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The present study is a reading of the folkloric fairy-tale poem The Swain (Mólodets) (1924) by the Russian Modernist poet Marina Tsvetaeva (1892-1941). The poem represents a high point in Tsvetaeva’s experiments with Russian folk art, and it is thoroughly folkloric in its theme, forms of writing and poetic language. At the same time, the poem can be linked to the attraction to folk art as a locus of the Sublime in literary tradition, which originates in German Romanticism, and finds its echoes in Russian Modernism. This study seeks to show that Tsvetaeva’s exploration of folk art in the poem was inspired by a quandary linked to the Sublime; namely the paradoxical question how to present in art what is too great to be represented. The poem is read as an image and an illustration of the poet’s understanding of the means of presenting the unrepresentable. Tsvetaeva renders the tale as an uncanny story about a horrifying elemental force. She seeks to avoid representation by bringing out the story in a poetic performance, which has the character of a lyrical drama, where the voices of the characters speak and sing in a direct manner. Within the canvas of the folkloric performance, the poet explores poetic language to render the Sublime. She experiments with secondary meanings in order to bring out a language, which at the same time is “secret” and “literal”, and where the element can be made present in its sublimity.

This dissertation analysed the interactions between instructors and students in a language classroom in Russia. Using video-recorded data, instructor interviews, and student assessments from English classes at a private language school for children in the Urals region of Russia, a Conversation Analytic [CA] framework was employed to determine: how the talk (specifically turn-taking, adjacency pairs, and repairs) was sequentially organised; if and how the institutional setting constrained the talk; and if previously determined 'universal' structures of talk applied to this Russian academic discourse. This research also tested the hypotheses that the 'universal' structures of talk would apply regardless of gender, but would be used differently by the boys and girls, and by the instructors interacting with them. The relevance of the participants' institutional identities or gender to the interaction was also examined. The analysis showed that the participants did orient to their institutional identities of instructor or student, and the institutional setting did constrain the organisation of talk. The instructors' responses to the interviews and 'student assessment' questionnaires showed that they generally had positive attitudes toward girls and mixed attitudes toward boys. While the underlying sequences, the universal 'rules' of interaction, applied to interactions with both boys and girls, how (and how frequently) the sequences were used did vary by gender (i.e., typically 'male' and 'female' speech styles). Also, some of the organisation of talk showed that the instructors did orient to the students' genders in the classroom. This research is significant as the first CA study of the sequential organisation of talk in an institutional setting in Russia. In general, this research contributes to the CA findings on the organisation of talk in different languages, cultures, and settings; specifically, it provides the first point of comparison of Russian classroom interactions, from a CA perspective, with the large corpus of data already collected in classrooms in the Western tradition of education. Finally, this research is significant as it provides a thorough microanalysis of the relativity of gender-specific verbal behaviour; the analysis also shows how the instructors behave verbally, and in this way produce gender-specific communication styles. / Slavic Linguistics

Originally published as author's thesis, University of Texas at Austin, 1974. / Bibliography: p. 206-211.

O presente estudo busca entender como se apresentam e se relacionam os estados afetivos e motivacionais dos alunos ingressos e egressos do nível de graduação do curso de língua russa da USP. Para tanto, a pesquisa utiliza-se de enfoque teórico e metodológico que engloba fatores tanto da Psicologia Social quanto da Psicologia Educacional. A análise dos resultados sugere a mudança destes estados afetivos no contato com as diferentes situações de aprendizagem a que são expostos. / The research aims to understand foreign language students\' affective and motivational situation. The participants of the research have a higher level of education and they studied Russian as a foreign language. For the purpose mentioned above we have applied the educational psychological and the social psychologycal theories and a mixed methodology. The results suggest that initial motivation changes over time as students has been exposed to different language learning contexts, as classes, groups, professors, materials, etc.

L’immigration russophone en France se nourrit de quelques siècles de l’Histoire contemporaine. La population à laquelle nous consacrons notre étude correspond aux départs ayant eu lieu au lendemain de l’effondrement de l’URSS. Notre intérêt s’attache tout particulièrement à l’intégration des migrants dans la vie française.Cette étude a donc pour objet l’analyse du processus d’intégration d’une population russophone échantillonnée vivant en France en s’appuyant sur l’analyse théorique des interférences linguistiques et socioculturelles rencontrées. L’apport de ce travail est notamment de montrer à quel point l’influence des interférences peut jouer sur l’intégration. Nous cherchons ici à définir l’intégration comme le résultat d’un certain nombre d’étapes à accomplir et de compétences à acquérir dans les domaines du savoir, du savoir-faire et du savoir-être.Cette analyse permet d’évaluer les difficultés des russophones, créées par les conditions de l’immigration sur la base des témoignages, des observations, des échanges dans le cadre associatif et éducatif, ou encore au travers du forum russophone Infrance.Cette expérience permet de recenser ou compléter des lacunes des apprenants au profit de l’enseignement du Français Langue Étrangère.Au-delà du défi permanent qu’impose à tout apprenant l’interlangue, c’est dans l’intimité de l’intégration des russophones que ce travail de recherche propose au lecteur de se plonger. / The immigration of native Russian speakers to France has been going on for several centuries but in this study we will focus primarily on the migrants who left following the collapse of the USSR. More especially we will look at the integration of these migrants into daily French life.This study has therefore chosen to analyse the integration process of a selected Russian speaking population living in France with particular attention on the theoretical analysis of language transfer (L1 Interference) and also on socio-cultural issues. The aim of this study is to show to what extent language transfer plays a role in the integration process. Here we seek to define integration as a number of steps to accomplish in order to acquire not simply language skills but the “soft” skills which add up to real savoir-faire.This analysis allows the evaluation of the difficulties faced by Russian speakers in France based on personal testimonies, observations and discussions in ex-pat associations, in education and also via the Russian language internet forum, Infrance. As a result of this study, FLE (French as a Foreign Language) teaching will be better able to cater to the precise needs of French language learners from a Russian speaking background.As well as looking into the ongoing challenge of interlanguage, this study invites the reader to explore the interesting question of integration for the Russian speaker.

The aim of this thesis is to evaluate the usage of synonyms in teaching Russian language at high schools. The theoretical part of this thesis outlines the issues of synonyms and synonymous series from the linguistic (paradigmatic relations, semantics, stylistic) and linguodidactic point of view. The theoretical part also includes the issue of vocabulary from the didactic point of view. Furthermore, in the practical part, the diversity of synonyms used in curriculum of Russian language teaching are evaluated as well as the methods of demonstration and practising of such curriculum. In the final part of this thesis my own concepts for working with synonyms in teaching Russian language at high schools are suggested. KEYWORDS: synonyms, synonymous series, foreign languages, vocabulary, Russian language teaching

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This Master thesis studies the usage of feminin forms of the nouns describing the profession in three East Slavic languages: Ukrainian, Russian and Belarusian. The work places great emphasis on sociolinguistic and morphological aspects of the formation and usage of these female correlates.

Elicited Imitation (EI) is an assessment approach that uses sentence imitation tasks to gauge the oral proficiency level of test takers. EI tests have been created for several of the world's languages, including English, Spanish, Japanese, French, and Mandarin. Little research has been conducted for using the EI approach with learners of Russian. This dissertation describes a multi-faceted study that was presented in two journal articles for the creation and analysis of a Russian EI test. The EI test was created for and tested with Russian-speaking missionaries and employees at the Missionary Training Center (MTC) in Provo, UT. The first article describes the creation of the test and analyzes its ability to predict oral language proficiency by comparing individuals' scores on the EI to their scores on the Oral Proficiency Interview (OPI). The test was found to effectively predict an individual's OPI score (R2 = .86). The second article analyzes the difference in person ability estimates and item difficulty measures between items from a general content bank and a religious content bank. The mean score for the content specific items (x̄ = .51) was significantly higher than the mean score for the general test (x̄ = .44, p < 0.001). Additionally, the item difficulties for the religious items were significantly less than the item difficulties for the general items (p < 0.05).