Igor Ruzhitsky. Linguistic personality F.M.
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STATE COMMITTEE OF THE RUSSIAN FEDERATION FOR HIGHER EDUCATION
RUSSIAN UNIVERSITY OF FRIENDSHIP OF PEOPLES
As a manuscript
RUSHSHCHKY IGOR VASILIEVICH
UDC 808.2 /0.072/
A TEXT IN THE PERCEPTION OF A MEDIATOR OF A DIFFERENT CULTURE: THE PROBLEM OF COMMENTING
dissertations for the degree of candidate of philological sciences
MOSCOW - 1994
The work was done at the Peoples' Friendship University of Russia.
Scientific Supervisor - Corresponding Member of the Russian Academy of Sciences, Doctor of Philology, Professor Yu.N.
Official opponents: Doctor of Philology, Professor E.F. Tarasov
candidate of philological sciences, associate professor CHULKYNA N.L.
Leading organization - Institute of the Russian Language. A.S.Pushki
The defense will take place "/G" lae ^-ia ^-Y ^ 1994, at // "hour at a meeting of the specialized council D 053.22.03 at the Peoples' Friendship University of Russia at the address: 117198, Moscow, Miklukho-Maklay St., b, room
The dissertation can be found in the Scientific Library of the Peoples' Friendship University of Russia at the address: 117198, Moscow, st. Miklukho-Maklaya, 6
Scientific Secretary of the Specialized Council Candidate of Philological Sciences Professor
G.FDidkova
The development of the research "Text in the perception of a bearer of a different culture: the problem of commenting" involves an analysis of the understanding of a literary text at three levels / in accordance with the concept of Yu.N. Karaulov about the level structure of a Yazyas personality and levels of understanding /. Linguistic phenomena are studied at the verbal-grammatical level. The objects of consideration of the second level are the phenomena associated with the discrepancy between the picture of the world /linguistic and extra-linguistic/ of the author and the reader. The third is the ethno-cultural level, the content of which includes a pragmatic aspect. this level may include cultural gaps, knowledge of linguistic and cultural phenomena and be associated with various types of cultural activities and features of mass consciousness. The above three levels require explanation /commenting/, they are the object of study.
Although the problem of commenting has been given due attention in hermeneutics, textology and linguodidactics, we cannot claim that all issues related to commenting have been resolved. This applies, for example, to the construction of the structure of the commentary, as well as to the objective identification of its units. It is these circumstances that make the choice of the topic of our study relevant.
The purpose of the study is to develop new approaches to solving the problem of commenting, which is possible as a result of the synthesis of the theory of understanding and the concept of linguistic personality.
In accordance with the purpose of the dissertation, the following tasks are solved:
I/ to develop a methodology for identifying c-lines that are incomprehensible to a carrier of a different culture when they perceive a literary text, that is, to determine what needs to be commented on, put into a commentary;
2/ give a general description of the units of misunderstanding, refer them to one or another level of commentary, which correlates with the level of organization of a linguistic personality;
3/ build the structure of the educational commentary, the levels of which would correlate with the level? -™ of understanding and linguistic personality
The material of the study was numerous data on the perception of a literary text by foreign students, collected over many years of teaching, and such as a result of a series of experiments to identify the difficulties of perception of literary texts by foreign students to native Russian speakers. The works of Turgenev, Kuprin, Shchukshn, Grin, Aleksin, Nosov, Uspensky and other writers were presented as experimental texts. The material for the study was also already written comments on literary texts and the results of a comparative analysis of original and adapted texts.
The goals and objectives set in the dissertation determined the research methods. The main method used in the work is the method of experiment to identify units that present certain difficulties for their understanding by a carrier of a different culture. The study also used the method of linguistic description, which consists in the selection, systematization and generalization of the material /difficult? to understand the units highlighted in the already existing training comments /. As a particular one, it should be noted the method of introspection, with the help of which the researcher's lexicon is surveyed in memory, and the method of theoretical forecasting associated with it.
The scientific novelty of the work is determined by the following:
I/ as a result of the synthesis of the main provisions of the theory of understanding, the concept of linguistic personality, linguodidactics and textual criticism, a new approach to solving the problem of commenting is proposed, as a result of which a connection is made between the mechanisms of understanding and perception of a literary text in a non-native language and the structure of a linguistic personality, which consists of three levels -lexico-grammatical, cognitive and pragmatic;
2/ three levels are introduced into the structure of the comment /in accordance with the three levels of understanding and three levels of organization of the linguistic personality/, each of which has its own units of misunderstanding /commenting/;
3/ a methodology is being developed for identifying agnonyms and atopons / units of misunderstanding /, allowing to take into account the peculiarities
foreign native culture;
4/ new material obtained in the process of teaching the Russian language to foreign students is introduced into scientific circulation in the field of constructing educational comments.
The theoretical significance of the dissertation is determined by the fact that its results allow us to expand our understanding of the problem of understanding and perception of a literary text. This provides further material for studying the features of the functioning of a linguistic personality. The results of the synthesis of various theoretical positions allow us to approach the solution of the problem of commenting, the structure of the commentary and its units from new positions.
The practical significance of the study is due to the possibility of using its results in the practice of teaching the Russian language to foreigners, in a special course for foreign students on commented reading of literary works. The materials and conclusions of the dissertation can be reflected in manuals and practical recommendations for studying the problem of understanding and perception of a literary text.
Approbation of the work and practical implementation of the research results. The problems and materials of the study were discussed at a meeting of the Department of General and Russian Linguistics of the Peoples' Friendship University of Russia. Separate provisions of the dissertation were presented in reports made at the XXIII readings in memory of V.V. Vinogradov at the Institute of the Russian Language of the Russian Academy of Sciences /1992/, at the international conference-seminar MAPRgL in St. Petersburg /1993/, at interuniversity conferences at Tver State University /1991 , 1992, 1993/, at the departments of foreign languages of the humanities faculties and Russian literature of the Tver State University. Some of the theoretical issues discussed in the dissertation were reflected in the abstracts of the reports of the international symposium "Philosophy of language within and beyond borders" / Kharkov-Krasnodar, 1993 /, the international conference in Siev / 1993 / and at the Rozanov readings in Yelets / 1993 /. According to the dissertation, two articles were submitted for publication, the abstracts of three reports and methodological recommendations for foreign students on the commented reading of the works of I.S. Turgenev and A.I. Kuprin, prepared at the department, were published
Russian language of the Tver Medical Institute and at the Department of Foreign Languages of the Humanities of the faculties of the Tver State University.
Dissertation structure. The dissertation consists of an introduction, three chapters / chapter I - "On the understanding and perception of a literary text"; chapter 2 - "Commenting on a literary text"; chapter 3 - "Units of commenting: selection, explanation, hierarchy" /, conclusions, list of references and applications, which present the results of experiments on the perception of literary texts.
In the introduction, in addition to defining the objectives and goals of the study, it is said that sooner or later, the researcher of a language as a system, but always thinks about what is outside this system and whether the clues to many of its problems lie in the study of what is to the system. does not apply, but, nevertheless, without which it cannot exist, ["yy valleys always remember that outside the language-system there is a person, a linguistic personality, and only in the interaction of linguistic personalities, only in society the language-system can Wilhelm von Humboldt wrote about this: “No matter how we build our explanation, the sphere of phenomena can only be understood from a point outside it, and a deliberate exit from this sphere is just as safe as inevitable delusion, if blindly closed in it " / Humboldt, 1985, p. 302 /. It is the study of a linguistic personality, a phenomenon that is rather assistive, that can find new ways to solve the problems of a language system. A linguistic personality is an idea that permeates all aspects You study the language and at the same time destroys the boundaries between disciplines / Karaulov, 1937 /. If we talk about a linguistic personality, then the problem of the relationship between the language of a particular / national / and many other languages, as well as the question of the interaction of cultures, understanding and mutual understanding, the perception of native and foreign languages inevitably arises.
A person is represented for a linguist by a set of produced texts. The perception of the text, as well as its generation, is one of the central problems of the linguistics of the latter.
years. The problem of commenting arises mainly when we are talking about the perception / understanding / of a text by a bearer of a different culture, since the main function of the commentary is to remove the difficulties of perceiving the text, and such difficulties arise most of all during cultural interaction. The question of distinguishing between the concepts of perception and understanding is extremely complex and confusing. We are far from considering understanding and perception as synonyms, recognizing, however, that one /understanding/ cannot exist without the other /perception/, therefore, in the dissertation, we talk about understanding and perception, thus noting the inseparability of these processes. Mokno also considers that the main category of perception is the image, and the main category of understanding is meaning, meaning. Both that, and another - units of levels of the organization of the language personality.
The first chapter consists of three paragraphs. The first paragraph, "On the content of the concept of "bearer of a different culture", refers to the relationship between universal culture and national cultures. When two cultures "meet" the following situations are possible:
1. The conflict of cultures / "What is good for you is bad for us", for example, look into the eyes when talking with Russians and Japanese /.
2. Incomplete interference of cultures / "E-l is somewhat similar, but in some ways we differ from each other, but this difference deserves attention" /. 3. Complete interference of cultures /"We do not recognize that there are any national cultures. There is only a universal culture"/. The most interesting and problematic
moreover, the most common is the second case, when one national character, one linguistic personality, in search of a common and in understanding someone else, seeks to know himself and others.
We cannot attribute only the understanding of its linguistic means to the perception of a literary text, since behind the text there is always a person /author, characters/, a person with their own thinking, and in order to explore thinking, according to Levy-Bruhl, one should analyze culture to which he /man/ belongs. An adequate perception of a literary text, therefore, is possible only as a result of empathy with a different culture, understanding its features, "shades".
"The bearer of a different culture" in the context of this study, we are not interested in itself, that is, we are not interested in the features, for example, of Japanese or American culture as such, but how they affect the perception of Russian culture, as an expression of which we study hell in mostly artistic text. This, ultimately, allows us to determine the features of the Russian linguistic personality.
The second paragraph "On the problem of understanding" is devoted to the consideration of the main hermeneutic concepts related to the problem of commenting. It seems to us necessary to reveal in sufficient detail what is called the problem of understanding in science due to the fact that the very topic of research, "text in perception", involves the study of understanding the text, and the "problem of commenting" means determining and identifying what to consider incomprehensible and how to explain / interpret, comment / make this incomprehensible. In general, speaking about a bearer of a different culture, we either ourselves want to understand its features, or we set ourselves the goal of making our culture more understandable for him.
The science of understanding is hermeneutics, which arose in connection with the need to answer the question about the role of the word as a sign. The dissertation analyzes the main provisions of the hermeneutics of Origen, Augustine, Zrneoti, Ast, Schleiermacher, Steintal, Eernheim, Droysen, Dilthey, Heidegger, Gad&mer, as well as Russian researchers / V.F. Odoevsky, M.M. Bakhtin, A. .F. Loseva, G.I. Bogina /. In ancient hermeneutics, for the first time, the idea was expressed of various types of interpretation of texts - moral-psychological, allegorical, historical and formal-grammatical. One can talk about such two hermeneutic trends as allegorical and literal interpretation right up to the present time. The essence of allegorical interpretation lies in the fact that along with direct meanings, an attempt is made to discover deep meanings /historical or spiritual/. Another direction proceeds from the fact that there can be only one meaning in words. This provision is closely connected with the existing typologies of the commentary.
Extremely important from the point of view of the problem of commentary, we find positions in Augustine. For example, this idea
wow features.
The problem of linguistic consciousness in its relation to the problem of commenting is considered in the 3rd paragraph /"Lyric consciousness and commentary"/, where the concepts of M.M. Bakhtin /-Z.N. .Lolivanova, A.N. Sokolov, N.I. Vinkina and V.V. Morkovksh. In Vygotsky and Polivanov, we find ideas close to the concept of the level structure of a linguistic personality. This applies, for example, to the role of motives in the process of the emergence of oil, which are "the last and most stable plan of verbal thinking" /Vygotsky, 1934/. It is fashionable to consider a commentary as a kind of intermediary language between the lexicon-knowledge-motives of the author of the text and the lexicon-knowledge-motives of his readers. Such an intermediary language makes it possible to achieve "agreement in thoughts" /Humboldt/.
In the 4th, 5th and 6th paragraphs /"Lexico-grammatical level of commenting", "Cognitive level of commenting" and "Pragmatic level of commenting"/ characterizes the levels and units of commentary. The verbal-grammatical level of commenting should include various cases of inflection, the reader's passive dictionary, cases of varying the lexical and morphological appearance of the word / for example, dialect variants "theirs", "evony", etc./, word formation / potential dictionary, to which includes, for example, understanding the meanings of verbal prefixes /, borrowings, various cases of semantic changes in words, syntax / parentheses, colons, etc. / and other units / Karaulov, 1992 /.
It is impossible to study the lexicon of a linguistic personality separately from its thesaurus. The units of commentary at the cognitive level include: phraseological units, speech patterns, shtash, clichés, sayings, everyday rules, metaphors, frames, puns, images, symbols and other atopomes. The dissertation gives a brief description of the data unit!, 1 comment.
In the course of perceiving a literary work, the reader seeks to understand, first of all, the author's motives. Ruth's work thus becomes a unit of the motivational level of commentary. Other atopoi of this level are precedent texts, text composition, exchanges of "points of view"
in the development of the narrative, conversations, intonation of presentation, etc. The five atopons of the pragmatigson are in one way or another connected with presupposition and reflection. Thus, the perception of one or another part of the text /its composition/ is based on reflection on the previous parts, and the composition itself is associated with the time and place of the action, i.e. with presupposition. In the light of reflection, the inner speech of the characters is also considered, as well as its perception by the reader. The units of the pragmatyakon associated with reflection and presupposition include particles of the Russian language, which are discussed in a separate paragraph of the dissertation.
It should be borne in mind that all levels of commentary /linguistic personality and understanding/ are closely interconnected. A particle, for example, is a unit of the verbal-grammatical level, very specific in its meaning, which is difficult to describe precisely because it is associated with another level of organization of a linguistic personality - its pragyaticon. We can say that in practice the boundaries between the levels are strongly blurred.
The third chapter of the study, which includes four paragraphs /"Preliminary remarks on commentary units", "Difficult to perceive units of the lexico-grammatical level", "Difficult to perceive units of the cognitive level", "Difficult to perceive units of the pragmatic level"/, is devoted to the analysis of practical material , which includes atopons created by I/any, and by a native speaker "playing the role" of a teacher; 2/ a teacher with experience in working in a foreign language audience; 3/ a teacher who: "himself belongs to a different culture; 4/ students - carriers of a different culture and 5/ a commentator-teacher together with foreign students during a commentary reading / dialogue /. One of the ways to identify atopoks and ethnonyms is an experiment, which we carried out on groups of Japanese, English and American students, the experimental data were supplemented by the result of the analysis of units of perception identified as possibly incomprehensible by native Russian speakers.
The analysis of the material allowed us to identify some features of the perception of a literary text by Japanese students at the initial stage of education, for example, their more attentive attitude to changes in the appearance of a word / as incomprehensible, not words, but some parts of words were emphasized: in the alley, I excluded, I remembered, climbed, waiting , smiled, plan /. This can be explained by the peculiarities of Japanese graphics, as well as the lack of Japanese students' skills in focusing on capital letters and, as a result, difficulty in understanding personal names. Glassifying the experimental data, ml came to the conclusion "" that a foreigner reading a literary text in Russian can mark as incomprehensible I / those words that he meets for the first time / new /; 2/ those words that are familiar to him, but it remains unclear why they changed their appearance and 3/ words that a foreign reader understood in a different meaning and guessed it himself. The compiler of the commentary, unlike foreign readers, is free to explain not only those atopons and ethnonyms that, in his opinion, will turn out to be new words, but also acts according to the rule that we conditionally designated as the rule of the main variant, moreover, the connection of atopons and ethnonyms with the main variant can occur both consciously and unconsciously. The new words allocated according to the rule of the main variant include: I. Words that have changed their phonetic-morphological appearance / dialectal changes like "middle", "sluhalte", colloquial speech words like "no", "te", "zt" and etc./. 2. Words-synonyms. One word of the synonymous series is the main option / yell - scream, tar - smoke, terribly sorry - very sorry, a thousand times - many times, etc. /. 3. Polysemantic words. The main variant is the word with the main meaning / it's time - time, the light poured - the hearth poured, naked fly - a naked person, etc. /. 4. Words-homonyms /homophones, homographs/. The main option in this case will be another homonymous word /hunting to live - good hunting, castle - castle, abyss - abyss, etc. /. 5. Words-paronyms. The main variant is a "similar" word / long - long, mountainous - mountainous, windy - windy /. 6. Syntactic synonymy /ylu wanted - He wanted/. 7. Su-ixal ts prefix
and prefix formations /holidays, run out, etc./. The results of this classification were confirmed by analysis - more than a hundred different comments, compiled with the expectation that a literary work would be read by speakers of a different culture.
Cognitive-level commenting units were analyzed on the basis of the data that were obtained as a result of reviewing various comments, in the course of commented reading of a literary text, and also in the process of analyzing comments on literary works compiled by carriers of a different culture. The main conclusion of this analysis. there was a provision that the understanding of the units of the "picture of the world" may be different depending on the national and cultural affiliation of the foreign language. So, for Japanese readers, it turned out to be completely incomprehensible: the comparison "the forest is like in a fairy tale" /L. Sergeev's story "The Strange Boy"/, in contrast to the perception by the British and Americans, for whom it is not an atopon. Japanese students explained the misunderstanding of this expression by the fact that there is no forest in Japan. However, the main reason lies elsewhere - it is necessary to know and understand how the forest is described in Russian fairy tales, more broadly - nature in Russian literature, what artistic means exist for such a description. For Europeans, "a forest like in a fairy tale" does not 1/ present difficulties, since, for example, in English fairy tales we supposedly find not only a detailed description of the forest, but also its personification. Thus, only by giving a description of the forest in the commentary, we can achieve a "shift" in the "picture of the world" among the Japanese, which would lead to understanding. The same applies to the perception by foreigners of the word "birch", which causes completely different associations in them than in Russians / an example of an atopope-symbol /. An example of an atopon-freYam is the misunderstanding by Japanese readers of the expression "whistling under the window." The reason is that whistling is not a call signal for the Japanese and "whistling" is perceived with a negative connotation. We often find examples of commenting on frames in foreign textbooks for learning a foreign language /for example, a translation-explanation of the expressions "l wake up", "I get up", "I'm getting my teeth", etc./ is given. Foreign publications comment on such
units of the cognitive level, like speech stamps, clichés / how fashionable soon, with all the strength of souls, what happiness, etc. in the textbook of the Russian language Kakamura or in your will, plunged headlong into etc. in the Higuet manual. In the course of the analysis of the atopons of the "picture of the world" it was noticed that metaphors and phraseological units, which are usually taken out in comments, are far from always incomprehensible, therefore, when raising the question of whether to comment on them or not, one should always take into account the characteristics of readers.
3 as units of commenting at the motivational level, the dissertation analyzes mainly particles of the Russian language, commenting on which is a big problem. For example, Anglophones almost never understand all the shades of the meaning of the particle "that". If "someone" or "something" is very quickly assimilated after being translated into "¿smebo^^" and "¡o/cheg/u^-", then "for some reason", "somehow", " somewhere", etc. uke present some difficulties. Therefore, it should be considered a mistake to comment on "someone" and "something" only through translation. First of all, you should enter the "don't know" component /for some reason = don't know why/ in the comment. Note that the use of the particle "that" in the meaning of uncertainty in a literary text can acquire a special functional significance. So, for example, one can note the increased frequency of "that" in M. Bulgakov's novel "The Master and Margarita". In those parts of the work, the motive of which is explanation, incomprehensibility, obscurity or uncertainty, "that" is more common. Particles are almost never taken out in comments, although it is obvious that their perception is extremely difficult. It should be noted that in the development of a metalanguage for commenting on particles, especially modal ones ■ /after all, the same, then others/, one must take into account that they are associated with such categories).®; pragmatists as reflection and presupposition. ;"."it is possible to make an assumption that the high frequency of the use of particles in the Russian language is associated with the peculiarities of the national picture of the world. For example, the stiffness and secrecy of the English is quite consistent with the fact that there are very few particles in the English language. The opposite is true when we observe the character traits of a Russian person.
At the end of the dissertation, the main conclusions are given, which we came to in the course of the analysis of various theoretical concepts and practical material. The main theoretical conclusion should be considered the position that the key to revealing the mechanisms of perception and understanding of a literary text is the structure of a linguistic personality, which consists of three levels - lexico-grammatical, theaurus and pragmatic. It follows from this that the structure of the commentary should also correspond to these levels if the reader of the text is a carrier of a different culture who approaches a literary work with a presumption of incomplete understanding. A fragment of such a commentary is given as an example.
1. Ruzhitsky I.V. K.SfTurgenev. Life and creation. Training tasks for practical classes in the Russian language for foreign students. - Kalinin, 1989. - 63 o.
2. Ruzhitsky I.V., Romanov V.V. On some results of a comparative analysis of phraseological units in Russian and Spanish // 1U Interuniversity Conference of Young Scientists and School Teachers: Proceedings. report - Tver, 1991, - S. 19-20.
3. Ruzhitsky I.V. About some features of the discourse of staff captain Rybnikov /according to the story of A.I.Kuprin// 1U Interuniversity Conference of Young Scientists and School Teachers: Proceedings. report - Tver, 1991, - S. 68-90.
4. Ruzhitsky I.V., Pukhovskaya M.Yu. Creativity of A.I. Kuprin. Educational tasks in the Russian language for foreign students. - Tver, 1991. - TsZ p.
5. Ruzhitsky I.V., Erokhin V.N., Stroganov M.V. Voloshinov or Bakhtin? /to the question of the authorship of "Marxism and the Philosophy of Language"// UN Interuniversity Conference of Philologists and School Teachers: Proceedings. report - Tver, 1993. -
Igor Vasil Yevich Ruzhitsky
Moscow State University named after M.V. Lomonosov
Institute of the Russian Language named after V.V. Vinogradova
Moscow, Russia
FROM THE SYMBOLIC PICTURE OF THE WORLD TO THE THESAURUS
(on the possibility of reconstructing a linguistic personalityDostoevsky)
I.V. Ruzhitsky
In this article, we proceed from the fact that symbols can occupy a special - central - place in the picture of the world of the author of a literary text. Let's make an assumption that words used in a symbolic sense should be considered as a kind of nuclear elements organizing the author's thesaurus, a set of hierarchically organized semantic fields. As for the work of F.M. Dostoevsky, the writer's interest in various kinds of symbols has been repeatedly emphasized by researchers of his work. This interest is explained by a variety of reasons, the most obvious of which seems to us to be the desire to reflect the world in all its opposites, to oppose the image given by the symbol to the logical “consciousness” (see [Zykhovskaya 1997: 215]).
Let us make a few remarks on the very concept of a symbol. As the most typical feature of the symbolic use of the word, we consider the possibility of things names to acquire abstract connotations (ideal content) of a historical or sociological nature (see [Dictionary of language Dostoevsky 2001]). In its main features, this definition of the symbolic use of the word coincides with many others offered by scientists of various schools and trends. As for modern literary criticism, there has been a tendency for a broad understanding of the symbol. The principles for highlighting a symbol in a literary text are as follows: 1) thickening the artistic generalization itself; 2) the conscious attitude of the author to reveal the symbolic meaning of the depicted; 3) dependence on the context of the work; 4) dependence on the literary context of the epoch and culture (see [Zykhovskaya 1997: 214]). The most important property of a symbol is the ability of words with specific semantics to express an abstract meaning in a specific context. In general, it can be assumed that the more specific the semantics of a word, the greater the semantic potential it - this word - has. It follows from this that any word with a specific meaning in a specific context (of a separate work or of the entire work as a whole) can become a symbol. For Dostoevsky, such words with specific semantics can take on a symbolic meaning, such as caftan, scarf, dress, threshold, axe, percentage, linen, hook (hook), bathhouse (bathhouse), high road, America etc. The most specific semantics are for names, titles, numbers. Naturally, they are often used symbolically; with their help, the author sets a certain cipher, code, conditional real identification mark, which the reader has to unravel and understand. Note that the word can be used symbolically both within the same literary text and in different works, including texts of other genres. For example, symbolism stone, a common cultural symbol, is widely known. However, more often than not, researchers only talk about stone in "Crime and Punishment" or about Ilyushechkin stone, in which Alyosha makes a speech to twelve boys at the end of the novel The Brothers Karamazov and which is seen by Dostoevsky as the forerunner of future world harmony, not paying due attention to the symbolic use of the word stone in other genres: [in journalism] Yes, the Frenchman sees the Russian nationality in what so many of the present time want to see it, that is, in a dead letter, in an obsolete idea, in a heap stones, as if reminiscent of ancient Russia, and, finally, in a blind, selfless appeal to the dense, native antiquity. (Pb 18:25) [in letters] Christ was hungry, and the devil advised him to take stone and command it to become bread. (Ps 29.2:85)
When studying the symbolism of F.M. Dostoevsky, it seems appropriate to consider the words used symbolically, not separately from each other, but as part of certain groups. The most general classification of symbols can be represented as follows: (1) material (real) symbols ( caftan, dress etc.), (2) situational ( drop the handkerchief, kiss the earth, kiss the cup), (3) event ( 1861) and (4) sensory-figurative ( fly hitting the window pane). It can be assumed that the author's preference for the use of symbols of one type or another characterizes his idiostyle. So, Dostoevsky is characterized by the desire to build the material into the symbolic. “Interest in matter makes it possible to hear the voice of the soul living in it. Things become mysterious, transparent, mobile, and the human body appears as a mystery, as a cover thrown over a suffering soul and dreaming of total salvation” (see [Karasev 1994]).
A more detailed classification involves the allocation of symbolic-associative chains, or symbolic paradigms. For example, word-symbols, united by the common meaning of ‘murder weapon’: axe, knife, gun, loop, razor, pestle. Between the author's choice of the murder weapon and the character who committed it, there is a definite and significant connection, which becomes a kind of differential feature of the corresponding words-symbols. Other examples of symbolic paradigms are ‘colors’ ( yellow, red, white, green), ‘numbers’ (7, 4, 3), ‘names’ ( Barashkova, Raskolnikov, Smerdyakov, Sonechka, Stepan Trofimovich), ‘names of insects’ ( spider, fly, louse), ‘names of animals’ ( lion, mouse, a donkey), ‘toponyms’ ( America, Petersburg), ‘items of clothing’ ( caftan, scarf, linen, dress) etc.
The above classification of symbols, although it has a certain meaning, which consists in the systematization of the material under study, does absolutely nothing to present a complete picture of the author's world. A classification based on the onomasiological principle, from meaning to word, seems to be more productive. It allows you to combine word-symbols on the basis of a common symbolic meaning (in this case, of course, one should take into account both the possible ambiguity of a symbol and various interpretations of its meaning).
Let's take the following example:
CRIME → Murder → The words -symbols → character, owl killer and character being killed.
A CRIME
Murder
Symbol words characterand
Axe Raskolnikov - Alena Ivanovna, Lizaveta
Knife Rogozhin-Nastasya Filippovna Barashkova
Razor Moscow killer in "The Idiot", Kairova in
"A Writer's Diary"
The loop Stavrogin, Smerdyakov
Pestle D. Karamazov–F.P. Karamazov (attempted assassination)
Paperweight Smerdyakov–F.P. Karamazov
Pistol Kirillov, Svidrigailov, Kraft (suicide)
Each of the murder weapons has its own symbolic meaning. In "Crime and Punishment" there should be precisely axe(see [Karasev 1994]), symbolizing execution-retribution, and Dostoevsky creates an ax-symbol, although this may seem absurd, through this absurdity, the author, in fact, asks the reader the question “Why exactly axe?”, makes you think, guess (for this, Dostoevsky needed a detailed description of how Raskolnikov would carry this ax, a description of a loop specially made for this). Rogozhin could only kill Nastasya Filippovna knife(as Prince Myshkin says at the end of the novel, with the same knife: he had already appeared several times before in the novel), and therefore the name of Nastasya Filippovna - Barashkova becomes symbolic, knife perceived as a ritual tool. In the same way, Kirillov and Svidrigailov could only shoot themselves, and it is undoubtedly important that Kirillov's colt - American, Rogozhin covered the dead Nastasya Filippovna American oilcloth, for Svidrigailov suicide - foreign lands, america. America/American, in addition to well-known examples from Crime and Punishment, are also used as symbols, most clearly in Possessed, forming another symbolic paradigm. For Stavrogin and Smerdyakov, who committed mortal sins, there could only be the loop(the parallel between the images of Smerdyakov and Stavrogin has been noted by many researchers).
It can be assumed that such symbolic paradigms form the original core of the author's thesaurus, which, in turn, "attract" certain idioglosses - the most important, key words for the writer that form his picture of the world. The list of idioglosses selected using a certain kind of special experimental methods is presented in the Dostoevsky Language Dictionary [Language Dictionary of Dostoevsky 2008] and has about 2.5 thousand units (out of about 35,000 lexemes that characterize the writer's complete dictionary). The organization of idioglosses in their correlation with symbolic paradigms makes it possible to construct a model (by far not the only one!) of the author's thesaurus. So, for example, with the above symbolic paradigm, such idioglosses as America hell lawyerAmerican,madness, insane, demon, demons, rebellion, rebel, rebel, war(here are idioglosses described in the first volume of Dostoevsky's Dictionary of Language - letters A-B).
Dostoevsky's language dictionary includes not only a description of idiogloss meanings, illustrated with examples from different periods of the writer's work and from different genres, but also a linguistic commentary on the word being described, giving the reader the opportunity to more fully imagine the features of word usage. By itself, the dictionary of the writer's language is already in some way a kind of linguistic commentary that reflects the linguistic picture of the author's world. A commentary in such a dictionary is, therefore, a kind of reflection of reflection, allowing the reader to combine disparate meanings, shades of meanings into an integral system and, as a result, dive deeper into the language of the writer. The commentary in the Dostoevsky Language Dictionary is divided into commenting zones: the zone of compatibility, the associative environment of the word, the use of the word as part of statements that have the properties of aphorisms, the use of the word as part of tropes, morphological features of the use of the word, the use of the word in an ironic context, the playful use of the word, etc. It can be assumed that certain associations, fixed primarily in the zones of the associative environment of the word-idioglosses (a special procedure for identifying such associations from the linguistic context is described in detail in [Karaulov, Ginzburg 1996: 176–182]), its coordinating and subordinating connections, as well as in derivational nest, will also be included in the reconstructed fragment of the thesaurus, which, as a result, looks like this (recall that the presented fragment of the thesaurus is limited mainly to the lexicographic representation of idioglosses of the first volume of the Dostoevsky Dictionary of the Language [Dictionary of the Language of Dostoevsky 2008]):
| A CRIME → Ubaction | Symbol words | characters | idioglosses | associations |
| Axe, Knife, Razor, Noose, Pestle, Paperweight, Pistol | Raskolnikov - Alena Ivanovna, Lizaveta; Rogozhin-Nastasya Filippovna Barashkova; the Moscow murderer in The Idiot, Kairova; Stavrogin, Smerdyakov; D. Karamazov–F.P. Karamazov; Smerdyakov–F.P. Karamazov; Kirillov, Svidrigailov, Kraft | America, hell, lawyer, madness, mad, demon, demons, rebellion, rebel, rebel, war, suicide, suicide, court, judicial | American oilcloth, razor wrapped in silk, self-shot, Zhdanov's liquid, blood, gloomy house, torment, torment, ammunition supply, cellar, gunpowder, torment, torment, accusation, accuse, justify, justification, despair, criminal, jury, prosecutor , opposite side, satan, death, degree of guilt, suffering, suffer, passion, lawsuit, judge, madman, tormented, corpse, kill, murderer, leave, evidence, mind decide, monstrous villainy, lawyer |
Here's another example:
FEAR → Hook (hook)[both literally and figuratively]
As soon as the tinny sound of the bell tinkled, it suddenly seemed to him [Raskolnikov] that something was stirring in the room. For a few seconds he even listened seriously. The stranger tinkled again, waited some more, and suddenly, impatiently, with all his strength began to pull the handle at the door. Raskolnikov looked in horror at the man jumping in the noose. hook constipation and waited with dull fear that the constipation was about to pop out. Indeed, it seemed possible: they pulled so hard. He tried to hold the lock with his hand, but he could guess. His head seemed to be spinning again. (PN 67) A hook who's locked up? - Nastasya objected, - look, he began to lock up! Will they take him away himself? (PN 73) When Raskolnikov came to his house, his temples were moistened with sweat and he was breathing heavily. He hurried up the stairs, went into his unlocked apartment, and immediately locked himself in hook. Then, frightened and madly, he rushed to the corner, to the very hole in the wallpaper, in which things were then lying, put his hand into it and carefully searched the hole for several minutes. (PN 208) He [Raskolnikov] opened the door and began to listen: everything in the house was completely asleep. With amazement, he looked at himself and everything around him in the room and did not understand: how could he yesterday, having entered, not lock the doors on hook and throw herself on the sofa, not only without undressing, but even with a hat: she rolled down and immediately lay on the floor, near the pillow. “If someone came in, what would he think? That I'm drunk, but ... ”(PN 71) He [Raskolnikov] wanted to lock himself on hook, but the hand did not rise ... and it's useless! Fear, like ice, overlaid his soul, tortured him, stiffened him... (PN 91) Nastasya went out. But as soon as she left, he got up, laid crochet door, untied the knot with the dress that Razumikhin had brought earlier and tied by him again, and began to dress. Strange thing: he seemed to suddenly become completely calm; there was no half-witted delirium, as there had been earlier, or panicky fear, as of all recent times. (PN 120) Looking by chance, with one eye, into the shop, he [Raskolnikov] saw that there, on the wall clock, it was already ten minutes past seven. I had to hurry and at the same time do hook: go around the house from the other side ... Before, when it happened to him to imagine all this in his imagination, he sometimes thought that he would be very afraid. But he was not very afraid now, not even afraid at all. (PN 60) He [Raskolnikov] now remembered himself badly; further we go, worse it becomes. He remembered, however, how suddenly, going out into the ditch, he was frightened that there were few people and that it was more noticeable here, and he wanted to turn back into the alley. Despite the fact that he almost fell, he still did hook and came home from a completely different direction. (PN 70)
| FEAR | Symbol words | Pcharacters | idioglosses | associations |
| Hook (hook) | Raskolnikov | hell, ugly, anxiety, fearless, fearless, turn pale, pale, pale, fear, be afraid, rush, tremble, tremble, sinister, fright, frighten, embarrassed, darkness, gloomy, gloomy, imagine, fear, danger, fear, dangerous, to be dumbfounded, to frighten, resolutely, resolutely, to decide, to be timid, timid, timidity, bold, death, embarrassed, fear, scary, terrible, anxiety, coward, cowardly, horror, horrified, terrifying, terrible, terrible, die, whisper, whisper, whisper | affectation, security, madly, paper-white, behave with dignity, door, tremble like a driven horse, scream, heart-stopping, lock up, torment, lock up, chin trembling, frightened, frightened, dead, courage, frighten, not knowing over no coercion, nerves, stiff, stiff, numb, frightened, frighten, go around the house, half-witted delirium, grow cold, seem to be, frightened, determination, embarrassment, monster, coward, fade away, tremble, coward, coward like a hare, coward , stupid (panic) fear, respect, brave coward |
Other associative-semantic connections that are supposed to be analyzed using the above procedure: BORDER BETWEEN THE WORLDS → Fly; ETERNITY → Bath, spiders; ALIEN TO THE RUSSIAN PERSON → America, American; SUBMISSION, HONOR → Kiss hands; SACRIFICE, SUFFERING → Eternal Sonechka; SALVATION, COVER → Green; POWER, POWER, RESPONSIBILITY FOR THE WORLD → Watch; "TIME WILL BE NO LONGER", THE BEGINNING OF SATAN'S TIME → The stopped clock of Kirillov; HUMANITY → Anthill; CHRIST → Myshkin; PERFORMING OR PLANNING DECISIVE ACTIONS → Oblique rays of the setting sun, etc.
In conclusion, we note that the proposed method of constructing a thesaurus (from symbolic meaning to words-symbols and - further - to their connection with idioglosses and their associative environment) seems to be quite justified, since it is the symbolic picture of the world that can be considered as the core of the author's thesaurus, the center of which is hierarchically organized key words for the writer's idiostyle. The indicated procedure can, accordingly, be accepted as one of the possibilities for reconstructing the linguistic personality of the author of a literary text, especially such as F.M. Dostoevsky.
Literature
Zykhovskaya N. L. Symbol // Dostoevsky: Aesthetics and poetics: Dictionary-reference book / Comp. G. K. Shchennikov, A. A. Alekseev; scientific ed. G. K. SCHENNIKOV Chelyabinsk: Metal, 1997. - S. 214-215.
Karaulov Yu. N., Ginzburg E.L. Homo Ridens // Word of Dostoevsky: Collection of articles / Ed.Yu.N. Karaulova. Moscow: Institute of the Russian Language, 1996.
Karasev L.V. On the symbols of Dostoevsky // Questions of Philosophy. - 1994. - No. 10. – P. 90–111.
Dictionary of the language of Dostoevsky: Lexical structure of the idiolect / Ed. Yu. N. Karaulova. Issue. 1–3. M.: Azbukovnik, 2001, 2003.
Dostoevsky's language dictionary: Idioglossary. T. I. A–B / Ed. Yu. N. Karaulova. M: Azbukovnik, 2008.
PN - the novel "Crime and Punishment"
Pb - journalism F.M. Dostoevsky
Ps - letters from F.M. Dostoevsky
480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Thesis - 480 rubles, shipping 10 minutes 24 hours a day, seven days a week and holidays
Ruzhitsky Igor Vasilievich. The linguistic personality of F.M. Dostoevsky: lexicographic representation: dissertation... candidate of philological sciences: 10.02.19 / Ruzhitsky Igor Vasilievich; [Place of defense: Moscow State University named after M.V. Lomonosov].- Moscow, 2015.- 647 p.
Introduction
1 Modern methods and systems for assessing the technical condition of power grid equipment 10
1.1 Modern methods for assessing the technical condition 10
1.2 Prerequisites for the application of methods for assessing the technical condition 15
1.3 Modern condition assessment systems 21
1.4 Evaluating the performance of modern systems 22
1.5 Conclusions 32
2 The architecture of the system for assessing the technical condition of equipment and the data model 33
2.1. Decision support system 33
2.2. Architecture of the technical condition assessment system 37
2.3. Data Model 47
2.4. Findings: 51
3 Development of a model of a system for assessing the technical condition of electrical equipment 53
3.1. Definition of a structural model for assessing the technical condition of electrical equipment 53
3.2. The structure of neuro-fuzzy inference and the algorithm of its work 57
3.3. Formation of membership functions 59
3.2.1 Definition of fuzzy production rules 59
3.2.2 Determining the number of membership functions 61
3.2.3 Determining the type of membership functions 61
3.4. Setting up the model for assessing the technical condition on the example of assessing the condition of transformer equipment 69
3.4.1. Defining the structure of neuro-fuzzy-inference 69
3.4.2. Definition of membership functions 69
3.4.3. Formation of a training sample
3.5. Benchmarking with a neural network 93
3.6. Determination of the resulting assessment of the technical condition of a simple electrical network object 95
3.7. Findings 98
4 Approbation of the developed system on the example of assessing the technical condition of a power transformer 100
4.1 Assessing system performance 101
4.2 Assessing the condition of transformer oil 101
4.3 Assessment of the state of the transformer magnetic circuit 107
4.4 Assessing the condition of the solid insulation of a transformer 109
4.5 Assessing the condition of the transformer windings 111
4.6 Assessing the condition of the power oil transformer 116
4.7 Conclusions 120
Conclusion 122
List of abbreviations and symbols 124
Glossary of terms 126
Bibliography
Introduction to work
Relevance work, therefore, is determined by the following:
the importance of studying the language of a particular person, both from the point of view of interaction with the national language in terms of the relationship between the individual and the collective, and as an opportunity to know a person through an analysis of the features of his speech activity;
the significance of such a person as F.M. Dostoevsky, which is a kind of symbol of Russian national culture;
the need for further development of the theory and methodology for describing and lexicographic representation of a linguistic personality.
theoretical basis research were works in the following areas:
linguopersonology, in particular, the theory of linguistic personality (G.I. Bogin, V.V. Vinogradov, N.D. Golev, V.I. Karasik, Yu.N. Karaulov, K.F. Sedov, O.B. Sirotinina );
language learning F.M. Dostoevsky (M.S. Altman, N.D. Arutyunova, M.M. Bakhtin, A.A. Belkin, V.E. Vetlovskaya, V.V. Vinogradov, V.P. Vladimirtsev, L.P. Grossman, V. N. Zakharov, E. A. Ivanchikova, A. M. Iordansky, L. V. Karasyov, T. A. Kasatkina, I. I. Lapshin, D. S. Likhachev, V. N. Toporov, A. V. Chicherin and etc.);
general lexicography and the theory of constructing ideographic dictionaries (L.G. Babenko, Yu.N. Karaulov, E.V. Kuznetsova, V.V. Morkovkin, A.Yu. Plutser-Sarno, Yu.D. Skidarenko, G.N. Sklyarevskaya, I.A. Tarasova, N.V. Ufimtseva, N.Yu. Shvedova, J. Casares, R. Hallig und W. Wartburg, W. Htillen, M. Rogers, B. Svensen, etc.);
theory of the study of a literary text, primarily its symbolic paradigm (N.D. Arutyunova, G.V. Bambulyak, L. Beltran-Almeria, A. Bely, V.V. Vetlovskaya, V.V. Vinogradov, L.V. Karasev, T.A. Kasatkina, E. Cassirer, A.F. Losev, L.O. Cherneiko, etc.).
object research is the linguistic personality of F.M. Dostoevsky, presented in its three guises: 1) idioglossary (words characterizing the features of the author's style, idioglosses), 2) thesaurus (ideographic
Subject of this work were idioglosses that are significant for the representation of the linguistic personality of F.M. Dostoevsky, and some parameters of their lexicographic representation.
Target research consists in the development of the concept of a multi-parameter lexicographic representation of the writer's language and, on this basis, in the reconstruction of the linguistic personality of F.M. Dostoevsky, reflected in the author's idioglossary, thesaurus and eidos. This goal simultaneously has a hermeneutical focus - to provide the modern reader with a resource that contributes to a more adequate understanding of the texts of F.M. Dostoevsky.
The goal is achieved in the process of solving the following tasks:
Determine the content and correlation of the categories "image of the author" and "linguistic personality" introduced by V.V. Vinogradov in order to study the language of the writer, which are the main tools for studying the literary, journalistic and epistolary texts of F.M. Dostoevsky; to analyze the concept of linguistic personality Yu.N. Karaulov, expand its individual provisions and show the possibilities of applying this concept in lexicographic practice.
Systematize lexicographic parameters and produce a multi-parameter description of the main types of writers' dictionaries.
To present a holistic concept of Dostoevsky's Dictionary of Language, which acts as a method for reconstructing the writer's linguistic personality.
To determine the content of the key concept of the Dostoevsky's Dictionary of Language concept of "idiogloss", to develop a methodology for identifying idiogloss in the writer's texts; to identify ways of explication of the autonymous use of the word in the texts of F.M. Dostoevsky as one of the criteria for confirming his idioglostic status.
Show the possibilities of using the resources of Dostoevsky's Dictionary of Language for multidimensional analysis and reconstruction of the writer's linguistic personality.
As part of an in-depth study of the author's idiostyle, conduct an experimental study to identify lexico-thematic areas in the texts of F.M. Dostoevsky, incomprehensible to the modern reader; propose a model of their lexicographic representation.
To identify and classify the main cases of deviation from the modern language norm in the works of F.M. Dostoevsky, which are a certain obstacle in their perception by the modern reader.
To propose a new interpretation of such concepts as "symbolic use of the word", "symbolic meaning" and "symbolic paradigm", to identify the main types of symbols found in the texts of F.M. Dostoevsky, give their classification.
To form a system of basic principles for constructing the author's thesaurus and on this basis to develop an ideographic classification of the key ones for F.M. Dostoevsky words.
To study the functions of aphorisms in the texts of F.M. Dostoevsky; build their ideographic classification, which directly reflects the author's eidos; conduct a statistical analysis of the degree of aphoristic idiogloss.
Consider the functions and properties of the language game in the texts of F.M. Dostoevsky, to identify the main author's intentions of its use, to classify the types of playful use of the word.
As material The research used texts of works of art, journalism, personal and business letters of F.M. Dostoevsky, presented in the complete works of the writer; dictionary entries of Dostoevsky's Dictionary of Language, including unpublished ones; linguistic facts recorded in literary and other dictionaries; linguistic comments to the works of F.M. Dostoevsky. In addition, various search engines and databases were involved, in particular, the National Corpus of the Russian Language (see).
Thus, only written sources were studied, moreover, sources processed in accordance with modern standards of spelling and punctuation. Notebooks, drafts, sketches were practically not considered in the work, as well as numerous memoirs of F.M. Dostoevsky, in which the assessment of the writer's creativity and language is often doubtful and arbitrary. This limitation of the research material
4 Dictionary of the language of Dostoevsky: The lexical structure of the idiolect / Ed. Yu.N. Karaulova. Issue. I-III. Moscow: Azbukovnik, 2001, 2003, 2003; Dictionary of the language of Dostoevsky: Idioglossary (A-B; G-3; I-M) / Ed. Yu.N. Karaulova. M: Azbukovnik, 2008, 2010, 2012.
primarily due to the fact that we were mainly interested in the presentation of texts by F.M. Dostoevsky in the perception of the modern reader.
The work uses the main general scientific methods observations, comparisons and descriptions aimed at summarizing the results, analysis and interpretation of data, their systematization and classification. In addition, to solve the tasks, the following were involved:
lexicographic method of presenting linguistic material based on the implementation of the theoretical provisions of the study;
contextual, distributive and component analysis in determining the meanings of key words for the author's style;
the method of experiment, expert assessments and a pilot survey in identifying lexemes that are significant for the author's linguistic picture of the world;
corpus methods of language learning based on the use of new information technologies;
statistical method, including the method of computer data processing;
a comparative method used in the analysis of the meaning and use of various types of lexical units in the language of writers of the 19th century.
Scientific novelty work lies in the fact that for the first time the reconstruction of the linguistic personality of F.M. Dostoevsky was carried out using the method of its multi-parameter dictionary representation. During the study
developed a methodology for identifying significant for the idiostyle of F.M. Dostoevsky units, their style-forming and thesaurus-forming status is qualified;
an original holistic concept of constructing the author's thesaurus is proposed, which is based on the consideration of the symbolic potential of individual language units used by the author;
substantiates the special role of the associative series as a unit of the author's linguistic picture of the world;
the interpretation of the autonymous use of the word, which is an indicator of its special significance for the author, is proposed; possible ways of specifying autonymy in the text are identified;
the concept of atopon is defined, the types of atopon are identified, which correlate with the units of levels of a linguistic personality; a model of the dictionary of atopons is proposed;
The interpretation of the non-standard use of the word is given, its types and functions are determined;
a new approach to the definition of the concept of the playful use of the word was developed, the functions of the play on words in the texts of F.M. Dostoevsky in their connection with the author's intentions, the main ways of creating a language game are shown;
a comprehensive description of such a cognitive unit as an aphorism is given, the functions of judgments of an aphoristic type in texts of different genres are revealed, and the theoretical foundations for the classification of aphorisms are developed.
Theoretical significance The research consists in deepening and concretizing the concept of the writer's language dictionary, aimed at a multidimensional representation of the idiostyle, in connection with which certain provisions of the theory of linguistic personality that underlie the construction of such a dictionary have been developed, as well as in creating the fundamental principles for studying the author's worldview through the analysis of various features of his speech activity - texts of different genres.
Practical value of this work is that
the results of the study have been introduced into the practice of compiling the dictionary of the writer's language, specifically, the Dictionary of the language of Dostoevsky, and the concept presented in the dissertation can be used in modeling other dictionaries of a similar type;
the material collected and systematized in the course of the study can be used to create a dictionary of aphoristics by F.M. Dostoevsky, a dictionary of incomprehensible or obscure units found in his texts (glossary), as well as author's new formations used in the texts;
the results of the study, as well as the material involved in it, can be in demand in lecture courses on linguopoetics, stylistics, lexicology, lexicography, and the history of the Russian literary language; the possibility of their introduction into the practice of teaching classical literature and the Russian language in secondary school is also undoubted.
specific results and conclusions of the study are used in the development of lecture courses on functional lexicology and linguoculturology for students, undergraduates and graduate students of the Faculty of Philology of Moscow State University named after M.V. Lomonosov.
Provisions for defense:
The three-level structure of a linguistic personality is comparable to three aspects of the study of a linguistic sign, primarily a lexical unit: semantic (the level of meaning), cognitive (the level of knowledge and images, ideas) and pragmatic (the level of emotions, assessments and stylistic coloring). The structure of a linguistic personality, therefore, includes three levels - verbal-semantic (lexicon), cognitive (thesaurus, the level of the picture of the world) and pragmatic (motivational). Each level is characterized by a set of specific elements that correlate with the parameters of the lexicographic representation of a particular linguistic personality, such as the author's intentions, which are explicated, for example, in the autonymous or playful use of the word, as well as in the ways of operating various types of references to precedent texts, chains of semantic associates, mnemonics ( sets of associations stored in the collective memory), metaphors, frames, a certain type of idiom, idioglosses, etc.
Construction of a multi-parameter dictionary of the language F.M. Dostoevsky is at the same time a method of reconstructing the writer's linguistic personality, which allows implementing an integrated approach to the study of the author's idiostyle, which is absent in modern Dostoyevsky studies. The set of lexicographic parameters depends on the characteristics of the writer's language, which determines the concept of constructing a dictionary, which in turn determines the need to enter certain indicators, selection criteria, structuring and description of the material.
The procedure for identifying idioglosses includes the following steps: peer review; taking into account the data of existing studies on the functioning of the word in the texts of F.M. Dostoevsky; fixing the occurrence of a word in the title of a work or in the title of any of its parts; analysis of the features of the use of a word as part of a statement that has the properties of an aphorism; taking into account the author's reflection on the meaning of the word; observation of the use of the word in a game context; statistical analysis of the use of the word in different genres and in different periods of the writer's work.
The dictionary of Dostoevsky's language is characterized by such indicators -
parameters of the lexicographic representation of a linguistic personality: input,
which is an idioglossa; frequency of use of the described idiogloss, in
including its genre distribution; determining the meaning of idioglosses;
illustrations with a mandatory indication of their source; word index; fixation of usage in the composition of phraseological units, proverbs, sayings, proper name; use as part of an aphorism; autonomous use; non-distinguishing of word meanings in one context; playful use of idioglosses; the use in one context of two or more idioglosses in different meanings; the use of single-root words in one context; symbolic use of idioglosses; associative-semantic links of the described word; hypotaxis; parataxis; non-standard use; morphological features of idioglossa; use in an ironic context; the use of idioglosses as part of tropes; the use of the described idiogloss as part of someone else's speech; word nest. An optional zone of the dictionary entry of the Dictionary are notes - to the word, to the meaning, to separate commentary zones, which allow the introduction of additional parameters for describing a linguistic personality, for example, the use of the described idioglossy in a particular figure of speech or various kinds of observations on the author's intentions.
The features of the author's linguistic personality are revealed not only through a multi-parameter analysis of the idioglosses used by the writer, but also through the analysis of the use of various types of units of misunderstanding - atopons, correlating with units of levels of the linguistic personality (atopons-agnonyms, atopons-cognems and atopons-pragmemes). The classification of atopons makes it possible to draw a conclusion regarding the author's intentions in the use of incomprehensible or obscure words.
A certain obstacle in the perception of the texts of F.M. Dostoevsky are various deviations from the existing language norm, primarily violations of lexical and grammatical compatibility. The classification of such cases of non-standard use of the word reflects the consistency and possible consciousness of their use by the author. A special function among non-standard combinations is performed by adverbial intensifiers, the use of which characterizes both some features of inner speech and one of the key intentions of the author, which consists in striving to strengthen certain meanings.
The most revealing way of reflecting the picture of the world of a particular linguistic personality is the ideographic representation of its lexicon. The main principles of compiling the author's thesaurus are as follows:
1) first of all, idioglosses included in the original dictionary are grouped
Dictionary of the language of Dostoevsky; 2) idioglosses unite around the meanings that are basic for F.M. Dostoevsky, which can be qualified as archetypes, core elements of the writer's eidos; 3) in the future, the thesaurus includes words associated with idioglosses by associative semantic relations. The core of Dostoevsky's thesaurus is the idioglos "man", associated primarily with such archetypal meanings as "life" "time" "death" "love" "illness" "fear" "laughter". A thesaurus constructed according to such a model makes it possible to show the features of an individual picture of the world, at least in relation to the work of F.M. Dostoevsky, one of the characteristic features of which is symbolization in the representation of reality.
8. One of the most important distinguishing features of F.M. Dostoevsky lies in his tendency to create and use judgments that have the properties of an aphorism. The classification and statistical analysis of idioglosses included in them allows us to identify some characteristic features of the author's eidos - a system of basic ideas and intentions that reflect the writer's worldview. The author's intentions are also revealed in a frequent conscious deviation from the linguistic norm, performed in a cognitive function (to find ways to express various kinds of semantic shades) or to create a comic effect. In the limiting generalization of the eidos F.M. Dostoevsky is concentrated around uncertainty and reflexive amplification (injection of meaning), which are reflected in most of the linguistic means used by the author.
Testing and implementation of research results:
Separate provisions and results of the study were presented in 2 monographs, 86 scientific, scientific, methodological and lexicographic works (primarily in the Dostoevsky Language Dictionary), published in educational and periodicals, 16 of which are recommended by the Higher Attestation Commission of the Russian Federation; discussed at the following conferences: International Conference "Russian Literature and Culture in the European Cultural Heritage", Göttingen, 2015; I, III, IV and V International Congress of Russian Language Researchers “Russian Language: Historical Destinies and Modernity”, Moscow, 2001, 2007, 2010, 2014; Scientific conference "Lomonosov Readings", Moscow, 2003, 2012; International scientific conference "The image of Russia and the Russian in the dictionary and discourse: cognitive analysis", Yekaterinburg, 2011; Scientific Seminar "Russian Cultural Space", Moscow, 2011; III, IV and V International Scientific and Practical Conference "Text: Problems and Prospects", Moscow, 2004, 2007, 2011; Scientific and practical visiting session of MAPRYAL “Russianists of Russia to Russianists of the CIS”, Astana, 2011; Interuniversity educational and methodological conference "Educational, methodological, psychological, pedagogical and cultural aspects of teaching foreign students at the university", Tver, 2010; P International Conference "Russian Language and
Literature in the International Educational Space: Current State and Prospects”, Granada, 2010; International seminar "Russian language and methods of its teaching", Thessaloniki, 2010; International Old Russian Readings "Dostoevsky and Modernity", Staraya Russa, 2002, 2008, 2009; III International Symposium "Russian Literature in the World and Cultural Context", Moscow-Pokrovskoe, 2009; International Conference "Language and Culture", Kyiv, 1993, 1994, 2009; International scientific-practical conference "This eternal city of Foolov...", Tver, 2009; International scientific conference "Russia in a multipolar world: the image of Russia in Bulgaria, the image of Bulgaria in Russia", St. Petersburg, 2009; All-Russian Scientific and Practical Conference “Slovesnik. Teacher. Personality”, Cheboksary, 2009; International Internet Conference "Russian Language@Literature@Culture: Actual Problems of Studying and Teaching in Russia and Abroad", Moscow, 2009; XXXXIII International Readings "Dostoevsky and World Culture", St. Petersburg, 2008; III International Scientific and Methodological Conference "Theory and Technology of Foreign Language Education", Simferopol, 2008; Russia and Russians in the Perception of a Linguistic Personality of Other Cultures // International Scientific and Methodological Conference "The State and Prospects of the Methods of Teaching the Russian Language and Literature", Moscow, 2008; XI Congress MAPRYAL "The world of the Russian word and the Russian word in the world", Varna, 2007; International Scientific Conference "Russian Language and Literature in the International Educational Space: Current State and Prospects", Granada, 2007; International Scientific Conference "Novikov Readings", Moscow, 2006; International Congress on Creativity and Psychology of Art, Perm, 2005; International Scientific Conference "Russia's Past and Present in the Light of Linguistic Facts", Krakow, 2005; International Workshop "Russian Language Through the Ages: A Mosaic of Language, Literature and Culture", New Delhi, 2005; International scientific-practical conference "Motinskiye readings", Moscow, 2005; X Congress MAPRYAL "Russian word in world culture", St. Petersburg, 2003; International symposium "Problems of verbalization of concepts in the semantics of language and text", Volgograd, 2003; International Conference "Russian Language in the Dialogue of National Cultures of the CIS Member States in the 21st Century", Moscow, 2003; International Symposium "Dostoevsky in the Modern World", Moscow, 2001; International Scientific Conference "The Changing Language World", Perm, 2001; Conference-seminar MAPRYAL "Aesthetic perception of the artistic text", St. Petersburg, 1993; International symposium "Philosophy of language within and beyond borders", Kharkov-Krasnodar, 1993; Republican Scientific Conference "Rozanov Readings", Yelets, 1993; Conference of young scientists-philologists and school teachers "Actual problems of philology in high school and school", Tver, 1993, 1991; III City scientific and methodological conference "Improving the content, forms and methods of teaching the Russian language to foreign students", Kalinin, 1989; Conference of young scientists and school teachers "Problems of the development of philological sciences at the present stage", Kalinin, 1989; were reported at various meetings: the Academic Council of the Institute of the Russian Language. V.V. Vinogradova, Moscow, 2012; Groups of the Dostoevsky Language Dictionary of the Department of Experimental Lexicography of the Institute of the Russian Language. V.V. Vinogradova, Moscow, 2008, 2012; Institute of Dynamic Conservatism, Moscow, 2011; departments
of the Russian language for foreign students of the Faculty of Philology and the Department of the Russian Language for foreign students of the natural faculties of Moscow State University named after M.V. Lomonosov, Moscow, 2001, 2007; introduced into the curricula and lecture courses of the Faculty of Philology of Moscow State University named after M.V. Lomonosov: "Russian Linguistic Personality: Lexicographic Representation", "Introduction to Hermeneutics", "Culturology", "Functional Lexicology" (for specialists, undergraduates, graduate students), "The Concept of Linguistic Personality and Interpretive Translation"; reflected in open lectures given at the University of Barcelona (Barcelona, 2013), at the Festival of Science (Moscow, 2012), at the Southern Federal University (Rostov-on-Don, 2007), the University of Copenhagen (Copenhagen, 2006), the University of Delhi (New -Delhi, 2005); were tested during the implementation of research projects: grant of the Russian State Humanitarian Foundation "Information system for cognitive experiments (ISKE)" 2012-2014. No. 12-04-12039, grant of the Russian Humanitarian Foundation "The system of lexicographic parameters as a way of representing a linguistic personality" 2011-2013. No. 11-04-0441, grant of the Russian Humanitarian Foundation "Perception and evaluation of the image of Russia by a foreign language personality" 2006-2008. No. 06-04-00439a.
The full text of the dissertation was discussed at the Department of the Russian Language, Faculty of Philology, Moscow State University named after M.V. Lomonosov April 29, 2015.
Scope and structure of the study. The dissertation consists of an introduction, 3 chapters, a conclusion, a list of references (including Internet resources), including 1386 titles, and 7 applications. The total volume of the dissertation is 647 pages, the volume of the main text is 394 pages.
Prerequisites for the application of methods for assessing the technical condition
In the language of a work of art, elements of the literary language system and its styles are found, as well as possible admixtures of dialectal, professional, or social group speech in general (see [ibid: 109-111]). Thus, when studying the language of fiction as a form of reflection of the system of the national language, questions about the significance of a literary work for the history of the literary language can be resolved. This also applies to the language of a certain author, and the stylistic features of specific works of different genres. It is here that we encounter the problem of individual style in its relationship with the literary language.
The language of fiction "uses, includes all other styles or varieties of literary and colloquial speech in peculiar combinations and in a functionally transformed form" [ibid: 71]. The choice of language means by the author is determined both by the features of the content of the work and by the nature of the author's attitude towards them.
The main properties of the literary language should be considered a tendency towards the nationwide and normativity. As for one of the main features of fiction, then, in our opinion, such, on the contrary, should be considered a conscious and justified by the ideological and artistic design of the work, a deviation from normativity and standardity, which exists simultaneously with the desire to follow the established norm. It makes sense to talk about the development of the literary language only in the case of the existence of various types of overcoming the standard, including in a literary text.
Much of what is used in the language of fiction is not a literary language (dialectisms, jargon, etc.), on the other hand, there is nothing in the literary language that could not hypothetically be used to perform certain functions due to the subjective motivations of the author literary work.
Until the beginning of the 20th century, the literary text was traditionally the subject of literary criticism, and it can be said without exaggeration that its consideration as an object of linguistic study is primarily associated with the name of V.V. Vinogradova: this is both the scientist’s dream, which consists in creating a common research field that combines the tasks of literary criticism and linguistics, and the realization of this dream, since it is precisely starting from the works of V.V. Vinogradov, we can talk about the existence of such a discipline as linguopoetics, the key concept of which was the category of the “image of the author” as a style-forming one in a work of art. In this connection, we note and comment on some points that are important for us.
In the system of a work of art, the "image of the author" occupies a central and unique position. However, this “... is not a simple subject of speech, most often it is not even named in the structure of a work of art. This is a concentrated embodiment of the essence of the work, uniting the entire system of speech structures of the characters in their relationship with the narrator, narrator or narrators and through them being the ideological and stylistic focus, the focus of the whole” [Vinogradov 1971: 116].
In a work of art, the "image of the author" can be expressed both explicitly and implicitly, from which, in particular, the idea of subjective and objective types of narration follows. If in the "Diary of a Writer" or in Dostoevsky's letters, in the vast majority of cases, we can talk about the obvious author's position, then, for example, in the image of Ivan Karamazov, the author's view of the world is closely intertwined with the worldview of the character he created. We see such an interaction even more complicated in the images of the Chronicler or, no matter how paradoxical it may sound, F.P. Karamazov. "He's the 'image of the author' is a form of complex and contradictory relationships between the author's intention, between the fantasized personality of the writer and the faces of the character" [Vinogradov 1980 (a): 203]. Thus, one of the most important and often fundamentally not subject to any solution problems arises - the definition of the ratio of the "image of the author" (moreover, in its various guises - the author of works of art, journalistic texts, business letters,
Interesting observations that the narrator in Possessed is very different from other narrators in Dostoevsky can be found in the comments of V.A. Tunimanova (see): this is both an observer and a participant in events, and, in addition, in his narrative we sometimes clearly hear the “voice” of the author himself. personal letters), the narrator (narrator, observer, etc.), the character and, finally, the author as a real person, whose features we can only judge in a very distant approximation. - The image of the author manifests itself at all levels of the structure of the literary text, including, and above all, in the language, which often ensures the integrity of the perception of the work. From this, in particular, it follows that the analysis of the language of a literary work, the system of means of verbal and artistic expression, the assessments of the heroes of the work by speech allows, to one degree or another, to reconstruct the author's position.
Almost in parallel with V.V. Vinogradov, the problem of reconstruction of the author of a work of art was considered by M.M. Bakhtin, who, like some modern literary scholars, was very suspicious of the possibilities of linguistic research of a literary text, often resorting, nevertheless, in his constructions to the analysis of linguistic facts (for example, it was M.M. Bakhtin who was one of the first to pay attention to special significance in Dostoevsky's words all of a sudden.) . According to M.M. Bakhtin, the formal means of expressing the category "author-creator" are found 1) in the sound of a word, 2) in its real meaning, 3) in word connections (metaphor, metonymy, repetitions, questions, parallelisms, etc.), 4) on the level of the speech tissue of the work (intonation) (see [Bakhtin 1979 (b)]). Some of these formal explicators of the author's image are used as lexicographic parameters in Dostoevsky's Dictionary of Language (see Ch. 2, 3).
The discovery by M.M. Bakhtin, the relationship of the process of communication (and specifically - understanding) not only with the verbal context, but also with the extra-verbal, "physical" one. The scientist gives this example: “Two people are sitting in a room. They are silent. One says, "Yes." The other one doesn't answer. For us, who were not in the room at the time of the conversation, this whole "conversation" is completely incomprehensible ... . But nevertheless, this peculiar conversation of two, consisting of only one, however, expressively intoned word, is full of meaning...
In modern literary criticism, scientists turn to the features of the author's punctuation, etymology, primarily proper names, the semantics of word concepts, etc. No matter how much we fiddle with the purely verbal part of the statement, no matter how finely we define the phonetic, morphological, semantic moment of the word "so" - we will not come one step closer to understanding the holistic meaning of the conversation. What are we missing? - That "non-verbal" context in which the word "so" sounds meaningful to the listener. This extra-verbal context of the utterance is composed of three points: 1) from the spatial outlook common to the speakers (the unity of the visible - a room, a window, etc.); 2) from their common knowledge and understanding of the situation, and finally, 3) from their common assessment of this situation. Only knowing this extra-verbal context, we can understand the meaning of the statement "so" and its intonation" [Voloshinov 1926: 250] . Such an “extra-verbal context” was subsequently qualified as a presupposition, which in many cases, for example, when determining the meaning of a word, primarily conceptually significant lexical units, must certainly be taken into account.
Architecture of the technical condition assessment system
Many researchers drew attention to the specific use of the word suddenly, primarily to its high frequency in Dostoevsky: M.M. Bakhtin, A.A. Belkin, V.V. Vinogradov, E.L. Ginzburg, V.N. Toporov, A.L. Slonimsky and others.
MM. Bakhtin, speaking about adventurous time, says that “it is composed of short segments corresponding to individual adventures.... Within a separate adventure, days, nights, hours, and even minutes and seconds count. These segments are introduced and intersected by specific "suddenly" and "just". “Suddenly” and “just right” are the most adequate characteristics of all this time, because it generally begins and comes into its own where the normal pragmatic or causally meaningful course of events is interrupted and gives room for intrusions of pure chance with its specific logic. This logic is a random coincidence, that is, random simultaneity, and a random gap, that is, random difference in time. Moreover, "earlier" or "later" this random simultaneity and difference in time 117 also has a significant and decisive significance. If something happened a minute earlier or a minute later, that is, if there were no some accidental simultaneity or difference in time, then there would be no plot at all and there would be nothing to write about” [Bakhtin 1975: 242]. That is, suddenly, according to Bakhtin, it performs at least three functions: 1) the boundary between events, 2) the formation of a plot, 3) the formation of a genre.
A.L. Slonimsky calls Dostoevsky’s main artistic technique the surprise technique, which, in particular, is realized through the frequent use of suddenly: “Dostoevsky’s narrative does not go smoothly, consistently, as, for example, in Turgenev, but consists of a number of shocks, from a chain of unexpected events, actions, gestures, words, sensations. Convulsive presentation, convulsive course of events, convulsive people” [Slonimsky 1922: 11].
A.A. Belkin, drawing attention to the frequent repetition of Dostoevsky’s words suddenly and too much, puts forward the assumption that suddenly Dostoevsky has a special meaning, “means such a meeting, such an event that plays a decisive role in the fate of a person, and sometimes is catastrophic” [Belkin 1973: 129]. And further: “In Dostoevsky's novels we see a reality full of exceptional events. This is not the slow, smooth life of Goncharov's characters without any special twists, the life of Tolstoy's characters changing without motivation, not the routine, consisting of small accidents, in Chekhov's works. This life is chaotic and catastrophic, it is characterized by unexpected ups and downs, unexpected turns in the psyche of the characters - and hence the constant use of the favorite word "suddenly"" [ibid: 129].
Let us pay attention to some features of the use of the word suddenly in Dostoevsky's texts.
The frequency of the use of the word is suddenly distributed as follows. The total number of uses is 5867, of which 5049 times - in literary texts, 588 - in journalism and 230 - in letters. Draws attention, however,
That is, the relative frequency of the use of suddenly in journalism and fiction is approximately the same, as is their semantic load, in connection with which the point of view of B. Barros Garcia seems very strange that "" suddenly "-situations," as "would"-situations and "as if"-situations appear in accordance with the author's not always conscious inclination to create fiction. The higher the degree of their presence in the text, the more it gravitates toward fiction fiction” [Barros 2013: 12]. As for the absolute high frequency of the use of the word suddenly (Dostoevsky has many other high-frequency adverbs, for example, extremely, just now, etc.) as much as its repetition within the framework of one sentence, paragraph, entire work, sometimes violating the stylistic norms of the Russian literary language. In Dostoevsky's artistic prose, it is suddenly used more often, but the reason for this is unlikely to be the features of the genre. Wed in the "Diary of a Writer" and in letters:
I have already been reproached for my darkness; but the fact of the matter is that I am really now convinced of this totality of our lies. You live with an idea for fifty years, you see and feel it, and suddenly it appears in such a form that it is as if you didn’t know it at all until now. Recently, the thought has suddenly dawned on me that in Russia, in the classes of the intelligentsia, there can’t even be a person who doesn’t lie at all. (DP 21: 117) [S.A. Ivanova] I am talking to my aunt and suddenly I see that the pendulum in the large wall clock has suddenly stopped. I say: it must have caught on something, it can't be that he suddenly got up, went to the clock and pushed the pendulum again with his finger; he ticked one, two, three, and suddenly stopped again. (Ps 29:1:209)
It can be assumed that the reason for such a high frequency of use suddenly lies, firstly, in its semantics and, secondly, in the importance for Dostoevsky, for his idiostyle and worldview. This word, which does not contain knowledge about the world, nevertheless reflects Dostoevsky's attitude to the world, the writer's dislike for everything that suddenly, accidentally: [A.G. Dostoevskaya] But I still care, and day and night I think about them [children], and about all of us: everything is fine, but suddenly some kind of accident. I fear the accident most of all. (Ps 29.2: 42) You can, of course, following A.A. Belkin (see [Belkin 1973 (b)]) to suggest that the frequent use of the word suddenly expresses Dostoevsky's fear of chance, the unexpectedness of a fit, but, apparently, everything is somewhat more complicated.
An analysis of the use of suddenly in Dostoevsky's texts allows us to single out four meanings for this word: suddenly he [Ivan Ilyich] seemed to begin to forget himself and, most importantly, for no reason at all, he would suddenly snort and laugh, when there was nothing to laugh at all. This attitude soon passed after a glass of champagne, which Ivan Ilyich, although he poured himself, did not want to drink, and suddenly drank it somehow completely by accident. He suddenly felt like crying after that glass. He felt himself falling into the most eccentric sensibility; he began to love again, to love everyone, even Pseldonimov, even the Goloveshka employee. He suddenly wanted to embrace and as if there is, apparently, no need to conduct a special study proving their great importance in a literary text, in contrast to journalism and letters, which is associated with one of the main authorial intentions - to show the uncertainty and ambiguity of the surrounding world, and most importantly - a person in this world. them with everyone, forget everything and make peace. (SA 31) - Why are you so pale, Rodion Romanovich, are you stuffy, can you open the window? I - Oh, don't worry, please, Raskolnikov cried out and suddenly burst out laughing, - please don't worry! I Porfiry stopped in front of him, waited, and suddenly burst out laughing himself, following him. Raskolnikov got up from the sofa, abruptly ending his completely epileptic laughter. ... I - But I will not allow myself to laugh in my eyes and torture myself. Suddenly his lips trembled, his eyes lit up with rage, and his hitherto restrained voice sounded. - I won't let it! he suddenly shouted, slamming his fist on the table with all his might, “do you hear that, Porfiry Petrovich? - I won't let it, I won't let it! Raskolnikov repeated mechanically, but also suddenly in a perfect whisper. (PN 64)
These and similar contexts show that Dostoevsky’s word suddenly fixes a certain point, which is the moment of the release of feelings, emotions, impressions, states, actions, etc., and the high frequency of its use within the same context is explained by the fact that suddenly it is a way to collect feelings and actions in one instant, a moment, destroying in it both time and the causal conditionality of events, i.e., in the final analysis, for Dostoevsky this is a way of combining a group of events at one point of chance, a way to organize a text in this way (cf. . with a quote from M. M. Bakhtin above). Such a point of chance is outside of time and outside of human consciousness: all events concentrated in it occur against the human will.
Definition of fuzzy production rules
In conclusion, we emphasize once again that the proposed description of Dostoevsky's language is possible only with the help of the Dictionary, built taking into account the parameters indicated in Chapter 3 of Chapter II. This concerns, first of all, the reconstruction of the author's thesaurus, since it is the Dictionary, with its original possibilities for finding "intersection points" of idioglosses, that makes it possible to objectively trace the connections between different meanings implemented in the entire corpus of the writer's texts.
In accordance with the above procedure, we present a fragment of the thesaurus of Dostoevsky's idioglosses. However, we must make the following reservations:
1. It is a fragment of the thesaurus that is proposed: a complete lexicographic representation of Dostoevsky's idioglosses is possible only after the completion of work on the Dictionary.
2. The presented fragment of the thesaurus does not take into account the correlation of idioglosses either with the speech of the characters in Dostoevsky's works, or with the image of the author, or with belonging to a particular genre. The YL of the character, as mentioned above, is in any case a reflection of the YL of the author.
3. Separate idioglosses can be included in different headings of the thesaurus. It can be assumed that the ambiguity of idioglosses creates potentially infinite limitations in their classification. Some, but by no means all cases of occurrence of idioglosses in different groups, we fixed it by repetition in these groups. This applies, for example, to cases of homonymy, secondary nomination, etc. Thus, the word conscience entered both the God group (Conscience is the action of God in a person) and the feeling group. Idioglosses in similar, most often metaphorical meanings are separated from the main group by a semicolon. In the same way, individual words that we have included in the group action, feeling towards another, relations with others (harm, abhorrence, indifference, etc.) can be associated with inanimate objects, but their idioglostic status is more clearly manifested precisely in the use in relation to man.
These restrictions, however, do not prevent us from recognizing the following fact: the presented fragment of the thesaurus reflects Dostoevsky's YL in its perception by the modern reader, who operates with the texts of the complete works of the writer. We see not so much Dostoevsky's views on the world as a kind of secondary reality, fixed in a limited text. As for the possibilities of intersection of lexical groups included in the thesaurus, this is one of the key features of semantic fields. However, when we are dealing with a specific SL, this property of the semantic field is partially leveled by the degree of relevance of the lexical unit from the point of view of its idioglossal status.
The first line after the entry of the main part of the thesaurus (MAN: LIFE - DEATH - LOVE - ILLNESS - LAUGHTER) contains idioglosses-symbols, united by the concept - the name of the class (symbols for other groups and individual idioglosses are given in angle brackets before the group or before the word), then followed by idioglosses closest to the given meaning, first of all, words with the same root. After that, lexical groups are highlighted, before which their name is given in bold in square brackets. When assigning an idiogloss to one or another group, we were guided primarily by its use in the meaning that characterizes the author's idiostyle (for example, it is in this meaning that the word is registered in such commentary zones as AVTN, IGRV or AFRR), as well as the actual frequency of use or the most broad associations. Idioglosses within each group, as a rule, are distributed depending on their part of speech (verb - adjective - adverb - noun), within each part of speech - alphabetically. paper (paper), louse, reptile, reptile, umbrella72, crocodile, mask, anthill, insect, Skotoprigonievsk, cockroach, creature, shadow, snail, clock, worm, turtle, monster
A.P. all-human, all-human, inhuman, personal, universal; personally; personality, people, little people, people, being, humanity, human, little man
A.Sh.4. [unity] universal, universal, universal, folk, national, general, Russian; in Russian; god-bearer, all-man, harmony, unity, people, nationality, The word umbrella plays a special role in the novel "Demons", where it occurs 21 times (out of 30 uses in literary texts), acting as an important and multi-valued element of the composition and participating in the creation of the leitmotif, being associated with many characters: Fedka convict finds himself under Stavrogin's umbrella, under Stavrogin's umbrella a denunciation is ripening in Lebyadkin's head; ironically and at the same time symbolically, Stavrogin's aphoristic remark to Lebyadkin is worth every umbrella; ST. Verkhovensky goes out onto the main road, holding an umbrella, a stick and a bag in his hands (see [SDTs2010: 1049]).
Assessment of the condition of the solid insulation of a transformer
In one of his articles G.S. Pomerants, giving a critical analysis of Romano Guardini's book Man and Faith, wrote: “In Guardini's book, the characters created by Dostoevsky cease to be his partial incarnations and his confessional faces; they are only ideas that flow from their mentality separate from the author. Guardini does not notice that Fyodor Mikhailovich Dostoevsky is in some way similar to Fyodor Pavlovich Karamazov: for him there are no "movies", no "vielfiles", he is ready to be carried away by even the most stinking soul, to incarnate in the most greasy, repulsive figure, passing through the mind of a scoundrel, through his foolish speech his favorite thoughts. True, only for a moment. But at other times he peeps through Lebedev, Keller; and, of course, it is impossible to separate Ivan Karamazov's rebellion and Stavrogin's intellectual experiments from Dostoevsky. Each character that captured Dostoevsky is ready to debut in the role of a "lyrical hero"; and none of them allows a purely negative interpretation” [Pomerants 2000: 10]. Of course, the images created by Dostoevsky cannot be equated with the personality of the author, which, and even then with a certain degree of conventionality, is revealed only in letters and journalism, but it is still part of the world created by the writer, a reflection of his linguistic personality, the reconstruction of which is the subject of this work.
The main results of the study are the following basic provisions.
1. The concept of linguistic personality, proposed by Yu.N. Karaulov, serves as a methodological basis for creating a multi-parameter dictionary of the writer's language. This open and flexible model allows, in relation to Dostoevsky's work, to show the main features of the writer's linguistic personality through a dictionary representation. It can also be used to describe the features of the language of any linguistic personality, only the system and the significance of individual parameters in this case will already become different.
2. The fundamental feature of Dostoevsky's Dictionary of Language, which was a new step in the development of the domestic theory and practice of compiling writers' dictionaries, is that it does not describe all the words used by the author, but only those that are significant for his idiostyle, idioglosses. The proposed procedure for identifying idioglosses can be considered relevant enough to confirm their special role in the writer's linguistic picture of the world.
3. A multidimensional study of idioglosses makes it possible to determine not only the characteristic features of the author's style, but also to learn some features of the writer's worldview, which are reflected in the Dictionary of the Language of Dostoevsky - both in the very structure of the dictionary entry and in the linguistic commentary accompanying it, presented in the form of zones, different kind of parameters characterizing the use of the word in Dostoevsky's texts. The conducted research reveals in detail the content of individual parameters, such as the symbolic use of the word, non-standard compatibility, associative links of idioglosses, the use of the word in a game context, as part of an autonymous statement and aphorism. 4. The use of the resources of Dostoevsky's Dictionary of Language made it possible 1) to classify cases of non-standard use of the word in the writer's texts, to show their idiostyle significance; 2) to identify lexical and thematic areas of misunderstanding by the modern reader in the works of Dostoevsky and propose a model for their lexicographic representation, to compile a dictionary of atopons, the basis of which were agnonyms, units of misunderstanding of the semantic and grammatical level of a linguistic personality; 3) propose a new interpretation of such concepts as "symbolic use of the word" and "symbolic paradigm", identify the types of Dostoevsky's symbols, give their classification and, on this basis, construct a thesaurus of Dostoevsky's idiogloss; 4) to qualify the autonymous use of a word as one of the criteria for confirming its idioglossal status, to identify ways of explication of autonymy in Dostoevsky's texts; 5) to study the functions of Dostoevsky's aphorisms, to make their classification that directly reflects the author's eidos, to determine the degree of aphorism of idioglosses (the proposed classification of aphoristic statements should also be considered as a special type of dictionary of the writer's original judgments); 6) to propose a typology of the playful use of the word by Dostoevsky, to identify the functions of the language play in the writer's texts, to show the main author's intentions of its use; as one of the types of puns, to qualify Dostoevsky's neoplasms, hapaxes, to make their classification; to determine the special reflexive and play function of the verb to know.
The solution of the tasks set in the dissertation does not at all mean the final complex multi-parameter description of Dostoevsky's language, carried out using the resources of the Dictionary. We see the prospects for such a study of Dostoevsky's language in the study of - the figures of speech used by the writer, first of all - amplification and hyperbolization, which serve to strengthen, inject meaning, compensating for the uncertainty so characteristic of Dostoevsky; various clarifications and explanations, functions of opposition and repetitions, etc.; - functions of the objectless use of transitive verbs to step over, hug, forgive, whisper, want, wish, remind, wait, change, decide, etc.; - metaphors and metaphorical models on which they are built, metonymy, author's comparisons; in the future, it is planned to compile the Dictionary of Dostoevsky's tropes; - functions of references to precedent texts in the writer's works, many of which have not been studied enough; - ways to create an ironic context, the connection of irony with the playful use of the word; - discursive words in the writer's works, modal particles, interjections, conjunctions, their combinations; - characteristic features of the speech of individual characters, a comparative analysis of which will reveal the types of linguistic personalities of Dostoevsky's heroes; - types and functions of repetitions, semantic and lexical; - features of the author's punctuation, which makes it possible to consider Dostoevsky's works as a "sounding" text, etc.
At the same time, some theoretical problems remain debatable - the very possibility of considering the dictionary of the writer's language as a method of reconstructing his linguistic personality; the relevance of the proposed dictionary model for compiling other writing dictionaries; the degree of objectivity of the obtained results of the dictionary representation of the writer's language, which depends, among other things, on the initial system of lexicographic parameters, etc. These and some other tasks will be solved as the work on the Dostoevsky Language Dictionary is completed.
I. V. Ruzhitsky, E. V. Potemkina
THE PROBLEM OF FORMING A BILINGUAL PERSONALITY
IN LINGUODIDACTICS
IGOR V. ROUZHITSKIY, EKATERINA V. POTYOMKINA THE PROBLEM OF THE FORMATION OF A BILINGUAL PERSONALITY IN LINGUODIDACTICS
The article is devoted to the study of the phenomenon of bilingualism in its close connection with linguodidactics and the theory of linguistic personality by Yu. N. Karaulov. A detailed analysis of the structural differences between a linguistic personality and a secondary linguistic personality has been carried out, and a model for the formation of a bilingual personality has been described. The question was raised about the development of a method for the formation of a bilingual personality of students, based on the use of a literary text in classes in Russian as a foreign language.
Key words: linguodidactics, linguistic personality, bilingualism, secondary linguistic personality, literary text.
The article covers the analysis of the phenomenon of bilingualism as it relates to linguodidactics and the theory of language personality (by Yuriy N. Karaulov). The detailed analysis of the structural differences between language personality and the secondary language personality is given, the model of the formation of a bilingual personality is described. The question of developing a method of forming a student"s bilingual personality based on the literary text using on the lessons of the Russian as a foreign language is set.
Keywords: linguodidactics, language personality, bilingualism, the secondary language personality, literary text.
Introduction
The anthropocentric paradigm of modern linguo-didactics defines the student's linguistic personality (hereinafter - LP) as the object of its study (S. G. Blinova, I. G. Bogin, N. D. Galskova, N. I. Gez, Yu. N. Karaulov, I. I. Khaleeva, T. K. Tsvetkova), in connection with which a lot of research is being carried out on the personal aspect of learning a foreign language (U. Weinreich, E. M. Vereshchagin, M. V. Zavyalova, I. A. Zimnyaya, R. K. Minyar-Beloruchev). However, a common point of view has not yet been developed on how exactly a lexical unit belonging to a different language system is included in the linguistic consciousness of an individual; what connections are formed between units of native and foreign languages; how new concepts, images, associations and other types of knowledge (knowledge units) of the language being studied enter into the conceptual field that exists in the mind of the student. In other words, the question remains open: does the IL of students change under conditions of bilingualism? At the same time, from practice
Igor Vasilievich Ruzhitsky
Candidate of Philology, Associate Professor of the Department of the Russian Language for Foreign Students, Faculty of Philology, Lomonosov Moscow State University [email protected]
Ekaterina Vladimirovna Potemkina
Postgraduate student of the Department of Didactic Linguistics and Theory of Teaching Russian as a Foreign Language, Faculty of Philology, Lomonosov Moscow State University [email protected]
tics of teaching a foreign language, one can cite a large number of examples of the appearance at an advanced stage of learning of an “accent” at all levels of SL, and not just phonetic: the speech of foreigners studying Russian can become more emotional, the tempo and intonation change; upon returning to their country, students may even state some discomfort in communicating in their native language. It should be noted that the program for studying and describing the interaction of languages in speech activity was laid down by L. V. Shcherba, in whose works the process of interference, adaptation of language systems (and, more broadly, what is behind the language) in terms of bilingualism is considered (see:) . The question of the structural features of IL bilingual is the main topic of discussion in this article.
The phenomenon of bilingualism
Most researchers tend to have a broad understanding of bilingualism as a flexible characteristic, ranging from the smallest degree of proficiency in two languages to perfect proficiency, that is, bilingualism occurs whenever a person switches from one language and cultural code to another. The most common definition of bilingualism is given by U Weinreich in his work “Language Contacts”: “... bilingualism is the possession of two languages and their alternate use depending on the conditions of verbal communication<...>from a linguistic point of view, the problem of bilingualism is to describe those several language systems that are in contact with each other.
In science, the types of bilingualism have already been described in sufficient detail depending on the nature of the interaction of languages in the speech activity of SL: pure and mixed (L. V. Shcherba), composite, coordinated and subordinative (U. Weinreich), receptive, reproductive and productive (E (M. Vereshchagin, V. G. Kostomarov). Depending on the age at which the assimilation of a second language takes place, early and late bilingualism is distinguished. In the article
we will talk about the process of learning the Russian language as a foreign language by trainee students of a philological profile - about cases when the system of the language being studied has already been mastered mainly through the prism of the native language (subordinative type of bilingualism1), so the main task at this stage is the formation of an additional, relatively independent semantic base by means of the language being studied (which would illustrate the distributive hypothesis of the organization of the conceptual system in subordinative bilingualism). This position is confirmed by the results of an associative experiment of a diagnostic nature. The subjects - foreign students - gave the same associative reactions to the words-stimuli of their native language and their translated equivalents in Russian, which indirectly testified to a single conceptual base of the native and studied languages.
Genesis of a bilingual linguistic personality
There is no doubt that YL is a projection of the personality of a person as a whole. The latter, in turn, is determined by the synthesis of the biological factor (personal characteristics) and the environmental factor (the totality of the conditions of human existence). These two facets of personality exist inseparably, and it is no coincidence that L. S. Vygotsky, answering the question of what will be the influence of the environment on the development of the individual, used the concept of experience - a unit in which, on the one hand, the environment is represented in an indecomposable form (that what is experienced) and, on the other hand, how a person experiences it (that is, personality traits) (see:).
The environment is understood as something in the midst of which a person exists. The geographic, macro- and microenvironment and social environment are distinguished. Moreover, if in the pedagogical aspect of studying bilingualism, language is only one of the factors of the social environment along with the state system, confessional sign, school education system, science and culture factor (traditions and customs, historical, literary, architectural heritage, etc.),
then in the linguodidactic aspect, the language environment is of the main research interest. Personality is considered here as a linguocentric entity, i.e., a linguistic personality, in which, nevertheless, all the listed environmental factors are reflected. Note that this view correlates with the idea of student-centered learning and the principle of nature-imagery developed by K.D. and the most universal - the development of students' thinking.
Thus, the question arises before a specialist in the field of studying the phenomenon of bilingualism: what happens to IL in terms of immersion in a new language environment? Before answering this question, let us turn to the IL theory, which will allow us to describe the personality of a bilingual person, taking into account a set of structured parameters.
YAL model Yu. N. Karaulova
By YL, Yu. N. Karaulov means a genetically determined predisposition to the creation and manipulation of sign systems, i.e., YL is a multicomponent set of language abilities and readiness to carry out speech activity (see:). Accordingly, a SL is "any native speaker of a particular language, characterized on the basis of an analysis of the texts produced by him" .
In the concept of Yu. N. Karaulov, YAL has a number of typological features.
1. First of all, LP includes three levels - a lexicon, a thesaurus and a pragmaticon, each of which is characterized by a set of units, relations and stereotyped associations (under stereotypes Yu. , - "standards", "templates").
The lexicon in the structure of SL, i.e., what forms its vocabulary, is the level of ordinary language semantics (the level of “semanthemes”), meaning
word connections that cover the whole variety of their grammatical-paradigmatic, semantic-syntactic and associative connections. For a native speaker, it implies a degree of proficiency in everyday language. Relationships between words form a fairly stable system - an associative-verbal network of IL. Standard phrases and sentence patterns stand out as stereotypes at this level (go to the cinema, love flowers, buy bread, etc.).
The cognitive level in the LP structure is a system of values and meanings. At this level of LP analysis, the semantics is blurred and the image that arises not in semantics, but in the knowledge system, comes to the fore. The unit of this level is the elementary unit of knowledge - cognema (see:). In the theory of LP, the following types of fire are distinguished: metaphor, concept, frame, mnemonic, precedent text, etc.
The basis of the interaction of different cognemes within the SL is subordinating-coordinating relations, as a result of which cognemes are combined into a certain network - semantic fields. As stereotypes of the cognitive level of YL, generalized statements are generally valid sayings containing everyday rules, formulas of behavior and assessments that reflect the natural norms of common sense and the basic concepts of the national linguistic picture of the world: proverbs, maxims, speech stamps, clichés, etc. (Knowledge is power ; Everyone understands to the extent of his depravity, etc.).
The pragmaticon in the structure of the LP provides a transition from speech activity to the understanding of real activity, which is the ultimate goal of communication - that is, it expresses the speaker's intentions, which are stereotypes of the pragmatic level, as a result of which the units of this level - pragme - form a network of communicative needs.
In discourse, the pragmatic level forms a subjective mode that can "materialize" both in the stylistic coloring of the text, and in value judgments, the emotional use of modal particles and interjections. We focus on the most
^^^ [method of teaching Russian]
a precise understanding of pragmatics, according to which the pragmatic component of the meaning of a word should include (1) the connection of the meaning with presupposition and reflection (reflexive micro-component), (2) assessment on the scale of peyorative ^ meliorative (evaluative micro-component), (3) expression in a word emotions (emotive micro-component) and (4) connection of the use of the word with a certain functional style (stylistic micro-component) (see: ).
2. An important component of the YL model is the selection of invariant and variable parts in its structure at each level. The invariant part is the unchanging, highly resistant to change meanings common to all, that is, the typological features of the YL. The variable part, on the contrary, may refer to a certain period and be lost over time, become irrelevant for the national linguistic picture of the world or belong to a narrow linguistic community, determine only individual ways of creating an aesthetic and emotional coloring of speech.
In the process of learning a foreign language, the invariant part of the LP is formed first of all. For the verbal-semantic level of SL, this will be a general Russian language type (phonetic, spelling, and other norms of the language) and a stable part of verbal-semantic associations. For the thesaurus - the basic part of the picture of the world, the nodal connections in the hierarchical system of values and meanings. For pragmatiko-na - stable communicative needs and readiness, indicating the typological features of the speech behavior of native speakers of the language being studied.
3. The concept of YL is based on a communicative-activity approach. The units of each level are significant only in terms of what speech readiness they provide. The SL lexicon forms the speaker's vocabulary, and the formation of this level implies the ability to make an adequate choice of language means. In addition, elementary rules of the Russian language are formed on the basis of the lexicon, allowing you to build phrases.
readings and sentences corresponding to the language norm. Possession of a thesaurus provides the ability to determine the topic of an utterance, express one’s opinion, readiness to use inner speech, readiness to produce and reproduce generalized utterances, etc. platitudes and language games, for reading the subtext. If we draw a parallel with the types of competencies defined in linguodidactics, then the lexicon provides linguistic and discursive, the thesaurus - sociocultural (recognition of the sociocultural context), regional studies and subject matter, pragmaticon - illocutionary (i.e. expression of various intentions by the speaker) and strategic competence.
It should be noted that the readiness model of YL, proposed by Yu. N. Karaulov, is open: the set of readinesses is determined by social conditions and the corresponding roles of YL. In other words, the list of readiness may vary depending on the level of language proficiency and the profile of the foreign student.
4. An important feature of the YL model is the relationship between its levels (Fig. 1). Yu. N. Karaulov notes that the circle components in the figure “are actually located one under the other”, so that the depicted scheme “has three dimensions”. This feature of the YAL model is reflected in the fact that the adequacy of understanding a certain unit of text can be considered both in terms of semantics and in connection with cognitive potential, as well as emotional and evaluative coloring - depending on the goals and position of the researcher (see: ) .
5. And finally, a feature of the YAL model is that it is an open system. Yu. N. Karaulov in his works repeatedly emphasizes that the proposed model is “fundamentally incomplete, capable of multiplying its components” .
associative communication network
semantic web
non-verbalized part verbalized part non-verbalized part
Rice. 1. Scheme by Yu. N. Karaulov, illustrating the interconnectedness of the levels of the YAL. The initial letters L, S, G, P denote small circles symbolizing the lexicon, semanticon, grammaticon and pragmaticon YL, and the dotted line (area T) denotes the sphere of knowledge about the world.
Thus, the LP model is characterized by (1) three-levelness, (2) the presence of invariant and variable parts, (3) a set of readinesses, (4) interconnectedness of levels, and (5) openness. Note also that any change in its structure will entail changes in each of these parameters.
Bilingual YL Model Having determined the typological features of YL, we will try to "impose" them on the linguistic personality of a person who speaks a non-native language.
When immersed in a fundamentally new language environment, a student with an already formed YL begins to experience the influence of another, collective YL. As a result of interaction with it, a secondary linguistic personality (hereinafter referred to as VLL) is formed - that is, the structure of the student's LL, implemented by means of the language being studied (see:). This term was first proposed by I. I. Khaleeva: “The idea of Yu.
linguistic personality. The word secondary emphasizes the hierarchy of personalities within one individual - the process of forming a LP by means of the language being studied is automatically mediated by the system of the native language, so the new picture of the world is superimposed on the existing one and does not exist independently of it, otherwise we would have to talk about a "split" personality2. However, in modern linguodidactics, they are increasingly talking about the formation of VTL as the ultimate goal of teaching a foreign language and the criteria for its effectiveness. “The result of any language education should be a formed linguistic personality, and the result of education in the field of foreign languages should be a secondary linguistic personality as an indicator of a person’s ability to fully participate in intercultural communication.” We believe that this judgment requires some addition, since structures such as YL and VYL cannot exist separately from each other within an individual, they are synthesized, determining the subordinate nature of a bilingual personality (hereinafter - BL). So
Thus, the formation of the VNL is only one of the aspects of the formation of the B&L.
Structural interaction takes place in the process of formation of the BIL of the personality: the LP influences the VSL no less than the VR transforms the LP. As already mentioned in the introduction, for the duration of stay in a non-native language environment, alienation from one's own LP can even occur with the prevalence of LTLP (the language being studied becomes dominant). According to B. S. Kotik, “the systematic use of a second language in reality can contribute to the formation of the unity of the language and the sensory fabric of consciousness, which leads to the formation of a direct access of the second language to the prelinguistic pre-speech level” (quoted from:).
Among the mechanisms of interaction of YL and VNTL, we single out their merger and separation. This means that at the level of the lexicon, the cognitive level and the pragmaticon of YL and VTL, "processes of mixing and switching" will occur. Let us represent the process of interaction between the CL and the VCL within the CL in the form of a diagram (Fig. 2).
We should talk about fusion in connection with the use by an individual of a single "conceptual repository" with different language codes. So, for example, the same meaning can be conveyed in two languages, but in this case, most often, the semantic adjustment of the unit of the non-native language to the unit of the native language occurs (cf. the use of the Russian “equivalent”
friend for english friend). If the linguistic consciousness of the individual "resists", then at the verbal-semantic level, the rejection of the new language system leads to tracing from the native language (*the taxi driver pressed the button to open and close the window), and at the cognitive level - to the construction of a value-hierarchized a system of meanings that is not correlated with the value-hierarchized system of meanings of native speakers. So, for example, in the course of an experiment conducted in groups of American and Russian schoolchildren, the following results were obtained regarding such a basic cogneme as a house: in the drawings of American students, the house is depicted with a flat roof, near the house there is a lawn, and in the drawings of Russian schoolchildren, next to a house with a triangular roof often depicts trees (usually apple or birch trees). In the framework of the associative experiment, the verbal reactions in the multinational group of foreigners and the group of Russian-speaking subjects to such stimulus words as communal, Caucasian, orphanage, Moscow, etc., which are the building blocks of modern Russian SL, will also be unequal within the framework of the associative experiment. L. V. Shcherba pointed out the reason for such manifestations of bilingualism: “The speaker borrows from another language, before words, those concepts or their shades, that their coloring, finally, which seems necessary to him.” Other scholars also point out in such cases the difference between denotative nomination and pragmatic-significative, as-
L \u003d LO + YAL BiL \u003d LO + (YAL + VYAL)
Rice. 2. LO - personal characteristics; YL - linguistic personality, formed on the basis of the native language; VTYL - linguistic personality, formed on the basis of the language being studied; L - monolingual personality;
BiL is a bilingual personality.
socio-psychological structure of the word3. A. Yu. Mutylina gives the following examples of switching codes in the speech of Russian-Chinese bilinguals, when the speaker needs to use some pragmatically loaded unit or some kind of concept: "; I would like to go inside // but somehow Ъykaou1$1 - "awkward, uncomfortable, embarrassing". There are also cases of morphological and phonetic-morphological adaptation.
It is interesting that, having mastered any cogme of the studied culture, the student begins to be perplexed and even dissatisfied with the fact that the carriers of this culture do not know this cogme: [from a letter from a graduate student from Taiwan] I was not only interested, but also Nice to work with Katy<...>during these two weeks... She is pretty (because I enjoy making fun of a beauty, especially in class), and led the class generally normally. But to be honest, I found two small problems with her: first, she did not understand the history of Russia so well. Today I spoke about N. N. Muravyov-Amursky. I was surprised and a little disappointed that she didn't know anything about him. He is also a representative of Russian imperialism in the middle of the 19th century, about which Russians need to learn (punctuation and student style are preserved).
Both in the case of a merger and in the case of a separation of YL and VYL, the result will be numerous communication failures and even conflicts. Specialists in the field of studying the phenomenon of bilingualism note that “there comes a time when conclusions and generalizations regarding the laws of a foreign language, made within the framework of the semantic system of the native language, come into conflict with the practice of the language being studied. These statements are evaluated by the teacher as incorrect, and the student himself begins to perceive the language being studied as something illogical and inaccessible to understanding.
Thus, with regard to the nature of the interaction between the YL and VNL, one should say
about bidirectional interference4, understood broadly: at the level of images, motives, ethical guidelines, features of emotional and evaluative perception of reality5. In other words, one of the typological features of LL, along with the typological features of LL, should be called its peculiar dialogism.
Literary text as a dialogue of linguistic personalities
In connection with the problem of bilingualism, an appeal to a literary text (hereinafter referred to as CT) can serve as a solution to several problems at once: an illustration of the dialogue/polyphony of YL and a method for identifying the area of delimitation of YL and VTL.
From the very beginning, the concept of SL was associated in Russian linguistics with the specifics of the organization of the CT space. As N. I. Konrad notes, following K. Vossler, V. V. Vinogradov set himself the task of highlighting - "on the basis of specific linguistic activity - a constantly acting connection, the relationship of language as a style, and its creator - a person, a writer" . The result of the analysis of the material of fiction by V. V. Vinogradov was the developed ways of describing the YL of the author and character. The term “linguistic personality” itself was first used by him in the publication “On Fiction”, where the scientist wrote that “elements of speech are combined into a special subjective, semantic structure through the personality of the speaker or writer” .
Taking some theoretical provisions of V. V. Vinogradov as the basis of his concept, Yu. N. Karaulov developed the concept of IL, proposing such a definition of it (see above), which makes it possible, on the one hand, to correlate the level of understanding of a foreign language CT with the degree of formation of IL and, on the other hand, allows HT to be a tool for its formation.
The effectiveness of the study of CT in the classroom in Russian as a foreign language is beyond doubt. Among the many functions performed by HT, the development of
the reader's inner speech. In the process of difficult reading, students must carry out a logical ordering of the perceived data, including them in a system of concepts - a value-hierarchized thesaurus tree. However, this process is not linear, since HT, as a rule, is characterized by "polyphony". The style of HT is determined by the connections between independent semantic centers - the voice of the author and the voices of the characters. The same can be said about the reflection of BiL in the process of reading a foreign text. On the one hand, it is determined by the features of the reader's YL, on the other hand, the text itself turns out to be charged with some features of the author's YL, which are complicated by the independent voices of the characters (in aggregate, they reflect the Russian YL). As a result, if the polylogue between the reader, the author and the characters is carried out successfully (the intentions laid down by the author of CT are deciphered), we can talk about understanding the meaning of CT, which is possible only if there is a large zone of intersection of the structures of their LT. Meanwhile, the practice of teaching Russian as a foreign language shows that even at an advanced stage of learning, students experience difficulties in understanding CT (in particular, due to the saturation of linguistic and cultural material). This is due to the insufficient formation of the reader's VYL: there are too many gaps in its structure. This fact makes it possible to use the potential of CT in identifying the area of delimitation of YL and VNL. Based on the material of a separate CT, a list of units (verbal-semantic, cognitive and pragmatic levels) that are absent in the reader's native LP for various reasons can be compiled: simply a different letter and phonetic designation, the absence of an entire category, image in the native language, etc. For To designate a situation of misunderstanding of a particular unit of text, we propose to use the concept of “atopon” (literally, “devoid of space”), that is, “that which does not fit into the schemes of our expectations and therefore puzzles” . Atopon is the designation of any unit not understood by the reader in the text in verbal se-
mantic, cognitive or pragmatic levels. If the concept of LL connects the student's abilities with the features of the texts generated / perceived by him, then, based on the methodology for studying CT (including the classification of the units of misunderstanding included in it in accordance with the three-level structure of LL), a method for forming LL can potentially be developed.
The success of learning a foreign language is determined by the quality of the formation of the BiL. At the same time, it is important to understand at what stage of this process this or that BiL is located. When it comes to late bilingualism, at the first stage, VTL is built on the basis of the native YL. The student unconsciously perceives the language being studied through the prism of his native language - "translates" information from an unknown code to a known one, using the already existing conceptual base. Subsequently, the native YL and VTYL begin, as a rule unconsciously, to interact, i.e. the second stage is characterized by a mixture of the structures of the native YL and VTYL: their units can be combined, traced, replaced. At the third stage, when the process of merging becomes already harmful within the framework of the formation of the student's LL, the task of consciously separating the VLL and the native LL should be set in order to form two independent structures, each of which would be characterized by its own set of structural units and relations between them on a verbal basis. semantic, cognitive and pragmatic levels. The need for such a division is especially felt when analyzing the speech of immigrants, when students often do not distinguish between two different linguistic pictures of the world. In other words, at the third stage, a gradual transformation of subordinate bilingualism into a coordinated one should take place, in which the student recognizes the existence of a LP different from his native one, realizes its typological features and consistently develops it.
It should be noted that the described stages of the BiL formation are based, on the one hand, on the idea
student-centered learning and, on the other hand, the general didactic principle of students' consciousness and activity, which requires the provision of conscious assimilation of knowledge in teaching by activating students' reflection. At the same time, as we assume, in the process of forming BiL according to the criterion of consciousness, there is a movement from a non-intentional (spontaneous) type of bilingualism to an intensional one (see: ).
In linguodidactics, a specific solution to the problem of forming a LL involves building in the student's mind a certain construct that is a representation of the VLL system not only at the verbal-semantic, but also at the cognitive and pragmatic levels. The ways to solve this problem lie, probably, in the practical application of the linguodidactic model of LP with its further development. At present, for example, in textbooks on a foreign language, among the objects of study, there are traditionally only such cognitions and stereotypes of the cognitive level of YL as a metaphor (sunny person), stable comparative turns (sly as a fox), proverbs (you can’t easily catch and a fish from a pond), phraseological turns (hang your nose) and - not systemically - concepts (truth / truth, shame / conscience). “Not embedded” in the student’s VYL are such types of fire as frame (May holidays, go to the bathhouse, stand in line, drink tea in the kitchen), various types of mnemones (soda water machine, communal apartment, lectures at the Polytechnic, pioneer camp, potatoes), precedent texts and references to them (they wanted the best, but it turned out as always; we need Fedya, we need it!; Engineer Garin's hyperboloid; Ivan Susanin). The pragmatic level in the practice of teaching a foreign language, especially such an emotionally loaded language as Russian, also largely remains outside the educational system. So, for example, many modal particles are still not included in the lexical minima according to the Russian as a foreign language. One of the possible tools to motivate students to study such units is reading CT.
Despite attempts to create innovative methods for the formation of LL on the basis of CT (for example, “two-level” commented reading (see: )), this area of linguodidactics remains a priority and open to scientific research.
NOTES
1 N. N. Rogoznaya uses the term "imperfect" bilingualism, which reflects the presence in the speech of foreigners of varying degrees of interference (see:).
2 In medicine, there are cases of "bilingual schizophrenia", in which a person feels a change in his personality when changing language (see:).
3 In the works of G. N. Chirsheva, the following pragmatic functions of code switching are distinguished: “address, quotation, humorous, phatic, esoteric, economy of speech efforts, emotional, self-identification, subject-thematic, metalinguistic and influencing” .
4 V. V. Vinogradov defined such interference as “incomplete code switching” (quoted from: ).
5 As rightly noted by R.K. Minyar-Beloruchev, reflecting on the problem of bilingualism, only having mastered the skill of deverbalization, that is, the ability to involuntarily switch to figurative thinking in a foreign language, one can “free oneself from the dominance of one language and enter the world of multilingualism, learn not only your country, but also other national cultures.
LITERATURE
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B. V. Vinogradova. M., 1965. S. 400-412.
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// Linguistic and methodological strategies for teaching foreigners the Russian language as a means of intercultural communication. Irkutsk, 2006. S. 56-63.
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[chronicle]
RUSSIAN MEDIA STUDIES IN THE WORLD CONTEXT. TO THE RESULTS OF THE CYCLE OF SCIENTIFIC CONFERENCES
At one of the working meetings regarding the series of conferences to be held in early 2013, I came up with a proposal to unite them under a common heading - "Scientific Spring on the First Line". It is on the 1st line of Vasilyevsky Island that the Higher School of Journalism and Mass Communications of St. Petersburg State University (HSZhIMK) is located, which includes two faculties: journalism and applied communications. We liked the name, and from that moment it flashed in our press releases, event announcements, interviews, etc. It soon became clear that spring was hotter than ever.
To illustrate, I will list the events that took place one after another in a few months: the international student conference “Media in the modern world. Young researchers” (March), international conference “Media in the modern world. Petersburg Readings" (April), which includes "as an autonomy" the international seminar "Speech Communication in the Media" and the English-language international pre-conference "Comparative Media Studies in the Modern World: Meeting East and West - Comparing Media Systems in Today" s World: East meets West”, international conference “Illustration in print: from past to future” (May), all-Russian conference of the National Association of Mass Media Researchers “Russian studies of mass media and journalism in the international context” (May), English-language international seminar “Media in transition - Media in transition" (May). It should be noted that in each case
we are not talking about local cathedral discussions, but about large scientific forums that bring together many tens and hundreds of participants. It is clear that the employees of the Higher School of Mathematics and Metallurgy fully felt the hardships of organizational and intellectual concerns.
However, of course, it is not the organizers' works themselves that deserve attention, but the ideological dominants and scientific results of the past discussions. Among the dominants, we highlight, first of all, the international level of events. It is no coincidence that this word is repeated in the list of conferences given above. The GSZhIMK has chosen a strategic approach to comprehend the state of domestic journalism and scientific knowledge about it in comparison with world trends. There are no isolated water areas in the ocean of modern science, and the former tendency of the Russian theoretical school towards autotrophic existence not only looks archaic, but simply ceased to be possible. The question is on what basis we enter the world research community - as a student audience, reproducing the concepts of foreign authorities, or as equal partners enriching the world with the intellectual and cultural capital that domestic science has.
For example, one of the brightest features of the seminar "Speech Communication in the Media" and the plenary session of the conference "Media in the Modern World" was the participation of the Dutch
(Continued on p. 100)
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