Ethnolinguistics

elective courses

Knowledge of essential grammar and basic linguistic terminology. Interest in issues bordering on language and culture

The aim of the course is to deepen the knowledge of the Russian language in connection with the traditional culture of its native speakers. If you ignore the connection between language and culture, minimize the way of interpreting objects and phenomena, coded in the language and common to members of a given ethnic group, the knowledge of the language becomes abstract, it is impossible to fully understand and create texts, or to translate.

In-depth knowledge of the language requires penetrating the coded way of interpreting objects and phenomena common to members of a given ethnic group. Ethnolinguistics deals with language as a source of knowledge about culture, mentality and attitude towards the world. Ethnolinguistics makes it possible to reach the memory-stored collective interpretation of objects and phenomena as well as the associated features, assessments and emotions through the analysis of linguistic facts: lexemes, semantic relations between them, typical collocations, word-formation and inflectional particles, derivatives, metaphors, phraseologisms, proverbs, texts unprecedented. This type of research in relation to selected, important concepts leads to building their linguistic and cultural "portraits" (cognitive definitions) and opens the way to getting to know the so-called the linguistic image of the world proper to members of a specific ethnic community.

Apresân Û. D., 1992, Konnotacii kak častʹ pragmatiki slova (leksikografičeskij aspekt), [v:] Russkij âzyk. Problema grammatičeskoj semantiki i ocenočnye faktory v âzyke, Moskva.

Apresân Û. D., 1995, Obraz čeloveka po dannym âzyka: popytka sistemnogo analiza, «Voprosy âzykoznaniâ», № 1.

Bogatyreva I. I., Âzykovaâ kartina mira; http://www.den-za-dnem.ru/page.php?article=2090

Bulygina T. V., Šmelev A. D., 1997, Âzykovaâ konceptualizaciâ mira, Moskva.

Kalašnikova L. V., 2008, Lingvističeskoe ponimanie koncepta, [v:] «Filologičeskie nauki. Voprosy teorii i praktyki», Tambov: Gramota, № 1, ч. 1, с. 98-100; http://www.gramota.net/materials/2/2008/1-1/32.html

Kozlova T. V., 2001, Ideografičeskij slovarʹ russkih frazeologizmov s nazvaniâmi životnyh, Moskva.

Krejdlin G. E., Letučij A. B., 2006, Konceptualizaciâ častej tela v russkom âzyke i v neverbalʹnyh semiotičeskih kodah, «Russkij âzyk v naučnom osveŝenii», № 2 (12); https://rjano.ruslang.ru/ru/archive/2006-2/80-115

Levontina I., 2014, Oskorblenie i smežnye ponâtiâ v sovremennom russkom âzyke, «Otečestvennye zapiski», № № 6; https://magazines.gorky.media/oz/2014/6/oskorblenie-i-smezhnye-ponyatiya-v-sovremennom-russkom-yazyke.html

Mokienko V. M., Nikitina T. G., Nikolaeva E. K., 2010, Bolʹšoj slovarʹ russkih poslovic, Moskva.

Pimenova M. V., 2011a, Koncepty pravda i istina i sposoby ih obʺektivacii, «Aktualʹnye problemy filologii i pedagogičeskoj lingvistiki», № 13; https://cyberleninka.ru/article/n/kontsepty-pravda-i-istina-i-sposoby-ih-obektivatsii/pdf

Pimenova M. V., 2011b, Kategorizaciâ èmocij v naivnoj kartine mira kak otraženie russkoj mentalʹnosti, «Učenye zapiski Tavričeskogo nacionalʹnogo universiteta im. V.I. Vernadskogo», Seriâ «Filologiâ. Socialʹnye kommunikacii», t. 24 (63), № 4, častʹ 2; https://cyberleninka.ru/article/n/kategorizatsiya-emotsiy-v-naivnoy-kartine-mira-kak-otrazhenie-russkoy-mentalnosti/pdf

Pimenova M. V., 2013, Tipy konceptov i etapy konceptualʹnogo issledovaniâ, «Vestnik Kemerovskogo gosudarstvennogo universiteta», № 2 (54), t. 2; https://cyberleninka.ru/article/n/tipy-kontseptov-i-etapy-kontseptualnogo-issledovaniya/pdf

Rahilina E. V., 2000, Kognitivnyj analiz predmetnyh imen, Moskva; http://www.rakhilina.ru/files/rakh_imena.pdf

Šmelev A. D., 2002, Russkaâ âzykovaâ modelʹ mira, Moskva.

Šmelev A. D., 2014, Grustʹ i pečalʹ: shodstva i različiâ, «Russkaâ rečʹ», № 1, с. 44-51.

Stepanov Û. S., 2004, Konstanty. Slovarʹ russkoj kulʹtury: Opyt issledovaniâ, Moskva.

Teliâ V. N., red., 2006, Bolʹšoj frazeologičeskij slovarʹ russkogo âzyka. Značenie. Upotreblenie. Kulʹturologičeskij kommentarij, Moskva.

Tolstaâ S. M., Ètnolingvistika: sovremennoe sostoânie i perspektivy; http://www.ruthenia.ru/folklore/Tolstaja.html

Vereŝagin E. M., Kostomarov V. G., 1990, Âzyk i kulʹtura, Moskva.

Vežbickaâ A., 1996, Âzyk – kulʹtura – poznanie, Moskva.

Vežbickaâ A., 2001, Sopostavlenie kulʹtur čerez posredstvo leksikii pragmatiki, Moskva.

Vežbickaâ A., 2002, Russkie kulʹturnye skripty i ih otraženie v âzyke, «Russkij jâzyk v naučnom osveŝenii», № 2(4), Moskva.

Vežbickaâ A., 2008, Imeet li smysl govoritʹ o «russkoj âzykovoj kartine mira»? (Patrik Serio utverždaet, čto net), [v:] Dinamičeskie modeli. Slovo, predloženie, tekst: sb. st. v čestʹ E. V.Padučevoj, Moskva.

Zaliznâk Anna A., Levontina I., Šmelev A., 2002, Klûčevye idei russkoj âzykovoj kartiny mira, «Otečestvennye zapiski», № 3; http://magazines.russ.ru/oz/2002/3/2002_03_22.html

KNOWLEDGE

1. Has a structured knowledge of the complex nature of ethnic languages, in particular the Russian language.

2. Knows and understands the relationship between the Russian inner form of a word and the Russian culture and mentality.

3. Knows basic Russian terminology in the field of ethnolinguistics.

4. Has a basic knowledge of the current development trends in ethnolinguistic research.

SKILLS

1. Explains and uses basic ethnolinguistic terms.

2. Using specific examples, he shows the influence of the reality on the Russian language and the Russian language on the perception of reality by its native speakers.

3. Finds lexical connotations fixed in the meanings of lexemes of the Russian language.

4. Recognizes the elements of the world image specific to the Russian language.

5. Can explain and demonstrate the relationship between the inner form of a word and Russian culture and mentality.

SOCIAL COMPETENCES

1. Sees language as an important component of Russian culture.

2. Understands that language is not only grammatical rules governing words, but above all a way of perceiving and describing reality.

3. Accepts different cultures.

4. In intercultural contacts, he is able to recognize an ethnocentric attitude and tries to overcome it.

seminar = 30 hours (= 1 ECTS)

independent preparation for each class: 15 x 1 h = 15 hours

preparation for the final exam: 20 hours

TOTAL: about 65 hours

1. Continuous assessment (current preparation for classes and activity) – 60%

2. Test. Questions: 6. Max points: 24 (6x4) – 40%

Points and marks:

3,0 (dst) – from 13 to 16 points

3,5 (dst+) – from 17 to 18 points

4,0 (db) – from 19 to 20 points

4,5 (db+) – from 21 to 22 points

5,0 (bdb) – from 23 to 24 points

Final grade 5! (bdb+): current preparation for all classes and marks 5,0 of test.

The student has the right to 2 unexcused absences, each subsequent one requires justification. The lecturer decides on the recognition of absence.

Exceeding excused and unexcused absences by 50% of classes may be grounds to fail the course. The conditions for passing the course on the resit exam are the same as on the ordinary of exam.

If it is not possible to conduct classroom classes, classes will be conducted using distance communication tools, most likely Google Classroom and others recommended by the University of Warsaw.

not applicable