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Styblo, Miroslav Janda Laura A. "English loanwords in modern Russian language." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1081.
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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.
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Ustinova, Irina P. "Impact of English on modern Russian TV advertising." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
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Uždalevič, Aelita. "The influence of the English language over Lithuanian and Russian lexis." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_115332-34899.
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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]
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Whittaker, Edward William Daniel. "Statistical language modelling for automatic speech recognition of Russian and English." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621936.
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Litvinova, Maria <1993>. "Russian English-language teachers moving to China: value-orientation analysis of motivation." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/22043.
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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.
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Birdwood-Hedger, Maya Irina. "Domestication and foreignization in English translations of Anna Karenina the English language or the Russian reality?" Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/988591766/04.
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Kradinova, Larisa. ""What's Preached" vs. "What's Practiced": Language Views and Family Language Practices in Russian-English Bilingual Families." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/193718.
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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.
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Dugarova, Esuna. "Behaviours of Wh-elements in English and Russian learners' L2 Chinese Wh-questions." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608932.
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Khamitov, E. "Typology of the tense-category in the English and Russian languages." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/51718.
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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.
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Volynsky, Maria. "Encoding of motion events in the two languages of Russian-English bilinguals." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/192587.
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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
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Kalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.
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In the ESL classroom, there are often cultural differences between learners and teachers. Sometimes these differences can lead to misunderstandings or even conflict. One area where differences between cultures can be seen is language learning strategies and styles. This study explores the possibility that awareness of differences, explicit teaching, and negotiation may help to resolve differences. This study looks at differences between Russian-speaking adult ESL learners and American ESL teachers, with respect to strategy use and preferences. Three aspects are investigated. The first is to see whether there are statistically significant differences ~tween these groups of learners and teachers. The second is to try to form a loose profile of the learners as a cultural group. The third is to see whether or not there is evidence to suggest the validity of explicit teaching of strategies in the ESL classroom. The Strategy Inventory for Language Learners (SIIL), developed by Rebecca Oxford, is one way to assess differences ~tween learners and teachers. A survey including the SIIL and a questionnaire was given to ninety-four subjects. Forty-seven are Russian-speaking adult ESL learners and forty-seven are American-English-speaking ESL teachers or potential ESL teachers taken from a TESOL program. The results of the survey show that, in this case, there are statistically significant differences in preferences for and use of several sets of strategies. A preliminary cultural profile is derived from the SILL results and from anecdotal evidence gathered from the questionnaire. There is some evidence that the explicit teaching of language learning strategies and their use may help resolve some of the classroom conflicts between the two groups studied.
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Panferov, Suzanne Kathryn. "Exploring the Literacy Development of Russian and Somali ESL Learners: a Collaborative Ethnography." Columbus, OH : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1028234878.
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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 413 p.: ill. Includes abstract and vita. Advisor: Keiko Samimy, College of Education. Includes bibliographical references (p. 399-413).
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Crosby, Christiane Fleur. "L1 Influence on L2 Intonation in Russian Speakers of English." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1070.
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This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six ten-week terms. The data was from video recordings at the National Labsite for Adult ESOL at Portland State University.Yes-no/and wh-/questions from one Russian speaking learner of English were analyzed over time and by language support level. Both acoustic and perceptual analysis was done. The yes-no/questions showed a clear pattern of target-like boundary tones more often without language support than with language support. A much smaller percentage of wh-/questions were target-like. The influence of L1 on L2 intonation was evident in both the yes-no/and wh-questions, although more so in the wh-questions. There were some aspects of interlanguage observed and there was no change in intonation patterns over time to become more target-like. Implications for this study include the importance in teaching intonation explicitly and how classroom exercises may or may not facilitate the development of L2 intonation.
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Yanygina, Yanygina Galina. "Conceptualisation of Other-Directed Discontent in Russian, Compared to English and Spanish." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/671098.
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Other-directed emotions, both positive (e.g. love, pity, admiration) and negative (e.g. hatred, anger, disgust), play an important role in communication due to their social nature and involvement of another party. Emotive discourse regulates social encounters and triggers response in participants of such encounters. When learning a new language, one needs to be able to interpret correctly emotive discourse and, ideally, to articulate adequately one's own emotions. Therefore, it is important to know what emotion concepts exist in a given language and if they differ in any way from the speaker's first language. From the sociolinguistic point of view, other-directed discontent is extremely culture-dependent: there are strict rules of what, how and when can or should be expressed and consequently interpreted by an illocutor and reacted upon. Moreover, according to the Russian National Corpus frequency chart, emotion terms of discontent are the most frequent ones among the other-directed emotions in Russian: obida “offence/resentment” is extremely salient, only surpassed by the lexemes denoting "love", "hope", "happiness", “joy” and "fear". The present study seeks to fill the gap in studies on the conceptualisation of other-directed discontent in Russian, compared to English and Spanish. For this purpose, relevant research papers, lexicographical sources and corpora studies have been employed.
The results show that power relations are crucial for the lexical choice when expressing other-directed discontent in Russian, i.e. emotion words are chosen according to the social status of both the experiencer and the causer. Moreover, there are different classifications of discontent-related words in Russian: 'rational' vs. irrational, 'expressive' vs. 'inexpressive', 'high', i.e. connected to the 'soul', and 'low', i.e. connected to the body.
The comparative analysis of Russian, English and Spanish other-directed discontent has revealed both similarities and differences in the respective versions of the concept. All three languages have 'low vs. high intensity', 'external vs. internal' and 'significant vs. insignificant' dichotomies. Also metaphorical conceptualisation is similar, mostly as 'a substance in a container', although the theme of 'elements' prevails in Russian, 'hot fluid in a container' in English and 'possessed object' in Spanish. Etymology plays a certain
role in conceptualisation in all three languages, especially in English (e.g. anger) and Russian (e.g. obida). In addition, differences in synonymic groups and recurrent antonyms (mir “peace” in Russian, paciencia “patience” in Spanish, and pleasure in English) reflect differences in respective naïve pictures of the world. On the morphosyntactic level, specific traits of Russian are 1) fusion with active verbs caused by conceptualisation of emotions as actions, and 2) derivation being the main means of lexical replenishment and the main salience indicator of a term.
In reference to the discursive representation of other-directed discontent, the outline of the social component in the conceptual structure and the qualitative Russian, English and Spanish corpora studies resulted in the reconstruction of the subtextual discourse. The discourse is motivated by 'archaic', rural morality in Russian, which constructs the world as a common house, by patriarchal morality in Spanish, which propagates action as a sign of power, and by the rule of law in English, postulating anger as a valid means of self-assertion.<br>Les emocions dirigides cap als altres, tant les positives (per exemple, amor, pietat, admiració) com les negatives (per exemple odi, ràbia, fàstic), juguen un paper important a la comunicació a causa de la seva naturalesa social i l'involucrament d'un altre. El discurs emotiu regula encontres socials i provoca resposta en els participants d'aquests encontres. A l'hora d'aprendre un nou idioma, és necessari poder interpretar correctament el discurs emotiu i articular adequadament les seves emocions. Així doncs, és important per un parlant saber quins conceptes d'emocions existeixen a l'dioma en qüestió i si són diferents dels conceptes de la seva primera llengua. Des del punt de vista sociolingüístic, el descontentament dirigit cap als altres (tradicionalment anomenat anger en anglès i en la recerca internacional) és extremadament dependent de la cultura: hi ha regles estrictes sobre com, quan i què es pot expressar. A més, segons el Corpus Nacional Rus, les paraules del descontentament són les més freqüents entre les emocions dirigides cap als altres, només superades pels lexemes amb significat “amor”, “esperança”, “felicitat”, “alegria” i “por”. El treball present té com a objectiu estudiar la conceptualització del descontentament dirigit cap als altres en rus, comparat amb l'anglès i el castellà. Amb aquesta finalitat, s'han utilitzat articles de recerca rellevants, recursos lexicogràfics i estudis de corpus.
Els resultats demostren que les relacions de poder són crucials per a l'elecció lèxica a l
´hora d'expressar el descontentament en rus. Això vol dir que les paraules emocionals s'escullen segons l'estatus social de l'experimentador del descontentament i del causador del descontentament. A més, hi ha classificacions diferents de les paraules del descontentament en rus: racionals o irracionals, expressives o inexpressives, 'altes' (relacionades amb l'ànima) i 'baixes' (relacionades amb el cos).
L'anàlisi comparatiu del descontentament en rus, anglès i castellà ha revelat tant similituds com diferències en les seves respectives versions. En totes tres llengües apareixen dicotomies 'baixa o alta intensitat', 'extern-intern', 'significatiu-insignificatiu'. La conceptualització metafòrica del descontentament també és similar. Majoritàriament està conceptualitzat com a 'substància dins d'un recipient', tot i que el tema dels 'elements' predomina en rus, 'el líquid calent dins d'un recipient' en anglès i 'l'objecte en
possessió' en castellà. L'etimologia juga un cert paper a la conceptualització en tots tres idiomes, especialment en anglès (per exemple anger) i en rus (per exemple obida). També, les diferències en grups sinonímics i en antònims recurrents (mir “pau” en rus, paciencia “paciència” en castellà, i pleasure “plaer” en anglès) reflecteixen diferències en els 'imatges naïfs del mon' en els tres idiomes. A nivell morfosintàctic, els trets específics del rus són 1) la fusió del lèxic emocional amb els verbs actius, causada per la conceptualització dels emocions com a accions, i 2) la derivació, sent el mitjà principal de l'enriquiment lèxic i l'indicador principal de la prominència d'un terme.
En referència a la representació discursiva del descontentament dirigit cap als altres, la descripció del component social dins de l'estructura conceptual i l'estudi qualitatiu del corpus rus, anglès i castellà han donat com a resultat la reconstrucció del discurs subtextual. El discurs rus és motivat per la moral arcaica i rural i construeix el món com una casa comuna. El discurs castellà és motivat per la moral patriarcal, fent èmfasi en l'acció com a signe de poder. El discurs anglès és influenciat per l'imperi de la llei i postula anger com a mitjà vàlid d'autoafirmació.
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Alekseyenko, Nataliya Vitalyevna. "A corpus-based study of theme and thematic progression in English and Russian non-translated texts and in Russian translated texts." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373497827.
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Smith, Karen Louise. "The translation of advertising texts : a study of English-language printed advertisments and their translations in Russian." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/3044/.
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Since the end of Communism, adverts for Western products have been flooding onto the Russian market. These have undergone translation, with strategies ranging from complete transference of the source text into the target culture, to the creation of new texts based on advertisers' briefs. The choice of strategy, it appears, is dependent on the power balance between the agents of translation, including not only translators, but advertisers, designers, governments, text receivers and on the cultural, historical and economic situation in which the translation takes place. This thesis suggests advertisement translation be considered in terms of power, culture and history. A postcolonial framework is used to set out changes in translation strategy, emphasize the role of power differentials and make predictions for practice. Seeing translated adverts as `contact zones' where different cultures meet, the empirical research centres on the absorption of the `dominant's' culture into that of the `subjugated', and focuses on the interaction of `foreign' and `native' elements in these translated adverts. A parallel corpus of contemporary English adverts, their translated Russian pairs, and a control corpus of native Russian adverts provides the research data. A taxonomy of rhetorical figures employed in advertising headlines is constructed and their translation investigated, highlighting rhetorical trends, and instances where translators have been hindered by advertisers. The visibility of the linguistic Other is examined with reference to loanwords, loan meanings, calques and word formation; and two case studies relating to colour terms and names. Finally, the power relations between companies, customers and intermediaries are discussed in light of their portrayal in the translated adverts. The results show that the `post-colonial' contact zone is a mixture of `colonizer' and `colonized'; and demonstrate the necessity of giving translators the power their expert status deserves if translated adverts are to persuade the target audience.
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Luzhkova, Elena. "Semantic categorization of body parts among English and Russian monolinguals and bilinguals." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-297596.
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Semantic typology and categorization are important fields of research in linguistics. The aim of our work is to inspect these fields in regard to bilingualism. In this thesis we examine semantic categorization of body parts among four different groups of people: monolingual English speakers, monolingual Russian speakers, bilingual Russian speakers answering in English and bilingual Russian speakers answering in Russian. The hierarchies, ambiguities in naming patterns and homology were in the center of this study. The groups were also compared to each other in order to observe the effects of the first language learned (L1) and the second language learned (L2) on bilinguals. The results showed that Russian L1 bilinguals answering the Russian questionnaire displayed the same results as the Russian monolinguals, indicating a lack of influence from the L2. The Russian L1 bilinguals answering the English questionnaire used a semantic categorization most similar to their L1 and also demonstrated a broadening of the semantic categories related to neither the L1 nor the L2.
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Sokolova, Natalia. "Investigation of final language assessment for pre-service teachers of English in the Russian educational context : a case study." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25486.
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This research explores the final assessment of language competence of future foreign language (FL) teachers (university graduates) in the Russian educational context. Foreign Language teacher training has always been an essential part of Russian education and its importance increased in the 1990s. Later however, with significant educational reforms at primary and secondary school level, teacher training became an area of least attention and interest from the Ministry of Education of Russia and local education authorities. This research is based on the belief that no school reforms are possible without investing in teachers and, therefore, in initial and in-service teacher education, with assessment being one of its key dimensions. The study aims to describe optimal methods of assessing language competence of novice teachers of English as a FL in Russia. For this purpose, the following objectives have been achieved: - a description of current notions of FL teacher language competence, based on analyses of previous theoretical and empirical research; - design of exam evaluation tools – 3 questionnaires and an interview framework, and their use in data collection from various stakeholders in a Russian state pedagogical university; - identification of strengths and weaknesses of the current Final language assessment; - description of possible alternative options for the Final Language Examination and discussion of their impact on different stakeholders. The research follows a mixed-methods design with both qualitative and quantitative data collected and discussed. The study involves various stakeholders at different levels and from different backgrounds – university students, Final Exam takers; Exam designers and administrators, and also teachers of English who provided their valuable vision of the current Final Language Examination and its possible alternatives. The data obtained through surveys and interviews allows for tentative conclusions on the current Language Examination’s appropriacy and relevance, and provides ground for a multi-faceted analysis of the Exam’s strong points and weaknesses, and for development of alternative assessment tasks. The research concludes by viewing possible changes in the Exam as likely and less likely to happen in the near future, based on analysis of the Russian higher education context.
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Pritchard, Sonia. "A Cross-language Study of the Production and Perception of Palatalized Consonants." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22882.
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The goal of this dissertation was to investigate experimentally the phonetic qualities of the palatalized consonants of Standard Bulgarian. The term ‘palatalized’ refers to consonants (e.g., [tʲ, dʲ]) which are articulated with a secondary palatal gesture superimposed on the primary gesture associated with their plain counterparts (e.g., [t, d]). An acoustic study investigated the claim (Horálek, 1950; Choi, 1998; Ignateva-Tsoneva, 2008) that the palatalized consonants of Standard Bulgarian have undergone depalatalization, which was defined as the decomposition of a secondary palatal [ ʲ ] gesture into a palatal glide [j]. A cross-language comparison was performed. Russian (e.g., [tʲulʲ], ‘silk net’) and British English (e.g., [tju:lip], ‘tulip’) data served as a baseline against which the Bulgarian data (e.g., [tʲul], ‘silk net’) was evaluated. Subjects’ productions of words were recorded for acoustic analyses. The F1, F2 and F3 frequencies of the critical segments were analyzed with a Smoothing Spline ANOVA (Gu, 2002). The analyses indicated that Bulgarian palatalized consonants were identical to those of the Russian palatalized consonants, but different from the consonant-palatal glide sequences of British English. It was concluded that Bulgarian palatalized consonants have not undergone depalatalization. A perception study employed two variations of the gating task (Grosjean, 1980): audio-only and audio-visual. The results of the audio-only experiment indicated that Bulgarian and Russian listeners needed only the information associated with the palatalization portion of the consonant to identify it as palatalized. Bulgarian subjects did not need the transitions with the following vowel (Tilkov, 1983) to identify a consonant as palatalized. The Russian subjects of Richey’s (2000) experiment did not need the formant transitions either to identify the secondary palatal gesture. These findings provide further evidence that the palatalized consonants of the Standard Bulgarian have not undergone depalatalization. The purpose of the audio-visual experiment was to investigate if Bulgarian and Russian listeners use visual information to identify palatalized consonants. The results from this experiment were not as clear cut as those from the audio-only experiment. Factors such as insufficient visual information at earlier gates, as well as attentional load are being considered as possible confounds. In addition, an improved methodology for an audio-visual perception study is outlined. Experimental evidence from the acoustic and perception studies points to similarities in the phonetic shape of the palatalized consonants of Bulgarian and Russian. However, the phonological distribution of these segments is very different in the respective languages. I argue against a one-to-one mapping between the phonetic and phonological representations of the Bulgarian palatalized consonants. Based on distributional evidence, I propose that at the level of phonology they consist of a sequence of /CjV/.
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Bystrova-McIntyre, Tatyana. "Cohesion in Translation: A Corpus Study of Human-translated, Machine-translated, and Non-translated Texts (Russian into English)." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1353451112.
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Aleeva, Daria. "Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/507.
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This study explored the phenomenon of negative transfer from English in the writing of proficient heritage vs. second language learners of Russian. Although a number of studies have examined negative transfer from English into Russian, and other studies have compared the performance of heritage language learners (HLLs) to second language learners (SLLs), little research has investigated the phenomenon of negative transfer in the writing of both HLLs and SLLs and compared the two groups. Thus, this study employed an exploratory approach to empirically investigate the differences in language transfer between the two groups of learners. Specifically, the study addressed the following questions: (1) What are the most common types of negative transfer from English that occur in the writing of students of Russian at the Intermediate High - Advanced levels? (2) Are there differences in types and amount of negative transfer used by HLLs vs. SLLs at comparable levels of proficiency? If so, what are the differences? The research was conducted at the Russian Flagship Program at Portland State University. Participants were 13 advanced students of Russian - 6 heritage speakers of Russian and 7 native speakers of English. The study analyzed the written work of students completed during one quarter. Errors were coded into 13 categories that emerged from the data and frequencies were compared between the groups. The results found that none of the errors were more frequent than 5 per 1000 words. The most common categories were semantic extension, commas after an introductory phrase, lexical borrowings, and null subject errors. However, some categories of errors were associated with only one group, SLL or HLL, and some were not. Specifically, the categories of null subject errors, loan translations, conjunction "yesli/li" (if/whether), adjectives for nationality, and negation errors were found only in the writing of second language learners. There were only two categories limited to the group of heritage language learners: conceptual shift and number errors. The categories of semantic extension, comma after an introductory phrase, lexical borrowings, reflexive possessive pronoun "svoj", capitalization, and preposition errors were found in writing of both groups of students. Overall, second language learners made more transfer errors that heritage learners. Ultimately, this study will be of interest to anyone interested in heritage and second language acquisition of Russian, language transfer in learners of Russian, or the teaching of advanced language courses.
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Vitopoulos, George. "Mediated Public Diplomacy: How the Russian English-language news network RT framed the ongoing tension between Russia and the West that ensued from the Ukrainian crisis." Thesis, Uppsala universitet, Medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255582.
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Mediated public diplomacy plays an important role in attaining foreign policy objectives by communicating with foreign audiences in order to establish a dialogue intending to inform and influence. The Russian state-funded global network RT serves as an important tool of Russian mediated public diplomacy. Its purpose is not only to cover major global events that are often missed by the Western mainstream media, but also to apprise an international audience of an alternative pro-Russian perspective. Interestingly, although there are a few researches analysing Moscow's efforts to rebrand its international image in the last decade, there has been very little work done giving a good insight into Russian media. This dissertation seeks to participate in the discussion about public diplomacy in general by applying the framing theory as a tool of mediated diplomacy. A qualitative analysis of 97 articles discussing the effects of international sanctions imposed on Russia in the aftermath of the escalation of the Ukrainian crisis, revealed a constructed pro-Russian narrative. Several strategies are pursued to convince its audience about the rightness of the Russian stance and gain support for the Kremlin's assertions. Finally, RT aims to wipe out the demonisation of Putin and its administration and counterbalance the penetration of the West in its sphere of influence.
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Antonova, Unlu Elena. "The Acquisition Of The Copula Be In Present Simple Tense In English By Native Speakers Of Russian." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611964/index.pdf.
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This thesis investigates the acquisition of the copula be in present Simple Tense in English by native speakers of Russian. The aim of the study is to determine whether or not Russian students with different levels of English proficiency encounter any problems while using the copula be in Present Simple Tense in English. The study also identifies the domains related to the use of the copula be that appear to be most problematic for native speakers of Russian. To carry out the current research two diagnostic tests measuring receptive and productive skills related to the use of the copula be in Present Simple Tense in English were developed. The data were collected from three groups of Russian students who were in the first, fourth and eighth years of learning English. The data in each of the domains related to the use of the copula be in Present Simple Tense in English were classified under four main categories: (i) correct use, (ii) omission, (iii) misinformation, (iv) addition. Both, quantitative and qualitative analyses were used in the study. The results of the study indicated that all the native speakers of Russian who participated in the study had difficulties with the acquisition of the copula be in Present Simple Tense in English. The findings of the study revealed that along with the developmental mistakes/errors (i.e., omissions of the copula be and misuse of the forms of the copula be), which seem to disappear with the lasting exposure to English, there are other mistakes/errors in the performance of the native speakers of Russian which are persistent. Negative transfer at the morphological level and incomplete understanding and application of the rule are suggested as the underlying reasons for the persistent mistakes/errors made by the Russian learners.
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Batluk, Liilia. "Modality and Method: A Comparison of Russian and English Epistemic Modal Verbs through SFL and its Implications for Second Language Learners." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17810.
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This study is intended to shed light on similarities and differences in terms of functional structure of the clause when modality is expressed by use of modal operators in Russian and English, in order to arrive at findings which inform, and are applicable to, the process of English language acquisition by the Russian learner. The need for the investigation was prompted by the author’s work experience in the field of English teaching, and the lack of explicit guidance in available textbooks currently used in Russian schools and institutions with regard to the particular issue highlighted. While learning the subject of Systemic Functional Linguistics, I drew parallels between the functional structures in the two languages, the purpose of which is to provide a roadmap which facilitates the learning and teaching of English modality to the Russian learner. The approach of Systemic Functional Linguistics (SFL), focusing on the metafunctions as the correspondence in the sociolinguistic message of the clause, is used as a basis for comparing the functional structures in both languages. The investigation of functional grammar features is carried out in order to spotlight both the similarities and the differences inherent in expressing a degree of probability of an event or statement indicated, not only by the choice of an appropriate modal verb, but also its placement within the clause. The role of the social context in which the text is set is noted as significant for delivering the precise meaning of the message. Hence, the proposition will be pursued through further investigation in the field of modality, and viewed from perspectives of sociolinguistics.
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Zaitseva, Elena Valerijevna. "Russian-speaking Pentecostal Refugees and Adult ESL Programs: Barriers to Participation." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4947.
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Pentecostals from the former Soviet Union are the most recent and fastest growing refugee group in Oregon. Because the refugee population's low English skills may increase their dependence upon welfare assistance, their nonparticipation in ESL programs is treated as a social issue. Efforts to increase the English literacy levels of Russian-speaking Pentecostal refugees are limited by lack of empirical data regarding forces that affect this population's decision to participate or not to participate in educational activities. The purpose of this study was to gather information about barriers to participation in ESL programs by adult Russian-speaking Pentecostal refugees. To this end the present research sought to determine (1) the importance of individual reasons for nonparticipation; (2) whether there was an underlying structure to those reasons; and (3) whether socio-demographic variables were associated with reasons for nonparticipation. The survey was conducted on a representative sample of 143 Russian-speaking Pentecostal adults in the Portland, Oregon area. Data were obtained with the Deterrents to Participation Scale - Form LLR (adapted from Hayes & Darkenwald, 1988) which had two parts: socio-demographic information and 35 items which operationalized the concept "reasons for nonparticipation." Factor analysis of the 35 items resulted in six factors: School/Self Incongruence, Low Priority of Education, Negative Attitude Towards Classes, Low SelfConfidence, Situational Barriers, and Social Disapproval. The socio-demographic variables and factors were found to relate in logical ways. School/Self Incongruence correlated with age and number of dependent children; Low Priority of Education correlated with number of children and unemployment; Low Self-Confidence was shown to be related to age; Situational Barriers related to number of children, educational attainment and unemployment; and Social Disapproval correlated with period of attendance of ESL classes. With the data gathered from the research, implications for practice were drawn which can be used as the basis for developing programs to meet the ESL needs of the Russian-speaking Pentecostal adults.
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Banzina, Elina. "The Role of Secondary-stressed and Unstressed-unreduced Syllables in Word Recognition: Acoustic and Perceptual Studies with Russian Learners of English." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1340114580.
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Diana, Imamgaiazova. "News framing in different language versions of state-sponsored international media : A case of Russian and English versions in RT and Radio Liberty." Thesis, Stockholms universitet, JMK, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131262.
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The current paper examines the dissimilarities that have occurred in news framing by state-sponsored news outlets in their different language versions. The comparative framing analysis is conducted on the news coverage of the Russian intervention in Syria (2016) in RT and Radio Liberty in Russian and English languages. The certain discrepancies in framing of this event are found in both news outlets. The strongest distinction between Russian and English versions occurred in framing of responsibility and humanitarian crisis in Syria. The study attempts to explain the identified differences in a framework of public diplomacy and propaganda studies. The existing theories explain that political ideology and foreign policy orientation influences principles of state propaganda and state-sponsored international broadcasting. However, the current findings suggest that other influence factors may exist in the field – such as the local news discourse and the journalistic principles. This conclusion is preliminary, as there are not many studies with the comparable research design, which could support the current discussion. The studies of localized strategies of the international media (whether private networks or state-funded channels) can refine the current conclusions and bring a new perspective to global media studies.<br><p>This thesis was supported by the Swedish Institute (Svenska Institutet) </p>
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Gordeeva, Olga. "Language interaction in the bilingual acquisition of sound structure : a longitudinal study of vowel quality, duration and vocal effort in pre-school children speaking Scottish English and Russian." Thesis, Queen Margaret University, 2006. https://eresearch.qmu.ac.uk/handle/20.500.12289/7440.
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This PhD thesis contributes new empirical knowledge to the question of what paths bilingual acquisition of sound structure can take in early simultaneous bilinguals. The issues of language differentiation and interaction are considered in their relationship to language input, crosslinguistic structure and longitudinal effects. Two Russian-Scottish English subjects aged between 3;4 and 4;5 were recorded longitudinally. Russian was spoken in their families, and Scottish English in the community (Edinburgh, UK). The family environments were similar, but one subject had received substantially more input in Russian than the other one. We addressed the detail of their production of prominent syllable-nuclear vowels in Scottish English and in Russian with regard to their vowel quality, duration and vocal effort. Language differentiation and interaction patterns were derived by accounting for the language mode, and by statistical comparison of the crosslinguistic structures to the speech of monolingual peers (n=7) and adults (n=14). Subjects' bilingual results revealed both substantial language differentiation and systematic language interaction patterns. The extent of language differentiation and directionality of interaction depended on the amount of language exposure. Its directionality did not necessarily depend on the markedness of the crosslinguistic structures, and could be bi-directional for the same properties. Longitudinally, language differentiation increased, while interaction reduced. The amount of reduction depended on both language input and the structural complexity of the languages with segmental tense/lax contract and complex postvocalic vowel duration conditioning showing more persistent language interaction effects. The results confirmed the importance of language input. We showed that in bilingual phonological development language interaction should be considered as a normal but non-obligatory process. Besides, some structurally complex processes potentially explainable by 'markedness' (applied to isolated segments) could rather be explained by lexical and phonotactic factors.
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Ball, Jonathan. "Themes of Self-Laceration Towards a Modicum of Control in Nineteenth Century Russia as Expressed by Dostoevsky in The Brothers Karamazov." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2516.
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The majority of the academic discourse surrounding Dostoevsky and his epic, The Brothers Karamazov, has been directed toward the philosophic and religious implications of his characters. Largely overlooked, however, is the theme of laceration. In the greater scope of laceration stands the topic of self-laceration. Self-laceration refers to the practice of causing harm to the self in a premeditated and specifically emotionally destructive fashion. The cause of this experience is varied and expressed in as many ways as there are individuals. The struggle in the Russian psyche between viewing the world as fatalistic or as more of an existential experience finds resolution through self-laceration. By consciously choosing actions that will lead to an abject state, the characters take fate into their own hands. This thesis will explore the themes of self-laceration in a number of characters’ narratives and demonstrate that by utilizing emotional self-destruction they find a modicum of control.
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Goncharov, Julie. "COMPARATIVE CONSTRUCTIONS COMPARED : ENGLISH AND RUSSIAN." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26722/26722.pdf.
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Сысоева, В. С., та V. S. Sysoeva. "Компаративный анализ репрезентации дуальных концептов в паремиологическом фонде английского и русского языков : магистерская диссертация". Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100755.
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Данное диссертационное исследование посвящено компаративному анализу репрезентации дуальных концептов «жизнь» и «смерть» в паремиологическом фонде английского и русского языков. Работа выполнена в русле актуальных исследований в области когнитивной лингвистики и лингвокультурологии. Основным предметом исследования культурные особенности и различия реализации концептов «жизнь» и «смерть» в паремиологическом фонде английского и русского языков, а главным материалом исследования послужили пословицы и поговорки английского и русского языка, репрезентующие концепты «жизнь» – «смерть». В результате семантического анализа паремиологических единиц были сформулированы когнитивные признаки дуальных концептов «жизнь» и «смерть» в паремиологическом фонде английского и русского языков, большая часть из которых является национально-специфическими, т.е. имеющимися только в одном из исследуемых паремиологических фондов. В результате выполнения сопоставительного анализа удалось выявить культурно-национальные особенности и различия паремиологического фонда английского и русского языков, а именно те когнитивные признаки дуальных концептов «жизнь» и «смерть», которые были выявлены только в одном языке и таким образом являются отличительными, характерными только для одной из анализируемых лингвокультур.<br>This dissertation research is devoted to the comparative analysis of the representation of the dual concepts "life" and "death" in the paremiological fund of the English and Russian languages. The work is carried out in line with current research in the field of cognitive linguistics and linguoculturology. Russian and English proverbs and sayings representing the concepts "life" and "death" are the main subject of the study, and the main research material is the proverbs and sayings of the English and Russian languages that represent the concepts "life" and "death". As a result of semantic analysis of paremiological units, cognitive features of the dual concepts "life" and "death" in the paremiological fund of English and Russian languages were formulated, most of which are national-specific, i.e. available only in one of the studied paremiological funds. As a result of the comparative analysis, cultural and national features and differences in the paremiological fund of the English and Russian languages were identified, namely, those cognitive features of the dual concepts "life" and "death " that were identified only in one language and thus are distinctive only for one of the analyzed linguistic cultures.
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Link, Sharon Kay. "Making the Transition from East to West: Evangelical Christian High School Students from the Former Soviet Union." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5028.
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Soviet Evangelical high school students have experienced a slow and difficult transition to the American classroom. The students were often negatively characterized by their ESL teachers and other school personnel as "difficult" due to their classroom behaviors. Many times, these behaviors did not meet the ESL teacher's expectations, resulting in a culture clash between the teacher and the Soviet Evangelical students. The study found that Soviet Evangelical high school students came to the United States with high expectations of a new life, but little knowledge of the U.S. or the American classroom. Feelings of loneliness, homesickness and frustration quickly set in upon encountering the new language, new school routines and rules and regulations, some of which made no sense to the students. The educational and cultural values that form the Soviet Evangelical students' orientation toward learning and the classroom were found to play a strong role in the transition process and also helped to account for the behaviors ESL educators found so difficult to deal with. These factors. combined with the students' strong in-group identity as Soviet Evangelicals. all contributed to their slow and difficult transition to the American classroom. The study concludes with recommendations for ESL educators and other school personnel focusing on easing the transition for Soviet Evangelical students. Teaching new students the skills and background knowledge necessary for interacting in an American classroom is stressed, along with using the students' church as a resource in order to foster a trusting relationship with both students and their parents.
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Gritsay, Y. (Yulia). "The image of terrorism in the English-language media of Finland and Russia." Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201804061441.
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The subject of this thesis is the image of terrorism in the English-language media of Finland and Russia. The purpose of this thesis is to present analysis of several online articles that concern two terrorist acts: the Turku stabbing of 18 August 2017 and the Saint Petersburg metro bombing of 3 April 2017. The approaches of such English-language media as Helsinki Times, Yle News, The Moscow Times and Russia Today to this topic will be considered. The first two of the mentioned are Finnish media outlets and the latter two are the Russian ones. It is a qualitative study that employs Fairclough’s approach (1992) to critical discourse analysis. The research aim is to explore the differences and similarities in the terrorism discourse of two countries and their media in order to see how media articles change the image of terrorism in the society. The results show that there are discrepancies not only between the countries but also between different news sources in one country. Nevertheless, in general it can be said that Russia tends to create a more militaristic image of terrorism than Finland does. Russian media outlets use photos that show violence, harsh vocabulary and personal stories of victims to create an impression of war between terrorists and the government, in which the government is winning.
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Borik, Olga. "Aspect and reference time /." Oxford [u.a.] : Oxford Univ. Press, 2006. http://www.loc.gov/catdir/toc/ecip0613/2006015318.html.
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Byrne, Damian. "An evaluation of ESP teaching methodologies at Udmurt State University in Russia." Thesis, Northumbria University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341659.
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Seres, Guillen Daria. "The Expression of Genericity in Languages with and without Articles. Russian as Compared to English and Romance." Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/670853.
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Aquesta tesi se centra en el fenomen de la genericitat en rus, una llengua sense articles, i es compara la manifestació de la genericitat en llengües amb articles, com l’anglès i algunes llengües romàniques. L’objectiu principal d’aquesta recerca és estudiar com es codifica la genericitat en rus. Investigo si les propostes teòriques existents per a l’anàlisi dels nominals genèrics en llengües amb articles són també aplicables a les llengües sense articles. Proposo que la genericitat a nivell nominal permet fer referència a classes d’individus de manera directa o indirecta. Mitjançant el primer tipus un SN fa referència a una clase intensionalment, mentre que en el segon cas un SN fa referència a una suma d’individus que pot ser reinterpretada com a referent d’una classe.
Demostro que la genericitat a nivell nominal, o sigui, la referència directa a una classe, en rus es codifica mitjançant nominals escarits morfofonològicament singulars, per als quals el Nombre semàntic i sintàctic és absent. A diferència de l’anglès i les llengües romàniques, on l’expressió sintàctica de la definitud és necessària, en rus aquests nominals són semànticament indefinits. Tanmateix, com que són conjunts unitaris es caracteritzen per denotar unicitat. Argumento que aquesta unicitat no és el resultat de l’aplicació d’un operador semàntic, sinó que és ‘ontològica’. Analitzo les construccions definidores en rus com un entorn en el qual es troben SNs amb referència a classe i demostro que són frases copulatives no predicatives que expressen una relació d’identitat/identificació entre dos conceptes nominals.
En aquesta tesi també estudio els nominals plurals que es refereixen a sumes d’individus, els quals en determinades circumstàncies poden legitimar una referència genèrica indirecta a una classe. Aquests nominals són escarits en rus i en anglès, i definits en les llengües romàniques. La font de la genericitat en aquest cas és el tipus de predicat (predicats que seleccionen arguments que denoten classes i predicats psicològics amb subjecte experimentador) o el tipus d’oració (p.e., oració caracteritzant). Argumento que, independentment del fet que els plurals genèrics siguin escarits o obertament definits en una llengua determinada, semànticament es caracteritzen per la maximalitat, la identificabilitat i la pressuposició d’existència, la qual cosa els fa similars als nominals amb una interpretació definida. Els nominals plurals escarits del rus es diferencien dels nominals definits de l’anglès i de les llengües romàniques pel fet que s’interpreten en un domini no afitat: els plurals genèrics no poden ser restringits per la localització espacio-temporal o l’ancoratge anafòric. Proposo que els ‘efectes de definitud’ dels nominals genèrics es codifiquen sintàcticament i semànticament mitjançant un article definit en el cas de les llengües romàniques, o pragmàticament en el cas dels nominals plurals escarits del rus (i possiblement de l’anglès).
Finalment, discuteixo la qüestió més general de quines són les possibles interpretacions dels nominals escarits en rus, perquè la genericitat és només una de les interpretacions que aquests nominals poden tenir en aquesta llengua. Per això, és molt important entendre no sols com es deriva aquesta interpretació genèrica sinó també amb quina altra lectura es relaciona. Argumento que els nominals escarits del rus són semànticament indefinits i que les altres interpretacions (definides i genèriques) a les quals es poden associar s’infereixen pragmàticament. Els nominals escarits en rus no donen lloc a una pressuposició de singularitat, i la seva definitud (percebuda pels parlants) és una inferència ja sigui de l’assumpció d’unicitat ontològica, la topicalitat o la familiaritat del referent.<br>Esta tesis se centra en el fenómeno de la genericidad en ruso, una lengua sin artículos, y se compara la manifestación de la genericidad en lenguas con artículos, como el inglés y algunas lenguas románicas. El objetivo principal de esta investigación es estudiar cómo se codifica la genericidad en ruso. Investigo si las propuestas teóricas existentes para el análisis de los nominales genéricos en lenguas con artículos son también aplicables a las lenguas sin artículos. Propongo que la genericidad a nivel nominal permite hacer referencia a clases de individuos de manera directa o indirecta. Mediante el primer tipo un SN hace referencia a una clase intensionalmente, mientras que en el segundo caso un SN hace referencia a una suma de individuos que puede ser reinterpretada como referente de una clase.
Demuestro que la genericidad a nivel nominal, o sea, la referencia directa en una clase, en ruso se codifica a través de nominales escuetos morfofonològicament singulares, para los cuales el Número semántico y sintáctico es ausente. A diferencia del inglés y las lenguas románicas, donde la expresión sintáctica de la definitud es necesaria, en ruso estos nominales son semánticamente indefinidos. Aun así, como que son conjuntos unitarios se caracterizan para denotar unicidad. Argumento que esta unicidad no es el resultado de la aplicación de un operador semántico, sino que es 'ontológica'. Analizo las construcciones definidoras en ruso como un entorno en el cual se encuentran SNs con referencia a clase y demuestro que son frases copulativas no predicativas que expresan una relación de identidad/identificación entre dos conceptos nominales.
En esta tesis también estudio los nominales plurales que se refieren a sumas de individuos, los cuales en determinadas circunstancias pueden legitimar una referencia genérica indirecta en una clase. Estos nominales son escuetos en ruso y en inglés, y definidos en las lenguas románicas. La fuente de la genericidad en este caso es el tipo de predicado (predicados que seleccionan argumentos que denotan clases y predicados psicológicos con sujeto experimentador) o el tipo de oración (p.e., oración caracterizadora). Argumento que, independientemente del hecho que los plurales genéricos sean escuetos o abiertamente definidos en una lengua determinada, semánticamente se caracterizan por la maximalidad, la identificabilidad y la presuposición de existencia, lo cual los hace similares a los nominales con una interpretación definida. Los nominales plurales escuetos del ruso se diferencian de los nominales definidos del inglés y de las lenguas románicas por el hecho que se interpretan en un dominio no restringido: los plurales genéricos no pueden ser restringidos por la localización espacio-temporal o el anclaje anafórico. Propongo que los 'efectos de definitud' de los nominales genéricos se codifiquen sintácticamente y semánticamente mediante un artículo definido en el caso de las lenguas románicas, o pragmáticamente en el caso de los nominales plurales escuetos del ruso (y posiblemente del inglés).
Finalmente, discuto la cuestión más general de cuáles son las posibles interpretaciones de los nominales escuetos en ruso, porque la genericidad es solo una de las interpretaciones que estos nominales pueden tener en esta lengua. Por eso, es muy importante entender no solo cómo se deriva esta interpretación genérica sino también con qué otra lectura se relaciona. Argumento que los nominales escuetos del ruso son semánticamente indefinidos y que las otras interpretaciones (definidas y genéricas) a las cuales se pueden asociar se infieren pragmáticamente. Los nominales escuetos en ruso no dan lugar a una presuposición de singularidad, y su definitud (percibida por los hablantes) es una inferencia ya sea de la asunción de unicidad ontológica, la topicalitat o la familiaridad del referente.<br>This thesis focuses on the phenomenon of genericity in Russian, a language without articles, in comparison to English and Romance, languages with articles. The main goal of this research is to study how genericity is encoded in Russian. I propose that there is direct and indirect reference to kinds. The former is encoded in Russian by means of morphophonologically singular bare nominals, which are devoid of semantic and syntactic Number. Unlike English and Romance, where such NPs are preceded by a definite article, in Russian these nominals are semantically indefinite, but being singleton sets they are characterised by uniqueness. I argue that this uniqueness does not come as a result of an application of a semantic operator, it is ‘ontological’. I analyse definitional sentences in Russian as an environment where kind-referring NPs are found, showing that they are non-predicational copular sentences which express an identity/identificatiton relationship between two nominal concepts. Next, I study plural nominals which refer to sums of individuals that under certain circumstances may have a generic reference (indirect reference to kinds). Such nominals are bare in English and Russian, and definite in Romance languages. The source of genericity in this case is the type of predicate (kind-level for subjects and subject-experiencer for objects) or the type of sentence (characterising statement). I argue that, regardless of whether generic plurals are bare or overtly definite in a given language, they are characterised by maximality, identifiability and presupposition of existence, which makes them similar to nominals with a definite interpretation. They are different from NPs with a definite interpretation by the unboundedness of their domain: generic plurals cannot be restricted by spatiotemporal localisation or anaphoric anchoring. I propose that the 'definiteness effects' of generic nominals are encoded semantically by means of a definite article, as it is the case in Romance languages, or pragmatically by means of bare plural nominals in Russian (and possibly, in English).Further, I address a more general question of a possible semantic analysis of bare nominals in Russian, because genericity is only one of the interpretations they may have. So, it is highly important to understand not only how this interpretation is derived but also what it is derived from. I argue that Russian bare nominals are semantically indefinite and the other interpretations (definite and generic) they can be associated with are inferred pragmatically. Bare nominals in Russian do not give rise to a presupposition of uniqueness, and their perceived definiteness is either the result of 'ontological' uniqueness, topicality, or familiarity of the referent.
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Potriquet, Ghislain Pierre-Yves. "La politique linguistique de l'Etat de New York." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030064.
Full textAbstract:
La première partie de cette étude est consacrée au cadre institutionnel dans lequel s’élaborent les politiques linguistiques américaines ; la Constitution des États-Unis, ainsi que ses amendements, s’avèrent déterminants dans leur formulation. Depuis l’adoption de politiques linguistiques nationales dans les années 1960, l’influence de l’État fédéral se trouve encore accrue. Néanmoins, la politique linguistique des États-Unis demeure lacunaire. La politique linguistique de l’État de New York, étudiée dans le deuxième chapitre, complète en partie cette politique en intervenant principalement dans les domaines de l’éducation et du droit de vote. La politique linguistique de l’État du New York est déterminée, d’une part, par un antagonisme structurel Ville-État et, d’autre part, par la lutte des Portoricains pour le respect de leurs droits linguistiques. La dernière partie de cette étude consiste en une étude de cas ; quarante entretiens semi-dirigés menés auprès d’immigrants russophones révèlent l’importance de la reconversion professionnelle dans le processus d’intégration linguistique<br>In a first part, this study analyzes the institutional framework in which American language policies are elaborated; the Constitution of the United States and its amendments appear to play a major role in their elaboration. Since the adoption of national language policies in the 1960’s, federal influence has grown further. However, the language policy of the United States remains incomplete. The language policy of the State of New York, which is studied in the second chapter, supplements it by intervening in the fields of education and voting rights mainly. The language policy of New York is determined by, on the one hand, a structural City-State antagonism, and on the other hand, by the activism of Puerto Ricans who mobilized to assert their language rights. The last chapter of this study consists of a case-study; forty semi- conducted interviews were carried out with Russian-speaking immigrants. As a whole, they stress the importance of retraining in the language acquisition process
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Mizoe, Tatsuhide. "Verbal Prefixation in Slavic. A cognitive semantics analysis of s-prefixed Russian loan verbs from English and other languages." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28509/28509.pdf.
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Osborne, Olga Languages & Linguistics Faculty of Arts & Social Sciences UNSW. "Comparative analysis of atypical coordinate structures in Russian and English languages in correlation with field structure of grammatical category coordination." Publisher:University of New South Wales. Languages & Linguistics, 2009. http://handle.unsw.edu.au/1959.4/43738.
Full textAbstract:
This dissertation examines specific features of atypical coordinate structures (from now referred to as ACS) in both English and Russian languages: those features which differentiate ACS from typical coordinate structures, but nevertheless allow them to keep the status of coordinate structures. Comparing ACS with typical coordinate structures in terms of linguistic norms, this thesis provides a view of ACS as less standard, non-normative forms of syntactic representations of coordinate relations. Most research on coordinate structures focuses either on syntax, or on semantics. This dissertation advocates the expediency of a functional-dynamic approach to ACS, applying the methods of linguistics, psycholinguistics, cognitive linguistics and social linguistics. It argues that coordination is a complex speech-thinking mechanism and that ACS should be analysed by taking into account the cognitive-pragmatic-emotive intentions of the speaker. This dissertation proposes the analysis of structure, semantics and pragmatics of ACS in correlation with their functioning in a text. For the first time the thesis provides a comprehensive comparative analysis of ACS in English and Russian languages. This analysis demonstrates that the syntactically comparable translation of the majority of ACS from English to Russian and vice versa is possible due to the same factors involved in the process of ACS formation in both languages. It also shows that the absence of the same coordinate structure of idiomatic character in the other language makes the adequate translation impossible. This dissertation argues that all types of coordinate structures have the same invariant meaning of MULTITUDE, but syntactically this meaning is represented differently by typical and atypical coordinate structures. The result of the comparative analysis is the proposal of a nucleus-peripheral structure of coordination which represents the diversity of coordinate structures. In the nucleus-peripheral structure typical coordinate structures represent the nucleus and have prototypical status, whereas ACS represent the periphery; different types of ACS are arranged at different distances from the nucleus depending on how many common properties they share with prototypical structures. The fact that this structure can be applied to both English and Russian languages advocates for the common principles of coordinate structures formation mechanism in these otherwise unrelated languages.
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Bilyayeva, Tetiana A. "Cross-Cultural Comparative Study of Users’ Perception of the Navigation Organization of an E-Commerce Web Application." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/413.
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The object of this study was to assess the influence of native language, as a principal cultural characteristic, one users’ behavior when using a web-based e-commerce application. The study expands on previous research by comparing English and Russian users. The research also considered demographic data to assess additional factors that influence behavior and task performance. The research design encompassed an online shopping application with two different navigation menus. One menu was based on the action-object model and the other was based on the object-action model. The user interface was created in two different languages (Russian and English). This study suggests that language, as a cultural indicator, has a direct relationship to user satisfaction and performance in e-commerce web applications.
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Park, Karen Elizabeth. "The selective properties of verbs in reflexive constructions." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:3154fd5f-a82c-4454-9679-cd3c5c7b0fb0.
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This dissertation investigates the relationship between verbs and reflexive markers within reflexive constructions, setting forth the hypothesis that the verb plays a determining role in anaphoric binding. The work builds upon Dalrymple’s (1993) argument that binding constraints are lexically specified by anaphoric elements and demonstrates that reflexive requirements can be lexically specified for distinct groups of verbs, an approach which offers another level of descriptive clarity to theories of anaphoric binding and introduces a means of predicting reflexive selection in domains where syntactic constraints do not readily apply. This is shown to be particularly pertinent in languages with more than one reflexive type that have overlapping syntactic binding domains. The hypothesis is substantiated by data from five typologically distinct languages: English, Dutch, French, Russian, and Fijian. Contributing to this data set, new empirical evidence in favour of previously unrecognized reflexive forms in the Fijian language is introduced in this work. Following Sells et al. (1987), it is demonstrated that reflexive constructions are definable over four different components of linguistic representation and a quadripartite linguistic analysis is, therefore, adopted that incorporates c-structure, f-structure, lexical structure, and semantic structure within a Lexical Functional Grammar theoretical framework. The level of semantic structure is found to be particularly interesting since the realization of a reflexive construction is shown to be influenced by differing semantic requirements between verbs and reflexives. On the basis of several semantic tests, verbs in reflexive constructions are shown to have two different predicate structure types, ‘transitive’ and ‘intransitive’, and reflexive markers are shown to have three different internal semantic structures, ‘strict’ (x,x), ‘close’ (x,f(x)), and ‘near’ (x,y). The syntactic, semantic, and lexical characteristics of the reflexives and verbs analyzed over the data set presented in this work result in the identification of eight different reflexive/verb types and the establishment of two implicational relationships: <ol><li>Reflexive markers in lexically intransitive reflexive constructions have no semantic content.</li><li>Verbs that take a reflexive argument with a strict (x,x) or close (x,f(x)) internal structure must be intransitive at the semantic component of linguistic structure.</li></ol> These results contribute to our understanding of anaphoric binding theory, directed verb categories, the syntax-semantics interface, and the licensing of multiple reflexive types within a given language.
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Downing, Phoebe C. "Fabians and 'Fabianism' : a cultural history, 1884-1914." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:425127c1-94c1-4d20-ba58-fdd457c1f6b8.
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This thesis is a cultural history of the early Fabian Society, focusing on the decades between 1884, the Society’s inaugural year, and 1914. The canonical view is that ‘Fabianism,’ which the Oxford English Dictionary defines as the ‘doctrine and principles of the Fabian Society,’ is synonymous with State socialism and bureaucratic ‘efficiency.’ By bringing the methods of cultural history to bear on the Society’s founding members and decades, this thesis reveals that ‘Fabianism’ was in fact used as a dynamic metonymy, not a fixed doctrine, which signified a range of cultural, and even literary, meanings for British commentators in the 1890s and 1900s (Part 1). Further, by expanding the scope of traditional histories of the Fabian Society, which conventionally operate within political and economic sub-fields and focus on the Society’s ‘official’ literature, to include a close examination of the broader discursive context in which ‘Fabianism’ came into being, this thesis sets out to recover the symbolic aspects of the Fabians’ efforts to negotiate what ‘Fabianism’ meant to the English reading public. The Fabians’ conspicuous leadership in the modern education debates and the liberal fight for a ‘free stage,’ and their solidarity with the international political émigrés living in London at the turn of the twentieth century all contribute to this revised perspective on who the founding Fabians were, what they saw themselves as trying to achieve, and where the Fabian Society belonged—and was perceived to belong—in relation to British politics, culture, and society (Part 2). The original contribution of this thesis is the argument that the Fabians explicitly and implicitly evoked Matthew Arnold as a precursor in their efforts to articulate a kind of Fabian—latterly social-democratic—liberalism and a public vocation that balanced English liberties and the duty of the State to provide the ‘best’ for its citizens in education and in culture, as in politics.
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Peterson, Marinette. "L’évolution de la traduction du russe, en français, en anglais et en espagnol au XXe siècle. Comparaison de traductions du début, du milieu et de la fin du XXe siècle de Dama Sobackoj d’Anton Pavlovic Cehov du russe en français, en anglais et en espagnol." Thesis, Lille 3, 2013. http://www.theses.fr/2013LIL30007.
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La traduction du russe en français, en anglais et en espagnol évolue-t-elle avec le temps ? Evolue-t-elle de la même manière dans les trois langues ? En d'autres termes, les traducteurs obéissent-ils aux mêmes impératifs ? Comparer les versions du début, du milieu et de la fin du XXe siècle de neuf extraits de "La dame au petit chien" d'Anton Tchékhov en français, en anglais et en espagnol permet d'apprécier les décalages dans le temps et entre les trois langues. Mais encore faut-il connaître le cheminement des traducteurs depuis Cicéron et St Jérôme, les différentes théories de la traduction émises au cours des siècles, les différentes solutions apportées au passage d'une langue à l'autre, enfin aux images et aux métaphores élaborées par les théoriciens pour définir l'acte de traduire<br>Is the translation from Russian, English and Spanish developing over time ? It is developing the same way in French, English and Spanish ? In other words, do the French, the English and the Spanish translators obey the same rules ? The comparison of the translations of the beginning, the middle and the end of the XXth century of nine excerpts from "The lady and the little dog" by Anton Cexov is a way to spot the differences between the translations in the three languages. On the other hand, it is also necessary to know about the slow progress of translation since the time of Cicero and St Jerome, the various theories expressed through the centuries, the various solutions proposed for the passage from one language to another, the figures of speech presented by the theorists to define the act of tanslating. Also an insight into Cexov's life and work helps the comparison, sentence by sentence, world by world and allow to assess the progress of translation and to define the art of translating
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Blokh, Maria. "Validity of self-ratings for determining language proficiency : evidence from Russian-English bilingual adults." 2013. http://hdl.handle.net/2152/22401.
Full textAbstract:
Narrative measures derived from English and Russian tell and retell narrative
language samples of 20 L1-Russian, L2-English bilingual adults were correlated with
their overall, speaking and verbal proficiency self-ratings to verify the validity of the selfrating
scale for both languages. In English, measures of fluency, productivity and
grammaticality were moderately correlated with speaking proficiency self-ratings.
Strength of correlations with tell versus retell narratives varied by category of narrative
measure. For Russian, correlations were not significant due to ceiling effects in
proficiency. The effects of modifications to narrative measures were considered,
showing that correlations with temporal fluency and productivity increased as mazes and
fillers were excluded, while correlations with grammaticality increased as article
omission errors were excluded. Sources of variation in self-ratings and narrative
measures are described, and recommendations are presented for an alternative narrative
elicitation method.<br>text
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Yaverbaum, Oksana Vladimirovna. "Metaphorical expressions of biblical and sacral origin in Russian secular literary texts, with reference to their English equivalents." Diss., 1995. http://hdl.handle.net/10500/17864.
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In this dissertation, I examine metaphorical expressions of biblical and sacral origin (bibleisms) that occur in Russian narrative literary texts. The interpretation of bibleisms is carried out within the framework of interaction
theories of metaphor, making it possible to account for the use of bibleisms in Modern Russian, and for the role of their original meanings in the development of their new metaphorical associations. This is viewed as a set
of intertextual relationships between the biblical and sacral texts, the Modern Russian language and the literary texts in which the expressions occur. Different types of metaphor are distinguished in terms of interaction
theory. This has implications for the translation of bibleisms. It is demonstrated that in different interactive situations, the same bibleism can be referred to different types of metaphor, and hence the translation
procedure may only be determined by taking into account the metaphorical language in each individual case.<br>Afrikaans & Theory of Literature<br>M.A. (Theory of Literature)
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Pytlyk, Carolyn. "Expanding the scope of orthographic effects: evidence from phoneme counting in first, second, and unfamiliar languages." Thesis, 2012. http://hdl.handle.net/1828/4398.
Full textAbstract:
This research expands our understanding of the relationship between orthographic knowledge and phoneme perception by investigating how orthographic knowledge affects phoneme perception not only in the first language (L1) but also in the second language (L2), and an unfamiliar language (L0). Specifically, this research sought not only to confirm that L1 orthographic knowledge influences L1 phoneme perception, but also to determine if L1 orthographic knowledge influences L2 and L0 phoneme perception, particularly as it relates to native English speakers. Via a phoneme counting task, 52 participants were divided into two experimental groups—one with a Russian L0 and one with a Mandarin L0—and counted phonemes in words from their L1 (English) and L0. In addition, two subgroups of participants also counted phonemes in their L2 (either Russian or Mandarin). The stimuli for each language were organized along two parameters: 1) match (half with consistent letter-phoneme correspondences and half with inconsistent correspondences) and 2) homophony (half with cross-language homophonous counterparts and half without homophonous counterparts). The assumption here was that accuracy and RT differences would indicate an effect of orthographic knowledge on phoneme perception.
Four-way repeated measures ANOVAs analysed the data along four independent factors: group, language, homophone, and match. Overall, the results support the hypotheses and indicate that L1 orthographic knowledge facilitates L1 and L0 phoneme perception when the words have consistent letter-phoneme correspondences but hinders L1 and L0 phoneme perception when the words have inconsistent correspondences. Similarly, the results indicate that L2 orthographic knowledge facilitates L2 phoneme perception with consistent words but hinders L2 phoneme perception with inconsistent words. On a more specific level, results indicate that not all letter-phoneme mismatches are equal in terms of their effect on phoneme perception, for example mismatches in which one letter represents two sounds (e.g., <x> = /ks/) influence perception more so than do mismatches in which one or more letters are silent (e.g. <sh> = /ʃ/).
Findings from this research support previous claims that orthographic and phonological information are co-activated in speech processing even in the absence of visual stimuli (e.g., Blau et al., 2008; Taft et al., 2008; Ziegler & Ferrand 1998), and that listeners are sensitive to orthographic information such that it may trigger unwanted interference when the orthographic and phonological systems provide conflicting information (e.g., Burnham, 2003; Treiman & Cassar, 1997). More importantly, findings show that orthographic effects are not limited to L1. First, phoneme perception in unfamiliar languages (L0) is also influenced by L1 orthography. Second, phoneme perception in L2 is influenced by L2 orthgraphic interference. In fact, L2 orthographic effects appear to override any potential L1 orthographic effects, suggesting orthographic effects are language-specific. Finally, the preliminary findings on the different types of letter-phoneme mismatches show that future research must tease apart the behaviours of different kinds of letter-phoneme inconsistencies.
Based on the findings, this dissertation proposes the Bipartite Model of Orthographic Knowledge and Transfer. The model identifies two components within L1 orthographic knowledge: abstract and operational. The model predicts that abstract L1 orthographic knowledge (i.e., the general assumptions and principles about the function of orthography and its relationship to phonology) transfers into nonnative language processing regardless of whether the listeners/speakers are familiar with the nonnatiave language (e.g., Bassetti, 2006; Vokic, 2011). In contrast, the model predicts that operational knowledge (i.e., what letters map to what phonemes) transfers into the nonnative language processing in the absence of nonnative orthographic knowledge (i.e., the L0), but does not transfer in the presence of nonnative orthographic knowledge (i.e., the L2). Rather, L2-specific operational knowledge is created based partly on the transferred abstract knowledge.
The research here contributes to the body of literature in four ways. First, the current research supports previous findings and claims regarding orthographic knowledge and native language speech processing. Second, the L2 findings provide insight into the relatively sparse—but growing—understanding of the relationship between L1 and L2 orthography and nonnative speech perception. Third, this research offers a unified (albeit preliminary) account of orthographic knowledge and previous findings by way of the Bipartite Model of Orthographic Knowledge and Transfer.<br>Graduate
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Faff, R., X. Shao, F. Alqahtani, et al. "Pitching non-English language research: a dual-language application of the Pitching Research Framework." 2018. http://hdl.handle.net/10454/16806.
Full textAbstract:
Yes<br>The global language of scholarly research is English and so the obstacle of getting noticed is montainous when the article is not written in the English language. Indeed, despite rapid advances in technology, the “tyranny of language” creates a segmentation inhibiting scholarly research and innovation generally. Mass translation of non-English language articles is neither feasible nor desirable. Our paper proposes a strategy for remedying this segmentation – such that, the work of non-English language scholars become more discoverable. The core piece of this strategy is a “reverse-engineering” [RE] application of Faff’s (2015, 2017a) “pitching research” template. More specifically, we provide access to translated versions of the “cued” template across thirty-three different languages, and most notably for this journal, including the Romanian and French languages. Further, we showcase an illustrative dual language French-English example.
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Zachoval, Filip. "The effect of implementing an interactive reading project on reading comprehension in the third-semester Russian language class." Thesis, 2011. http://hdl.handle.net/2152/12007.
Full textAbstract:
In recent years, a number of empirical and conceptual studies about Project-Based Learning (PBL) have presented consistent arguments rationalizing this approach to language learning and teaching. The most common benefits attributed to project work in the second- and foreign-language settings have been located and described in recent research. However, only a few empirical studies have been conducted to evaluate the effect of project work on language learning, and even fewer on specific language skills.
This dissertation presents the results of a quasi-experimental research study that investigates the effect of incorporating a semester-long reading project into a third-semester Russian classroom and reports the measured effects of this experimental treatment on students’ reading comprehension, their reading habits and beliefs, perceived reading skills, and overall language proficiency.
The dissertation provides data on a semester-long project allowing students to research a topic of their interest through a set of readings (which substituted for the textbook texts) with an ultimate goal of reporting their findings in the form of a newsletter article. The project entailed interconnected sets of sequenced tasks during which students are actively engaged in information gathering, processing, and reporting, with the ultimate goal of increased content knowledge and language mastery. The context for this project was primarily text-based (extensive readings served as a base for all activities and assignments), task-driven (creating an end-product in written form), collaborative, technology-enhanced (extensive use of the Internet), and individualized (students researched topics they were interested in).
The results of the study demonstrate that students’ reading comprehension increased by using an integrated methodology where reading was taught through maximizing students’ previous knowledge of a subject matter of their interest and following the procedural model for interactive reading. Additionally, the results suggest that the project implementation had a positive effect on some reading habits and beliefs regarding foreign language (FL) learning, while no significant shifts were found in students’ perceived reading skills, or their overall language proficiency.<br>text
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Marmor, Violetta. "Drinking Vodka in Tracksuits." 2015. https://scholarworks.umass.edu/englmfa_theses/21.
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When her father dies unexpectedly and under mysterious circumstances, Veronika embarks on a journey spanning three continents to uncover the truth about his life as well as her own hidden past growing up in the war-torn region of Moldova.
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Lockyer, Dorothy. "That Poor Little Thing: The Emotive Meanings of Diminutives in Polish and Russian Translations of Alice in Wonderland." Thesis, 2013. http://hdl.handle.net/1828/4563.
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The emotive connotations of diminutives in English are a source of controversy among scholars, while the Slavic languages of Polish and Russian are considered ‘diminutive-rich’ with diminutives that convey diverse nuances. Thus, the translation of diminutives between English and Slavic languages has either been portrayed as difficult or has been ignored altogether. However, an analysis of Carroll’s Alice in Wonderland and several of its translations into Polish and Russian shows that English has many diminutives, some of which are ‘untranslatable’, while many diminutives can be easily translated. Yet, the strong emphasis on diminutives in Polish and Russian produces diminutives in the translations that do not appear in the original text and are not typical of English. What becomes evident is that the obstacles in translating various diminutive constructions provoke the question: What are the semantic-pragmatic differences between English and Polish/Russian diminutives and how do these differences affect translation?<br>Graduate<br>0679<br>0593<br>0314<br>dlockyer@alumni.ubc.ca