Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 258-273).

Embora o nome Nabókov remeta tão-somente a escritor norte-americano, criador de Lolita, raro se lembra de sua origem russa. Nem os leitores, nem a crítica literária brasileira associam Nabókov à literatura russa, apesar de ter-se consagrado primeiramente como autor russo e por mais de 20 anos ter escrito nessa língua, com a qual ele se identifica tanto como escritor, tradutor e autotradutor, quanto como professor e teórico. A presente dissertação é o primeiro trabalho a trazer tradução direta do russo da coletânea de contos Primavera em Fialta (1956), obra-prima do momento russo de Nabókov, inédita no Brasil. Propõe-se a adentrar o arcabouço nabokoviano, delinear sua poética e traçado distintivo, ressaltando seus procedimentos estilísticos e lingüísticos. Finalmente, objetiva-se observar o processo tradutório de Nabókov, suscitando questões atreladas às mudanças de paisagem e língua literária e investigando a relação entre escritura, tradução e identidade cultural e artística. / Although Nabokov is usually best remembered as the North-American author of Lolita, his Russian origins are rarely mentioned. Brazilian readers and literary critics never think of linking Nabokov with Russian literature, even though he was first known as a Russian writer, for over two decades, and even though he identified himself as such, as well as being a translator, self-translator, teacher and theoretician. This master thesis is the first one to offer a direct translation from Russian into Portuguese of Spring in Fialta (1956), a remarkable collection of short stories from Nabokov s Russian period, considered a masterpiece, never yet published in Brazil. It will also describe Nabokov´s poetics and stylistic peculiarities, as well as the linguistic process at work in the short stories. This work aims at studying Nabokov´s translation process, raising issues linked with the changes in his literary landscape and language, and observing the relation between writing, translation, as well as cultural and artistic identity.

Esta Tese visa aprofundar algumas questões da poética nabokoviana, a partir de uma tradução inédita do russo para o português brasileiro de capítulos de (Druguíe Beregá), de 1954, uma das variações de sua autobiografia, chamada, na Rússia, de romance. Incluída em seleções e antologias no mundo todo, esta obra de Nabókov possui uma história repleta de matizes linguísticos e estilísticos: um de seus princípios foi um conto-ensaio escrito em francês, Mademoiselle O (1936), recomposto e traduzido para o inglês, tornando-se uma primeira versão em livro de memórias, Conclusive Evidence, ou Speak, Memory (1951, EUA e Inglaterra, respectivamente), revertido e reformulado em russo, por sua vez retransformado em uma versão final, Speak, Memory: An Autobiography Revisited (1967). A comparação entre os textos corrobora a hipótese de que as transformações que se concretizam na recriação de , obra mediadora, são fundamentais para a leitura tanto da última versão em inglês, como também da primeira. Para Nabókov, essa reescritura, além do processo criativo inerente ao ato tradutório, passa a ser uma releitura e revisão de sua própria obra, com alterações que vão além das peculiaridades de cada língua. Dessa forma, faz-se necessário ler, traduzir e examinar cada versão como texto independente. A tradução, em todas as suas formas e manifestações, como mote e como prática, tem papel essencial na obra e na vida de Nabókov. É com ela que ele inicia sua trajetória literária, é por meio dela que ele retorna à Rússia e à língua russa. A relação do escritor com o tradutor e a (auto)tradução é crucial e a Tese tem o propósito de refletir sobre não uma Arte da Tradução nabokoviana, mas Artes da Tradução, já que transformam o tradutor em escritor, o autotradutor em revisor, e o revisor em reescritor. / This dissertation aims to deepen some issues about the Nabokovian poetics, presenting the first Russian translation into Brazilian Portuguese of some chapters of (1954), one of the variations of his autobiography, known as a novel in Russia. Included in selections and anthologies around the world, this work has a history full of linguistic and stylistic nuances: one of the first versions was a story-essay written in French, Mademoiselle O (1936), recomposed and translated into English, becoming a memoir, Conclusive Evidence, or Speak, Memory (1951, USA and England, respectively), reworked in Russian, and then reprocessed into a final version: Speak, Memory: An Autobiography Revisited (1967). A comparison of the texts shows that the transformations performed in recreating , an interposed work, are key to reading the last version in English, as well as the first. For Nabokov, this rewriting, besides the creative process inherent to the act of translation, becomes a reinterpretation and revision of his own work, full of changes beyond the peculiarities of each language. Thus, it is necessary to read, translate and study each version as a autonomous text. Translation in all its forms and expressions, as a theme and as a practice, plays an essential role in Nabokov\'s work and life. It is translating that he began his literary career, it is through it that he returns to Russia and Russian language. The writer\'s relationship with the translator and (self)translation is critical and the dissertation aims to reflect on not a Nabokovian Art of Translation, but multiple Arts of Translation since they transform the translator into a writer, the self-translator into an editor, the editor into a rewriter.

The objective of this diploma thesis is to explore the possibilities of using Learner- centred methods in teaching Russian language. The thesis deals with Learner-centred methods in teaching Russian language at elementary schools and offers a didactic material based on this methodology. Withn the theoretical framework of the thesis the basic concepts are defined as well as the Communicative approach towards language teaching is characterised and discussed. Learner-centedred methods are viewed not only as a useful tool for more effective language learning, but also as an unseparable part of Communicative Language Teaching (CLT). Drawing on CLT, the communicative criterion is applied in the following classification of Learner- centered methods. Using the Learner-centered methodology, the practical part of the thesis offers a didactic material. The materiel is intended for Rusisan language students and was tested in Elementary schools. In the last part of the thesis the material is analyzed. On the basis of this analysis conclusions are drawn and possibilities of Learner-centered methods in Russian language teaching are described. KEYWORDS: teaching methods, Learner-centered teaching methods, foreign language teaching, Russian language teaching, didactic material

An essential part of the prerequisite for studying of students and employment process of graduates of UEO is the knowledge of professional economic language. The aim of this dissertation is to contribute to the quality and efficiency of teaching the professional Czech language for foreign students in the University of Economics with a focus on Russian-speaking students. Based on theoretical studies the confirmation of dissertation hypothesis and the achievement of work objects describe and give reasons how and how much the Russian language affects the morphology and lexical linguistic aspects in the case of Russian-speaking students during the process of learning the professional Czech language. The research part of the work with the help of the questionnaire responses analysis confirms the fact that the interlanguage influence in the case of Czech professional language is very strong and is greatly manifested in both positive and negative ways. It was proved that important factors in education are: the origin of foreign students, their level of knowledge of Russian language and teachers' level of Russian language knowledge. The research part is followed by didactic recommendations and proposals of specific methodological procedures and exercises for the most consistent limiting of the negative effects of the Russian language while learning the Czech professional language at the University of Economics in Prague.

This study explored the phenomenon of negative transfer from English in the writing of proficient heritage vs. second language learners of Russian. Although a number of studies have examined negative transfer from English into Russian, and other studies have compared the performance of heritage language learners (HLLs) to second language learners (SLLs), little research has investigated the phenomenon of negative transfer in the writing of both HLLs and SLLs and compared the two groups. Thus, this study employed an exploratory approach to empirically investigate the differences in language transfer between the two groups of learners. Specifically, the study addressed the following questions: (1) What are the most common types of negative transfer from English that occur in the writing of students of Russian at the Intermediate High - Advanced levels? (2) Are there differences in types and amount of negative transfer used by HLLs vs. SLLs at comparable levels of proficiency? If so, what are the differences? The research was conducted at the Russian Flagship Program at Portland State University. Participants were 13 advanced students of Russian - 6 heritage speakers of Russian and 7 native speakers of English. The study analyzed the written work of students completed during one quarter. Errors were coded into 13 categories that emerged from the data and frequencies were compared between the groups. The results found that none of the errors were more frequent than 5 per 1000 words. The most common categories were semantic extension, commas after an introductory phrase, lexical borrowings, and null subject errors. However, some categories of errors were associated with only one group, SLL or HLL, and some were not. Specifically, the categories of null subject errors, loan translations, conjunction "yesli/li" (if/whether), adjectives for nationality, and negation errors were found only in the writing of second language learners. There were only two categories limited to the group of heritage language learners: conceptual shift and number errors. The categories of semantic extension, comma after an introductory phrase, lexical borrowings, reflexive possessive pronoun "svoj", capitalization, and preposition errors were found in writing of both groups of students. Overall, second language learners made more transfer errors that heritage learners. Ultimately, this study will be of interest to anyone interested in heritage and second language acquisition of Russian, language transfer in learners of Russian, or the teaching of advanced language courses.

The magister paper investigates the dictionary description of metalinguistic operators. The objects of research are the reflexives, working for different communicative ideas of the speaker. The first chapter of the paper presents lexicographic reflexives interpretations, distinguishes the principles of the dictionary article formation and describes the specific lexicographic material. The second chapter distinguishes heuristic potential of the metalinguistic utterances, which serve as a methodological database for different researches. The paper analyses metalinguistic material, showing the active processes, developing in contemporary Russian language. / В магистерской диссертации предпринята попытка словарного описания корпуса метаязыковых операторов. Объект исследования – рефлексивы, «работающие» на разный коммуникативный замысел говорящего. В первой главе диссертации представлена лексикографическая интерпретация рефлексивов, определяются принципы составления словарной статьи, приводится конкретный лексикографический материал. Во второй главе определяется эвристический потенциал метаязыковых высказываний, которые служат определенной методологической базой для разноаспектных исследований. В работе анализируется метаязыковой материал, проливающий свет на активные процессы, происходящие в современном русском языка.

The dissertation is devoted to the complex analysis of the semantics of foreign vocabulary in the modern Russian language. The actual thematic groups of borrowings, functioning in the space of the Urals city, were identified, their ideographic description was given, and function in modern urban advertising was substantiated. The features of the development of non-equivalent borrowing and borrowing with equivalents in the host language were shown. The semantics of tokens mainstream and performance in modern speech was analyzed and lexicographic portrait of these words was done. / Диссертация посвящена комплексному анализу семантики иноязычной лексики в современном русском языке. Выявлены актуальные тематические группы заимствований, функционирующих в пространстве уральского города, дано их идеографическое описание и обоснованы функции в современной городской рекламе. Показаны особенности освоения безэквивалентных заимствований и заимствований, имеющих эквиваленты в принимающем языке. Проанализирована семантика лексем мейнстрим и перформанс в современной речи и составлен лексикографический портрет этих слов.

The dissertation is devoted to the cultural study of Russian concept HONEY. The complex analysis of the semantics and functioning of the tokens HONEY was given. The structure of a concept was identified; its place in the Russian linguistic picture of the world was defined. Based on dictionaries of the Russian language, texts of modern journalism, as well as on the results of Psycholinguistic experiments was proven the dynamics of the semantic evolution of the word HONEY; were identified new meanings which are not recorded in the dictionaries. / Диссертация посвящена лингвокультурологическому исследованию русского концепта МЁД. Проведен комплексный анализ семантики и функционирования лексемы МЁД, выявлена структура концепта, показано его место в русской языковой картине мира. На материале словарей русского языка, текстов современной публицистики, а также по результатам психолингвистических экспериментов в диссертации доказана динамика семантического развития слова МЁД, выявлены новые смыслы, не зафиксированные толковыми словарями.

The dissertation is devoted to the complex comparative analysis of the semantics of lexical units of lexical-semantic field smell. The work consists of introduction, three chapters, conclusion, lists of bibliography and dictionaries. There are the volume and composition of lexico-semantic fields smell defined, principles of its organization in Russian and Chinese languages identified, the semantics of the nuclear units and comparative analysis of sites of lexico-semantic field describes, the national specifics of Russian olfaktor’s picture of the world in comparison with the Chinese shows in the work. This work is intended for specialists who are interested in the similarities and differences between the Chinese and Russian language picture of the world. / Диссертация посвящена комплексному сопоставительному анализу семантики лексических единиц лексико-семантического поля запах. Работа включает введение, три главы, заключение, списки использованной литературы и словарей. В работе определены объем и состав лексико-семантического поля, выявлены принципы его организации в русском и китайском языках, описана семантика ядерных единиц и проведен сопоставительный анализ участков лексико-семантического поля, показана национальная специфика русской ольфакторной картины мира в сопоставлении с китайской. Работа предназначена для специалистов, которых интересуют сходства и различия между русской и китайской языковыми картинами мира.