The Problem of Linguistic Analysis of Musical Metaphors at Lessons of Russian as a Foreign Language

The main object of practical training in Russian as a foreign language at an advanced stage is to teach students to apply theoretical knowledge in practice, for a more complete understanding of various texts. Along with this, an important problem is the process of interpreting and systematizing of metaphors. In article within an anthropocentric paradigm, the mental bases of human activity are considered. In particular, features of perception and interpretation of musical sounding of professional musicians in the critiques devoted to the description of music in operas. The purpose of research to explore the specificity of the sign marking musical images by music critics, and attempt to classify and describe them. The theory of a conceptual metaphor and metaphorical modeling acts as a methodology. The carried-out analysis allowed revealing three main models: Music - the world of artifacts (subjects), Music is the world of the person, Music is the world of the nature. The main objectives of authors of these articles to convey the meaning of operas, to make "an intersemiotics translation", i.e., to describe feelings from perception of music, by resources of a natural language

Effective Techniques for Working with the Tongue Twister in the Elementary Level of Training Russian as a Foreign Language

The selection of material for teaching phonetics is a topical problem in the practice of teaching Russian as a foreign language. In this article the tongue twister, as the material for the development of phonetic skills at the elementary level of teaching Russian to foreigners, will be discussed. It is proposed to work only with one tongue twister during daily phonetic exercises. It is also important to organize the work with different types of activities. This paper presents a set of tasks (about 20 exercises) and builds on the principle "from syllable to phrases and sentences", which can be done in a short time. In addition, this paper describes the tasks employing tongue twisters by studying grammatical material. These methods can be called effective because they develop different skills, introduce diversity, dynamism in the learning process and help to combat fatigue