The article reveals the importance of studying the formulaic style in the oral epic culture of Kazakh (Turkic) zhyrau of the 15-18th centuries. The purpose of the article is to identify the specificity of the formulaic language and the style of the epic tradition of these singers, as well as to show the degree of their knowledge, based on the principles of oral theory by M. Parry and A. Lord and their followers. Zhyrau are singers of the times of the Golden Horde and the foundation of the Kazakh Khanate. In the analysis of the ancient forms of their epic thinking; the genesis of genres, principles of performance and transmission of tradition, formulaic style plays a major role. The method of discourse analysis, system review, referencing, comparative analysis, and the methods of previous researchers were applied in the study. The novelty is that the formulaic style was first studied on the oral material of the zhyrau dated the 15-18th centuries, where stable units are represented by a formula – the basis of the epic style and an important means of the singer’s oral-style technique. The theoretical significance of the article and its relevance, is based on a broad discussion of oral theory, and at the same time on its effectiveness and efficiency in studying the Kazakh (Turkic) epic tradition. The practical value of the research gives its results in the analysis of language and style, the distinction of styles and genres of zhyrau from other bearers of Turkic poetic culture. The Parry-Lord formulaic grammar can be applied both for the study of Turkic languages and to the quality of artistic translation.
The change in format of education, professional employment and communication in a critically short time caused by the conditions of the global pandemic contributed to the internalization of the Russian language, as one of the types of language innovations, and the emergence of English borrowings used to unify concepts in the world space. The modern era is characterized by neologization, active word creation, caused by the demands of the society. The intensity of penetration of anglicisms into pedagogical discourse significantly complicates the task of linguists to trace, fix, classify and study the variety of ways in which the latter enter pedagogical discourse.This article proposes an analysis of borrowed words and the emergence of new concepts based on the English language in pedagogical discourse related to global changes in the context of the pandemic and the transition to distance learning. The article attempts to understand positive and negative aspects of this phenomenon based on the analysis of the corpus of language units that were selected as a result of a continuous sample from various sources. In particular there are recording the written and spoken speech of teachers and students, the interface of learning platforms, Internet communication (social networks universities, instant messengers, forums, blogs, etc.). The article also substantiates the idea of the necessity and timeliness of the study of penetrating borrowings due to the difficulty in mastering educational material and understanding educational instructions.
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