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The semantic and stylistic characteristics of historicism (marked vocabulary) In the modern russian literary language: Семантико-стилистическая характеристика Историзмов (маркированной лексики) В современном русском литературном языке
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The article considers semantic and stylistic motivations for using obsolete lexicon (historicisms) in the text of a work of art. The specifics of the functioning of this process are presented against the background of the features of the contemporary Russian literary language. Attention is focused on the fact that the layer of obsolete lexical units belongs to a number of nationally specific vocabulary, the development of which forms an understanding of the nature of the actualized language. In addition, it should be noted that the semantics of historicisms is culturally commensurate: the latter is explained by the fact that the deactuation of linguistic units is positioned as parallel to the sociocultural and political changes.

Аннотация

В статье рассмотрены семантические и стилистические мотивации использования устаревшей лексики (историзмов) в тексте художественного произведения. Репрезентирована специфика функционирования процесса на фоне особенностей современного русского литературного языка. Акцентировано внимание на том, что пласт устаревших лексических единиц принадлежит к числу национально-специфичной лексики, освоение которой формирует понимание природы актуализированного языка. Кроме того, необходимо отметить, что семантика историзмов является культурно соизмеримой: последнее объяснимо тем, что деактуализация языковых единиц позиционируется как паралелльная соотносимо с социокультурными и политическими изменениями.

 

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Publication Date
Fri Jan 01 2021
Journal Name
Psychology And Education
The effect of Daniel's model on the development of critical thinking in the subject of Arabic language among students of the College of Management and Economics
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This research aims to identify the impact of Daniel's model on the development of critical thinking. In order to achieve this objective, the following hypotheses are formulated: 1. There is no statistically significant difference at the significance level (0.05) between the average differences in the posttest scores of the experimental group taught according to Daniel's model and the control group taught according to the traditional method in the measure of critical thinking. 2. There is no statistically significant difference at the significance level (0.05) between the average differences in the preand post-tests scores of the experimental group taught according to Daniel's model in the measure of critical thinking. The current research i

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Mon Sep 09 2024
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Fri Dec 01 2023
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Sun Jun 01 2008
Journal Name
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Publication Date
Fri Jul 19 2024
Journal Name
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Sun Jun 02 2019
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Wed May 10 2023
Journal Name
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