The effectiveness of foreign languages teaching (and Russian as a foreign language) is determined, in particular, by the quality of the commentary accompanying the texts used in the educational process. In teaching foreign languages lexical and grammatical commentary is usually used to remove language difficulties, as well as cultural comments on some words and expressions explain to foreign students the specific phenomena of Russian culture. However, difficulties in understanding the text when studying Russian as a foreign language indicate the need to expand both the objects of comment and the content of the comment itself. The solution of this applied problem directly depends on linguistic knowledge that reveals the categories and units of the text, the peculiarities of its semantic composition, the specific speech organization caused by a particular type of text. Texts about scientists are relevant in teaching a foreign language. They showed the relevance of three varieties: 1) texts implementing the semantic model “A person and his actions” (tell about the activities of a scientist); 2) texts implementing the model “A Person and his qualitative characteristics” (express an assessment of the personality of a scientist, convey an opinion about a scientist); 3) texts combining the first two types. This third type usually placed in a more general, abstract context of reasoning (related to a particular problem of scientific activity of a scientist). Commentary as a possible tool for interpreting texts of these types indicates the necessary objects of training commenting, revealing their content in accordance with the text-characteristics of a particular type of text. Comments allow you to introduce lexical and syntactic material that ensures the implementation of author’s intentions, to reveal the information structure of the text, implications, logical and semantic connections of the components of the text structure. As a material for analysis and its interpretation are used: 1) educational text Dmitry Ivanovich Mendeleev, 2) text fragments from the book by M. Buras Linguists who came from the cold (2022), 3) essay by E. Vodolazkin The Truth about Schliemann (2015). Refs 13.

The text is dedicated to the issue of material imprints of the culture and the current state of the dynamics of social relations in Denmark. The analysis of this broad topic is possible due to the specific case that compressed the full specter of modern perceptions on national character, problems and interests. The exhibition Your Thing — Our History held at the National Museum in 2017 serves as the research object. In order to reveal the constitutive elements that shape the Danish culture, the national image — which is the scope of the study — the paper reconstructs these features from the artifacts displayed, tracing the links connecting the things displayed and the societal realities. What is revealed from the messages the artifacts convey is that there are culture-specific features such as the love of the national flag and the Royal House, pride in national achievements in space travel, or the notion of hygge; they are the sources of unity and common pride. Other trends that are embodied in the things given by the Danes are paradoxical or even controversial. The culture of achievement and speed that are mass phenomena, enforced by mass media, run counter to the egalitarian law of Jante venerated by the Scandinavian peoples. The issue of migrant inflows also fosters disputes, as well as struggle for equality and feminism vs. traditional masculinity, freedom of speech being religiously insulting, consumerism prevailing over environmentally-responsible behavior, and the expansion of healthy lifestyle amid widespread depression resulting in suicides. The latest trends are typical not only of the contemporary Danish society, but also of the Russian society and of the globalizing world in general. Common trends include a shift in family values, formation of the culture of achievement, accumulation of interest in family trees and histories, steady computerization of all social relations, and the rising popularity of startups, healthy lifestyles, and eco-products. Generally, however, the central societal trend that embraces all the above mentioned manifestations is adaptation, inherent in the Danish character — so overcoming the crises is what unites all artifacts and underlines societal cohesion. The touch of modern history is empirical and visible.

Опубликовано Российским государственным педагогическим университетом им. А. И. Герцена. Открытый доступ на условиях лицензии CC BY-NC 4.0.Аннотация. Континентальные скандинавские языки, будучи близкородственными, имеют много общего как в грамматической, так и в лексической системе, а также характеризуются взаимосвязанностью своих структурных различий. В современном норвежском языке (букмол) имеется особая группа качественно-оценочных прилагательных, неизменяемых по форме, -так называемых псевдопричастий, которые образуются от существительных; их форма совпадает со слабой формой истинных страдательных причастий слабых глаголов, однако многие из них образуются от субстантивных основ. В современном датском языке существует похожая лексико-семантическая группа прилагательных, в большинстве случаев образованных от тех же корней, что и норвежские. Данные прилагательные образуются от существительных или глаголов с помощью адъективного суффикса -et и по форме совпадают с причастиями слабых глаголов первого класса. В отличие от норвежского букмола в датском языке не существует неизменяемого варианта псевдопричастий -формы на -ete. Указанные словообразовательные модели весьма продуктивны и частотны как в разговорной речи, так и в диалектах норвежского и датского языков. В шведском же языке адъективная лексика подобной семантики образуется не по модели причастия II, а в основном путем аффиксации, преимущественно при помощи суффикса -ig. Кроме этого, фиксируются производные, образованные путем присоединения суффиксов -aktig, -sam и -ad. Представляется, что более четко очерченные границы функционирования истинного причастия и супина в шведском языке послужили препятствием для распространения словообразовательной активности окончания причастия на иные основы, помимо глагольных.

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