DOI: 10.25136/2409-8698.2021.7.33697

Abstract: The object of this research is the phraseological units in translation of the novel “Eugene Onegin” by A. S. Pushkin into the Portuguese language. Analysis is conducted on the concept of phraseological units and methods of their classification in the scientific literature. The article aims to examine the methods of conveying phraseological units in the two noncognate language, as well as reveal ethnocultural differences in the set phrases denoting similar concepts. The author believes that understanding and proper interpretation of phraseological units are essential for translating foreign literature, learning and teaching foreign languages. The research employs the methods of contextual and comparative analysis of phraseological units of the Russian culture in translation of the novel, which allowed discerning the differences in cognition of the text among the native speakers of Russian and Portuguese languages. The novelty of this article lies in referring to the only existing translation of the novel “Eugene Onegin” into the Portuguese language, which was has not previously become the object of linguoculturological research. It is revealed that phraseologisms are widely used in the novel and can be classified by the degree of stability, metaphoricity and motivation word collocations. The author indicates the differences in linguistic means of conveying phraseological units in the Russian and Portuguese languages, as well as determines the ways of conveying phraseologisms in translation of the novel, such as phraseological equivalent, analogue, calquing, and descriptive translation. In translation of the meanings of Russian phraseologisms into the Portuguese language, the translator was able to achieve considerable accuracy, although it is difficult to convey the national flavor of the novel to the fullest.  

DOI: 10.25136/2409-8698.2020.5.32880

Abstract: The subject of this research is the ethnocultural lexicon in translation of A. S. Pushkin’s novel in verse “Eugene Onegin” into Portuguese language. The author views the term realia as a lexicon with ethnocultural semantics inherent to determination of linguistic identity. The goal of this research consists in the analysis of the methods of conveying realias in the two non-cognate languages, as well as in determination of ethnocultural differences of the lexemes signifying similar notions. The author assumes that understanding and accurate interpretation of culturally marked lexicon are essential for translating foreign literature, as well as studying and teaching foreign languages. Contextual and comparative analysis of the realias of Russian literature in translation of the novel served as the methods for this research, which allowed determining the distinctions in cognition of text among the Russian and Portuguese native speakers. The novelty of this work is defined by reference to the only translation of the novel “Eugene Onegin” into Portuguese language that has not previously been an object of linguoculturological study. It is revealed that realias are being used in multiple spheres of human activity and may contain cultural component in the meaning of words and their connotation. As a result, the author indicated the differences of language means of conveying realias in the Russian and Portuguese languages; as well as established the ways of conveying ethnocultural lexicon in translation of the novel, such as correlation, hypo-hypernymic translation, adaptation, periphrastic translation, and calquing.

DOI: 10.25136/2409-8698.2020.3.32646

Abstract: The subject of this research is the methods of m-learning in teaching English language for specific purposes to students of the higher educational institution. The authors examine a range of questions related to digitalization of educational environment, as well as the relevance of implementation of mobile technologies into the process of teaching English language. The article analyzes various methods of m-learning and present a broad array of tasks developed by the authors. The efficiency of m-learning method is determined based on the results of questionnaire of students of the School of Design of the Higher School of Economics, after taking the course with application of mobile technologies over three-year period. The scientific novelty consists in examination of m-learning as a pedagogical innovation within the framework of university education. The authors attempt to invest into development of new teaching methodology through in-depth study of the possibilities and effectiveness of m-learning in foreign language teaching. The results of this research demonstrate that in the period from 2017 to 2019 there was a growth in student interest towards m-learning. Majority of students of the Higher School of Economics preferred taking the classes using mobile technologies, as they believe mobile learning is more efficient. Classes become more interactive and contribute to rapid development of language skills. However, some of the students take a cautious approach to this novelty, as they feel that traditional methodologies of teaching English language are more effective.