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Документ The reflection of Dostoevsky's underground man in Faulkner's Sartoris(Ural Federal University named after the first President of Russia B. N. Yeltsin, 2021) Romanov, Yu. O.This article is devoted to the comparative typological research related to the ‘Underground Man’, as featured in the works of F. Dostoevsky and W. Faulkner. Based on the study of the phenomenon of moral alienation – the “underground” embodied in the character of the storyteller in Dostoevsky’s novella, Notes from Underground – we identify its reflection in Faulkner’s novel, Sartoris. The relevance of this study is due to the importance of the “underground”, which has not lost its significance in either Russia or the West. The character of the Underground Man, admittedly archetypal, has become part of the vocabulary of modern culture, and the novella Notes from Underground is rightly called the prologue to twentieth-century literature. The novelty of the present study is that, despite the existence of a number of works focused on the study of the “underground” in the literary world of Dostoevsky, and the wide scope for a comparative analysis of the works of Dostoevsky and Faulkner, the problem of the “underground” has not previously been considered from this perspective. This study draws on a number of methodologies alongside the comparative typological, including the doctrine of archetypes originated in late antique philosophy, the theory of archetypes first developed by C. G. Jung, and the archetypal approach found in literary criticism. As the results of the study show, in the archetypal character of the Underground Man, the model of “underground” consciousness is clearly expressed (Man-god consciousness, one’s own inconsistencies with the ideal, cruel self-punishment and aesthetization of it, estrangement, and spiritual decay) and may be defined – in a broad sense – at the stage of the formation of an “underground” worldview; and in a narrower sense – when complete moral alienation results in a state of “underground”. Idealization of the past, depicted in Sartoris (the “heroism” of young Bayard, the symbolic “deafness” of old Bayard, the “serenity” of Narcissa, the infantilism and desire to hide from life in a house surrounded by cedars demonstrated by her brother Horace), is functionally similar to the feeling of “sublime and beautiful” by the Underground Man of Dostoevsky and reflects the Man-god consciousness leading the characters of the novel to moral estrangement (“underground” in the broad sense). In the character of young Bayard, the “underground” matrix is fully realized, which allows us to define him as the actual Underground Man (“underground” in the narrow sense).Документ Occasional words as a linguistic phenomenon and expression of authors’ selves(ВД "Гельветика", 2021) Nagaitseva, N. I.; Romanov, Yu. O.This article is devoted to occasionalisms – speech units unknown to common vocabulary and used only in a certain context as an individual author’s stylistic means. The features of occasional words are: belonging to speech, nonce use, non-repeatability, expressiveness, nominative optionality, word-formation productivity, non-normativity, and so on. Occasionalisms can be formed not only according to existing word-formation models but also with violations of the rules of word-formation inherent in a language; and also using occasional means: inter-word overlap, contamination, graphical derivation, etc. Occasionalisms should be distinguished from neologisms because of their different functions: neologisms are meant to enrich a language lexicon while occasionalisms or nonce words merely have a stylistic function. The article attempts to provide a selection of occasionalisms (nouns, adjectives, verbs, participles and adverbial participles, adverbs) occurred in the poetic works of Russian symbolists, acmeists, futurists and consider such means of their formation as: suffixation, interfixation, use of singularia tantum in plural and vice versa, pluralia tantum in singular – for nouns; suffixation, interfixation, incorrect forms of comparatives – for adjectives; affixation – for verbs; use of archaic suffixes, occasional combinatory power, incorrect forms – for participles and adverbial participles; derivation not only from adjectives but also from nouns and verbs, stem-composition – for adverbs. From the analysis of occasionalisms in the poetic discourse of the brightest literary trends of the last century, it follows that even this insignificant quantitatively, but qualitatively unique segment of poetic speech makes it possible to understand the essential individuality of authors, to fully feel the expression of the authors’ selves.Документ Group work in EFL classroom(ТОВ "Планета-Прінт", 2021) Romanov, Yu. O.Документ The Aktionsarten as a lacuna for RFL learners(ВД "Гельветика", 2021) Nagaitseva, N. I.; Romanov, Yu. O.The article is devoted to a detailed analysis of the Aktionsarten; despite diversity and large volume, they are not covered by existing RFL (Russian as a foreign language) programs. Semantic and structural types of verbs that demonstrate a change in the meaning of a motivating prefixless verb in terms of expressing temporal, quantitative, and terminative characteristics of an action after adding appropriate affixes to it are considered to be Aktionsarten. Most Aktionsarten are formed from imperfective verbs by adding certain prefixes (and in the case at hand, the postfix -ся) resulting in Aktionsarten related to the perfective aspect. An insignificant number of Aktionsarten formed with the help of imperfect suffixes -ва-, -ив(а)-, -ыв(а)- refer to the imperfective aspect. The concept of Aktionsart was introduced by the Swedish linguist S. Agrell to designate the semantic functions of prefixed verbs which clarify the nature of the action; he was the first to distinguish the category of the aspect of a verb from the category of Aktionsart. Further study of the nature of the course of action and aspects expanded the understanding of the term: Aktionsarten are correlated not only with prefix verb formations but also with all verb derivatives formed with the help of other word-formation means (prefixes, suffixes, postfixes, and their combination). This article considers the meaning of semantic and derivational groups of verbs distinguished on the basis of temporal, quantitative, and terminative characteristics. With this approach, the concept of Aktionsart is not applicable to the entire verb vocabulary; this is the case of verbs that are verbal derivatives (their derivational formants are considered to be modification formants). The article attempts to minimize (for the purposes of RFL teaching) the number of Aktionsarten and provide lists of the most commonly used and semantically transparent verbs with rich word-formation potential; examples of their use in a poetic context are meant to interest students in literary works; the effective learning of Aktionsarten undoubtedly opens new opportunities for international students in RFL acquisition.Документ Language of mathematics in L2 teaching(Видавничий дім "Гельветика", 2020) Romanov, Yu. O.; Lapuzina, O. M.This article is devoted to the problem of studying language of Mathematics which aims to teach a second language (in particular, scientific style) to international students learning Mathematics in Russian. Thematic justification of the study is determined by constantly increasing needs of students in mastering the skills of scientific style of speech which are a key priority for achieving a number of important educational goals (reading scientific and technical literature, writing scientific articles, participating in international conferences, etc.). There are two lines of research concerning languages in their relation to Mathematics teaching. One group of researchers consider a language to be a tool for interpretation of mathematical problems, while others do not speak about language as such, but rather about discourse taking place in Mathematics classroom. In case when L2 is a language of instruction, it is Content and Language Integrated Learning (CLIL) that provides (in addition to unconditional knowledge of the subject) not only linguistic but also communicative competence. The article gives a general characteristic of mathematical language (abstraction, consistency, accuracy, objectivity, saturation with factual information), its phonetic, lexical, morphological, syntactic peculiarities (the way of Russian pronunciation of Latin and Greek letters and mathematical expressions, reading of cardinal and ordinals numbers, mathematical symbols, fractional numbers, etc.; use of terms; use of singular instead of plural, tendency to grammaticalization of verbs, use of passive voice; frequent use of word combinations "adjective + noun" and "noun + noun in Genitive Case"; presence of different types of complex sentences, in particular with the use of subordinating conjunctions); many examples are given. Teaching mathematical language as part of scientific style of speech involves a clear coordination of educational activities of teacher of Mathematics and L2 teacher: the former introduces supportive notes in their discipline for adequate perception of lecture material by students, and the second develops the necessary lexical and grammatical supplement to these notes. The article gives an example of lexical and grammatical supplement on the topic "Arithmetic Operations. Mathematical Signs" used in pre-lecture preparation of international students. This approach improves listening comprehension and communication skills of students, ensures making fewer grammar mistakes, encourages scientific research, and helps in professional communication in general.Документ Motivation in L2 classroom(ТОВ "Планета-Прінт", 2020) Romanov, Yu. O.Документ Participles and adverbial participles in teaching Russian as a foreign language(ВД "Гельветика", 2020) Nagaitseva, N. I.; Romanov, Yu. O.This article considers participles and adverbial participles, the extremely complex and specific phenomena, though scarcely highlighted in programs on teaching Russian as a foreign language (RFL). It is quite clear that an immersion in participles and adverbial participles cannot be superficial; they require non-standard approaches to their presentation. In RFL teaching, it is important to follow the theoretical foundations acccording to which participles and adverbial participles are understood as special hybrid parts of speech that synthesize some of semantic, morphological, and syntactic features of a verb and adjective (participles), verb and adverb (adverbial participles). The features of adverbial participles to be taken into account are followings: “second predicate” role, i.e. ability to express additional action of the same subject; irregular way of formation; influence of verbal aspectual and temporal factors exerted on the grammatical meaning; adverbial participial phrase peculiarities; obsolete forms of perfect adverbial participles occasional adverbial participle formation. The peculiarities of participles to be placed the emphasis on are: they receive the category of transitivity / intransitivity and voice meanings from the productive verbs (but the forms for expressing voices (active and passive) in verbs and participles are different), and the features expressed by participles are temporary in contrast to the permanent features expressed by adjectives; there are full and short forms of participles; participle clauses (participles with dependent words) are easily replaced by synonymous definitive subordinate clauses with connective word который; in a system of participles, loss of affiliation with verb may occur; occasional participles, often present in literary texts, require special learners’ attention. Thus, adverbial participles and participles are to be considered living and promising parts of speech of modern Russian language widely used both in artistic works and in the language of science.