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GENERAL FACT: SYNTAGMATIC RESTRICTIONS IN RFL COURSE // Tomsk State Pedagogical University Bulletin. 2019. Issue 4 (201). P. 155-161

The paper deals with the actual, but the least investigated Russian language aspectual meaning – the general fact. This means that full qualification is even more important because it is a guideline of the Russian Aspectual System. The article covers the Russian as a Foreign Language modern training courses, created by foreign and Russian authors, an analysis of the basic principles of data presentation. Their conceptual features are marked. The author aims at the versatile presentation of two general fact use syntagmatic restrictions (non-collocation: a) with adverbs вдруг, внезапно, неожиданно (suddenly, unexpectedly); b) with quantified object) and creating these phenomenae` explanatory model. Despite the traditional opinion of the unexpectedness, dominating in the semantics of these adverbs, author, distinguishing aspectual and non-aspectual action characteristics, considers the feature of unexpectedness aspectually irrelevant and so puts forward the different basis for figuring out the first restriction – Salience / importance of the action for the speaker, which proves the verbal aspect interpretative function. The second restriction is being analysed regarding the wider sphere of phenomenae – the quantifying and qualifying characteristics of the action /state itself. So Partitive appears to be homogeneous for quantification. But the latter are impossible in terms of the general fact use. Thus it results in putting the general fact essence into the limelight, making it possible to shape it for the foreign learners: the speaker is not focused on the action and state, the latter is not emphasized. Hence the general fact meaning could be included in the set of means, revealing the universal language category of definiteness/indefiniteness (of the action/state distribution in time).The gained results open some certain research perspectives: listing the general fact use typical situations given the different verbal grammar forms (future forms and infinitive) are involved, aspectual meanings` orientation in regard to dictum and modus, verifying the aspectual meanings` position in the Russian sentence semantic structure.

Keywords: Russian as foreign language, aspectual meanings, general fact, action salience, object quantification

INFORMATION TRANSMISSION PROCESS: LANGUAGE MEANS OF DESIGNATION IN THE COURSE OF RUSSIAN AS A FOREIGN LANGUAGE // Tomsk State Pedagogical University Bulletin. 2019. Issue 8 (205). P. 128-135

Introduction. The paper deals with one of the cornerstones, fundamental substances of the modern world order (now based on the triad matter – energy – information) – information. Information transmission process, relevant for such areas as journalism, philology, diplomacy, sociology, business - is considered as a fragment of the worldview, both from the viewpoint of content and form. An attempt of structuring the process based on the interdisciplinary study achievements led to designing the 11-member model. As far as, according to the data of the large modern semantic dictionaries, the language (verbal) units of the process elements’ designation appeared disconnected, separated into different headings (8 in amount), sometimes not closely related to each other, the need of enlargening the scale of this block correspondingly arose. The verb vocabulary selected on the basis of Laboratory for General and Computational Lexicology and Lexicography of the Philology Faculty of the Moscow State University named after M. V. Lomonosov database has formed a united class of Information Transmission Verbs numbering 340 units and relevant for the lexical-syntactic Russian as a Foreign Language (RFL) course. The meaning of information transmission acts as a strong (belonging to lexical semantics), weakened (activized only with the support of the context) and figurative of different types. Consequently, these language meanings’ types in RFL vocabulary should be presented in different ways. The purpose of this article was 1) to put the formed vocabulary in accordance with the Model of Information Transmission; 2) to analyze the dictionary in regard to two positions of the developed model: action designation and information (message) type. Material and methods. The leading research method was the method of verbal word component analysis. Results and discussion. It turned out that the verbal vocabulary is working out the information transmission process both qualitatively and quantitatively. At the same time, such qualitative characteristics as the absence of the sender and different types of information distortion appear. Quantitative characteristics have the form of information dosing and the intensity/extensity of the process. Verbs of Information Transmission (as ободрить, обнадежить, вселить надежду, развеселить), characterizing both the sender and the addressee, and simultaneously transmitting the sender’s intention and the recipient`s response – have been brought to light. Typifying information (also associated with the syntagmatic features of a verbal predicate), on the one hand, gives a fairly broad picture of its varieties, and on the other hand, allows us to determine, albeit relatively, its volume. Conclusion. Selected language means for designating positions of the Information Transmission Model are intended for the lexical-syntactic course of functional Russian.

Keywords: information transmission process structuring, language means of positions` denotation, Russian as a foreign language

INTEGRATIVE RUSSIAN FOR SPECIAL PURPOSES` VOCABULARY COURSE // Tomsk State Pedagogical University Bulletin. 2020. Issue 4 (210). P. 183-191

Introduction. The paper deals with Language for Special Purposes Vocabulary Course Modern Teaching Methods. It limelights the integrative course with the multichannel teaching aids’ presentation and lines out its organization principles. This program is based on the auditive educational lectures’ course, built exclusively on the educational material of authentic lectures’ extracts. Lectures’ glossaries as a pattern for revising the main pronunciation difficulties at the same time introduce the discipline subject index. Totally it results in forming the compact multipurpose course, involving the spheres of Phonetics/Accentuation/Rhythmics/ in the aggregate with Lexicon/Grammar/Logic/Composing/Rhetoric/Sounding &Written text Analysis/Speech Development. As soon as each lecture’s task typology is vast and is reproduced repeatedly, students gain the possibility to see every object diversely in its totality and contradictions. The purpose of this article is not only to describe the integratively introduced knowledge, but to present a system of methods for working with knowledge in the flow of such educational course. Material and methods. The principle research method is the comparative analysis of hypothetical and real ways of uniting the different purposes and aims of the functional Russian as a Foreign Language course in a solid program. Results and discussion. It turned out that the purposes and aims of forming competences, being different in their nature, are compatible in the integral whole in the educational course. Such course can be based on listening as a type of speech activity. And it’s the diverse kinds of mental activity (extracting information from different non-homogenous sources, presented on different vehicles, phenomenae’ comparison, emphasizing the main item, making whole of an odd set, general and concrete problems’ formulating, enumerating the problem aspects) that forms a certain mentality type. And it is vital not only for those, specialized in “Philology: Linguistics: Literature Studies”. Conclusion. An integrative educational course is an integral system, simultaneously involving students in several kinds of mental and speech activity. Multichannel teaching aids presentation forms the communicative competence rapidly. Hence such courses contribute to intensifying Russian as a Foreign Language educational process.

Keywords: Russian as a foreign language, integrative course, multichannel teaching aids’ presentation, vocabulary teaching, language of the major “Philology”

INTERPRETING FUNCTION OF VERBAL ASPECT. ACTION RETARDATION AND ACCELERATION (IN TERMS OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE) // Tomsk State Pedagogical University Bulletin. 2022. Issue 6 (224). P. 26-33

Introduction. There exists a tendency for distinguishing objective and subjective matters in the Russian sentence meaning contents aspectual zone. The latter area includes interpretive meanings, such as visibility, surprise, distance between interlocutors, social and other types of status differences between interlocutors, elimination of responsibility for action, etc., identified in recent years by Russian and foreign aspectologists. However, in this perspective, the high-speed interpretation of the action displayed in the statement has not yet been investigated. The article is devoted to the interpretive function of the verb aspect in its new speech manifestations, not included in the pragmatic potential of the verb aspect – retardation and acceleration of the depicted action. Retardation is understood as an artificial slowdown in the image of the development of an action and is based on the concept of an action phase. The acceleration of the action is understood as the inducement of the interlocutor to the accelerated start of the commission of the named action or the early signaling of the end of the action that has not actually completed. The Slavic languages as such differ to a large extent from the languages of other groups in the subtle elaboration of the phases of the implementation of the action. Specifically, the Russian language has a variety of linguistic means of designating phaseness, both morphological and syntactic. The aspect of the verb is also involved in this semantic sphere, and the change of aspect tense forms can lead to individual modeling of the situation and certain types of influence of the speaker on the interlocutor, which are considered in this work. Material and methods. The work is based on real colloquial dialogues of so-called replying type including the above-mentioned phenomenae as having the most solid internal semantic and compositional links. The data was analysed semantically and syntactically with using some modeling principles. The main goal is revealing and representing the psycholinguistic conditions for appearing and forming the above mentioned senses as well the frame for their use in modern discourse. Results and discussion. Analysis of structure and varying internal links of real colloquial dialogues allowed to reveal the main list of typical situations for expressing the senses of Action Retardation and Acceleration taking semantic preposition and postposition into consideration. Thus, their inclusion into Verbal Imperfective Pragmaticon has been substantiated. The analysed meanings’ forming the binary opposition makes the sideline result. Conclusion. The research resulted in widening the Imperfective verb’s pragmatic sphere boundaries.

Keywords: verbal aspect interpreting function, action retardation, action acceleration, colloquial dialogue

Aspectual commentary in the typology of interpretations of the explanatory dictionary and educational dictionary of the RFL // Tomsk State Pedagogical University Bulletin. 2024. Issue 3 (233). P. 74-83

Many foreign and Russian linguists (including the syntaxists of the so-called Vinogradov’s school) consider the Russian sentence to be verbocentric, because the verb supports many syntactic structures of both simple and complex sentences. That is why all types of studies on different aspects of this grammatical category are so important in the process of teaching foreign students, including aspect formation, meaning and use of the aspect pair (both categorical and pragmatic), its semantic and syntactic compatibility with left and right actants. As a rule, foreign students studying Russian as a Foreign Language (RFL) in Russia and outside the language environment have at their disposal different types of dictionaries, and our aim is to trace what opportunities these dictionaries provide for mastering the verbal word’s use in modern discourse. In other words, how much aspectual information they contain, how adequate it is to the current state of the language, and how much it contributes to the free participation of a foreigner in various discursive processes, both oral and written. The types of dictionaries which foreign students most often deal with – explanatory and educational ones of various directions – are considered. Aspectual verbal characteristics of these dictionaries are analyzed in three perspectives: 1) content; 2) structurе; 3) sign marking. The dictionary dignities are revealed as well as some drawbacks, preventing the international students from free orienteering in the dictionary entries of the Russian Verbs, from becoming aware of Aspectual peculiarities of Russian Sentences with Verbal Predicates and finally from adequate using the Aspect Forms in discourse. Controversial issues of interpretation of verbs are estimated, options for their solution are proposed. As a result of the study: 1) the necessity of ordering and expanding the aspectual information of the dictionary is proved; 2) a different type of verb semantics expounding is proposed, depending on the type of linguistic meaning; 3) the directions of changes and practical materials for Aspectual Commentary of Verbal entries, first of all, of the RFL educational dictionaries, have been developed.

Keywords: Russian as a Foreign Language, educational dictionary, aspectual commentary, ordering and expansion

Foreign postgraduates` mental actions` training in Russian for special purposes course // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 104-111

Foreign postgraduates, having entered the Lomonosov MSU philological faculty, encounter not only the General Literary Russian but also Russian for Special Purposes “Philology. Linguistics. Literature Studies”. As far as most of them have had vast experience in using the General Literary Russian, Russian for Special Purposes has been put into the limelight. And this course includes not only broadening the Subject Knowledge but also training the concrete mental actions, necessary for the postgraduates being the researchers. Above mentioned Special Course involves new Simple Sentence classification, lacking so far in Russian for Foreigners (RFF) textbooks and manuals. This classification, based on the statement type, has thus got the logical foundation. This way 7 senses relevant for the scientific speech style and being expressed exclusively via Simple Sentence Structures, have been revealed. And each of them corresponds to the concrete scientific work stage. The article deals with such elements of the scientific research as: a) confirmation of the object existence insome sphere; b) object nomination; c) revealing the object features and defining the differential feature; d) object qualification; e) object internal structure defining; f) classification of the objects, being found; g) constructing the objects` hierarchy. Language means (lexical and Syntax), necessary for their description, are being analyzed. Investigation results. 10 main mental actions, necessary for the foreign postgraduate during his working out the thesis are brought to light, and the training tasks` typology for accomplishing these actions is attached to them. The list of logical-semantic criteria actual for choosing the Simple Sentence Verbal Predicate is also presented. Theoretical Significance. New classification of the Russian Simple Sentence on the logical base is presented and its correlation with the Mental Actions is stated. That`s why this article addressee is wide: different types of Russian Language investigators. Practical Significance. Article gives the opportunity for using its materials in the practical RFF Course for Special Purposes not only for the Philological Cluster.

Keywords: Statement type, foreign postgraduate`s investigation activity, Mental Actions