Concept “Immortal Regiment” in the Linguistic Consciousness of Teenagers

The article presents the results of an associative experiment that allow us to describe the structure of the concept "Immortal Regiment" in the linguistic consciousness of senior school pupils, college students and cadets. The research has made it possible to define concept core components (memory, war, pride, victory, veterans) and peripheral ones (unity, heroes, glory, posters, holiday, Motherland, etc.). Most of the components have a positive connotation. There are significant differences in the structure of the concept, identified in the linguistic consciousness of cadets (compared to schoolchildren and students). Associates appear in the concept core; they indicate that a personally significant connection with the events of the Great Patriotic War is preserved. This connection is almost lost among modern teenagers of the other social groups, which is caused by the "symbolic event reconstruction" that changes personal attitude to history in course of time. The periphery of the concept is specific in the view of the cadets; it includes the components that are not marked by the rest of the participants of the experiment. The concept "Immortal Regiment" is stated to have positive associates, which tend to be abstract. It means that to preserve the historical memory, it is necessary to personalize the concept. The fields of application include conceptology, social linguistics, cultural linguistics.

The Development and Standardization of Chinese Urban Traffic Linguistic Landscape

Linguistic landscape in a city can not only serve as the informative signs in public area but also record the history and demonstrate the development and modernization with social order and community participation indication. It originates its researching base from social linguistics but develops as interdisciplinary in recent years stimulating deep interests with multi-perspectives. This thesis summarizes the features and developing trends of linguistic landscape researches in and abroad at the first. And with comparative study of typical traffic linguistic landscapes in Chinese and foreign cities, this thesis discusses the framework and categories of traffic linguistic landscape system and its improving role through different stages of time, focusing on the specific features and establishing principles of traffic linguistic landscape in Chinese urban cities.

CHUVASH URBANONYMS OF CHEBOKSARY

Настоящая работа посвящена изучению официальных чувашских урбанонимов г. Чебоксары. Цель исследования - установить характерные черты национальной урбанонимии Чебоксар в сопоставлении с русской и представить ее в качестве системного явления. Материалом исследования послужила официальная номенклатура городских геонимов. Выводы работы строятся на количественно-качественных методах исследования в аспекте ономастики, ортологии, социальной лингвистики и переводоведения. Чувашские урбанонимы г. Чебоксары по сути имеют вспомогательный вторичный статус. Они сопровождают русские названия, являются средством формирования лояльного отношения к чувашской культуре, поддерживают специфичный лингвистический ландшафт города и выступают в качестве существенного фактора, обосновывающего чебоксарский региолект русского языка. Согласно исследованию, феномен современной русскоцентричной урбанонимии Чебоксар заложен еще во второй половине XVIII века и обусловлен переходом чувашского народа на православный именослов. В настоящее время в условиях существенного языкового сдвига в чувашской среде перевод официального визуального и вербального ландшафтов Чебоксар на чувашский язык становится одной из действенных мер придания городу неповторимых черт и усиления регионального самосознания его жителей. Урбанонимы Чебоксар, включая чувашские наименования, подлежат кодификации в рамках специального словаря энциклопедического типа. The work is devoted to the study of the official Chuvash urbanonyms of the city of Cheboksary. The aim of the study is to establish the characteristic features of the Chuvash urbanonyms of Cheboksary in comparison with the Russian ones and present them as a systemic phenomenon. The research material is the official nomenclature of urban geonyms. The conclusions are based on quantitative and qualitative research methods in the aspect of onomastics, orthology, social linguistics and translation studies. In fact, Chuvash urbanonyms of Cheboksary have an auxiliary secondary status. They accompany Russian names, are the means of formation of loyal attitude towards the Chuvash culture, support the specific linguistic landscape of the city and act as an essential factor that substantiates the Cheboksary dialect of the Russian language. According to the study, the phenomenon of the modern Russian-centered urbanonyms of Cheboksary originated in the second half of the 18th century and was caused by the transition of the Chuvash people to the Orthodox name book. Currently, in the context of a significant linguistic shift in the Chuvash environment, the translation of the official visual and verbal landscapes of Cheboksary into the Chuvash language is becoming one of the most important measures to give the city unique features and strengthen regional identity. The urbanonyms of Cheboksary, including Chuvash names, are subject to codification within the framework of a specific encyclopedic dictionary.

Geopolitical concepts of Central Europe and current reality: language perspective

The article presents a critical analysis of the theory of geopolitical understanding of Central Europe, basing on the evaluation of region’s contemporary situation and supported by the empirical data. The main research question is the following: is it possible in recent situation to still speak of Central Europe as a geopolitical region? The article is focused on the three traditional geopolitical concepts of Central Europe considered from the perspective of the current role of Germany as a traditional communication factor in this region. First, the idea of Mitteleuropa is analysed. Then, the perspectives of the Visegrad, concept of Austria-Hungary legacy and finaly CENTROPE are closely viewed. Analysis is mostly based on empirical data available in the official documents published by EU institutions as well as official national statistical data of Central European countries. Adopted research method is a combination of historical, political geography and social linguistics approaches to the topic. The concept of Central Europe with its centre in the German-speaking countries may be currently economically and politically significant, especially from a pan-European perspective, however German linguistic hegemony is not present in any of the neighbouring countries. Furthermore, the Visegrad Group today does not include all regions and states and German is not considered there as the main language of communication.

Investigation of the Language Usage of Hmong Ethnic People in the Northwest (Tây Bắc) Region of Vietnam - A Case Study in Bắc Yên, Sơn La province

The linguistics research in general and in particular, sociolinguistic study of ethnic minorities in Vietnam is a fascinating topic, but is also a very complicated subject in term of some typical reasons. The complication of the subject is originated from the objective reasons such as natural conditions, social and economic conditions and some other subjective reasons which belong to subjective of languages-the ethnic minorities. Hence, when considering the language scenarios of the ethnic minorities in general and the status of using language of ethnic people in particular, the selection of research subject and survey area are very important. Discussing on this subject, author Van Khang Nguyen in his work “Social linguistics” has speculated that: “first of all, one can see that the key point of the perception when investigating language from the perspective of sociolinguistics is the sociability and the variability of language.” The birth of language is the development need of human society and the development of the human society leads to the development of language which aims to meet the need of communication. Therefore, when studying language, the sociolinguistics always set the relationship between social transformations with the language usage. In our case study, the Hmong people in Bắc Yên district is an ethnic group with many typical characteristics for Hmong in Sơn La province as well as in the Northwest region of Vietnam. Currently, the language of Hmong people in Bắc Yên raises quite topical questions. For example, it is important to understand how Hmong people use their native language, national language and foreign language at the same time in their daily activities. How do Hmong people use Hmong writing system in their communication situation? What is their attitude with their language? The above-mentioned questions urged us to carry out a case study on the language usage status of Hmong people in the Northwest Vietnam.

Investigation of the Language Usage of Hmong Ethnic People in the Northwest (Tây Bắc) Region of Vietnam - A Case Study in Bắc Yên, Sơn La province

The linguistics research in general and in particular, sociolinguistic study of ethnic minorities in Vietnam is a fascinating topic, but is also a very complicated subject in term of some typical reasons. The complication of the subject is originated from the objective reasons such as natural conditions, social and economic conditions and some other subjective reasons which belong to subjective of languages-the ethnic minorities. Hence, when considering the language scenarios of the ethnic minorities in general and the status of using language of ethnic people in particular, the selection of research subject and survey area are very important. Discussing on this subject, author Van Khang Nguyen in his work “Social linguistics” has speculated that: “first of all, one can see that the key point of the perception when investigating language from the perspective of sociolinguistics is the sociability and the variability of language.” The birth of language is the development need of human society and the development of the human society leads to the development of language which aims to meet the need of communication. Therefore, when studying language, the sociolinguistics always set the relationship between social transformations with the language usage. In our case study, the Hmong people in Bắc Yên district is an ethnic group with many typical characteristics for Hmong in Sơn La province as well as in the Northwest region of Vietnam. Currently, the language of Hmong people in Bắc Yên raises quite topical questions. For example, it is important to understand how Hmong people use their native language, national language and foreign language at the same time in their daily activities. How do Hmong people use Hmong writing system in their communication situation? What is their attitude with their language? The above-mentioned questions urged us to carry out a case study on the language usage status of Hmong people in the Northwest Vietnam.

Монгол хүний бичиг үсгийн чадварын судалгаа (албан ёсны кирилл үсгийн жишээн дээр) (= Исследование письменной грамотности среди монголов (на примере официального кириллического письма))

Introduction. The aricle studies the Cyrillic literacy of Mongolians through the use of sociolinguistic methods. Mongolians had been using the Mongolian script from ancient times through 1921, and since then by the 1930s the traditional script was replaced because it was considered obsolete and feudal. In 1941, Mongolia officially switched to modified Latin alphabet which was used for some time. However, two months later this decision was cancelled, and three months thereafter Cyrillic alphabet was introduced — on March 25, 1941, the Mongolian People’s Republic officially adopted the Cyrillic writing system. Mongolian script has been taught at secondary schools since the mid-1980s and under the influence of democracy and transparency, the national idea of the public has revived, and their current desire is to use the national script officially. Mongolians also use the Latin script in the Internet and mobile telephony. The Law on Mongolian Language was approved in 2013 and is being implemented, and this law stipulates that from 2025 onwards official documents shall be written in Cyrillic and Classical Mongolian. Results. The work investigates how Mongolians use three writing systems — Cyrillic, Latin and Traditional Mongolian. However, the official script (and literacy to be assessed) is still Cyrillic. The paper uses methods of social linguistics to assess Cyrillic literacy among citizens aged 16–30, 31–40, and over 40. The Cyrillic literacy skills are as follows: 16–30 year olds — 47.5 %, 31–40 year olds — 78.4 %, 41 and older — 52.1 %. The average value of Cyrillic literacy skills across all the three age groups is 59.3 %. The influence of Latin alphabet on Cyrillic skills for 16–30 year olds proves a matter of concern.

Functions of Borrowings in the Russian Argot

The article explores and describes the functions of borrowings which, at different time peri-ods, entered the argot of Russian fringe population groups. The main purpose of the study is to present a systematizing critical review of the existing literature on the functions of argot and to describe the characteristic features of borrowed argotisms found in Russian literary texts as well as Russian explanatory, etymological, and foreign word dictionaries. The author uses the methods of description and comparison, the comparative method, and the opposition method. Since the general criminal argot, the specialized argot, and the prison argot are rich in their forms and functionality, they perform a number of important tasks, and gradually pene-trate into literary speech. Thus a careful study of their functions helps to explain some of the linguistic realities of the modern Russian language and throws a fresh light on the psychology of native Russian speakers. After analyzing a diverse body of sources, the author identifies sixteen separate functions of borrowed words that are common for the general, specialized, and prison argot, namely: service, secret, identification, nominative, worldview, expressive, utilitarian, communicative, signaling, magic, pseudo-aesthetic, agitation, and game function as well as the function of gender determinism, the function of intimidation, and, finally the function of stylistic characterization of literary characters through their speech. The results of the research can be used in college-level courses of modern Russian for law and language students, in special courses in social linguistics and cultural studies as well as in language and public speaking courses in schools and universities.

GÊNEROS DISCURSIVO-TEXTUAIS E GRAMÁTICA: PEDRAS NO CAMINHO DO PROFESSOR DE PORTUGUÊS?

Este artigo discute alguns aspectos da representação do professor de português da escola básica frente às responsabilidades que lhe são atribuídas socialmente a partir da Análise do Discurso proposta por James Paul Gee. Ele se baseia na análise de entrevistas semiestruturadas de professores de português atuantes e de alunos de um curso de Letras quanto à problemática envolvida com esse tema. Conclui que, à esteira das dificuldades inerentes à atuação profissional e a teorias aprendidas, há uma distância considerável que ora pende a uma tensão do discurso acadêmico, ora o traz como essencial, ora demonstra certo despreparo em lidar com a diferença entre a prática docente e o universo especializado que conduz grande parte do fazer docente, numa conexão estreita com as reponsabilidades que a sociedade atribui a esse importante ator no interior da instituição escolar. ANTUNES, I. No Meio do Caminho Tinha um Equívoco: Gramática, Tudo ou Nada. In: BAGNO, Marcos (org.). Linguística da norma. São Paulo: Loyola, 2002.______. Muito além da gramática: por um ensino de línguas sem pedras no caminho. São Paulo: Parábola Editorial, 2007._______. Língua, texto e ensino: outra escola possível. São Paulo: Parábola, 2009._______. Gramática contextualizada: limpando “o pó das ideias simples”. São Paulo: Parábola, 2014.BEZERRA, M. A. Ensino de língua portuguesa e contextos teórico-metodológicos. In: DIONISIO, A. P.; MACHADO, A. R.; BEZERRA, M. A. (Org.). Gêneros textuais & ensino. Rio de Janeiro: Lucerna, 2005, p. 37-46.CORACINI, M. J. O olhar da ciência e a construção da identidade do professor de língua. In: CORACINI, M. J.; BERTOLDO, E. S. (orgs.). O desejo da teoria e a contingência da prática: discursos sobre e na sala de aula (língua materna e língua estrangeira). Campinas, SP: Mercado de Letras, 2003, p. 193-210.XXXXCOSTA VAL, M. G. A gramática do texto, no texto. Revista de Estudos Linguísticos. Belo Horizonte, v. 10, n. 2, p. 107-133, jul./dez. 2002.FERNANDES, C. M. B. Formação de professores, ética, solidariedade e cidadania: em busca da humanidade do humano. In: SEVERINO, F. E. S. (org.). Ética e formação de professores: política, responsabilidade e autoridade em questão. São Paulo: Cortez, 2011, p. 58-77.FREIRE, P. Pedagogia do oprimido. Rio de Janeiro: Paz e Terra, 1997._______. Cartas a Cristina: reflexões sobre minha vida e minha práxis. Organização de Ana Maria Araújo Freire. Rio de Janeiro: Paz e Terra, 2013._______; NOGUEIRA, A. Que fazer: Teoria e Prática em Educação Popular. Petrópolis: Vozes, 2011.GASPARINI, E. N. Entre o saber e o saber-fazer: reflexões sobre a formação do professor de língua estrangeira na universidade. Glauks, v. 13, p. 52-61, 2013.GEE, J. P. Social Linguistics and Literacies: Ideology in Discourses. London/New York: Routledge, 1996._______. An introduction to Discourse Analysis: theory and method. London/New York: Routledge, 2005._______. Discourse Analysis: What Makes It Critical? In: ROGERS, R. (ed.). An Introduction to Critical Discourse Analysis in Education. London/New York: Routledge, 2011, p. 23-45.GUZZO, V. As dimensões ética e política na formação docente. In: SEVERINO, F. E. S. (org.). Ética e formação de professores: política, responsabilidade e autoridade em questão. São Paulo: Cortez, 2011, p. 43-57.MARCUSCHI, L. A. Gêneros textuais: definição e funcionalidade. In: DIONISIO, A. P.; MACHADO, A. R.; BEZERRA, M. A. (orgs.). Gêneros textuais & ensino. Rio de Janeiro: Lucerna, 2005, p. 19-36.MOITA LOPES, L. P. Oficina de Linguística Aplicada: a natureza social e educacional dos processos de ensino/aprendizagem de línguas. Campinas: Mercado de Letras, 1996.NÓVOA, A. Os Professores na Virada do Milênio: do excesso dos discursos à pobreza das práticas. Educação e Pesquisa, São Paulo, v. 25, n. 1, p. 11-20, jan./jun. 1999.PERINI, M. A. Sofrendo a gramática. São Paulo: Ática, 2003.POSSENTI, S. Por que (não) ensinar gramática na escola. Campinas/São Paulo: ALB, Mercado de Letras, 1996.TARDIF, M. Saberes profissionais dos professores e conhecimentos universitários. Revista Brasileira de Educação. n. 13, p. 5-24, 2000.