There is abundant research on euphemisms, but there are hardly any of them devoted to euphemisms in relation with the theory of political correctness based on the material of recognized American and Turkish online periodicals of the beginning of the 21 st century. The aim of the paper is to study the approaches to the definitions of "euphemism" and "political correctness" offered by Russian and Western linguists, to analyze the classifications and functional peculiarities of euphemisms within the framework of the theory of political correctness. The key research method is the method of comparative analysis which, based on the theoretical data about euphemisms in the English and Turkish languages, helped us to single out the cases of the use of euphemisms in modern American and Turkish online periodicals and compare the types of politically correct euphemisms in the two languages. The paper indicates the active research of euphemisms in the language of mass media by Russian and foreign (American and Turkish) linguists. The results of the study found that, compared to Turkish online newspapers and magazines, modern American online periodicals are characterized by a wider use of politically correct lexemes. The paper findings may be useful for researches who deal with political discourse, comparative analysis, the use of political lexemes and political euphemisms within the framework of the theory of political correctness.
The article describes the ways of translation of the Tatar cultural concepts moŋ and bäkhillek into the Russian language with regard to linguistic and cultural values, (moral and aesthetic) factors. The authors emphasize the necessity of accounting for the translation of national peculiarities and cognitive environment, which occurs around the meaningful units of the text and determines the nature of translation transformations. Changes in the concept's information structure are due to mismatch between the language pictures of the world, the value priorities and cultural traditions of language communities. The associative-conceptual field of concepts does not normally expand in translation but, on the contrary, narrows, which leads to the conceptual fragmentation of the translated text and shattering of its content, image, and stylistic integrity.
In order to solve the main task of learning on the lessons of Russian and Tatar literatures, associated with the formation of the reader's culture as a creative thinking person, it is necessary to revise the conceptual strategies of the literary education. This meets the urgent needs of studying the works of one national literature in the context of comparison with the other one. The main aim of the article is to identify epistemological potential of the interliterary dialogue as a concept of literary comparative study and consider its projection into the teaching of the Russian literature in schools with non-Russian language of teaching, based on "The Evenings on a Farm near Dikanka" of N.V. Gogol and poems "Shurale" and "The Water maid" of G. Tukay. The study of works of one literature in the context of comparison with the other one expands the space of the reader's perception. The meaning of a literary work makes the context of the national literature a real problem. The educational activity is aimed at understanding principles and methods of artistic forms of understanding reality: time and space images, plot schemes and motifs, national and universal in the characters, etc. Finding these meanings helps the reader to interpret the resulting aesthetic information adequately. "Alien" culture is perceived as "the other". Student's consciousness captures the diversity of artistic principles and the world and human image's forms. Thus, the study of different types of dialogical relations arising between the works of Russian and native (Tatar) literatures, fundamentally changes the nature of the students' cognitive activity.
This article is devoted to didactic and methodological aspects of using information technologies for the development of foreign language communicative competence and assessing the degree of its formation among students. The aim of the study was to determine the didactic conditions for the use of the video conferencing mode as one of the methodological tools to improve the effectiveness of teaching foreign languages at the university, organized both in full-time and in distance. The main empirical research method was experimental training, the evaluation of the results of which was carried out on the basis of specially developed criteria. The study showed that the high didactic potential of this type of modern information technology, such as video conferences with native speakers of a foreign language, which can be realized with competent methodological support, including preliminary planning, preparation and thorough study of all aspects and stages of the lesson. At the same time, the directing and coordinating activity of a teacher who acts as a moderator of educational activities in the lesson is necessary. Assessment of students' speech skills should be conducted in accordance with clear criteria. Subject to the identified didactic conditions, the educational process is enriched with new organizational forms, cognitive independence of students is developing, cognitive interest is stimulated, and positive motivation for learning a foreign language is increased.
E-learning technologies have become very important nowadays. It is stated that elearning is a step to an available and qualitative education. The main purpose of writing this paper was to research and analyze the problems with the e-learning in Russia and establish the development prospective. While writing this paper different methods were employed. The descriptive methods were used to describe the situation with the development of e-learning in Russia. The method of statistical analysis was employed to show the effectiveness of the usage of the electronic courses in organization of the e-learning in one of the Universities in Russia. The urgent problems of e-learning in Russia are revealed in this paper. The causes of problems of organization of e-learning on the basis of one of the Russian universitiesthe Kazan (Volga region) Federal University are analyzed. In this article we also dwell on the problems of a qualified teacher training, who would be able to create electronic courses and use modern e-learning technologies in an environment of higher education.
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