Keyword: «russian language»

The article discusses the developing system of educational tasks in TRIIK on the example of the subject «Russian language» for primary school students. Currently, a teacher must have information and intellectual competence: be able to work with information and communication tools, know the types, features of information and the requirements of logical and informational correctness for its use, possess methods of working with information in the process of professional and social activities. The learning process in this technology is an integral system from goal setting to the final result, within which there are positive changes in the knowledge and skills of schoolchildren, ensuring the formation of personal, meta-subject and subject skills, which manifest themselves in information and intellectual competence when performing situational tasks.

The article presents a thematic classification of the non-equivalent vocabulary of the Yakut language based on the material of N. E. Mordinov's novel «Springtime». The main research methods were transformational and comparative. The main ways of transmitting «untranslatable» lexical units in the studied language pair are given. Translation operations used in the transmission of vocabulary that has no correspondences, such as single concepts (transcription techniques, transliteration), realities (descriptive translation, semantic neologism, approximate translation) are considered. Based on the studied material, it is proposed to conclude that none of the used variants of the transfer of non-equivalent elements of the source language can act as a full-fledged replacement of the original text.

The rise of online and hybrid courses at the higher education level increases the need for distance learning infrastructures to nourish online faculty preparedness and student online learning success. Developing online courses is a very laborious process, but the results can outweigh the struggles that faculty encounter when doing it in bi- and multilingual way. The goal of the research is the development, implementation in the practice of education, and testing of a multilingual e-learning course that promotes effective multilingual learning through the use of Russian, national (Tatar), and English languages for students of Kazan Federal University located in the Republic of Tatarstan. Tatarstan is one of the republics of Russian Federation and 53% of population are Tatar. There are two official languages, Tatar and Russian. In 2018, the Ministry of education of the Republic of Tatarstan launched a “Bilingual teacher” project, which has been implemented at the Kazan Federal University and aimed at training subject teachers for the new multilingual schools who are able and ready to work successfully at school using 2 (Tatar and Russian) or 3 (Tatar, Russian and English) languages. Considering the circumstances, there is a necessity of bi- and multilingual teacher training program using specific educational techniques, approaches and learning materials. The pilot multilingual (Russian, Tatar and English) math e-learning course was designed, developed and delivered to pre-service teacher training students. The ADDIE model was used to guide the development of the e-learning course that would meet the diverse needs of bi- and multilingual students. It comprises five phases: analysis (assessment of existing conditions and educational tools); design (theories, methodologies and technological solutions applied); development (creation of the educational content); implementation (course delivery process); evaluation (collecting, interpreting and analyzing the empirical data to measure the motivation and attitude towards bi- and multilingual e-learning course). To evaluate pre-service teacher’s motivation and attitudes towards multilingual education by means of Russian, Tatar and English languages the survey was conducted. The results give us reason to say that students were not guided by external motives while working with e-learning course, such as high mark, verbal approval, but they considered the work to be important, useful and potentially necessary for future successful professional work. It can be concluded that the developed multilingual education framework is scalable and can be applied for other subject courses (e.g., Computer Science, Physics etc.).

This article is devoted to the topical issue of the anomaly of the Russian language. Each dialect contains literary norms, which naturally gives rise to deviation. A person most often independently creates this deviation consciously for artistic purposes or unintentionally. But anomalies are also present in the norms of the language, most often researchers do not take them into account when writing their works. Therefore, considera-tion of this topic is necessary and relevant in our time. The aim of the work is to describe and classify author's anomalies in the Russian language. To achieve it, such methods of scientific research as analysis, synthesis, classification, and others are used. The results are the selection of new word-formation and syntactic anomalies of the language, which will make a significant contribution to linguistics.

The article is devoted to the study of phraseological units with the category of time in the Russian language. The use of phraseological units is closely connected with the culture, life and language of the people. This study sheds light on certain aspects of the interpretation of this kind of phraseological units.