective tool for interaction between parents and school.
