19 research outputs found
ΠΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½Π°Ρ ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠ°Ρ ΠΊΠ°ΠΊ ΠΏΡΠ΅Π΄ΠΌΠ΅Ρ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΏΡΠΈ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠ΅ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄ΡΠΈΠΊΠΎΠ² Π² ΡΡΠ΅ΡΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ
Awareness of students to environmental issues is one of the most important educational effects of teaching languages at the Faculty of Ecology. A personal attitude of the young environmentalist to a problem, his subjective assessment necessarily includes evaluational approach and emotional reflection of the research (we give the example of the Lake District cultural meaning and its ecological situation). He is to be able to express it in a foreign language. Transmitting this component in the target language when translating requires special exercises on attitudinal statements.Π€ΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΌΠΎΠ»ΠΎΠ΄ΠΎΠ³ΠΎ ΡΠΊΠΎΠ»ΠΎΠ³Π° ΠΊ ΠΈΠ·ΡΡΠ°Π΅ΠΌΡΠΌ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°ΠΌ (ΡΠ΅Π½ΡΠΈΠ±ΠΈΠ»ΠΈΠ·Π°ΡΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΊ ΡΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°ΠΌ) β ΠΎΠ΄Π½Π° ΠΈΠ· Π²Π°ΠΆΠ½Π΅ΠΉΡΠΈΡ
ΡΠ΅Π»Π΅ΠΉ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΡΠ·ΡΠΊΠΎΠ² Π½Π° ΡΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΌ ΡΠ°ΠΊΡΠ»ΡΡΠ΅ΡΠ΅. ΠΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ ΠΊ Π°Π½Π°Π»ΠΈΠ·Ρ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠΈΡ
ΠΈΠ½ΠΎΡΠ·ΡΡΠ½ΡΡ
Π½Π°ΡΡΠ½ΡΡ
ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ² ΠΈ ΠΊ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΠΏΠΎΡΠΎΠ±Π°ΠΌ ΠΎΡΠΎΡΠΌΠ»Π΅Π½ΠΈΡ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΠΎΡΠ΅Π½ΠΎΡΠ½ΠΎΠΉ ΡΠ°ΠΌΠΊΠΈ Π²ΡΡΠΊΠ°Π·ΡΠ²Π°Π½ΠΈΡ ΡΡΠ΅Π΄ΡΡΠ²Π°ΠΌΠΈ ΡΠ·ΡΠΊΠ°-ΠΏΡΠΈΠ΅ΠΌΠ½ΠΈΠΊΠ° ΠΏΡΠΈ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π΅ (Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΠΠ·Π΅ΡΠ½ΠΎΠ³ΠΎ ΠΊΡΠ°Ρ), Π΅Π³ΠΎ Π·Π½Π°ΡΠ΅Π½ΠΈΡ Π΄Π»Ρ ΠΊΡΠ»ΡΡΡΡΡ ΠΠ΅Π»ΠΈΠΊΠΎΠ±ΡΠΈΡΠ°Π½ΠΈΠΈ ΠΈ ΡΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ Π² ΡΡΠΎΠΌ ΡΠ΅Π³ΠΈΠΎΠ½Π΅
ASPECT PRAGMATIQUE DE L'UTILISATION DES NOUVEAUX TERMES MΓDICAUX EN LANGUE FRANΓAISE
L'étude examine l'aspect pragmatique de l'utilisation des termes médicaux liés au COVID-19 en français moderne. L'intention d'introduire des néologismes dans le discours à différents niveaux de communication est discutée
THEORETICAL FOUNDATIONS OF STUDYING MULTIDISCIPLINARY TERMINOLOGICAL SYSTEMS IN MODERN LINGUISTIC TYPOLOGY
The present work is a theoretical research devoted to a new formation, multidisciplinary terminological systems. The scientific terminology trends are focused nowadays on the integration processes in science. The purpose of the research is to reveal allomorphic and isomorphic features of semantization, systematization and functioning of multidisciplinary terms in Russian, French, English within the framework of scientific discourse of the last five years. The following tasks have been set and are being solved: 1) To determine the content of the terms "term", "multidisciplinary term", "multidisciplinary terminology system"; to establish the properties of multidisciplinary terms and parameters of their association; 2) To justify the methodology of comparative multiparadigmatic analysis of terms; 3) To analyze the peculiarities of conceptualization, systematization, semantization of multidisciplinary terms in the compared languages, their structural and typological features; 4) To consider the functioning of multidisciplinary terms of comparable systems. The hypothesis of the study is that modern highly developed languages contain subsystems universal for Germanic, Slavic and Roman groups of languages, and have much in common in the ways of association. The study required the following methods: 1) linguistic methods: comparative, representative method, the method of scientific description; contextual and situational analysis, functional and semantic analysis, lexical and semantic analysis, lexical and grammatical analysis; 2) general scientific methods: analysis and synthesis, induction and deduction, comparison, the method of hypothesis. Results. The revealed properties of multidisciplinary terminological systems are the following: 1) Integrity (single system with a complex ordered structure); 2) Divisibility (they are subdivided according to the thematic principle); 3) Construction of thematically adjacent functional-semantic fields on the principle of "core-periphery"; 4) Multiplicity, unification of the levels of paradigm by some paradigmatic, syntagmatic, epidigmatic, and hierarchical relations; 4) Purposefulness, focus on providing one or two scientific branches with exact definitions of the concepts demanded by science. The general properties that "ensure the performance of the system" are the following: 1) System-wide homogeneity, association upon thematic features; 2) Intra-heterogeneity; 3) Self-organization of a multidisciplinary terminological system, which develops and exists as long as its elements are in demand of society as a global, collective native speaker; 4) Centralization (the most thematically common multidisciplinary terms are the main elements of the core such as one-word ones, international ones, frequently used in professional speech and everyday life); 5) Emergence, as the new quality of the system arise due to the combination of the elements into a single, integral system. A multidisciplinary terminological system is a large system that includes several thousand representations. In is a complex system of interacting language units, so they are interrelated and interdependent. Discussion. Multidisciplinary terms of Russian, English and French languages have a relatively stable semantics and semantic structure. This property is supported for many of them by their status of international vocabulary and a single sphere of use. In addition, desemantization, re-semantisation and other semantic processes in the semantics of the considered terms also show changes, appearance or disappearance of some semantic, syntagmatic and stylistic characteristics. Thus, a multidisciplinary terminological system is a unique universal system capable of crystallizing, systematizing and generalizing scientific data, unifying the scientific apparatus of an existing database of related and (less often) distant scientific fields. It potentiates a further development of the scientific picture of the world. The scientific novelt
Π£ΠΠ«ΠΠΠ Π Π‘ΠΠΠ ΠΠΠΠΠΠΠ Π€Π ΠΠΠ¦Π£ΠΠ‘ΠΠΠ ΠΠΠ’ΠΠ ΠΠ’Π£Π Π ΠΠΠ― ΠΠΠ’ΠΠ
Explicit and implicit meanings of a smile are considered on the example of Luke Besson's novel Β«Arthur and the MinimoysΒ». The purpose of the study: to identify the functions of a smile in fiction text for children. Methods: quantitative and qualitative analysis of the use of linguistic means to express a smile. Results: text fragments that include descriptions of smiles of both positive and negative characters make up one tenth of the text; more than fifty different attitudes and feelings expressed by a smile have been identified, the functions of a smile, the independent role of a smile as a paralinguistic form of a replica in the dialogue between characters, etc. have been revealed. Conclu-sion: reading the studied novel teaches a child to use smiling as a significant part of the cultural code of France.Π Π°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΡΠΊΡΠΏΠ»ΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠ΅ ΠΈ ΠΈΠΌΠΏΠ»ΠΈΡΠΈΡΠ½ΡΠ΅ ΡΠΌΡΡΠ»Ρ ΡΠ»ΡΠ±ΠΊΠΈ Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΡΠΎΠΌΠ°Π½Π° ΠΡΠΊΠ° ΠΠ΅ΡΡΠΎΠ½Π° Β«ΠΡΡΡΡ ΠΈ ΠΌΠΈΠ½ΠΈΠΏΡΡΡΒ». Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: Π²ΡΡΠ²Π»Π΅Π½ΠΈΠ΅ ΡΡΠ½ΠΊΡΠΈΠΉ ΡΠ»ΡΠ±ΠΊΠΈ Π² Ρ
ΡΠ΄ΠΎΠΆΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΌ ΡΠ΅ΠΊΡΡΠ΅ Π΄Π»Ρ Π΄Π΅ΡΠ΅ΠΉ. ΠΠ΅ΡΠΎΠ΄Ρ: ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠΉ ΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΡΠΏΠΎΡΡΠ΅Π±Π»Π΅Π½ΠΈΡ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ΅Π΄ΡΡΠ², Π²ΡΡΠ°ΠΆΠ°ΡΡΠΈΡ
ΡΠ»ΡΠ±ΠΊΡ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ: ΡΡΠ°Π³ΠΌΠ΅Π½ΡΡ ΡΠ΅ΠΊΡΡΠ°, Π²ΠΊΠ»ΡΡΠ°ΡΡΠΈΠ΅ ΠΎΠΏΠΈΡΠ°Π½ΠΈΠ΅ ΡΠ»ΡΠ±ΠΎΠΊ ΠΊΠ°ΠΊ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΡΡ
, ΡΠ°ΠΊ ΠΈ ΠΎΡΡΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΏΠ΅ΡΡΠΎΠ½Π°ΠΆΠ΅ΠΉ, ΡΠΎΡΡΠ°Π²Π»ΡΡΡ Π΄Π΅ΡΡΡΡΡ ΡΠ°ΡΡΡ Π²ΡΠ΅Π³ΠΎ ΡΠ΅ΠΊΡΡΠ°; Π²ΡΡΠ²Π»Π΅Π½ΠΎ Π±ΠΎΠ»Π΅Π΅ ΠΏΡΡΠΈΠ΄Π΅ΡΡΡΠΈ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ ΠΈ ΡΡΠ²ΡΡΠ², Π²ΡΡΠ°ΠΆΠ°Π΅ΠΌΡΡ
ΡΠ»ΡΠ±ΠΊΠΎΠΉ, ΠΏΠΎΠΊΠ°Π·Π°Π½Ρ ΡΡΠ½ΠΊΡΠΈΠΈ ΡΠ»ΡΠ±ΠΊΠΈ, ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½Π°Ρ ΡΠΎΠ»Ρ ΡΠ»ΡΠ±ΠΊΠΈ ΠΊΠ°ΠΊ ΠΏΠ°ΡΠ°Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΎΡΠΌΡ ΡΠ΅ΠΏΠ»ΠΈΠΊΠΈ Π² Π΄ΠΈΠ°Π»ΠΎΠ³Π΅ ΠΏΠ΅ΡΡΠΎΠ½Π°ΠΆΠ΅ΠΉ ΠΈ Π΄Ρ. ΠΡΠ²ΠΎΠ΄Ρ: ΡΡΠ΅Π½ΠΈΠ΅ ΡΠΎΠΌΠ°Π½Π° ΠΎΠ±ΡΡΠ°Π΅Ρ ΡΠ΅Π±Π΅Π½ΠΊΠ° ΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°ΡΡΡΡ ΡΠ»ΡΠ±ΠΊΠΎΠΉ ΠΊΠ°ΠΊ Π·Π½Π°ΡΠΈΠΌΠΎΠΉ ΡΠ°ΡΡΡΡ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠ΄Π° Π€ΡΠ°Π½ΡΠΈΠΈ
DENISOVAN, PAVLOVIAN, FEMALE CZAR: Π Π£Π‘Π‘ΠΠΠ ΠΠΠΠΠΠΠ’Π« ΠΠΠΠΠΠ―ΠΠ«Π§ΠΠΠΠ ΠΠΠ‘ΠΠ£Π Π‘Π 2020-Π₯ ΠΠ
The study of the functioning of fully assimilated Russianisms in the English and French Internet discourse of recent years reveals the semantic changes of these lexical units, the emergence of new connotations, the playful use of elements of Russian culture. Words of Russian origin perform the function of aesthetic and emotional impact, and therefore are often used in the headlines of media articles.ΠΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΠ»Π½ΠΎΡΡΡΡ Π°ΡΡΠΈΠΌΠΈΠ»ΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π·Π°ΠΈΠΌΡΡΠ²ΠΎΠ²Π°Π½ΠΈΠΉ ΠΈΠ· ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° Π² Π°Π½Π³Π»ΠΎΡΠ·ΡΡΠ½ΠΎΠΌ ΠΈ ΡΡΠ°Π½ΠΊΠΎΡΠ·ΡΡΠ½ΠΎΠΌ ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ-Π΄ΠΈΡΠΊΡΡΡΠ΅ ΠΏΠΎΡΠ»Π΅Π΄Π½ΠΈΡ
Π»Π΅Ρ Π²ΡΡΠ²Π»ΡΠ΅Ρ ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΡΠΈΡ
Π»Π΅ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π΅Π΄ΠΈΠ½ΠΈΡ, ΠΏΠΎΡΠ²Π»Π΅Π½ΠΈΠ΅ Π½ΠΎΠ²ΡΡ
ΠΊΠΎΠ½Π½ΠΎΡΠ°ΡΠΈΠΉ, ΠΈΠ³ΡΠΎΠ²ΠΎΠ΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠ² ΡΡΡΡΠΊΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΡ. Π‘Π»ΠΎΠ²Π° ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΠΈΡΡ
ΠΎΠΆΠ΄Π΅Π½ΠΈΡ Π²ΡΠΏΠΎΠ»Π½ΡΡΡ ΡΡΠ½ΠΊΡΠΈΡ ΡΡΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΡ, Π² ΡΠ²ΡΠ·ΠΈ Ρ ΡΠ΅ΠΌ ΡΠ°ΡΡΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΡΡΡΡ Π² Π·Π°Π³ΠΎΠ»ΠΎΠ²ΠΊΠ°Ρ
ΡΡΠ°ΡΠ΅ΠΉ Π‘ΠΠ
FORMAL AND SEMANTIC MODIFICATIONS OF RUSSIAN BORROWINGS AS MATERIAL FOR FORMING COMPLEX LINGUISTIC COMPETENCE
The purpose of the study is the use of Russian borrowings in French as a material for intercultural communication skills formation. Research objectives: to find Russian borrowings in mass-media and informal Internet communication of 20162019; to analyze formal features and identify semantic changes in Russian borrowings in French; to develop assignments for seminars in theoretical disciplines at a language university and for classes in theory and practice of translation for non-linguistic universities, as well as for extracurricular work. Material: the Russian borrowings that function independently of the context of Russian culture. Results: The obtained data allow us to consider about 150 Russian words in French expressing the communicants' own thoughts when communicating on topics not related to Russian culture over the past four years. French words formed with Russian elements, but nonexistent in Russian have also been discovered: bΓ©rΓ©zina, cacatov, russkoff, pavlova, salade russe, le syndrome tolstoΓ―evsky, tchernobyliser. Several dozen of them were included in the assignments: terms of science and art: constructivisme, cosmonaute, dubnium, jarovisation, liman, mendΓ©lΓ©vium, pavlovien, permien, podzol, polynie, printanisation, solonetz, solonchak, spoutnik, steppe, Art steppique, tchernozem, tokamak, taΓ―ga, toundra, vernalisation; names of animals: barzoΓ―, beluga, kolinski, mammouth, morse, samoyΓ¨de, zibeline; names of dishes and drinks: blinis, bortsch, kacha, koulibiac, koumys, malossol, pirojki, sterlet, vodka, zakouski; common words: niet, kalachnikov, kopeck, bistro, cocktail Molotov, astrakan, appatchik, moujik, salade russe, troΓ―ka. For example: Explain the etymological doublet concept (take zibeline and sable as an example); Consider modifications to the toy designation: βMatriochka babouchka, poupΓ©es gigognes en bois. Ensemble de NoΓ«l de 3 poupΓ©es de nidage - Matryoshka Dollsβ. For the translation course, types of creative assignments on reverse translation have been developed as well as extracurricular search for interpretation of Russian borrowings: round tables, events (Translator's Day), video projects (for example, a video with a survey of young French people about the meaning of the word bΓ©rΓ©zina). Findings: The use of Russian borrowings as a material for mastering the linguistics theoretical concepts causes emotional acceptance and genuine interest of students due to the impression of familiarity which contributes to the formation of intercultural competence and comprehensive linguistic competence
Π Π°Π·ΡΠ°Π±ΠΎΡΠΊΠ° ΡΡΡΠ΄Π΅Π½ΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π²ΠΈΡΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΠ΅ΠΊΡΠ° Β«Π ΠΈΠΌΡΠΊΠ°Ρ ΠΡΡΠΈΠΊΠ°Β»
The image of Roman Africa in the minds of modern man has great value for intercultural communication, enriching and sharpening the perception of Ancient Rome as the greatest unifying force of world culture. The aim of the study is to form a view of the culture of ancient civilizations in the world picture of modern young people. Intercultural links between the cultures of France and Carthage in the history are revealed, as well as Alexander Lezin's contribution to the description and interpretation of archaeological finds of such ancient cities as Dougga, Thuburbo Majus, Utica, Carthage is considered. Tourist guides in French and Russian on the culture of Carthage for the preparation of a trip to Tunisia are being critically analysed. Using a project methodology, a specialized virtual tour itinerary is being developed as an interdisciplinary student project on the βArtistic and Historical Heritage of Roman Africaβ. Such a project could be a factor in motivating students to learn a foreign language.ΠΠ±ΡΠ°Π· Π ΠΈΠΌΡΠΊΠΎΠΉ ΠΡΡΠΈΠΊΠΈ Π² ΡΠΎΠ·Π½Π°Π½ΠΈΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΈΠΌΠ΅Π΅Ρ Π±ΠΎΠ»ΡΡΡΡ ΡΠ΅Π½Π½ΠΎΡΡΡ Π΄Π»Ρ ΠΌΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ, ΠΎΠ±ΠΎΠ³Π°ΡΠ°Ρ ΠΈ ΠΎΠ±ΠΎΡΡΡΡΡ Π²ΠΎΡΠΏΡΠΈΡΡΠΈΠ΅ ΠΡΠ΅Π²Π½Π΅Π³ΠΎ Π ΠΈΠΌΠ° ΠΊΠ°ΠΊ Π²Π΅Π»ΠΈΡΠ°ΠΉΡΠ΅ΠΉ ΠΎΠ±ΡΠ΅Π΄ΠΈΠ½ΡΡΡΠ΅ΠΉ ΡΠΈΠ»Ρ ΠΌΠΈΡΠΎΠ²ΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΡ. Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ - ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠΉ ΠΎ ΠΊΡΠ»ΡΡΡΡΠ΅ Π°Π½ΡΠΈΡΠ½ΡΡ
ΡΠΈΠ²ΠΈΠ»ΠΈΠ·Π°ΡΠΈΠΉ Π² ΠΊΠ°ΡΡΠΈΠ½Π΅ ΠΌΠΈΡΠ° ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
Π»ΡΠ΄Π΅ΠΉ. Π Π°ΡΠΊΡΡΠ²Π°ΡΡΡΡ ΠΌΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½ΡΠ΅ ΡΠ²ΡΠ·ΠΈ ΠΊΡΠ»ΡΡΡΡΡ Π€ΡΠ°Π½ΡΠΈΠΈ ΠΈ ΠΠ°ΡΡΠ°Π³Π΅Π½Π° Π² ΠΈΡΡΠΎΡΠΈΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ Π²ΠΊΠ»Π°Π΄ ΠΠ»Π΅ΠΊΡΠ°Π½Π΄ΡΠ° ΠΠ΅Π·ΠΈΠ½Π° Π² ΠΎΠΏΠΈΡΠ°Π½ΠΈΠ΅ ΠΈ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΡ Π°ΡΡ
Π΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
Π½Π°Ρ
ΠΎΠ΄ΠΎΠΊ ΡΠ°ΠΊΠΈΡ
Π΄ΡΠ΅Π²Π½ΠΈΡ
Π³ΠΎΡΠΎΠ΄ΠΎΠ², ΠΊΠ°ΠΊ ΠΡΠ³Π³Π°, Π’ΡΠ±ΡΡΠ±ΠΎ ΠΠ°ΠΉΡΡ, Π£ΡΠΈΠΊΠ°, ΠΠ°ΡΡΠ°Π³Π΅Π½. ΠΊΡΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΌΡ Π°Π½Π°Π»ΠΈΠ·Ρ ΠΏΠΎΠ΄Π²Π΅ΡΠ³Π°ΡΡΡΡ ΡΠΏΡΠ°Π²ΠΎΡΠ½ΡΠ΅ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ Π΄Π»Ρ ΡΡΡΠΈΡΡΠΎΠ² Π½Π° ΡΡΠ°Π½ΡΡΠ·ΡΠΊΠΎΠΌ ΠΈ ΡΡΡΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ΅ ΠΎ ΠΊΡΠ»ΡΡΡΡΠ΅ ΠΠ°ΡΡΠ°Π³Π΅Π½Π°, ΠΏΡΠ΅Π΄Π½Π°Π·Π½Π°ΡΠ΅Π½Π½ΡΠ΅ Π΄Π»Ρ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΏΠΎΠ΅Π·Π΄ΠΊΠΈ Π² Π’ΡΠ½ΠΈΡ. Π‘ ΠΏΠΎΠΌΠΎΡΡΡ ΠΏΡΠΎΠ΅ΠΊΡΠ½ΠΎΠΉ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ ΡΠ°Π·ΡΠ°Π±Π°ΡΡΠ²Π°Π΅ΡΡΡ ΠΌΠ°ΡΡΡΡΡ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ Π²ΠΈΡΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΊΡΠΊΡΡΡΠΈΠΈ ΠΊΠ°ΠΊ ΠΌΠ΅ΠΆΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΠΎΠ³ΠΎ ΡΡΡΠ΄Π΅Π½ΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΠ΅ΠΊΡΠ° Β«Π₯ΡΠ΄ΠΎΠΆΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ΅ ΠΈ ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ Π½Π°ΡΠ»Π΅Π΄ΠΈΠ΅ Π ΠΈΠΌΡΠΊΠΎΠΉ ΠΡΡΠΈΠΊΠΈΒ», ΠΈ ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΈ Π΄Π»Ρ ΡΡΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π°Π³Π΅Π½ΡΡΡΠ² ΠΏΠΎ Π²ΠΊΠ»ΡΡΠ΅Π½ΠΈΡ Π² ΠΌΠ°ΡΡΡΡΡΡ ΠΏΠΎ Π’ΡΠ½ΠΈΡΡ Π°ΡΡ
Π΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ ΠΌΡΠ·Π΅ΠΉΠ½ΡΡ
ΡΠΊΡΠΊΡΡΡΠΈΠΉ. Π’Π°ΠΊΠΎΠΉ ΠΏΡΠΎΠ΅ΠΊΡ ΠΌΠΎΠΆΠ΅Ρ ΡΡΠ°ΡΡ ΡΠ°ΠΊΡΠΎΡΠΎΠΌ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ Π΄Π»Ρ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°
ΠΠ«Π ΠΠΠΠ’ΠΠ ΠΠΠΠ«ΠΠΠ ΠΠ€ΠΠ ΠΠΠΠΠΠ― ΠΠΠΠ¦ΠΠΠΠΠΠ¬ΠΠ-ΠΠ¦ΠΠΠΠ§ΠΠΠ Π ΠΠΠΠ ΠΠ ΠΠ€ΠΠ‘Π‘ΠΠΠΠΠΠ¬ΠΠΠΠ ΠΠΠ©ΠΠΠΠ― ΠΠ ΠΠΠΠ‘Π’Π ΠΠΠΠΠ Π―ΠΠ«ΠΠ
The methods of preparation for negotiations with foreign experts on the basis of texts, audio and video materials on horticulture and landscape design technologies in Russia and France are studied. The types of tasks and materials of the French language textbook for students in Landscape Design aiming to the effective and conscious use of emotional and evaluative lexical units are analyzed. Tasks include using iPhones, creating student videos, creative tasks using ICT. Control tasks are a simulation of professional communication and consist of dialogues created on their own on themes of landscape art.ΠΡΡΠ»Π΅Π΄ΡΡΡΡΡ ΠΏΡΠΈΠ΅ΠΌΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊ Π²Π΅Π΄Π΅Π½ΠΈΡ ΠΏΠ΅ΡΠ΅Π³ΠΎΠ²ΠΎΡΠΎΠ² Ρ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠΌΠΈ ΡΠΊΡΠΏΠ΅ΡΡΠ°ΠΌΠΈ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠ΅ΠΊΡΡΠΎΠ², Π°ΡΠ΄ΠΈΠΎ- ΠΈ Π²ΠΈΠ΄Π΅ΠΎΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ² ΠΎ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΡ
ΡΠ°Π΄ΠΎΠ²ΠΎΠ΄ΡΡΠ²Π° ΠΈ Π»Π°Π½Π΄ΡΠ°ΡΡΠ½ΠΎΠ³ΠΎ Π΄ΠΈΠ·Π°ΠΉΠ½Π° Π² Π ΠΎΡΡΠΈΠΈ ΠΈ Π€ΡΠ°Π½ΡΠΈΠΈ. ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ Π²ΠΈΠ΄Ρ Π·Π°Π΄Π°Π½ΠΈΠΉ ΠΈ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΡΡΠ΅Π±Π½ΠΈΠΊΠ° ΡΡΠ°Π½ΡΡΠ·ΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° Π΄Π»Ρ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ ΠΏΠΎ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Β«ΠΠ°Π½Π΄ΡΠ°ΡΡΠ½Π°Ρ Π°ΡΡ
ΠΈΡΠ΅ΠΊΡΡΡΠ°Β», ΠΈΠΌΠ΅ΡΡΠΈΠ΅ ΡΠ΅Π»ΡΡ ΠΎΠ±ΡΡΠΈΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠΌΡ ΠΎΡΠΎΠ·Π½Π°Π½Π½ΠΎΠΌΡ ΠΎΡΠΎΡΠΌΠ»Π΅Π½ΠΈΡ ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ ΡΠΎΠΎΠ±ΡΠ΅Π½ΠΈΡ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΌΠΈ ΠΈ ΠΎΡΠ΅Π½ΠΎΡΠ½ΡΠΌΠΈ Π»Π΅ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ Π΅Π΄ΠΈΠ½ΠΈΡΠ°ΠΌΠΈ. ΠΠ°Π΄Π°Π½ΠΈΡ Π²ΠΊΠ»ΡΡΠ°ΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ Π°ΠΉΡΠΎΠ½ΠΎΠ², ΡΠΎΠ·Π΄Π°Π½ΠΈΠ΅ ΡΡΡΠ΄Π΅Π½ΡΠ΅ΡΠΊΠΈΡ
Π²ΠΈΠ΄Π΅ΠΎ, ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΈΠ΅ Π·Π°Π΄Π°Π½ΠΈΡ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΠΠ’. ΠΠΎΠ½ΡΡΠΎΠ»ΡΠ½ΡΠ΅ Π·Π°Π΄Π°Π½ΠΈΡ ΡΠ²Π»ΡΡΡΡΡ ΡΠΈΠΌΡΠ»ΡΡΠΈΠ΅ΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅Π½ΠΈΡ ΠΈ ΡΠΎΡΡΠΎΡΡ ΠΈΠ· ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎ ΡΠΎΠ·Π΄Π°Π½Π½ΡΡ
Π΄ΠΈΠ°Π»ΠΎΠ³ΠΎΠ² ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠΈ ΡΠ°Π΄ΠΎΠ²ΠΎ-ΠΏΠ°ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΠΈΡΠΊΡΡΡΡΠ²Π°
Π‘ΠΠΠΠ‘Π’ΠΠΠΠ’ΠΠΠ¬ΠΠ«Π ΠΠΠΠΠΠ ΠΠΠ’ΠΠΠΠ ΠΠ Π ΠΠΠ Π Π ΠΠΠΠΠ₯ ΠΠ£Π Π‘Π Π’ΠΠΠ ΠΠ’ΠΠ§ΠΠ‘ΠΠΠ ΠΠ ΠΠΠΠΠ’ΠΠΠ
The cross-cultural approach to teaching the theoretical foundations of the language is considered. A method using ICT is proposed to teach comparative analysis of the expression of gender relations. The study material is the topic Β«Categories of genderΒ» of the noun, verb forms, adjective, pronoun in the Russian and French languages and of the article (for French). Gender discrepancies between translations of the fairy tale Β«TommeliseΒ» (Β«ThumbelinaΒ») by Andersen Β«La Petite Poucette Β« and Β«DuimovochkaΒ» and the reinterpretation in French of generic relations of borrowing from the Russian language le / la moujik are analyzed. The article offers a critical analysis of inclusive grammar in terms of contradiction between the positions of the Academy of France and the positions of political figures of modern France. The article discusses the need to change the norms of the category of gender in the Russian and French languages of the 21st century, the socio-political significance of the new forms of this grammatical category in terms of content and in terms of expression.Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΊΡΠΎΡΡ-ΠΊΡΠ»ΡΡΡΡΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ ΠΊ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΎΡΠ½ΠΎΠ²Π°ΠΌ ΡΠ·ΡΠΊΠ°. ΠΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΠΎΠΏΠΎΡΡΠ°Π²ΠΈΡΠ΅Π»ΡΠ½ΠΎΠΌΡ Π°Π½Π°Π»ΠΈΠ·Ρ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΡ Π³Π΅Π½Π΄Π΅ΡΠ½ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΠΠ’. ΠΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ»ΡΠΆΠΈΡ ΡΠ΅ΠΌΠ° Β«ΠΠ°ΡΠ΅Π³ΠΎΡΠΈΠΈ ΡΠΎΠ΄Π°Β» ΠΈΠΌΠ΅Π½ΠΈ ΡΡΡΠ΅ΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ, Π³Π»Π°Π³ΠΎΠ»ΡΠ½ΡΡ
ΡΠΎΡΠΌ, ΠΈΠΌΠ΅Π½ΠΈ ΠΏΡΠΈΠ»Π°Π³Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ, ΠΌΠ΅ΡΡΠΎΠΈΠΌΠ΅Π½ΠΈΡ Π² ΡΡΡΡΠΊΠΎΠΌ ΠΈ ΡΡΠ°Π½ΡΡΠ·ΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ°Ρ
ΠΈ Π°ΡΡΠΈΠΊΠ»Ρ (Π΄Π»Ρ ΡΡΠ°Π½ΡΡΠ·ΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°). ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ Π³Π΅Π½Π΄Π΅ΡΠ½ΡΠ΅ Π½Π΅ΡΠΎΠ²ΠΏΠ°Π΄Π΅Π½ΠΈΡ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄ΠΎΠ² ΡΠΊΠ°Π·ΠΊΠΈ Β«TommeliseΒ» (Andersen) Β«La Petite PoucetteΒ» ΠΈ Β«ΠΡΠΉΠΌΠΎΠ²ΠΎΡΠΊΠ°Β» ΠΈ ΠΏΠ΅ΡΠ΅ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΠ΅ Π²ΠΎ ΡΡΠ°Π½ΡΡΠ·ΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ΅ ΡΠΎΠ΄ΠΎΠ²ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ Π·Π°ΠΈΠΌΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ· ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° le / la moujik . ΠΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ ΠΊΡΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠΉ Π³ΡΠ°ΠΌΠΌΠ°ΡΠΈΠΊΠΈ Π² ΠΏΠ»Π°Π½Π΅ ΠΏΡΠΎΡΠΈΠ²ΠΎΡΠ΅ΡΠΈΡ ΠΏΠΎΠ·ΠΈΡΠΈΠΉ ΠΠΊΠ°Π΄Π΅ΠΌΠΈΠΈ Π€ΡΠ°Π½ΡΠΈΠΈ ΠΈ ΠΏΠΎΠ·ΠΈΡΠΈΠΉ ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π΄Π΅ΡΡΠ΅Π»Π΅ΠΉ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ Π€ΡΠ°Π½ΡΠΈΠΈ. ΠΠ±ΡΡΠΆΠ΄Π°Π΅ΡΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ Π½ΠΎΡΠΌΡ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠΈ ΡΠΎΠ΄Π° Π² ΡΡΡΡΠΊΠΎΠΌ ΠΈ ΡΡΠ°Π½ΡΡΠ·ΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ°Ρ
XXI Π²., ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ Π½ΠΎΠ²ΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ Π΄Π°Π½Π½ΠΎΠΉ Π³ΡΠ°ΠΌΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠΈ Π² ΠΏΠ»Π°Π½Π΅ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΈ ΠΏΠ»Π°Π½Π΅ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΡ