Slavic Languages and Societies Commons^™

Чтение Как Один Из Видов Речевой Деятельности В Процессе Обучения Русскому Языку, Kupa Рогова

Russian Language Journal

Обучение языку на продвинутом этапе стажёров из США, приезжающих в Россию после прохождения основного курса русского языка дома, ведётся в СПбГУ по программе «Флагман» уже несколько лет при постоянном поиске оптимальных способов отбора языкового материала, форм и средств его усвоения. На исходном этапе учащиеся, хотя и с некоторыми индивидуальными различиями, владеют всеми видами речевой деятельности, так что процесс обучения состоит, с одной стороны, в расширении запаса слов, овладении синтаксическими конструкциями, которые обладают по сравнению с элементарными более сложной грамматической семантикой и, с другой, – в развитии и совер-шенствовании умений в восприятии и построении связной речи. Все эти знания и умения …

Heritage Language Learners Of Russian And L2 Learners In The Flagship Program: A Comparison, Olga Kagan, Anna Kudyma

Russian Language Journal

The paper will compare heritage language learners (HLL) with traditional learners of Russian as a foreign language (L2 learners). We will focus on the Intermediate-High and higher levels of proficiency in order to determine whether these two groups of students can profitably share the classroom and use a common curriculum. The findings of a new study as well as UCLA Flagship experience over several years confirm that these two groups are compatible at higher levels of oral proficiency as measured by oral proficiency tests.

Comparing Heritage And Non-Heritage Learning Outcomes And Target-Language Utilization In The Overseas Immersion Context: A Preliminary Study Of The Russian Flagship, Dan E. Davidson, Maria D. Lekic

Russian Language Journal

The heritage learner within U.S. foreign language education has received increasing attention over the past two decades, as university programs with substantial numbers of heritage students have developed improved diagnostic and curricular offerings for addressing the particular needs of those whose learning of their native language was incomplete or interrupted due to immigration to the U.S. (Valdés, 2000; Kagan & Dillon, 2004). While the heritage learner within the domestic language learning context is relatively well represented in the literature, relatively little research has been devoted to the acquisition experiences of heritage learners engaged in overseas immersion study (re-learning) of their …

Student And Tutor Perspectives Of Tutoring In A Russian Flagship Program, Dianna Murphy, Karen Evans-Romaine, Snezhana Zheltoukhova

Russian Language Journal

This paper presents findings from a small-scale qualitative study based on interviews with Russian Flagship students and tutors at the University of Wisconsin-Madison to explore students’ and tutors’ perceptions of tutoring in the UW-Madison Russian Flagship Program. The UW-Madison Russian Flagship is a rigorous undergraduate program funded by a grant from the National Security Education Program (NSEP) to provide opportunities for highly motivated students of any major to reach a Superior level of proficiency in Russian by graduation. Students in the program are provided with two to four hours per week of individual tutoring in Russian. The present study follows …

Argumentation And Debate In The Foreign Language Classroom: Russian And American University Students Collaborating Through New Technologies, N. Anthony Brown, Ekaterina V. Talalakina, Irina V. Yakusheva, Dennis L. Eggett

Russian Language Journal

As pressure to articulate clear learning outcomes has increased in recent years, many foreign language departments across the United States have drawn on proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL) to define expectations of their curricula. Misguided perceptions in the past about the “hardness” of the discipline frequently stemmed from a combination of instructors relying on arbitrary measures rather than nationally recognized standards, and administrators failing to provide financial support needed to carry out proficiency testing.

«Речевые Маски» Повествователя И Речь Персонажей (На Материале «Московских Сказок» А. Кабакова), Кира Щукина

Russian Language Journal

«Московские сказки» А. Кабакова, написанные в 2005 году, несомненно интересны и с точки зрения лингвистики, и, в частности, лингвистического анализа текста. Сам А. Кабаков отзывается о своих «Московских сказках» следующим образом: «Это действительно сказки и мифологические истории от Красной шапочки до строительства Вавилонской башни. Но действия их перенесены в современную Москву. Это карманная энциклопедия современной русской жизни, с чиновниками, бандитами, иногородними девушками, политтехнологами и другими сомнительными, но очень современными личностями"1. «Энциклопедичность» «Московских сказок» Кабакова и их лингвистическое и стилистическое богатство дают возможность результативно использовать этот материал при обучении чтению студентов III-IV уровня, в частности, на программе «Флагман», а также использовать …

Персонажи В Драматургической Лениниане: Механизмы Идентификации, Наталья Семенова

Russian Language Journal

Статья написана по итогам работы в рамках программы «Flagship» в 2011 / 2012 учебном году. Использование драматургических текстов в процессе обучения студентов на высших уровнях владения русским языком (C1 и C2) продуктивно по нескольким причинам. Во-первых, материал пьес позволяет продемонстрировать интонационное богатство русского языка. Большое внимание на практических занятиях уделяется ремаркам, сопровождающим текст персонажей. Они дают студентам комплексное представление о различных тактиках и типах речевого поведения, соответствующих им языковых средствах и наиболее частотных ситуациях общения. Во-вторых, пьесы, если это не драмы для чтения, как правило, предполагают постановку на сцене и рассчитаны на прямой контакт зрительного зала с исполнителями ролей. Заложенный …

Особенности Обучения Речи На Русском Языке На Программе «Флагман», Ольга Рябова

Russian Language Journal

Как в обыденном, так и в профессиональном сознании сегодня быту-ет представление о том, что результатом изучения любого иностран-ного языка является достижение определённого уровня практи-ческого владения этим языком, то есть умение говорить на изучаемом иностранном языке. При изучении русского языка от второго уровня ТРКИ (тестирование по русскому языку как ино-странному1) вопрос о владении языком превращается в намного более сложное явление, чем определение того, может ли учащийся изъясняться на иностранном языке. Обучение по программе третьего и четвёртого уровней владения языком требует от учащего-ся не только знания и понимания стилистических различий, существующих в языке, и применения этих знаний в практике речи, но и …

К Вопросу О Работе Над Некоторыми Грамматическими Трудностями На Индивидуальных Занятиях По Рки, Екатерина Гражданкина

Russian Language Journal

Учащиеся программы «Флагман» параллельно с основным курсом обучения имеют индивидуальные занятия, задачей которых является корректирование восприятия основной программы стажёрами, развитие их речевых умений. Помимо расширения основного курса, на индивидуальных занятиях есть уникальная возможность обсуждать со студентами интересующие их темы.

Опыт Прочтения Комедии А.С.Грибоедова «Горе От Ума» На Индивидуальных Занятиях Программы «Флагман», Ольга Макарова

Russian Language Journal

Программа «Флагман» предоставляет уникальную возможность американским студентам, изучающим русский язык, полностью погрузиться в среду изучаемого языка. В течение девяти месяцев, проводимых в России, кроме лекций, практических занятий, экскурсий, посещения спецкурса по выбору, прохождения стажировки в российской компании, общения в семье, студенты ежедневно могут задавать вопросы преподавателю-репетитору в формате индивидуального занятия.

Иностранные Слова: «Лингвистическая Мода» Или Необходимость?, Анна Хруненкова

Russian Language Journal

Программа «Flagship» ориентирована на студентов, владеющих русским языком на уровне В2 – С1, а после года обучения в России достигающих уровня С1 – С2, соответственно. В течение учебного года иностранные учащиеся посещают лекции, семинары, практические занятия, индивидуальные и дополнительные занятия, такие, как дискуссионный клуб, проходят практику в различных некоммерческих организациях и ходят на экскурсии.

Full Issue

Russian Language Journal

No abstract provided.

New But Hardly Improved: Are Multiple Retranslations Of Classics The Best Cultural Use To Make Of Translation Talent?, Timothy D. Sergay

Russian Language Journal

The notion of audio remastering seems to inform the way literary “consumers” conceive of retranslations of classic works today. This is almost certainly because the two operations—remastering and retranslation—are such natural cousins. Retranslation seems to imply, at the very least, continuous improvement of the literary product in the target language, that is, the elimination of earlier translators’ errors in construing the source text and the ever more adequate recreation of the original author’s stylistics. How close this seems to the idea of “cleaning up” an audio signal, improving the “signal‐to‐noise ratio,” enhancing fidelity—this critical term, along with loss, is common …

Full Issue

Russian Language Journal

No abstract provided.

Великий И Могучий Олбанский Язык: The Russian Internet And The Russian Language*, Daniela S. Hristova

Russian Language Journal

The worldwide proliferation of the Internet as a fundamentally new media technology has coincided with a radical social and linguistic liberalization in Russia. This junction changed drastically the interrelationship between the standard language and the non‐standard language varieties. A paradigmatic manifestation of the new Russian linguistic reality is the prevalent Internet trend of alternate spellings and non‐normative lexical use. The phenomenon is frequently referred to as an “Olbanian” language and associated with the counter‐culture of the so‐called “padonki.” Disregarding the fundamental principles of Russian orthography, spelling, and even morphology, the padonki have created an idiom that seemingly allows complete freedom …

Преподавание Глагольного Вида В Русском Языке: Проблемы И Решения, Валентина Соболева

Russian Language Journal

Категория глагольного вида в русском языке является одной из наиболее трудных тем в методике преподавания русского языка как иностранного. Трудности, которые испытывают не только студенты, изучающие русский язык, но зачастую и преподаватели, пытающиеся им помочь в понимании и усвоении этой категории, возникают по нескольким причинам.

Translations, Retranslations, And Multiple Translations: A Case For Translation Variance Studies, Alexander Burak, Timothy Sergay

Russian Language Journal

The cluster of three related articles offered here represents what the authors propose to call “translation variance studies,” or TVS, a subfield of translation studies concerned with semantic, pragmatic, and stylistic equivalence and divergence between a single source text and its multiple translations into a specified target language. Multiple translations of a single source text into a single target language have become a widespread phenomenon. Its “ontological basis,” as Anna Muza recently observed, is “variability of solution within the target language.” All parties to translation must of necessity negotiate this variability of solution, beginning with the translator in the act …

Some Like It Hot – Goblin‐Style: “Ozhivliazh” In Russian Film Translations, Alexander Burak

Russian Language Journal

This article is about English‐to‐Russian voiceover translating as a translation technique and a medium that responds to and shapes sociocultural identities. It is also about a trend in Russian film translating to enliven – in various degrees – the translation text as compared with the more neutral language in the original films. And, finally, given the multiple translations of the same cultural products, films included, it is an attempt to make a case for a strand of research and translation quality analysis that that may be called “translation variance studies.”

Тенденции В Словосложении При Образовании Существительных В Жаргоне И В Литературном Языке, Артемий Романов

Russian Language Journal

Как известно, словосложение является одним из способов образования существительных и в литературном, и в некодифицированном русском языке. В этой работе мы ставим задачу выявить сходства и отличия в использовании словосложения в русском литературном языке и в жаргонах.

Oblomov – Retranslating A Classic Bridging The Time, Place, Contextual And Cultural Gap: An Account Of Some Of The Policy Choices Entailed By The Re‐Translation Of Oblomov, Stephen Pearl

Russian Language Journal

There is a crucial and underappreciated distinction between the task of translating a hitherto unknown foreign language literary work for the purpose of making it available for the first time to readers in the target language, and that of re‐translating a classic. In the latter case, translators expose themselves to, and indeed invite, not only comparison with previous translations, but also the haunting question of the very raison d’etre of the new translation itself. For this reason, a re‐translation is in a sense as much about the nature and quality of the translation as about the original work itself – …

Проблемы Поиска И Лексикографического Описания Советизмов 1920‐30 Гг., Елена Елена

Russian Language Journal

В широком смысле советизм ‐ «вербальный или невербальный знак любой сложности как факт советской культуры» [Пихурова 2005:5]. Мы применяем этот термин1 в собственно лингвистическом смысле. Советизмы ‐ тип историзмов, то есть устаревших слов, выход которых из активного употребления обусловлен исчезновением обозначаемых ими понятий, предметов, явлений.

Digital Determinism: The Cyrillic Alphabet In The Age Of New Technology, Martin Paulsen

Russian Language Journal

The spread of digital technology has created new conditions for the existence and development of languages. The East Slavonic languages Belarusian, Russian, and Ukrainian are excellent examples. Since the Internet originated in the U.S., and since most computer devices are created on the basis of languages that use the Latin alphabet (i.e., English), people who use other alphabets, such as Cyrillic, face additional challenges in adapting to the new technological realities (Sproat 2010).3 In this article, I shall focus on how digital technology challenges Cyrillic, as the alphabet in which the East Slavonic languages are written.

The consequences of similar …

Adult Learners’ Perspectives On The Acquisition Of L2 Russian Pragmatic Competence, Victor Frank

Russian Language Journal

Decades of research have highlighted the central role that instruction, interaction, and feedback play in the acquisition of a foreign or second language, whether in the classroom or in naturalistic contexts, particularly in the domain of interlanguage grammar. The role that these factors play in the acquisition of interlanguage pragmatics has come under rigorous investigation only in the last decade (Barron 2002). In this article, I will discuss the degree to which adult learners of Russian acquire native-­‐‑like pragmatic competence, and present their own unique perspectives on its acquisition, both in the domestic classroom and during study abroad.

Taking The “L” Out Of Lctls: The Startalk Experience, Catherine Ingold, Mary Elizabeth Hart

Russian Language Journal

The less commonly taught languages in the United States are often those most critical to national security. How, then, can the number of students learning these languages be increased, and how can high-­‐‑quality instructors be produced to teach these languages? Having determined that foreign language skills are essential to diplomacy, economic competitiveness, and the security interests of the U.S., the Secretaries of State, Education, and Defense, and the Director of National Intelligence coordinated their efforts to expand language education beginning in kindergarten and continuing through elementary, secondary, and postsecondary education and into the workforce (United States Department of Education, 2008). …

Introduction, William P. Rivers

Russian Language Journal

This volume is dedicated to an extraordinary leader, scholar, teacher, friend and mentor to many, Richard D. Brecht, in honor of his distinguished career as a researcher, organizer, advocate, and leader of significant and lasting institutions which have served the Less Commonly Taught Languages, the field of Russian, and the language readiness and preparedness of the United States. There is a tendency to count achievements as the measure of a man, more so when the qualities cited above are said to accrue to him. While Richardʹs work has always been scientifically rigorous and politically and epistemologically provocative, what is far …

Blogging And Tweeting And Chat, Oh My! Social Networks, Classroom Culture, And Foreign Language Instruction, Thomas Garza

Russian Language Journal

The first decade of the 21st century has witnessed an unprecedented global explosion in the number of online social networking sites (SNSs) available to anyone with a computer and an Internet connection. SNSs, such as Facebook, LiveJournal, MySpace, Twitter, YouTube, LinkedIn, Bebo, and SixDegrees, among scores of others1, have transformed the mode and medium of person-­‐‑to-­‐‑ person communication, by making instant, direct – and free – contact with tens of thousands of interlocutors at one time a reality. A 2007 study of the National School Boards Association showed that American school-­‐‑age children were spending nine to twelve hours per week …

The Influence Of Prior Language Learning Experiences On Learning Of Unrelated Or Distantly Related Languages, Ewa Golonka

Russian Language Journal

Existing research provides evidence that learning one foreign language, and learning it well, makes learning another much easier. Learning another foreign language as an adult is easier both for those who acquired a second language (L2) in childhood and for those who acquired a second language as adolescents or adults in school. The learning of multiple languages within school settings in European countries, such as Benelux, Germany, Switzerland, and Austria, is a common experience. In the United States, deliberate adult third language (L3) instruction—which accounts for learner’s knowledge of other foreign languages—has been primarily in U.S. government training institutes. 2 …

A Concurrent Validity Study Of Self-­‐‑Assessments And The Federal Interagency Language Roundtable Oral Proficiency Interview, Charles W. Stansfield, Jing Gao, William P. Rivers

Russian Language Journal

The National Language Service Corps (NLSC) was established in 2006 as a pilot program under the auspices of the National Security Education Program (NSEP). This new organization was tasked with providing and maintaining a standing civilian corps of certified bilinguals who would be available for service to federal government agencies as they are needed, and to state and local government agencies in time of emergency. The intent of the NLSC is to fill the gap between full-­‐‑time language services professionals and individuals who wish to volunteer for temporary services for short-­‐‑ or medium-­‐‑term assignments. The NLSC recruits a readily-­‐‑available pool …

Examining The Validity Of The 2010 Prototype Ap Russian Exam Through A College Comparability Study, Camelot Marshall

Russian Language Journal

Since its inception twelve years ago, the Prototype AP® Russian Language and Culture Examination has developed into an assessment instrument that has increasingly become the culminating focus and a hallmark of high school Russian language study in select schools across the United States. Even more so, through the years of field-­‐‑testing, piloting, and making the tests operational, the design, content, development, administration, and analyses of the exam have evolved into the model for American Councils’ online assessments of language proficiency not only for Russian, but also for Flagship programs. These tests are already being developed in Arabic, Chinese, Persian, Russian, …

A Case Study Of The Acquisition Of Narration In Russian: At The Intersection Of Foreign Language Education, Applied Linguistics, And Second Language Acquisition, Benjamin Rifkin

Russian Language Journal

Studies of students’ foreign language proficiency—including Carroll (1967), Magnan (1986), and Thompson (1996)—have shown that students in their fourth year of language study typically demonstrate oral proficiency in the intermediate range. Thompson’s study found the median score of students’ oral proficiency in the fourth year to be at the intermediate high/advanced threshold, but her subjects at this level of instruction were students at Middlebury’s summer language program and were tested in the last week of the program. In my own teaching practice, I have found that most of the students majoring in Russian at the University of Wisconsin-­‐‑Madison graduate with …