Academic literature on the topic 'Textocentric approach'

General cultural competency is considered as an essential factor for the development of the student's personality and an important instrument of improving the quality of education. The relevance of the research is determined by the need to control the formation of general cultural competency, as one of the results of the educational process, and the lack of methods for assessing it at technical university. The article is aimed at solving a set of problems related to the control and assessment of the general cultural competency of students, with regard to the possibilities realized in the process of foreign language teaching at technical university. The study is carried out in line with the textocentric approach to the general cultural competency formation developed by the author. The ability of general cultural competency to be diagnosed is ensured by the proven correlation between a number of general cultural competency components formed in the foreign language classroom and textual skills of students. This correlation makes it possible to diagnose the general cultural competency of students on the basis of evaluating the results of their textual activity which dominates in the course of the foreign language teaching. Textocentric approach makes it possible to develop two methods of assessing general cultural competency described in the paper and testifying to its practical significance: express assessment which is relevant for classroom monitoring, and detailed diagnostics which meets the tasks of final examination of students. Text is characterized not only as the means of forming general cultural competency but also as the main means of assessing it. The prospects of using textocentric approach in the development of the assessment tools fund are linked to the ability of the approach to maintain the continuity of diagnosing general cultural competency at different stages of its formation under conditions of various types of control.

The article is based on two models of texts’ semantic analysis: the synergetic model of translation named as “translation space” conception and the extralinguistic model of scientific text defined as epistemic situation. The short of the approach is that translator studies both objective, - textocentric, -and subjective, - subject oriented, - meanings of the text; their formation can be traced in the fields of the translation space. At that, subject-object interactions characterize also an epistemic situation that is formed by ontological, methodological and axiological features of source and target texts included in the orbit of the translation space. The result of dynamical interaction of all textual meanings and their synergy is a harmonious text of translation determining reciprocal understanding of the author and the recipient that belong to different lingo cultures.

The article examines the relationship between the development of feminist ideas in the positioning of the subject in feminist theory (Simone de Beauvoir) and postfeminism (Judith Butler) in a dynamic relationship with social practices of modern society, their impact on public attitudes and on observance of equality between its representatives according to the different identities they could take: not only gender, but also racial, age, economic, political, etc. Philosophy of postmodernism is the theoretical basis of this research. This means the non-logocentric, non-fallocentric and non-textocentric research intentions. Fallocentric world is the world designed from a men perspective. Feminist theorists — such as Simone de Beauvoir — try to argue that fallocentric world is just a worldview construction, but not the world as it is in real. So feminist theorists construct their own feminist world — designed from femine perspective. However postmodern methodology denies any absolute centre and centrism. So, postfeminism rejects feminist project of just female history, just female culture, just female world. The world is the one, and it has both dimensions — male and female. Therefore feminism matters to the men too, not only the women. Logocentric methods should be supplemented with methods focused on emotional dimension of human life. Textocentric methods should be supplemented with methods focused on images and their presentations. Non-centric methodology is proper and adequate approach to the rhizome structure of the postfeminist field of inquiry. There are practical and theoretical planes that characterize the current situation of feminism: from declarative denial of classic feminism principles in real life to the further development of emancipatory ideas in academic studies. It is emphasized that existing discrimination on the basis of gender or other grounds is often supported not only by members of dominant groups, but also by people who are the object of oppression or violence. The defining role of the media in the formation of a policy of tolerance / intolerance to gender identities is noted. The characteristics of the representation of male and female visual images inherent in both patriarchal culture and the world of modern media are highlighted.

This article describes a new scientific direction in modern educational methodology, which is referred to as an axiological textual centrism. The analytical foundation for this direction has been formed by the works of A.D. Deykina and other researchers working within the framework of the scientific school of axiological linguistic methods. In terms of this approach, the text is considered to be a basic methodological category in the teaching of the Russian language, with a special attention being paid to its lingual and cultural characteristics. It is concluded that the inclusion of lessons aimed at the analysis of the lingual and cultural characteristics of a text in the curriculum of the teaching of the Russian language can significantly enhance the personal, meta-subject and subject results of the education.

This paper reflects on the modern historiographical situation of perceiving comprehensive historical theories as an obstacle to highly specialized research. On the philosophical level, priority has been given to structuralism and language philosophy, thereby resulting in almost unlimited supremacy of the hermeneutic approach in culture, i.e., in the prevalence of textocentrism. The Dutch philosopher Rudolf Frank Ankersmit argues that postmodernism is both a theory of history and a “theory for history.” According to him, historicism is a theory of “historical forms”. Thus, the morphology of culture is directly related to historicism. The transformation of historical forms occurs in conditions when the distinction between the text and reality (represented in the text) is erased, and the reality becomes “superfluous” in the context of the overproduction of meanings and interpretations. Therefore, representation ousts the reality. The New Historicism movement emerged in the United States during the second half of the 1980s as a response of literary criticism to the “challenges” of cultural materialism, feminism, or social history. The historical context is considered by the representatives of the New Historiography project as a system of culture, i.e., social institutions and practices (including political ones) are interpreted as functions of this system, and not vice versa.

In modern information society the ability to express well, argumentatively and effectively is the key to success. Vocational training of philologists in institutions of higher education consists of formation of the rhetorical personality who has rhetorical abilities, it means that he is able to create both monological, and dialogical statements, is capable to deliver public speeches, works with the text, and communicates foreign (Polish) language fluently. It is worth to mention that for effective development of rhetorical abilities it is necessary to define structural elements of linguo-didactic model. It is distinguished approaches, principles, pedagogical conditions, stages, methods. It is defined that the main approaches are communicative, competence-based and personally focused. It is distinguished both generally deductive, and specific, in particular the principle of integration of real communication into educational process; dialogical communication; continuity of training and education; individual approach, participativity; professional mobility, textocentrism, approximation. Methods are divided into traditional and interactive. Among pedagogical conditions it is distinguished introduction of stage-by-stage and purposeful development of rhetorical abilities of future philologists in the course of training Polish; creation of favorable communicative environment during studying Polish; usage of interactive methods of training in the course of studying Polish; motivation of students polonist to improve their speech. There are three stages in the technique of development of rhetorical abilities of future philologists in the course of training Polish. They are preparatory, main, control generalizing. Thanks to systematic and purposeful work in classes of foreign (Polish) language and the usage of the linguo-didactic model it is possible to improve rhetorical abilities.

Введение. Тема памяти относится к ключевым в культуре и рассматривается в истории, социологии, семиотике, филологии и др. областях знания. «Мнемотический код» сохраняет свою значимость на протяжении всего творческого пути М. И. Цветаевой. Цель – с опорой на анализ лексической структуры поэтического текста рассмотреть семантико-стилистические особенности слова-образа «память» в лирике М. Цветаевой 1920-го года. Материал и методы. За основу семантико-стилистического анализа принята концепция художественно-образной речевой конкретизации М. Н. Кожиной и теория текстовых парадигм Н. С. Болотновой. Обращение не только к языковым, но и к текстовым парадигмам связано с текстоцентризмом современной лингвистики, лингвистическим анализом художественного текста. Результаты и обсуждение. Смысловые лексические парадигмы представляют собой входящие в лексическую систему текста ассоциативные пары и фрагменты ассоциативных рядов слов и сверхсловных элементов, как уже существующие в языковом сознании читателя, так и сформированные текстом. В процессе анализа стихотворений М. Цветаевой выявлялись смысловые лексические парадигмы, основанные на семной рекурренции, – изотопические цепочки, актуализированные благодаря такому типу выдвижения, как повтор, и смысловые лексические парадигмы, основанные на семантическом контрасте, на связи-расхождении. В 1920 г. создано четыре стихотворения со словом-образом «память»: «Доброй ночи чужестранцу в новой келье…», «Психея» («Пунш и полночь…»), «Так из дому, гонимая тоской…», «Как пьют глубокими глотками…» (Отрывок). Они написаны на исходе третьего этапа творчества поэта, предваряют новые черты идиостиля. В ассоциативно-вербальной сети стихотворений М. Цветаевой 1920-го года слово «память» сопровождается узуально связанными с ним лексическими репрезентантами «помнить», «позабыть», фразеологизмом «без памяти», реализуется как локатив «в памяти», в разговорной синтаксической структуре «что за память», сопровождается экспрессивно насыщенными в контексте определениями «дурная», «женская», «вся». Заключение. Контекстуальное наполнение слова-образа «память» вырастает на богатой узуальной основе и раскрывается в стихотворениях М. Цветаевой 1920 г. в соотнесении с темами уходящего старого мира, творчества и любви. Это продолжает наметившиеся в более ранних стихотворениях тенденции, но выражены они более ярко, экспрессивно, глубоко.Introduction. The theme of Memory is a key one in culture and thus it is studied in history, sociology, semiotics, philology and other domains. The “Mnemonic Code” retains its significance throughout the entire career of M. I. Tsvetaeva as a poet. Material and methods. The aim of the article is to study semantic and stylistic features of the word-image “Memory” in M. Tsvetaeva’s lyrics of 1920 through the analysis of the lexical structure of the corresponding poetic text. The semantic-stylistic analysis is based on the theories of the imaginative speech substantiation by M. N. Kozhina and of the text paradigms by N. S. Bolotnova. Referring to both linguistic and textual paradigms goes within the textocentric approach in modern linguistics and the linguistic analysis of the literary text itself. Results and discussion. Semantic lexical paradigms present associative pairs and fragments of associative series of words and superword units within the lexical system of the text, already existing in the linguistic consciousness of the reader on the one hand and formed by the text on the other hand. Analysis of M. Tsvetaeva’s poems revealed semantic lexical paradigms based on semic recurrence, isotopic chains actualized due to such type of foregrounding as repetition, and semantic lexical paradigms based on semantic contrast. In 1920 M. Tsvetaeva wrote 4 poems containing the word-image “Memory”: “Good Night to a Stranger in a New Cell...”, “Psyche” (“Punch and Midnight ...”), “Running from Home…”, “How They Drink in Long Drinks... ” (Excerpt). They are written at the end of the third period of the poet’s creative work, they precede the new features of her idiostyle. The word-image “Memory” is associated with the main themes of M. Tsvetaeva’s works – the lost world, creativity, love. In the verbal associative network of M. Tsvetaeva’s poems of 1920, the word “memory” is accompanied by the usual lexical representatives “remember”, “forget”, phraseological unit meaning “without memory”. It actualizes in the locative “in memory”, in the spoken syntactic structure “what a memory” and it is accompanied by the epithets and descriptive adjectives as “bad”, “female”, “all”. Conclusion. The contextual meaning of the word-image “Memory” is based on a rich usual background and is explained in M. Tsvetaeva’s lyrics of 1920 through the themes of the vanishing old world, creativity and love. This further develops the trends outlined in the earlier poems, but they are expressed more clearly, expressively and deeply.

В тезах описуються основні етапи розвитку теорії тексту як окремої галузі мовознавства, що зумовило виникнення багатьох новітніх лінгвістичних напрямів, повʼязаних з вивченням тексту, його стилістичних засобів, особливостей семантики і структури, способів функціонування.<br>В тезисах описываются основные этапы развития теории текста как отдельной отрасли языкознания, что обусловило возникновение многих новейших лингвистических направлений, связанных с изучением текста, его стилистических средств, особенностей семантики и структуры, способов функционирования.<br>The paper describes the main stages of development of the theory of the text as a separate branch of linguistics, which led to the emergence of many new linguistic trends related to the study of the text, its stylistic devices, characteristics of semantics and structure, methods of operation.

The article is devoted to the application of the positional vision of the structures of a literary text to the categorical apparatus of the functional theory of text. The relevance of the problem under consideration is explained by the need to systematize the methodological concepts of various concepts in modern Russian studies and to develop, on this basis, methodological recommendations that can improve the use of the textocentric approach with focus on school education. The article uses philological methods of modern text theory, in particular, structural theory of text (Yu. M. Lotman), stylistic analysis of a literary text (N. A. Rudiakov), linguistic tool studies (A. N. Rudiakov), methods of highlighting intense positions of text (I. V. Arnold), some ideas of communicative stylistics (N. S. Bolotnova), as well as original author's methods. The study material are presented by poems by Joseph Brodsky: «Vse chuzhdo v dome novomu zhiltcu…» (1962), «V derevne Bog zhivet ne po uglam…» (1964 ) and «Ty ne skazhesh komaru…» (1991), the experience of the interpretation of which made it possible to illustrate the epistemological effectiveness of the positional approach. The results of the research allow us to systematize the ideas about the basic principles of linguistic and hermeneutical description of a literary text. Modeling of the functional relationship between the conceptual information of a poetic text and its significant components, identified when using the concept of "strong position of the text", is possible by applying a General regulatory understanding of language activity, which is based on the approach to language as a tool for speech influence on the individual picture of the recipient's world. The conclusions reached by the author of the article make it possible to clarify the basic concepts of the functional theory of text related to the interpretation of the elements of the individual author's world picture in the literary text and also to offer a methodological basis for applying linguistic knowledge to the issues of text analysis in school practice.