The article is devoted to the study of phenomena, such as duty and desire. These phenomena are interpreted in different ways within the framework of various philosophical trends, starting from antiquity and ending with modernity. The authors emphasize the lack of consensus in the philosophical and scientific community in the interpretation of these categories. Thus, R. Descartes believed that the phenomenon of debt arose in the human mind under the influence of social conditions. On the contrary, I. Kant and C. Cordner argued that duty was a priori concept not associated with practice and life. In turn, L.Yu. Nikolaeva understood duty as the basis for forming the national-cultural ideal. Plato explained the phenomenon of desire by the imperfection of a human, whereas Aristotle understood desire as the product of a pleasant sensation. In turn, Spinoza argued that desire was an individual form of cognition of the world. Descartes and J. Locke believed that desire was a need for something that was not currently available. In general, the categories of duty and desire were clearly distinguished. Most philosophers consider duty as a characteristic of the social being of the individual, whereas desire is considered to be an empirical category, i.e., generated by the sensory experience of the individual. However, it is necessary not only to study these concepts more deeply but also to reveal their role in forming spiritual and moral values.
The work is devoted to the formation of sociocultural and linguocultural competences of foreigners studying Russian as a foreign language (RFL) through work with modern feature films. We describe the linguodidactic potential of authentic video materials designed to work in the classroom in Russian as a foreign language; selection criteria are presented. We point out that mo-tion pictures are a valuable source of both linguistic and extralinguistic information. We conclude that it is advisable to use authentic full-length feature films in RFL lessons; the recommended lev-el of language proficiency is B1. We offer a methodological development for the Russian film “Moscow Romance” (2019). We substantiate the criteria for choosing this film, we have devel-oped a system of tasks, some of which can be completed during extracurricular hours. We pre-scribe such stages of work with the film as: “Pre-demonstration. Preparation for viewing”, “Dem-onstration. Understanding Test” and “Post-Demonstration. Discussion”, as well as offer the fourth stage “Continuing work outside the classroom”. This system of work has been tested by the au-thors of the work in three groups of different nationalities studying at Russian universities.
The article analyses the most typical phonetic and intonational mistakes that arise in the speech of the Mongols when mastering the Russian language. Such mistakes create a specific foreign accent, and can be an obstacle to successful communication. Phonetic and intonational differences in the speech of the Russian-speaking Mongols are due to the influence of the phonological system of their native language, as well as the diverse structure of the compared languages (consonant and vocal), the discrepancy of articulation bases, and the peculiarities of the organization of the super-segment level. The practice shows that Mongol students experience significant difficulties in mastering the phonetics and intonation of the Russian language; the formed accent is very stable and difficult to correct, so it is important to work on pronunciation at the initial stages of language learning. The most effective, according to the author, is a comparative methodology based on a comparative description. The given material can be useful for practicing teachers working in a Mongolian-speaking audience, who are interested in correct pronunciation, who want to get an idea of the phonetic systems of the compared languages to prevent typical mistakes and correct them.
The neologization with the popularity of the Internet occurs actively in the contemporary Russian language. Not only mass media but also common people, Internet users contribute significantly. New words from the media discourse get into word creating rates of Internet project “Word of the Year”. On the one hand, ranked lists are the indicators of social changes, on the other hand, they reflect linguocreative potential of people, who participate in lists formation. Creative speech activity relates to language game. One of the main rules of such a game is the understanding of conditions of a certain speech (game) code both by a creator of a word and by an interlocutor. Conducted analysis shows that authors mostly use the model of compressive word creation and it proves high creative potential, freedom of speech behavior and linguistic sense of native speakers, who strive to the self-expression with word creation. New formations created by methods of paronymic attraction and blend words save semantic links with original words. So they have semantic of motivating words in their meaning and have advantage over descriptive constructions. Thus, methods of word creation, which allow describing social and political events of a country or a personal life with a new bright word with evaluative element in it, are popular in the contemporary word creative activity.
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