Выступления лидеров, как типичный политический документ, являясь важной частью политического перевода, отражающего политические тенденции конкретной страны, играют важную роль в мировой коммуникации и изучении международной политики. Особенно в условиях углубления российско-китайского сотрудничества изучение речей китайских лидеров помогает воочию понять динамику китайской политики. Кроме того, ее изучение способствует совершенствованию навыков перевода с китайского языка на русский и развитию сотрудничества между двумя сторонами в более высоких областях. Актуальность исследования обусловлена новым методом исследования переводов политических текстов путем сравнения переведенных текстов выступлений лидеров. В первой главе заложена теоретическая основа исследования: вводятся отношения между Китаем и Россией, обсуждается понятие «перевод», исследуются особенности перевода политических текстов и определяются основные трудности перевода политических текстов. Рассмотрено понятие китайской «политической культуры», кратко описана деятельность китайских политических лидеров, представлен авторский подход к стилям политической речи крупных китайских лидеров. Вторая глава посвящена практическим аспектам перевода: посвящена сравнительному тексту оригинала и перевода Доклада Си Цзиньпина на XIX-м Всекитайском съезде КПК., в докладе выделяются языковые единицы, особенно труднопереводимые на русский язык (четырехсимвольные слова, морфемы, аббревиатуры, пословицы и цитаты); составление анкет для исследования целевой аудитории, после детального анализа определить понимание перевода предложений в трудных языковых единицах; предложить перевод политических речей китайских политиков с китайского на русский. / Speeches of leaders, as a typical political document, being an important part of political translation, reflecting the political trends of a particular country, play an important role in world communication and the study of international politics. Especially in the context of deepening Russian-Chinese cooperation, studying the speeches of Chinese leaders helps to understand the dynamics of Chinese politics with one's own eyes. In addition, its study contributes to the improvement of Chinese-Russian translation skills and the development of cooperation between the two parties in higher fields. The relevance of the study is due to a new method for studying the translations of political texts by comparing the translated texts of the leaders' speeches. The first chapter lays the theoretical basis of the study: relations between China and Russia are introduced, the concept of "translation" is discussed, the features of the translation of political texts are studied, and the main difficulties in the translation of political texts are identified. The concept of Chinese "political culture" is considered, the activities of Chinese political leaders are briefly described, and the author's approach to the styles of political speech of major Chinese leaders is presented. The second chapter is devoted to the practical aspects of translation: it is devoted to the comparative text of the original and translation of Xi Jinping's Report at the 19th National Congress of the CPC. The report highlights language units that are especially difficult to translate into Russian (four-character words, morphemes, abbreviations, proverbs and quotations); compiling questionnaires for researching the target audience, after a detailed analysis, determine the understanding of the translation of sentences in difficult language units; offer translation of political speeches of Chinese politicians from Chinese into Russian.

Обучение русскому языку в Китае началось в период Канси династии Цин и пережило более 400 лет. Оглядываясь назад на историю, есть успешный опыт и уроки из неудач, а взлеты и падения прошлого принесли много полезных идей; анализируя текущую ситуацию, есть смешанные результаты, достижения и проблемы сосуществуют, хорошо это или плохо, это заставляет задуматься. Пока мы следуем стратегии развития, направленные на улучшение одного плана, сосредоточение внимания на двух процессах, уделение пристального внимания трем образованиям, хорошей работе в четырех конструкциях и развитии пяти способностей. У китайского русскоязычного образования определенно будет светлое, здоровое завтра. В данной работе предполагается обратиться к различным этапам изменений в китайско-российских отношениях, проанализировать состояние и изменения китайско-российского языкового образования на соответствующих этапах, обобщить достижения и опыт, чтобы всесторонне представить развитие русскоязычного образования в Китае. Исходя из этого, в данной работе рассматривается, как построить систему обучения русскому языку для улучшения китайско-российского культурного обмена. / The teaching of the Russian language in China began during the Kangxi period of the Qing Dynasty and has endured for more than 400 years. Looking back at history, there are successes and lessons from failures, and the ups and downs of the past have brought many useful insights; analyzing the current situation, there are mixed results, achievements and problems coexist, good or bad, it makes one think. Looking to the future, I am full of confidence. As long as we follow the development strategy of "improve one plan, focus on two processes, pay close attention to three formations, work well in four structures, and develop five abilities. "Chinese Russian-language education will definitely have a bright, healthy tomorrow. This article intends to address the various stages of change in Chinese-Russian relations, analyze the state and changes of Chinese-Russian language education at the relevant stages, summarize the achievements and experiences, and reflect on this in order to comprehensively understand the development of Russian-language education in China. Based on this, this article discusses how to build a Russian language teaching system to improve Chinese-Russian cultural exchange.

This diploma thesis deals with the comparison of adjectives in Russian and English languages from a linguodidactic point of view. The theoretical part is based on the general linguistic knowledge of this particular part of speech and explains the rules for the comparison of adjectives in both languages. Furthermore, the theoretical part also provides linguodidactic context of acquiring this grammatical phenomenon. The practical part is devoted to the analysis of pedagogical documents and textbooks used for teaching Russian and English languages. The last chapter of the thesis shows the results of a research focused on testing pupils attending secondary schools. The aim here is to prove the knowledge of comparative and superlative forms of adjectives in Russian and English languages on the basis of a written test. KEY WORDS: adjectives, comparison, language teaching methodology, grammar acquisition of a foreign language, Russian language, English language, testing of pupils

2010 a été proclamée Année croisée de la Russie en France, mais quel est le statut de la langue russe au sein de l’enseignement public français depuis la désagrégation de l’Union soviétique en 1991 ? quelles sont les politiques linguistiques et éducatives des deux pays à l’égard de la langue russe en France métropolitaine ? pourquoi les élèves faisant actuellement leurs études en France choisissent le russe comme la langue vivante prioritaire (LV1, LV2) ? quelles images de la Russie ont les apprenants et les enseignants en France ? Afin de donner des réponses à ces questions, nous avons d’abord fait l’état des lieux sur la situation actuelle de l’enseignement du russe en dressant la liste des établissements où le russe est enseigné, les effectifs aux niveaux académique et national, les changements depuis 1991 (dus aux activités publiques ou associatives) ; puis dans un second temps, à partir d’un échantillon représentatif de quatorze Académies de France, nous avons étudié les représentations sociolinguistiques des apprenants et recueilli les témoignages des enseignants. La méthodologie du travail repose sur une enquête par questionnaire, ainsi que par entretiens individuels avec des professeurs de russe, l’objectif étant de déterminer les motivations, d’analyser les représentations et de déduire les problèmes rencontrés lors de l’enseignement / l’apprentissage du russe. Finalement, il est question des perspectives et des stratégies pour la promotion du russe en France. / While 2010 was announced as the “Year of Russia” in France, what in fact is the status of the Russian language within the French public education system since the disintegration of the Soviet Union in 1991? What are the language policies of both the French republic and the Russian federation with regard to the teaching of the Russian language in Metropolitan France? Why do pupils choose Russian as their first or second foreign language? Finally, what image do French students and teachers have of Russia? In order to answer these questions we must firstly examine the current situation with regard to the teaching of Russian in France. We will look at the establishments where Russian is taught, the number of pupils at both the academic and national levels, and the changes since 1991 (due to public or associative activities). Secondly, starting from a representative sample (case study) of fourteen academies in France, the sociolinguistic representations of pupils and the teachers’ testimonies were studied. The research methodology is based on survey by questionnaire andindividual interviews. These studies are then used to determine the motivations, analysing the representations and deducing the problems encountered in the teaching and learning of Russian. Finally, the prospects and promotion strategies of Russian language in France were given.

O presente trabalho se propõe a esboçar a primeira apresentação em língua portuguesa de uma das mais importantes figuras do pensamento, letras e educação da Rússia, absolutamente central em seu desenvolvimento técnico, científico e literário, Mikhail Vassílievitch Lomonóssov. Nele, juntamente com uma introdução provendo uma contextualização geral do século XVIII russo, seguida de um panorama biográfico do polímata centrado em sua produção literária e findada em um relato sobre sua contribuição para a formação da língua russa moderna, são apresentadas as traduções integrais de quatro obras suas na área das letras, duas das quais poemas longos acrescidos de comentários, bem como outras traduções secundárias ilustrativas da primeira parte. / The goal of the present work is to provide a sketch presenting for the first time in Portuguese language one of the most important individuals in Russian thought, language and education, who played a fundamental role in the technological, scientific and literary development of the country, Mikhail Vasilievitch Lomonosov. Here, along with an introduction containing a general outline of 18th century Russia, followed by a biographical overview of the polymath and ending in an account of his main contributions to the shaping of the modern Russian language, four full translations of his works in the realm of letters are presented, two of which duly commented long poems, as well as minor secondary translations, illustrating the first part.

Considerato, in generale, l’impatto sempre più massiccio e pervasivo che le tecnologie hanno sulla vita di tutti i giorni e partendo dal presupposto del valore aggiunto derivante dall’impiego delle tecnologie per l’educazione linguistica, in questo lavoro dapprima abbiamo fatto alcune considerazioni in merito a tecnologie e apprendimento/insegnamento linguistico, soffermandoci su Internet e sui media digitali (Capitolo 1), quindi abbiamo selezionato, analizzato e organizzato, in forma di repertorio, diverse risorse online, gratuite, per l’apprendimento/insegnamento del russo (Capitolo 7). L’idea di realizzare un repertorio dei siti Internet e delle risorse è nata dall’intento di creare uno strumento utile, sia ai discenti, sia ai docenti. In particolare, nella prima parte di questo studio abbiamo proposto l’uso di alcune risorse online per presentare l’alfabeto russo (Capitolo 2) e per lo sviluppo della competenza fonologica (Capitolo 3), lessicale (Capitolo 4), morfosintattica (Capitolo 5) e testuale (Capitolo 6). Nella seconda parte, invece, una volta analizzate le caratteristiche di alcune modalità di apprendimento, in presenza, a distanza e in rete (FaD, e-learning, blended learning, didattica 2.0) e delineati i nuovi scenari di apprendimento, tra formale e informale (Capitolo 8), abbiamo realizzato due proposte didattiche, una in ambito universitario (Capitolo 9) e una in ambito scolastico (Capitolo 10), che prevedono sia esperienze di apprendimento collaborativo in rete, sia l’utilizzo di tecnologie e risorse online. / The influence of technologies on everyday life, as it emerges clearly, is increasingly pervasive. Assuming that the use of technologies adds a certain value to language education, in this dissertation we first considered some connections between technologies and learning and teaching languages, in particular dwelling upon Internet and media education (Chapter 1). Then we selected and analysed several websites and free online resources dealing with the Russian language. The result of this work is the inventory of websites and online resources, which we conceived as a useful tool for students and teachers of Russian as a foreign language (Chapter 7). In detail, in the first part of this research work we suggested some online resources to teach absolute beginners the Russian alphabet (Chapter 2) and to develop different competences and skills: phonological (Chapter 3), lexical (Chapter 4), morphological and syntactical (Chapter 5), and textual (Chapter 6). Whereas, in the second part, we dealt with the main characteristics of various types of learning (face-to-face, distance and online learning, blended learning, formal and informal learning etc.) (Chapter 8). In addition we developed two different proposals, the first for University level (Chapter 9), the second conceived for the school classroom (Chapter 10). Our proposals are based on both experiences of collaborative learning and on the use of technologies and online resources.

Lo scopo principale di questo lavoro è stato quello di determinare, tramite una ricerca sperimentale sull’acquisizione del russo da parte di italofoni, come la struttura del discorso e la gerarchizzazione sintattica si collocano reciprocamente sull’asse tra linguospecificità e universalità. Per questo è stato creato un corpus (4101 clausole) di racconti narrativi scritti in russo L2, russo L1 e italiano L1, che è stato analizzato in termini di scelte preferenziali dei parlanti. Sono state confrontate le dinamiche acquisizionali tra vari gruppi di parlanti in base al seguente criterio: “più un livello è linguospecifico, più è resistente all’acquisizione delle norme della seconda lingua”. I risultati della ricerca hanno dimostrato che la struttura del discorso oppone più resistenza all’acquisizione delle norme della seconda lingua rispetto alla gerarchizzazione sintattica. Ciò suggerisce che la prima, che è il livello linguistico più vicino al pensiero, è più linguospecifica dell’ultima, e che quindi la linguospecificità del livello del discorso è maggiore di zero. Inoltre nel corpus sono state rilevate evidenze che sostengono che l’uso della lingua è strutturato e la sua struttura è linguospecifica, e che probabilmente il thinking for speaking viene formato non tanto dalle caratteristiche formali della lingua madre quanto dalle specifiche del suo uso. / The goal of this thesis is to position discourse structure and macro-syntax on the axis between language specificity and language universality through an experimental investigation of the acquisition of the Russian language by italophones. To conduct my research, I collected a 4,101-clause corpus of written narratives in Russian L2, Russian L1 and Italian L1, and I analyzed it from the point of view of the speakers’ preferential choices. I compared the acquisition dynamics within different groups of speakers using the following criterion: “more a phenomenon is resistant to the acquisition of the second language norms, more it is language specific”. My research indicated that preferences on the discourse level are more resistant than those on the macro-syntactic level. This suggests that the former, which is the linguistic level closest to thought, is more language specific than the latter, and that thereby the language specificity of the discourse level is greater than zero. I also provide evidence that the habitual structures of the linguistic use are language specific, and that the phenomenon of first language thinking in second language speaking is more significantly impacted by the specifics of the language use than by the formal structure of the mother tongue.

Study abroad programs are a common component of many foreign language programs across the United States. Of these university-based study abroad programs, short-term language-focused programs are becoming increasingly popular in the United States. Despite the growing popularity of short-term study abroad programs, there is little research on students’ sociocultural experiences under these short, intensive language-immersion conditions. Relatively few studies have addressed the issue of gender in the study abroad context. Brecht et al. in their longitudinal study on the effects of a study abroad stay on language proficiency gains in Russian found that gender was one of the significant predictors of language learning. The impact of gender on the process of second language and culture acquisition becomes particularly important in countries like Russia where perception and construction of gender roles is very different from that in the United States. These gender-related differences may cause students to have negative attitudes towards the Russian language and culture. Students belonging to ethnic minorities have different study abroad experiences from students who belong to the ethnic majority or mainstream culture. In the rise of terrorist attacks administered by Chechen separatists on the territory of Russia in the past several years, native Russians are becoming less tolerant with representatives of ethnic minorities and therefore, more suspicious and hostile towards individuals with non-Caucasian features. Being constantly racially-profiled can turn an otherwise pleasant language and culture learning experience into a nightmare. A better understanding of how race and ethnicity affect learning processes in a study abroad setting will result in rethinking of how learners’ differences (and the outcomes of those differences) enter the formal language teaching curriculum. The present study investigates how American college students visiting Russia on a five-week-long study abroad program perceive and describe their cultural, gender, and ethnic experiences. The results of this ethnographic case study are analyzed through the lens of critical theory that argues that human society is essentially oppressive and that societal inequality is reproduced through the dominant ideology. / text

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O presente trabalho se propõe a esboçar a primeira apresentação em língua portuguesa de uma das mais importantes figuras do pensamento, letras e educação da Rússia, absolutamente central em seu desenvolvimento técnico, científico e literário, Mikhail Vassílievitch Lomonóssov. Nele, juntamente com uma introdução provendo uma contextualização geral do século XVIII russo, seguida de um panorama biográfico do polímata centrado em sua produção literária e findada em um relato sobre sua contribuição para a formação da língua russa moderna, são apresentadas as traduções integrais de quatro obras suas na área das letras, duas das quais poemas longos acrescidos de comentários, bem como outras traduções secundárias ilustrativas da primeira parte. / The goal of the present work is to provide a sketch presenting for the first time in Portuguese language one of the most important individuals in Russian thought, language and education, who played a fundamental role in the technological, scientific and literary development of the country, Mikhail Vasilievitch Lomonosov. Here, along with an introduction containing a general outline of 18th century Russia, followed by a biographical overview of the polymath and ending in an account of his main contributions to the shaping of the modern Russian language, four full translations of his works in the realm of letters are presented, two of which duly commented long poems, as well as minor secondary translations, illustrating the first part.