Syntactic features of Russian speech of two generations of bilinguals and monolinguals: a complex sentence

Tskhovrebov, Alan S.; Shamonina, Galina N.

doi:10.22363/2618-8163-2023-21-3-293-305

Rusistika

2023

DOI: 10.22363/2618-8163-2023-21-3-293-305

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Syntactic features of Russian speech of two generations of bilinguals and monolinguals: a complex sentence

Alan S. Tskhovrebov,

Galina N. Shamonina

Abstract: The study is devoted to the syntactic characteristics of the Russian speech at the level of a complex sentence of two generations of Russian-German bilinguals: the speakers of inherited Russian, aged 10-15, who were born in Germany or came to Germany at an early age, and their parents, aged 35-50, who moved to Germany in 1990-2010, and the Russian monolinguals of the same age, living in Russia. The relevance of the study is due to the importance of exploring complex sentences in oral speech, as well as the nee… Show more

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Cited by 3 publications

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Erratological model of teaching Russian to foreign non-philologist

Tskhovrebov

2024

jour

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Importance. In the modern world, there is a continuous search for new approaches to teaching students the Russian language. This problem is especially relevant when it comes to foreign stu dents of technical universities who must not only get a profession in Russian but also successfully adapt to Russian society. The purpose of the study is to develop an authorial (erratological) model of teaching the Russian language to non-philological foreigners. Its structural and meaningful de scription is proposed.Materials and methods. The base for the experimental research is the Military Institute (engineer ing and technical) of the Military Academy of Logistics and Technical Support named after. Army General A.V. Khruleva. The research material is based on a corpus of errors identified in the proc ess of analysing the non-philology students’ speech. The key research method is the error analysis method.Results and Discussion. The research result is the development of an erratological teaching model based on a nine-stage error analysis system, which includes recognition of erroneous activity – re cording the fact of deviation – identification of errors – formulation of grammatical rules instructions – correction (elimination) of errors – control and correction activities (training) – for mation self-control skills – fixation of error-free (correct) speech activity – reflection of acquired knowledge.Conclusion. The results obtained suggest that the use of the author’s conceptual model of peda gogical influence in classes for a foreign audience will not only develop Russian-speaking profes sional competence but also ensure the undoubted foreign student’s interest in learning a new lan guage and will also contribute to the intensification of the educational process, enriching it with new technologies, teaching methods, and a new system of tasks.

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Erratological model of teaching Russian to foreign non-philologist

Tskhovrebov

2024

jour

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Models of Speech Ontogenesis in Russian Monolinguals and Russian-German Bilinguals

Moskovkin

2023

jour

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The aim of the article is to examine models of speech ontogenesis in Russian monolinguals living in Russia and Russian-German bilinguals living in Germany. The study uses deviations from literary language norms in transcriptions of oral speech from 42 monolinguals and 48 bilinguals, supplemented by speech analysis data reflected in printed sources. Research methods include surveys, interviews, reading phonetically representative texts and picture stories, analysis of deviations from literary language norms, and synthesis of speech data. Two models of speech ontogenesis for monolinguals and four models for bilinguals are described. It is shown that the process of speech ontogenesis proceeds differently among Russian language speakers depending on a) whether it occurs in Russia or abroad, b) which variety of Russian language the speaker uses, c) at what age the foreign speaker of Russian language begins to actively use the language of the majority. It is established that the most important factor preventing the loss of elements of the Russian language in the diaspora is mastery of literary language norms. The dependence of the appearance of interference from the German language on the model of speech ontogenesis is determined.

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Life Trajectories of the Russophone Speakers in Germany: 30 Years of Observation

Meng,

Protassova

2024

Languages

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This article presents a multifaceted portrait of immigrants to Germany from the post-Soviet states. The article traces the paths of two families over the course almost of a third of a century after immigration, focusing on language use and integration into the new environment. In-depth interviews conducted at various stages of the integration process and age-appropriate tests served as research material. The content, text, and lexical analyses, as well as a linguistic biography method, were used. The research included four generations of Russian Germans and Jews in each family. Russophones in Germany have not had an easy time integrating but, ultimately, have a positive attitude toward their adoptive country. The results show that the German language became the primary means of communication outside the family and partly within the family where Russian dominates among the second and third generations. The oldest generation (great-grandfathers and great-grandmothers) were fluent in German to some extent; those who moved at the age of 20–40 learned it sufficiently for their jobs; their children studied in German preschools and schools and became completely bilingual; and the great-grandchildren were born in Germany. The younger generations have fully integrated into German society, although strong connections with locals exist among the older generations too. Proficiency in the Russian language is still maintained even among the great-grandchildren’s generation, although not to the same extent as among the generation of young parents.

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Syntactic features of Russian speech of two generations of bilinguals and monolinguals: a complex sentence

Cited by 3 publications

References 10 publications

Erratological model of teaching Russian to foreign non-philologist

Erratological model of teaching Russian to foreign non-philologist

Models of Speech Ontogenesis in Russian Monolinguals and Russian-German Bilinguals

Life Trajectories of the Russophone Speakers in Germany: 30 Years of Observation

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