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Journal articles on the topic 'Russian-language literature'

Author: Grafiati

Published: 3 June 2025

Last updated: 23 June 2025

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1

Todorova, I. D. "Vitality of the Russian Language and Russian-Language Literature." RUDN Journal of Language Education and Translingual Practices 15, no. 1 (2018): 118–27. http://dx.doi.org/10.22363/2312-8011-2018-15-1-118-127.

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2

Sorokina, Vera. "Russian-language Literaly Periodicals." Stephanos Peer reviewed multilanguage scientific journal 48, no. 4 (2021): 7–22. http://dx.doi.org/10.24249/2309-9917-2021-48-4-7-22.

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The problem of Russian-language Literature of the far-abroad countries has been little studied by home literary critics and the concept itself has been developed only in application to the literature of Russian peoples and the near abroad. Creative associations and periodicals play an important role in the formation of a new type of Russian literature. Germany turned out to be the European center of Russian-language literature, just like a hundred years ago. The Russian-language literature is published by differently oriented periodicals among which are magazines adherent to the idea of two Russian literatures; magazines supporting the unity of the Russian literature and those tending to reveal the peculiarities of émigré Russian literature through the comparison it with the metropolitan one. The Russian-language literary prosses take place in a variety of periodicals and has signs of one of the national micro-cultures in the European space.

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3

Ilchuk, Yuliya. "From Russian Literature to Russian-Language Literature of the Empire." Ab Imperio 2022, no. 2 (2022): 85–89. http://dx.doi.org/10.1353/imp.2022.0035.

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4

ZINOV'EV, ALEKSANDR. "RUSSIAN-LANGUAGE LITERATURE IN EMIGRATION*." Canadian-American Slavic Studies 33, no. 2-4 (1999): 265–68. http://dx.doi.org/10.1163/221023999x00210.

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5

Atamukhamedova, Guzal Sabirzhanovna, and Nigora Dzhurakhanovna Izzatullaeva. "THE EDUCATIONAL POTENTIAL OF RUSSIAN LANGUAGE AND LITERATURE LESSONS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (2021): 96–100. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-18.

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The author of the article investigated the most important condition for achieving a new quality of education is the improvement of the lesson. The organizational form of the educational process in educational institutions. He also noted in his article that the lesson has unique opportunities to influence the formation of many personality traits.

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Akbaba, Tulay. "Russian Language and Literature in Turkey." Stephanos Peer reviewed multilanguage scientific journal 64, no. 2 (2024): 22–33. http://dx.doi.org/10.24249/2309-9917-2024-64-2-22-33.

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: The aim of this review article is to demonstrate the developmental process of Russian language and literature education in Turkey from a historical perspective. The historical process reveals that Russian language was first taught in the madrasas in the 18th century. Due to the increased use of the Russian language in the army after the reforms initiated by Tsar Peter I, the teaching of the Russian language in military schools officially started in 1882. In 1935, the Department of Russian language and literature was established at the Faculty of Language, History and Geography of Ankara University. Starting in the 1990s, Russian language and literature departments have been opened in many universities such as Istanbul University, Selçuk University, Erciyes University, Gazi University and Kafkas University. Currently, there are Russian language and literature departments in seventeen universities in Turkey, and four universities offer programs in Russian translation and interpretation. The article provides information about the cities, faculties, student quotas and the number of academic staff of these departments as of the year 2023. Additionally, the article elaborates on the ‘‘ÖYP’’ (Teaching Staff Training Program) and the Law No 1416 on Sending Students to Foreign Countries, which is facilitated by the Ministry of National Education. Thе information was obtained from the official website of the Higher Education Council of the Republic of Turkey (YÖK) and the Ministry of National Education of the Republic of Turkey (M.E.B.). This study applies the traditional review method. As a result of this research, the need for expanding scientific and educational cooperation between Russia and Turkey is emphasized to continue and encourage interest in research in the fields of Russian language, literature, culture, and history.

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7

Petrova, S. M. "Russian literature in teaching Russian as a foreign language." Philology and Culture, no. 3 (October 5, 2023): 248–56. http://dx.doi.org/10.26907/2782-4756-2023-73-3-248-256.

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The promotion of the Russian language in the world is one of the main goals of the modern Russian education strategy. An important part of this problem is teaching Russian to foreigners in Russian universities. The current problem of modern Russian studies is the search for the most effective forms, methods and means of Russian language learning. Teaching Russian to foreigners should be built on an interdisciplinary basis. The most important component of teaching Russian to foreign students is literature. Turning to it, foreigners get acquainted with the history, culture and traditions of Russia from different eras. Russian literature is very popular in different countries. The works of Russian writers are studied in schools and universities in China.The article presents the authorial method of teaching the Russian language to Chinese bachelors and masters based on a graphical and symbolic analysis of Russian literature. Our methodology uses the practice-oriented traditions of semiotics, mnemonics and ergonomics. When studying Ivan Turgenev’s story “Bezhin Meadow”, we focus on the features of its analysis in the Chinese audience. This lesson is preceded by a historical-literary and cultural commentary of the teacher who uses various multimedia tools. An integral part of our methodology is the creation of an adapted educational text with marked stresses, vocabulary work and various types of retelling, grammar tasks and a graphic drawing of the analyzed text. With this approach to the educational process, foreign students develop visual memory, better understand Russian grammar and improve oral coherent speech, which contributes to a deeper and more meaningful interest in the Russian language. The use of modern technologies, while working on a literary text, helps foreign students to better understand the national flavor of Russian literature. The study has led to the need to implement new approaches to teaching the Russian language to Chinese students at the North-Eastern Federal University named after M.K. Ammosov.

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8

Kurki, Tuulikki. "Non-Russian Language Space and Border in Russian Karelian Literature." Culture Unbound 6, no. 6 (2014): 1095–121. http://dx.doi.org/10.3384/cu.2000.1525.1461095.

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This article examines Finnish language literature in Russian Karelia on the Russian–Finnish national borderland from the 1940s until the 1970s. It focuses on the concepts of the non-Russian language space and border that are constructed and studied in the context of three novels: Iira (1947), Tiny White Bird (1961), and We Karelians (1971). The article claims that the non-Russian language space and the national border started to be understood differently from the official degrees dictated by Moscow, as found in literature already from the late 1950s and early 1960s. From the 1950s onwards, the historical, linguistic, and cultural roots across the national border and the Finnish population were allowed to be recognized in literature. Furthermore, this article claims that in the 1970s, literature was able to represent such regional history, and also the closeness and permeability of the national border that influenced the lives of the Soviet Karelian non-Russian speaking population and their identity formation. This led to different ideas of the national border, in which the border and its functions and meanings became gradually more multi-voiced, ambivalent and controversial, in comparison to the conceptualization of the border as presenting a strict, impermeable boundary.

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9

Paramonova, M., and A. Olkhovskaya. "Corpus in teaching Russian language and literature." Rhema, no. 1, 2019 (2019): 93–123. http://dx.doi.org/10.31862/2500-2953-2019-1-93-123.

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The article deals with the methodical potential of the corpus in the field of the student research work organization. The paper presents the exercises that can be used in the practice of teaching Russian language, literature and other philological disciplines. The exercises are aimed at analyzing phenomena of polysemy, neologisms, colloquial speech, title of the works, literary imagery, intertextuality. Each exercise is accompanied by the search description and methodological commentary of the teacher's actions and student’s results. The source for most of the exercises was the Russian National Corpus. One of the exercises is based on the sound speech corpus “Funny Life Stories”.

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10

Li, Y. "Russian classical literature and study foreign language." Human research of Inner Asia 2 (2015): 36–31. http://dx.doi.org/10.18101/2306-753x-2015-4-26-31.

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11

Koshino, Go. "Ukraine and War in Russian-Language Literature." Japanese Slavic and East European Studies 43 (2023): 1–12. http://dx.doi.org/10.5823/jsees.43.0_1.

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12

Shafranskaya, Eleonora F. "Letters, Memory, Language: about Russian Transcultural Literature." Polylinguality and Transcultural Practices 20, no. 1 (2022): 55–65. http://dx.doi.org/10.22363/2618-897x-2023-20-1-55-65.

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The author of the article focuses on the image of letters as a symbol of national historical memory - on the example of Sukhbat Aflatuni’s story “Clay letters, floating apples”, where the letters act not only in their direct meaning, they are the antithesis of the imposed culture, language, historical interpretations. The article substantiates the legitimacy of using the term “transcultural literature” instead of the common and illogical one - “Russian-language literature”, since in this type of creativity the image of a different ethnic picture of the world, other national images of the world is paramount. The novel “Hands-rivers” by the contemporary writer Liana Shahverdyan is analyzed precisely in the categories of transcultural literature: the novel highlights the key themes and problems associated with the restoration of ancestral memory of family and the Armenian people, who, like millions of Soviet citizens, were subjected to Stalinist repressions. The metaphor of the carpet weaving culture, the carpet, the images of the local fauna - birds and snakes became the key ones in the analysis of the plot of the novel “Hands-rivers”. The novel by Liana Shahverdyan, based on archival documents, fills in the lost page of the history of the ХХth century, thus fitting into the current archival vector of the contemporary literary process.

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13

MALOKU, Flamur, and Merxhan AVDYLI. "RUSSIAN FORMALISM AND DEFAMILIARIZATION IN LANGUAGE." Ezikov Svyat (Orbis Linguarum), ezs.swu.v.21.1 (February 26, 2023): 42–46. http://dx.doi.org/10.37708/ezs.swu.v21.i1.5.

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Formalists broke a category of previous studies that did not rely on the text, by moving the object of study from the outside of literature, to the inside of literature. As pioneers of this study method, they built concepts that would crystallize only later. They represented goals that were bigger than their possibilities and this happened because, in general, they applied linguistic studies in their literary studies, while it is known that language or linguistics in the ‘20s, XX century, was in its first phase of development. But language made them very connected to the text, perceiving the tool as the main protagonist of literature. This connection with the text would give them a stronger resilience in comparison to other methods that distance from the text, by going to abstractions, without a pure reference to the text. If N. Fraj’s opinion that when we analyze literature we speak of literature and when we assess it we speak of ourselves is to be considered reasonable, then we can say that Russian formalists, in general, spoke about literature, not about themselves. At all costs, they sought to distance themselves from outside of literature, regardless of the form of study it would manifest itself, as the study of the author, the reader, or the one studying. To them, text and its characteristics were everything.

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14

Nefedova, Nadezhda I. "Russophone literature." RUDN Journal of Studies in Literature and Journalism 27, no. 3 (2022): 468–76. http://dx.doi.org/10.22363/2312-9220-2022-27-3-468-476.

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According to the papers of late 20th and early 21st centuries devoted to the belles-lettres written in Russian, a term “Russian literature” or “Russian-language literature” is used along with another term “Russophone literature.” The different understandings of the word “Russophonia” are presented, the views of scientists on the spatial and temporal boundaries of this phenomenon are studied. Additionally, the author provides and analyzes various classifications that allow the users to determine the text corpus attributable to the Russophone literature, as well as the place of this literature in the modern literary process. Based on the study of relevant works by both domestic and foreign scientists, it was concluded that the term of Russophonia dated back to the times of the Russian Empire's colonial expansion in Central Asia and the Caucasus. The development of national literatures and the ideology of people's friendship during the Soviet period, the collapse of the Soviet Union (when people living in one state became the citizens of different countries) contributed to the development and widespread dissemination of Russophonia. This phenomenon, as well as the Russophone literature, is not limited to the geographical boundaries of the states. It can be also assumed that the “Russophone literature” is fairly synonymous with the expression “Russian-language literature.” Still, the use of the “Russophone literature” is considered to be the most suitable and reasonable in relation to the modern Russian-language literature since, according to a number of researchers, it has no ethnical, political and geographical correlation. It is more neutral and harmonious (for example, when translated into English).

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15

Vasiljeva, Elina, and Elvira Isajeva. "Contemporary Russian Literature in Latvia: Children’s Literature." Respectus Philologicus, no. 41(46) (April 15, 2022): 145–54. http://dx.doi.org/10.15388/respectus.2022.41.46.115.

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Throughout the 20th century, Russian children’s literature in Latvia was a unique phenomenon. Against the background of the general trends of Soviet children’s literature, Latvian children’s literature (in both Latvian and Russian) developed in a space that was less constrained in respect of ideological censorship. 21st century children’s literature in Latvia is developing both taking into account the previous history and current trends. The article is devoted to the specific features of children’s literature in Russian, taking into account the general status of the Russian language as a foreign language and general trends in the socio-cultural space of Latvia. The study considers two main issues. First, it is a sociological analysis of the situation: an assortment of children’s books, the specifics of the school programme, awareness of contemporary Latvian and Russian children’s literature. On the other hand, the corpus of texts of contemporary children’s literature is studied, and an overview of the oeuvre of contemporary Latvian authors is presented. The material for literary analysis was the book by Vladimir Novikov, “The Mischief of the Obedient Martins”. In the course of the analysis, the specifics of the traditional children’s story, the cultural and historical context of the cross-border identity of the author and his potential readers, the specifics of the contemporary narrative, the identification of the concept “one’s own – other’s” were revealed.

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16

Usmanovna, Sirajitdinova Nargiza, Kholmatova Shahida Tafikovna, and Zaitova Ozoda Yusupovna. "Innovative methods of teaching russian language and literature." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 4 (2020): 222. http://dx.doi.org/10.5958/2249-7137.2020.00188.3.

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17

Zilberbourg, Olga. "What to Read Now: Contemporary Russian-language Literature." World Literature Today 93, no. 2 (2019): 8. http://dx.doi.org/10.1353/wlt.2019.0232.

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18

Zilberbourg. "What to Read Now: Contemporary Russian-language Literature." World Literature Today 93, no. 2 (2019): 8. http://dx.doi.org/10.7588/worllitetoda.93.2.0008.

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19

Shashkov, Maxim, Natalya Ivanova, and Sergey Ermolov. "Earthworm occurrence dataset extracted from Russian-language literature." Biodiversity Data Journal 12 (December 16, 2024): e130897. https://doi.org/10.3897/BDJ.12.e130897.

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Earthworms are one of the most important components of temperate ecosystems and groups of soil animals globally, but data on their distribution around the world are still incomplete and uneven. Northern Eurasia is a region for which available data on earthworm distribution is extremely poor. At the same time, generations of Soviet and Russian researchers have performed extensive research and accumulated a large amount of data on the distribution of earthworms in this vast region. Most of this information was published in Russian, not digitised and, therefore, hardly accessible to researchers. Our dataset fills this gap and provides occurrence data extracted from 159 literature sources in Russian published between 1868 and 2022. The dataset contains 5,304 occurrences of 109 species and 14 subspecies. The collected data cover the territory of 27 countries.The dataset extends the data available through GBIF.org on earthworm distribution in Russia, Belarus, and Ukraine. For Transcaucasia and Central Asia countries, our resource has become the main GBIF source on earthworm diversity distribution. On a global scale, our dataset contributes to filling gaps in biodiversity, which facilitates more accurate estimates of the response of biodiversity to global climate change as well as the spreading of invasive species.

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20

Sopronenko, Igor V., and Cynthia A. Ruder. "Russian Language Videodisc." Slavic and East European Journal 37, no. 4 (1993): 599. http://dx.doi.org/10.2307/308484.

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21

Amineva, Venera R., Elvira F. Nagumanova, and Alsu Z. Khabibullina. "The phenomenon of Russian-language literature in modern scientific discourse." Philological Sciences. Scientific Essays of Higher Education, no. 6s (November 2023): 140–47. http://dx.doi.org/10.20339/phs.6s-23.140.

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For the first time, the article examines the primary methods employed in the study of Russian literature in the Volga Region (Mari and Tatar) in contemporary scientific discourse. Aim: to reveal the epistemiologic potential of the most significant literary approaches and a new theoretical thesaurus, formed from the experience of studying Russian literature in the Volga Region in the early 21 century. Research material — scientific works of leading specialists and philologists in the field of Russian literature (works of I.P. Karpov, I.A. Yenikeeva, Ya.G. Safiullina, K.K. Sultanova). It is stated that the anthropological approach was first applied in I.P. Karpov’s research on the works of Mari El prose writers and poets, writing in Russian. Russian scientist expands the horizons of Mari literature itself due to the fact that the works of Russian-speaking authors, on the one hand, are inscribed in the national Mari context and, on the other, are part of Russian literature. Compared to I.P. Karpov’s strategy of addressing the text, I.A. Enikeev, a researcher of Russian-language literature in Tatarstan, draws attention to the context and develops a unique methodology based on the interaction of factual and biographical principles in solving the problem of the status of Russian-language works in the modern historical and literary context. The novelty of the presented material lies in the systematization of methodological approaches to the problem of Russian-language literatures of the Finno-Ugric and Turkic peoples of the Volga region in a comparative aspect. The tendencies toward expanding the theoretical thesaurus of concepts characteristic of modern scientific discourse and updating the semantics of existing terms are revealed in the field of research on the Russian-language creativity of poets and prose writers of the Volga region.

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22

Ignatova, I. B., E. N. Legochkina, and A. V. Goncharova. "INTERCULTURAL COMMUNICATION IN THE PROCESS OF TEACHING THE RUSSIAN LANGUAGE." Review of Omsk State Pedagogical University. Humanitarian research, no. 32 (2021): 119–23. http://dx.doi.org/10.36809/2309-9380-2021-32-119-123.

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The article deals with intercultural communication in the process of teaching the Russian language. It is currently the strategic policy of modern education. The use of intercultural communication between modern youth and the culture of the past in classrooms of the Russian language and Russian literature is an urgent problem of the modern stage of education development. The implementation of intergenerational intercultural communication in the process of teaching the Russian language and literature in modern Russia presupposes a purposeful appeal to the history of our state, to the history of the Russian literary language, the history of literature and culture. Teaching the Russian language and Russian literature based on the principle of national specificity offers infinite opportunities for educating students.

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23

Todorova, Ivelina. "To the Question of Russian-Language Literature as a Factor for Preserving the Vitality of the Russian Language." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 1 (2021): 67–76. http://dx.doi.org/10.53656/for21.16vopr.

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The article is devoted to the preservation of survival (vitality) of the Russian language through the prism of translational literature, which is created by ethnically non-Russian authors. The author of the article is trying to prove that the survival of the Russian language depends not only on territorial and demographic factors, but also on translingual (Russian-language literature). In the fiction of Russian-speaking authors, the Russian language is a translator of a worldview that is not inherent in native speakers of the Russian language and culture.

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Dziuba, Elena V., Svetlana A. Eremina, and Yulia V. Rogozinnikova. "Precedent Names from Russian Literature in English-Language Cartoon." Вопросы Ономастики 20, no. 1 (2023): 202–22. http://dx.doi.org/10.15826/vopr_onom.2023.20.1.012.

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The paper analyzes precedent names of Russian origin in polycode texts of pictorial caricature genre, published in American magazines and available in the licensed cartoonstock.com database. The particular focus is made on the names of Russian writers and poets (Dostoevsky, Tolstoy, Chekhov, Pasternak, Solzhenitsyn), and the titles of Russian-language literary works featured in American caricature (War and Peace, Crime and Punishment, The Karamazov Brothers, Cherry Orchard, The Three Sisters and The GULAG Archipelago). Methodologically, the study is based on cognitive, linguo-semiotic, linguo-axiological, and contextual analysis. It is noted that the cartoons convey stereotypical ideas about the works of Russian writers: the intimidating large volume of Tolstoy’s works, and the conciseness of Chekhov’s are both treated ironically; stylistic features (Chekhov’s attention to detail; Dostoevsky’s psychological tension) are ridiculed. Content references are often superficial and only touch upon the most mundane, utilitarian issues, overlooking more complex social and psychological problems (generation gap, internal conflicts). In a truly caricatured light, the authors are depicted as money-makers, and their characters turn into comic figures of popular computer games. Some works of Russian writers are presented in an axiologically deflated way: Anton Chekhov’s plays were turned into sports competitions and ice shows, Alexander Solzhenitsyn’s GULAG Archipelago became a musical. The authors conclude that in English-language polycode texts, Russian precedent literary onyms are predominated with ironic evaluative semantics, and the general irony is accompanied by a tendency towards a simplified, formalized perception of works of Russian literature.

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Dianina, S. Y., and L. G. Gromova. "15th Congress of the International Association of Teachers of Russian Language and Literature in Saint Petersburg: <i>Russian Language and Literature in the Changing World</i>." Concept: philosophy, religion, culture 7, no. 4 (2023): 184–87. http://dx.doi.org/10.24833/2541-8831-2023-4-28-184-187.

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This September saw hundreds of delegates come to Saint Petersburg to participate in the Congress on Russian Language and Literature in the Changing World organized by the International Association of Teachers of Russian Language and Literature (IATRLL). The Congress gathered participants from 63 countries, from Armenia, Serbia, and Hungary to Kenya, China, Mexico, and Peru. This vast geography is no wonder: the Congress has been held for decades, with experts in the fields of linguistics and literature, interpreters, translators, and teachers gathering every five years to discuss Russian literature studies and key issues of the Russian language functioning and teaching. The first Congress was held in Moscow and over the years it was hosted by Warsaw, Bratislava, Shanghai, Astana, etc. On September 13, 2023 (declared the Year of the Russian language as the language of Interethnic communication by the Council of the CIS Heads of State), its 15th jubilee conference opening took place in the Hermitage. V. V. Putin, A. D. Beglov, S. V. Lavrov, V. A. Sadovnichiy, Ye. A. Primakov, V. A. Nikonov, and other officials greeted the participants. Russian cosmonauts send their greetings from the International Space Station, in their video they acknowledged the Russian language to be the language of friendship and cooperation of international space programs. In his speech, IATRILL President V. I. Tolstoy stressed the importance or promoting the Russian language. The plenary session included reports by N. M. Kropachev (The Russian Language as the Official Language of Russia), T. V. Chernigovskaya (Language and Brain in the 21st Century), Ye. G. Vodolazkin (Petersburg. Reality of the Myth). The next day there were thirteen thematic sessions and panel discussions held. N. D. Afanasyeva, M. V. Belyakov, and N. Yu. Yarygina from MGIMO University presented their reports on teaching the Russian language to foreigners. Participants of the Congress enjoyed an immersive social program that included visits to the best Russian museums. They also had a unique opportunity to see an exhibition dedicated to the distinguished Russian linguist V. G. Kostomarov with his unique pictures, documents, and personal items brought from Moscow museums. The President of the Indian Association of Teachers of the Russian Language and Literature Charanjit Singh and the Head of the Russian Language Department of the Dakar University in Senegal Manetu Ndiaye addressed the Congress at the closing Ceremony in the Tauride Palace. The next Congress is to take place in 2027 in China.

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kizi, Chubaeva Farangiz Kuldosh. "Integration of Interdisciplinary Connections in Russian Language Lessons." European International Journal of Multidisciplinary Research and Management Studies 5, no. 5 (2025): 115–17. https://doi.org/10.55640/eijmrms-05-05-25.

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This article examines both the theoretical underpinnings and practical techniques for integrating interdisciplinary connections into Russian language instruction at the secondary‐school level. It highlights how cross‐subject collaboration enriches students’ holistic understanding, enhances their linguistic competence, and fosters critical thinking. Sample methodologies draw on materials from literature, history, social studies, the natural sciences, and the arts.

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Babaeva, Zhuldyz R., Konstantin K. Semenov, and Anastasiia S. Semenova. "Interpretation of ESG: Systematic literature review." Russian Management Journal 22, no. 2 (2024): 253–88. http://dx.doi.org/10.21638/spbu18.2024.205.

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Purpose: this study aims to analyze the interpretation of the concept ESG in Russian-language publications in the scientometric database of the Russian Science Citation Index. Methodology: the literature review is conducted according to the international PRISMA standard by using frequency, correlation and cluster analysis methods of the keyword corpus. Findings: national researchers interpret the concept ESG primarily from the perspective of enterprise development management and investment decision-making. Since 2019 there has been observed an exponential growth of Russian-language papers which mention the abbreviation ESG, however, this study has not identified any consistent pattern of forming the keywords list. Additionally, no meaningful relationship between the relevant keywords and the paper citation rate is observed. Originality and contribution: this study is an attempt to fill the gap in systematic reviews of the Russian-language scientific literature on the interpretation of the concept ESG and to contribute to its rethinking as regards the management of companies in Russia.

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Ulanov, Alexander M. "Russian and American Poetry: Towards New Language Abilities." Literature of the Americas, no. 16 (2024): 425–33. http://dx.doi.org/10.22455/2541-7894-2024-16-425-433.

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The book by Vladimir Feshchenko, a Russian researcher of the language of poetry and a publisher of avant-garde literature, is devoted to Russian and American poetry of the language experiment in the 20th and early 21st century. Using examples from Andrei Bely, Russian futurists, Alexander Vvedensky, Ezra Pound, Gertrude Stein, E.E. Cummings to the American poets of “language writing” and modern Russian-speaking young poets, the similarity of the philosophical and linguistic foundations of the language experiment, the convergence and differences of literatures, the personal interaction of authors from both countries are considered in the book. The analysis of a number of American and Russian poems from the point of view of the language of poetry is given. V. Feshchenko's book is of interest to researchers of Russian and American poetry, the avant-garde, the language of poetry, and the interaction of literatures.

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Sirkeci, Ibrahim, and Andrej Přívara. "Kurdish Studies in Russian Language: 1917-2017." Kurdish Studies 5, no. 2 (2017): 187–98. http://dx.doi.org/10.33182/ks.v5i2.444.

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Kurdish Studies, as an academic field, seems today to be dominated by English and Turkish-language literature. Little is known about the volume of literature that has been produced (and is available) in Russian, an important world language spoken across a vast geographic space in regions not far from Kurdish lands. In this review, we have explored this published literature by using searches in Google Scholar. We present the results of this inquiry, as a simple inventory which shall serve to acknowledge and highlight the Russian-language scholarship on the Kurds, Kurdish and Kurdistan. It shows that access to this scholarship is paramount if we want to arrive at a more global understanding of the issues related to the Kurds and Kurdish studies.

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Offord, Derek, Larissa Ryazanova-Clarke, and Terence Wade. "The Russian Language Today." Modern Language Review 96, no. 4 (2001): 1159. http://dx.doi.org/10.2307/3735970.

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Badanina, Irina. "International Scientific Conference “Russian-Slavic Dialogue: Language, Literature, Culture”." Stephanos. Peer reviewed multilanguage scientific journal 27, no. 1 (2018): 275–78. http://dx.doi.org/10.24249/2309-9917-2018-27-1-275-278.

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Glushakov, Pavel S. "Historic-fantastic genre in the Russian language literature abroad." Sibirskiy filologicheskiy zhurnal, no. 3 (September 1, 2005): 20–34. http://dx.doi.org/10.17223/18137083/12/3.

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Aleksandrova, Galina V. "DIDACTIC MATERIAL VISUALISATION AT RUSSIAN LANGUAGE AND LITERATURE LESSONS." Russian language at school 79, no. 4 (2018): 16–19. http://dx.doi.org/10.30515/0131-6141-2018-79-4-16-19.

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Karsten Brüggemann. "Russia and the Baltic Countries Recent Russian-Language Literature." Kritika: Explorations in Russian and Eurasian History 10, no. 4 (2009): 935–56. http://dx.doi.org/10.1353/kri.0.0129.

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Kuznetsov, Nikita V., and Alexey M. Sokolov. "Russian Language and Historiosophy of Russia." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 40, no. 1 (2024): 4–16. http://dx.doi.org/10.21638/spbu17.2024.101.

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The article is devoted to the problem of the correlation of language as a form of realization of the essence of a person who transforms the uncertainty of being into the ordering the world. The authors proceed from the axiomatic assumption that language is an integral activity of the human community, in the vocabulary and syntactic-semantic definiteness of which all contradictions that open up to people in their joint diverse experience of mastering the subject (presupposed) existence are removed. At the same time, human activity is the fulfillment of free transforming energy activated by an elementary (primary-fundamental) act of communication, Thanks to it, the determinism of the natural predestination of human presence in the Being is overcome, which manifests itself in the excessive effectiveness of people’s activities, opening the spiritual (supernatural) horizon of life. Literature is understood by the authors as a stylization of the national language, through which the content of national identity is determined, and, consequently, the general picture of the world created by a certain people. Literature can have two levels of implementation: artistic and theoretical ones, differing, on the one hand, in the way and degree of generalization, on the other — hand, in the form of expression. The peculiarity of the Russian self-consciousness, firstly, is on the stage of transition from the artistic to the theoretical levels; and, secondly, it is historiosophical, i. e. it not only retains the experience of the past, but also tends to the discretion of semantic perspective of the future associated with the activity of many generations of people of the Russian world. According to the authors, this circumstance is most adequately reflected in the Socialist Realism of Soviet literature.

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Milyanchuk, N. S. "International Forum of Asian-Pacific association of Russian language and literature teachers: Russian language, literature and culture in the space of the Asia Pacific." Communication studies 6, no. 4 (2019): 1197–201. http://dx.doi.org/10.24147/2413-6182.2019.6(4).1197-1201.

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The 3rd international forum “Russian Language, Literature and Culture in the Asia Pacific Region”, dedicated to the 30th anniversary of the teaching of Russian as a foreign language in the Russian Far East, has completed its work in Vladivostok. The program of the event held on the basis of the Far Eastern Federal University under the financial support of the Russkiy Mir Foundation, turned out to be very rich and diverse.

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Zenkevich, I. V. "Russian Writers of the 19th Century in Russian Language Textbooks for Americans." Язык и текст 9, no. 1 (2022): 83–91. http://dx.doi.org/10.17759/langt.2022090107.

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This article considers Russian language textbooks created by American authors for American students in order to identify the attitude of their authors to the creativity of the Russian writers of the XIX century. The article reveals the reasons that prompted its author to use textbooks as research material, and gives their periodization in connection with the growing interest in learning Russian in the United States. The article examines more than 50 textbooks of Russian as a foreign language published in the USA in the period from the beginning of the twentieth century to our time; reveals the approach of the American creators of Russian textbooks to the choice of text material and the principles of its presentation in their textbooks. The method of continuous sampling is used to select the contexts containing information about the Russian literature of the XIX century. The author conducts quantitative and qualitative analyses of lexical units containing a cultural component of meaning connected with the Russian writers of the XIX century. One of the conclusions of the analyses is that Russian writers' proper names, names of literary works and genres of Russian literature are of the greatest frequency. Another conclusion is that the general frequency of lexical units associated with the Russian literature of the XIX century in American textbooks of the Russian language is small, which does not allow American students to create a clear impression of the Russian literature and Russian writers of the XIX century.

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Karimi-Motahhar, Janolah, and T. A. Koshemchuk. "Third Tehran Conference of IARLL <i>Russian Language and Literature in the Modern World: Problems and Prospects</i>." Concept: philosophy, religion, culture 7, no. 2 (2023): 168–71. http://dx.doi.org/10.24833/2541-8831-2023-2-26-168-171.

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Russian Language and Literature in the Modern World: Problems and Prospects, the 3d International Forum of the Iranian Association of Russian Language and Literature (IARLL) took place in Tehran on February, 25-26, 2023. It was timed to the 10th anniversary of the foundation of the Association, as well as to the Year of the Russian Language. Despite the difficult international situation, philologists from Iran, Russia, Belarus, Kazakhstan, Tajikistan, Tunisia, Georgia, Ukraine, China, Bulgaria took part in the conference. Representatives of Russian universities and research centers from Moscow, St. Petersburg, Minsk together with scientists from 10 Iranian universities formed the core of the conference. Russian scientists are attracted by the high scientific level of the forum, the interest of Iranian colleagues in Russian culture, the success of students in learning the Russian language, a cultural program that allows to get acquainted with the cultural treasures of ancient Persia and, most importantly, the tradition of Russian-Iranian cooperation. The expanding ties between Iran and Russia have made the Russian language significant in university teaching in Iran. It has been conducted for 90 years, since the foundation of the University of Tehran in 1934. Today, Russian language and literature departments have been established in 15 Iranian universities, where about 270 students begin their studies every year. The Russian Language and Literature Association was established in 2012 on the initiative of professors of the Tehran University Janolah Karimi-Motakhhar and Marzieh Yahyapur. Its activities enjoy great respect and full support among Russian scientists: 28 literary scholars and 72 linguists are represented in the collection of abstracts of scientific reports published by the Tehran University by the beginning of the conference. The reports delivered at the conference focused primarily on the topical problems of learning the Russian language in Iran and a selection of the reports will be published in The Research Journal of Russian Language and Literature published by IARLL, is an only scientific peer–reviewed journal in Russian in Iran.

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Siyami Eidlak, Kнalida. "Features of Teaching Russian Literature in Iranian Universities." Man and Education, no. 4 (73) (2022): 169. http://dx.doi.org/10.54884/s181570410024023-0.

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This study is devoted to highlighting the peculiarities of teaching Russian literature in the framework of Russian as a foreign language on the basis of higher educational institutions in Iran. This article deals with the issue of teaching Russian literature to the Iranian audience. The scientific novelty of the study lies in providing recommendations on the selection of educational material intended for introduction into the educational process, taking into account the cultural, social, religious, and political beliefs of the Iranian student. As a result of the study, the cultural-linguistic and methodological difficulties of teaching Russian literature in Iran were presented. The recommendations and results of the study can be taken into account in the process of teaching Russian literature by Russian as foreign language teachers in Iran, as well as methodologists in the development of methodological materials and the selection of educational material.

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Nummikoski, Marita, Larissa Ryazanova-Clarke, and Terence Wade. "The Russian Language Today." Slavic and East European Journal 44, no. 4 (2000): 703. http://dx.doi.org/10.2307/3086317.

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Scherr, Barry P., and Constance Curtin. "Russian Language Review Packet." Slavic and East European Journal 30, no. 1 (1986): 136. http://dx.doi.org/10.2307/307306.

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Naini, Margarita Olegovna, Bani Sudardi, and Prasetyo Adi Wisnu Wibowo. "A.S Pushkin Influence in Russian Literary Literature." Jurnal Sosial, Politik dan Budaya (SOSPOLBUD) 3, no. 1 (2024): 47–58. http://dx.doi.org/10.55927/sospolbud.v3i1.6517.

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This paper discusses the influence of Alexander Sergeevich Pushkin in the development of Russian Classical Literature. A.S. Pushkin, a great Russian writer in the 1800s. His contribution to the development of Russian literature cannot be seen as an eye. A.S. Pushkin was not only a poet, but also the greatest Russian writer. Alexander Pushkin's work is not only favored by literary activists, but his works are able to make changes to Russian literature. The development of Russian language literature until now has never fallen away from a Pushkin. Great Russian writer who has been recognized all over the world until now.

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Abramov, Valerii P., Olga I. Kuznetsova, Irina N. Lekareva, and Julia F. Okovitaya. "Kuban State University: Russian Philology on the 45th Parallel." World of the Russian Word, no. 2 (2023): 119–27. http://dx.doi.org/10.21638/spbu30.2023.213.

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The article represents the history and modernity of philological scholarship in Kuban State University, the oldest university of classical education in the south of Russia, which has been preserving and developing the traditions in the sphere of education, science and social and educational activity since 1920. The authors describe the principal directions of philology development at the faculty: teaching Russian language and literature, academic research work in the field of literary studies, the history of Russian literature from its beginning up to present times, including literature of Russian expatriate community, literature of the peoples of Russia, literary regional studies, literary criticism, folklore studies, etc. One of the main directions of the research activities which the scholars have chosen is the search and comparison of the universal and nationally specific in the works of foreign and Russian poetry and prose. The problems of contemporary Russian language are discussed in the research and development project “Russian language potential”. The scholars of Kuban State University devote a lot of attention to studying Russian language from the perspective of psycholinguistics, cognitive linguistics, linguoculturology, cross-cultural communication, sociolinguistics, terminology studies, discourse theory. The leading idea of scholarly interests of professors and associate professors is the theme of “Linguoaxiology”, revealing a valuable component of Russian language unit and Russian discourse field. It’s necessary to point out that the research of linguistic and methodological basic training of Russian as а Foreign language/Russian as Non-Native language, the training of specialists in this field, questions of linguo-didactic testing in Krasnodar region are carried out only at the department of Russian as а Foreign language at the Kuban State University. The scholars deal with the description of the semantics of Russian language, study the regional cultural component of onomastics and problems of language policy. The development and teaching of Russian as а foreign language are also aimed at the perception of the uniqueness of Russian civilization. Russian philology on the 45th parallel is trying to preserve and develop the world of the Russian word, and the Russian world as a concept containing natural bounds of language, mentality and culture.

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Uchto, Halina. "„Мировая русистика” в журналe «Русский язык за рубежом» - специальные выпуски". Język. Religia. Tożsamość. 2, № 24 A (2021): 183–99. http://dx.doi.org/10.5604/01.3001.0015.6236.

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The present paper aims to detail the profile of the scientific-didactic illustrated journal “Russian Language Abroad”, established by International Association of the Russian Language and Literature Teachers and State Russian Language Institute and set in Lomonosov Moscow State University. A new project carried out by Pushkin State Russian Language Institute in Moscow involves a compilation of special issues of “Russian Language Abroad” under the title “Russian Studies Worldwide”.

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Antonova, Angelique M. "FOREIGN CULTURE-ORIENTED LITERATURE: THE ART OF THE POSSIBLE." Humanities And Social Studies In The Far East 19, no. 1 (2022): 105–11. http://dx.doi.org/10.31079/1992-2868-2022-19-1-105-111.

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Globalization has made it necessary for all nations to employ international languages, and primarily English, to promote their cultures. Employing the latest achievements in “interlinguoculturology”, we look at original English-language texts about Russian culture, and explore what qualities a reader should possess in order to make a sober assessment of an English-language text about Russian culture.

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Svintsova, I. Y., and Yi Eunkyung. "Russian Studies in Contemporary Korea." Concept: philosophy, religion, culture 8, no. 1 (2024): 167–72. http://dx.doi.org/10.24833/2541-8831-2024-1-29-167-172.

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The Russian Language Department of Hankuk University of Foreign Studies (HUFS) —one of the leading universities of the Republic of Korea— was founded in the same year with the University and is about to celebrate its 70th anniversary. Today the University and the Russian Language Department are the main popularizers of the Russian language, literature, culture and Russian regional studies in South Korea. There are several associations: KASEUS — Korean Association of Slavic-Eurasian Studies; Russian Language and Literature Association (based on the HUFS — Hankuk University of Foreign Studies); KAR — Korean Association of Russian Studies (based on the Korean University); KASL — Korean Association of Slavic Languages (based on the Korean University); KATPR — Korean Association of Teachers and Teaching Staff of the Russian Language (whose members are university professors and school teachers); and KRA — Korea-Russia Association. The Korean-Russian Society of Art and Culture KORACS was established in 2013 to organize cultural exchange between Korea and Russia. The associations organize and conduct scientific conferences, symposiums, forums, and some publish their own journals. In South Korea, there are exchange programs for undergraduate and graduate students of Russian and Korean universities, and Russian professors are invited here to give lectures. Every spring the Hankuk University of Foreign Studies holds a Russian language Olympiad for students of Korean universities. This competition is of great interest to Korean students and is an incentive for deeper study of the Russian language. The Russian language and culture are represented and preserved here: there are Russian professors, school teachers, Russian-speaking Koreans and citizens of other countries. Therefore, despite the difficulties associated with changes in the socio-political situation, Russian studies in South Korea continue to develop. Interest in the Russian language, literature and culture does not wane since people always need to learn something new and wonderful and this is how Russian culture is characterized.

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Itskovich, T. V. "Russian Language and Literature in Modern World: Problems and Prospects (on Results of II International Forum of Teachers of Russian Language and Literature Organized by Iranian Association of Russian Language and Literature, Teheran, May 8—10, 2018)." Nauchnyy dialog, no. 5 (2018): 362–67. http://dx.doi.org/10.24224/2227-1295-2018-5-362-367.

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Dolzhikova, Anzhela V. "The XV Congress MAPRYAL “Russian language and literature in a changing world”." Philological Sciences. Scientific Essays of Higher Education, no. 6s (November 2023): 170–72. http://dx.doi.org/10.20339/phs.6s-23.170.

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The article provides information about the XV Congress of the International Association of Teachers of Russian Language and Literature (MAPRYAL) “Russian Language and Literature in a Changing World”, which was held from 13 to 15 September 2023 in St. Petersburg.

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Evdokimova, Olga, Alena Ivanova, Anna Zakharova, Tatyana Romanova, and Nadezhda Fedorova. "Features of professional training of foreign students — future specialists in Russian philology by Russian universities." SHS Web of Conferences 69 (2019): 00135. http://dx.doi.org/10.1051/shsconf/20196900135.

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The relevance of the study is due to the fact that for professional training of foreign philology students, a high level of knowledge of the Russian language is required. The article analyzes the work with foreign students studying Russian philology. The focus is on scientific circles dealing with the Russian language and Russian literature and creating conditions for socio-cultural adaptation and professional development. To increase knowledge of foreign students, a system of scientific circles designed to consolidate and deepen knowledge in Russian literature and language can be created. The article determines tasks of scientific circles, primary problems, features of teaching philological disciplines for foreign students. Based on authors’ experience in teaching “Russian language (practical course)”, “Basic language (theoretical course)”, “History of Russian literature of the 10th-20th centuries”, recommendations to enhance the role of additional education were developed; the relationship between the curricular and extracurricular activities was identified. It was concluded that scientific circles are aimed at forming those competencies whose development causes difficulties, but future specialists as professionals and representatives of the humanitarian sphere of life need them.

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Panova, O. B., and N. I. Marugina. "Teaching the Russian literary language to foreign master and postgraduate students within the special course “Modern Russian literature”: key problems and prospects." Philology and Culture, no. 3 (October 5, 2023): 238–47. http://dx.doi.org/10.26907/2782-4756-2023-73-3-238-247.

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The article puts insight into current issues of teaching the Russian literary language to foreign under-graduates and postgraduates, specializing in “Linguistics and Intercultural Communication”, in the course of studying “Modern Russian Literature”. We use a broad historical and cultural context to substantiate the fundamental role of Russian literature in the formation of world culture and the global literary canon, and highlight the great influence that such Russian classical writers as Pushkin, Dostoevsky, Tolstoy, Turgenev and Chekhov had on the development of foreign literature in the East and West. We observe and trace continuity in classical and modern literary eras and the best long-lasting spiritual, moral and linguistic traditions of the Russian people. We assume that the key problems the teacher should focus on are: Russian literature as a significant phenomenon of world culture, the development of classical traditions in the history of Russian literature at present, the dialogue among cultures and the translation of modern writers’ works into foreign languages, historical and philosophical problems in literature, and historical heritage of the Russian language. The article comprehensively studies the Russian language value dimensions and linguistic axiological directions. The data show the presence, stability and preservation of the fundamental values (life, love, truth, good, beauty, hope, grace, honour, etc.) in the Russian literary language. These values form the spiritual conceptual sphere in Russian culture and constitute its main moral foundations. Serious attention is paid to the aesthetics of the language. We show the aesthetic potential, artistic expressiveness and stylistic richness of the modern Russian literary language, based on the works of E. Vodolazkin, L. Ulitskaya, M. Shishkin, M. Kucherskaya, M. Stepnova, D. Rubina and others. We focus on the problem of preserving the Russian literary language and the high status of Russian in general, revealing complex realities of modern multinational and multicultural world. We recommend such modern masterpieces as “Laurel” by E. Vodolazkin, “The God of Rain” by M. Kucherskaya, “The Garden” by M. Stepnova, “The Writer” by M. Shishkin, “Yakov’s Staircase” by L. Ulitskaya as sources to improve literacy and general cultural competence of foreign students.

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