Система любого языка представляет собой иерархическую структуру. Нижним ярусом выступает фонемный, а верхним – синтаксический. Каждый язык характеризуется своим уникальным набором структурных единиц – фонем, морфем, лексем и синтаксем. При контакте двух языков, родного и изучаемого, их единицы смешиваются, образуя особую систему – интерязык. Эта система является промежуточной и неустойчивой, поскольку учащийся способен воздействовать на нее, постепенно осваивая структуру нового языка. Нарушения в неродной речи иностранцев именуются интерферентами, они являются следствием интерференции – феномена, при котором ранее полученные навыки, языковые и/или культурные, мешают освоить язык вторичной компетенции. Интерференты являются структурными единицами интерязыка, так же как фонемы, морфемы, лексемы и синтаксемы выступают единицами естественного языка. Авторы статьи утверждают, что для понимания процессов интерференции необходимо выявить интерференты. С этой целью в работе описывается конвергентно-дивергентный метод анализа подсистем и структурных единиц контактирующих языков. В работе представлены результаты ранее проведенных исследований в этой области и дается обоснование для создания корпуса интерферентов русского языка. The system of any language is a hierarchical structure. The lower tier is phonemic, and the upper one is syntactic. Each language is characterized by its own unique set of structural units: phonemes, morphemes, lexemes and syntaxes. When two languages, native and studied, come into contact, their units get mixed, forming a special system – interlanguage. This system is intermediate and unstable; a student can influence it by gradually mastering the structure of a new language. Errors in speech of foreigners we call interferents; they are the result of interference – a phenomenon in which previously acquired skills, linguistic and/or cultural, interfere with mastering the language of secondary competence. Interferents are the structural units of an interlanguage, just as phonemes, morphemes, lexemes, and syntaxemes are units of a natural language. The authors of the article state that to understand the processes of interference, it is necessary to identify interferents; for this purpose, the paper describes a convergent-divergent method for analyzing subsystems and structural units of languages in contact. The paper presents the results of previous studies in this area and provides a rationale for the creation of the Corpus of Russian Language Interferents.
Хотя морфемы всесторонне изучены и теоретически обоснованы, на сегодняшниймомент отсутствует сопоставительный анализ морфемного строя данных языков. Наличиеподобного анализа способно послужить лучшему пониманию структуры неродного языка, азначит, содействовать формированию лексической и грамматической компетенции. В связи сэтим, автором рассматриваются и сопоставляются единицы русского и китайского слова. Путемтеоретического анализа выявляются основные расхождения, сходства и взаимосвязи вклассификации морфем. Автор также объясняет и обосновывает основные принципы морфемногоразбора в данных языках. Результаты исследования могут представлять интерес для русистов икитаистов при создании упражнений для решения лингвистической задачи – членения слова насоставляющие.
The Russian Federation and the People’s Republic of China perceive each other as strategic, independent and equal partners with joint projects in bilateral trade, national security, tourism, education, etc. Countries are committed to long-term and mature cooperation and to peaceful and balanced settlement of disputes. Successful intercultural communication, based on an understanding of the values and norms of another nation, is a guarantee not only of peaceful relations but also of mutually beneficial partnership. We should understand that communication does not take place between States and organizations, but between real people and representatives of their countries. The communicator is the bearer of the collective experience of his people. Its national and cultural identity is shaped by the society in which he was brought up. In intercultural communication «their» norms are treated as reference norms, and «others» as incomprehensible, non-motivated and inadequate. The article discusses the cultural codes of Russia and China, examines the influence of national way of thinking on the vision of different reality and mentality, analyzes patterns of behaviour and judgment, which have a negative impact on the effectiveness of communication in various areas of joint activity. The article also describes recent intercultural contacts and highlights the most significant differences between the two countries. The article may be of interest to specialists and teachers in the field of intercultural communication, since it gives an idea of the manifestations of national and cultural identity in the individual, in his behaviour and in his speech. The article explores the reasons for negative impact on intercultural contacts in the recent period.
Chinese international students encounter a variety of difficulties in their education at Russian universities. Overcoming the language barrier and adjusting to new social and learning environment are thought to be the major factors for successful training abroad. However, there is also one serious challenge that Chinese students face. Professional disciplines, in particular technical ones, are characterized by a high concentration of terms. Knowledge of specialized technical words has a strong impact on the academic development of the students. Greater vocabulary size is a main component for understanding written learning materials and for effective oral interacting with faculty members. However, just few Chinese-speaking students demonstrate a sufficient level of competence in technical Russian. In this regard, the paper raises the issue of developing language proficiency under a course in construction. On the example of building material science the authors consider compiling a bilingual glossary designed as a mobile application. Such a ‘mobile’ glossary can help Chinese international students, whose major is construction, to successfully gain subject knowledge.
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