Concept Of Try In English And Russian Linguistic Cultures
The paper deals with the study of the framework concept of TRY in English and Russian linguocultures. The definition of concept is given and its research methodology is described. The use of the field approach to the examination of the English and Russian concepts of TRY allows distinguishing the nuclear and peripheral components of the corresponding lexico-semantic fields of Try in the English and Russian languages. The method of component analysis is used for the explication of their semantic structure. Conceptual analysis allows distinguishing the concepts in their dual function, also general scientific methods of comparison and generalization are used. The degree of “intensity”, sensory concreteness, clarity, or, in other words, the prototypical character of the feature for native speakers determines whether the lexical unit belongs to the core or periphery of the lexico-semantic field. Conducted lexicographical and contextual analysis has revealed the areas of matching and disagreement of the Russian and English concepts. The coinciding components include “making an effort to do something”, “an unsuccessful effort” and “sporting events, tournaments”. The English concept demonstrates more elaborate inner structure as compared with the Russian one. Some components of the English concept connected with the idea of success/successfulness and assault/war correspond to the lacunas in the Russian concept. This nonidentity is explained by the national specifics of the concepts under investigation resulting from the features of national history, culture and traditions.
The paper is devoted to the issues of effective organization of training in a foreign community, in particular, the most efficient approaches to prefixal verbs of motion at different stages of training. In the practical course of the Russian language for foreign students, one of the difficult topics is the study of prefixal verbs of motion. The ambiguity of semantic, formal identity of verbs, large quantitative composition of this language group leads to difficulties of studying prefixal verbs and their use in speech. The paper presents the errors from written works of foreign students and gives the analysis of their causes. The paper analyses the possibilities of using various techniques, including the system of training exercises. It considers methodological techniques of dealing with lexical and grammatical units of the studied language at the stages of introducing new educational material, its consolidation and activation in speech, such as the demonstration of a speech model, translation, comment, diagrams, tables, frames, drawings. Besides, the paper highlights the rational combination of systematic performance of training exercises, which lay down a strong language base, and various techniques, which activate the reclusive activity of foreign students, form and develop their speech, help to master such complex and voluminous educational material as prefixal verbs of motion. The provisions set forth in the paper are based on the study of scientific and methodological literature, teaching manuals on Russian language for foreigners, observations in the educational process, as well as personal experience of teaching Russian language to foreign students.
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