Academic literature on the topic 'Russian language – english'

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Slavic, Eurasian and East European Studies Russian and East European Studies." Discipline: Russian and East European Studies; Department/School: Russian and East European Studies.

The study analyses the influence of the English language over Lithuanian and Russian lexis and explores the main tendencies. The aim of the research is to describe English borrowings in Lithuanian and Russian mass media in the last two decades. The objectives of my analysis are: to describe main factors (linguistic and extra linguistic) which influence the influx of the English borrowings; to reveal usage tendencies of the loanwords in the Russian and Lithuanian languages, and present examples of modern borrowings; to classify English borrowings semantically and structurally. The research methods used in this study are: descriptive method and content analysis. The results of the research have shown that both languages experience the influence of the English language while borrowing lexical units of different significance as a result of industrial and technological changes, new technological developments, changing attitudes, cultural transmission and other social determinants. Due to the fact, words borrowed from English represent nearly all semantic areas. Moreover, in Russian and Lithuanian languages, loanwords are subjected to various exposures to adapt them to the possibilities of a language system and the needs of those who use these languages: they acquire suffixes and/or endings of Lithuanian and Russian; they become a basis for further word-construction. In relation to this it can be stated that at the expense of borrowings, and on their basis, in the result of... [to full text]<br>Tyrinėjant medžiagą ir analizuojant pavyzdžius buvo įrodyta, jog abi kalbos patiria Anglų kalbos įtaką skolinant leksinius unitus. Be to, Anglų kalbos skoliniai plačiai naudojami Lietuvių ir Rusų kalbos žiniasklaidoje. Pastebėtas naujų reikšmių vystymasis dėl Anglų kalbos įtakos ir vartotojų poreikius. Tai pat tas faktas, kad skoliniai ne iš karto įtraukiami į literatūrinę kalbą yra akcentuojamas, nors jie plačiai naudojami šnekamojoje kalboje. Semantišku požiūrių naujausius Rusų ir Lietuvių kalbos skolinius galima padalinti į keletą semantinių grupių, kuriuos visiškai atspindi tas sferas, kuriuose yra didelis žmonių susidomėjimas, ir tas sferas kuriuose vyksta visuomeniniai pakeitimai. Didžiąją dalis skoliniu Rusų ir Lietuvių kalbose priklauso ekonomikai (deliveris, брокер), technikai (failas, роуминг), muzikai (singlas, римейк), kosmetikai (tattoo, типсы), paslaugoms (single room, шоппинг), kompiuteriui (hakeris, кликнуть) ir politikai (impičmentas, спикер). Be to, galima rasti nemažai skolinių susijusiu su drabužiais (bodis, сникерсы), valgiu (miusliai, спреды), teatrais (kastingas, блокбастер), žmonėmis (breikeris, киллер) ir sportu (geimas, шейкдаун). Kai kurie skoliniai Lietuvių kalboje priklauso kultūrai (pubas) ir statybai (deckas), tuo metu kai Rusu kalboje dalis skoliniu susijusi su antgamtiniais dalykais (суперме). Abi kalbos pasirenka tos skolinius nes Anglų kalbos įtaka labai didelė, ir visos svarbiausios kasdieninio gyvenimo srytis pripildyti neologizmais... [toliau žr. visą tekstą]

This paper examines the motives of skilled Russians that guided them in their decision to migrate to China. To examine this issue, we collected 20 semi-structured interviews and analyzed them with the help of thematic content analysis. The received data on the respondents’ motivation were interpreted through the lens of Schwartz’s basic human values. The analysis revealed how people talk about their motivation and experiences and what meaning they give to them. As a result, common themes that emerged from the respondents’ narratives on their migration decisions were described and constructed. The themes include “traveling”, “looking for changes”, “finance”, “challenge”, “self-development”, “joke/game”, “adventure/venture”. The findings supported our idea that self-development is the leading motivation among skilled Russian migrants, while economic motive is described as secondary. This work could be a good starting point for getting a new insight into migration flows from Russia to China and further investigation of adaptation, Russian community in China, and reverse adaptation in Russia during the period of COVID-19 outbreak.

Although numerous studies have been done on language ideologies, bilingualism and effects of second language socialization on bilinguals' conceptualization in both languages, these three areas of research are almost never brought together in one study. This study is an attempt to investigate language views of adult Russian-English bilinguals and whether there are patterned differences in conceptualization of these views depending on the language chosen for discussion. The study also inspects whether the articulated language views are accurate predictors of actual literacy practices in Russian-English bilingual families and parental choices of maintaining/not-maintaining Russian in their children. Since the frames of reference are so different in Russia/Ukraine (where the participants came from) and the United States, the language views articulated by bilingual participants are compared to those expressed by Russian/ Ukrainians and Americans to see how the participants' views are influenced by the process of second language socialization.

People of different nationalities have their own culture and language with their peculiarities. Consequently, the forms by which we express time can be found in the tense-category in grammar of almost every language.

CITE/Language Arts<br>Ed.D.<br>The purpose of the present study was to examine the encoding of motion in the two languages of Russian-English bilinguals who differed in their ages of arrival in the United States. Three groups of participants took part in the study: 38 L1 Russian speakers, 31 L1 English speakers and 30 Russian-English bilinguals who differed in the ages of arrival in the US (10 early, 10 childhood, and 10 late bilinguals). The participants produced oral narratives elicited with two books, Frog, Where Are You? (Mayer, 1969) and One Frog Too Many (Mayer & Mayer, 1975), with bilingual participants producing narratives in both of their languages. Quantitative and qualitative analyses of the data revealed several differences between L1 Russian and English speakers, including the obligatory encoding of manner of motion in Russian but not in English, where narrators also used generic motion verbs, such as to come or to go. In the context of these differences bilinguals in all three groups were shown to perform in accordance with specific language constraints in both of their languages. At the same time, Russian-English bilinguals used fewer motion verbs in L1 Russian and displayed lower levels of lexical diversity than L1 Russian speakers. The analyses revealed no effects of the age of arrival on the maintenance of L1 Russian, nor of the L1 Russian on the motion talk in L2 English. The findings of the study deepen our understanding of motion encoding in bilingual speakers. They also have important theoretical implications, suggesting that Talmy's dichotomy may be too broad in grouping together languages, such as Russian and English, which display dramatic differences in encoding of motion.<br>Temple University--Theses