Procesos activos en la formación de palabras de la lengua rusa basados en el lenguaje de los medios

This research aims to analyze the usual form of word-formation by affixation in the modern Russian language. Findings show that the most productive means of affixation comprises the following: suffixation, pre-fixation, zero-suffixation, and affixation-like word formation, being suffixation the most applicable. Our research results can contribute to the development of lexical derivation, lexical semantics, neology, and language stylistics problems. The promising character of elaborating the declared subject is conditioned, which will probably require further analysis of neologization aspects in mass media texts in the nearest future.El objetivo de la investigación fue analizar la forma habitual de formación de palabras por afijación en el idioma ruso moderno. Los resultados muestran que los medios de fijación más productivos de la generación de innovación habitual comprenden la formación de palabras por uso de sufijos, ya sea prefijación, sufijo cero y afijo, siendo la más popular la sufijación. Los resultados de nuestra investigación pueden contribuir al desarrollo de la derivación léxica, la semántica léxica, la neología y los problemas estilísticos del lenguaje. El carácter prometedor de la elaboración del tema declarado está condicionado, lo que probablemente requerirá un mayor estudio de los aspectos de la neologización en los textos de los medios de comunicación en un futuro próximo

Russian language as non-mother tongue in polyethnic region of russia

The article is devoted to the study of Russian language teaching specifics in non-Russian audience of Kazan Federal University (Russia). The following factors govern the designing of training events for the course and the strategy of teaching methods selection by the teacher: 1) the language situation in the multinational region of the Russian Federation; 2) practical focus of the course. The following reasons determine students’ motivation: a) Russian language for the future teachers of the Tatar language in the Republic of Tatarstan will serve both as a means of communication and as an instrument in future professional activity; b) perfect proficiency of two state languages will inspire trust and respect of schoolchildren, and in the long term will guarantee peaceful coexistence of peoples in the polyethnic republic. The article indicates topics, traditional and non-traditional techniques and methods of teaching Russian as a non-native language, which may be complex for students at the Higher School of Tatar and Turkic studies due to typological dissimilarity of the Russian and Tatar languages. By applying practical methods, the authors of the article found out that the targeted display of system-related differences between the Tatar and Russian languages contributes to elimination of negative influence of the native language on the target language, efficient assimilation of its norms and provision of fundamental vocational training for the future teacher. Texts offered for translation allow visualizing typological differences between two languages. Tasks for translation and comparison of the texts from both languages contribute to the practical actualization of lacuna units, similar and distinctive linguistic phenomena. In addition, this task provides a “subject-matter” support for verbal communication, enables to identify the opposition of similar language units, to reveal their communicative role, to guarantee communication success, i.e. to improve the effectiveness of practical focus in Russian language teaching