جستجوی مقالات مرتبط با کلیدواژه « زبان روسی » در نشریات گروه « علوم انسانی »

Nostalgia is considered a new phenomenon in linguistics and for this reason, many of its semantics are still unknown and unclear to linguists. Nostalgia is formed based on the emotional meaning load of a person towards the past, and because of this emotional meaning load, it can be searched in Persian literature in the form of mysticism and Sufism. The place of nostalgia is in the heart and soul of human. The equivalents of nostalgia in both Persian (hasrat/deltangi) and Russian (тоска) cannot fully convey the meaning of nostalgia. Therefore, more supplementary tools are used through linguistic and text dependents to convey this concept. It seems that linguistic equivalents in Persian have a wide lexical diversity. In the Russian verbal culture, the word тоска has a broader meaning of nostalgia than "longing" in the Iranian verbal culture. The concept of "longing for the homeland" in Persian language is expressed with the help of the combinations "homelessness" or "the sadness of being away from the homeland". In this particular case in the Russian language sub-expansions чужая страна (foreign country) or устраница (foreignness) are used to convey this concept. Nostalgia can be equated with "sadness" and "regret".In the current research, library research and comparative descriptive linguistics methods have been used. The result and innovation of the present research, on the one hand, is related to identifying the semantic components of nostalgia, and on the other hand, it considers the classification of linguistic formulas of nostalgia in the two languages ​​being compared.

The word "clitic" refers to the dependent unit, that depends phonologically on another word or phrase, which is the interface between bound and free morphemes, exists in all languages ​​of the world, and can be divided into types of proclitic, enclitic and endoclitic. In this article, the types of clitic in Persian and Russian languages ​​have been studied and compared with each other, and the similarities and differences between them have been expressed based on the analytical-descriptive method. According to the findings of Iranian linguists, nine enclitics and one proclitic are recognizable in Persian and there is no endoclitic in this language, but in addition to the existence of several endoclitics in Russian, the number of enclitics and proclitics in this language is more than their number in Persian. Many prepositions in Russian are proclitics, but none of the Persian prepositions are proclitics. The reason for this is the different types of stress in these two languages, because prepositions and conjunctions in Persian have stress, but many prepositions, especially monosyllabic prepositions, in Russian do not have stress or their stress depend on the nearby word and are considered a proclitic.

In Persian, the complement subordinate clause is known as one of the direct dependents of the verb, but in Russian, it can also be dependent on the verb, noun, short adjective, or predicative adverbs. In this study, we have examined the types of complement clauses in Russian and Persian, and since the main difference between these clauses in these two languages is in the words that need an obligatory dependent or complement, we will examine these words in Russian and also how to express these clauses in Persian. The purpose of this study is to find similarities and fundamental differences between the complement subordinate clause and the words that need a complement in both Russian and Persian by carefully examining the complement subordinate clause and the words that need a complement and obligatory dependent in both languages. Therefore, take a step to facilitate the teaching of Russian compound sentences to Persian-speaking students. Most Complement clauses in Persian are obligatory and dependent on verbs. Also, in the studies conducted, it was found that the complement clauses related to predicative adverbs in Russian are expressed in Persian with the complement clause related to evaluative, positive, and aspect verbs, and the clauses related to short adjectives in the Persian language come with the adverbial cause clause.Also, in the studies conducted, it was found that the complement clauses related to predicative adverbs in Russian are expressed in Persian with the complement clause related to evaluative, positive, and aspect verbs, and the clauses related to short adjectives in Persian language come with the adverbial cause clause.

Having been endowed with forms and meanings different from other words in a language as well as other special structural features such as reduplicative structure, onomatopoeic words are regarded as linguistic universals, widely involved in the formation and derivation of new onomatopoeic words. Examining the structure of onomatopoeic words and mulling over their semantic properties in Russian and Persian languages, this study found that the general process of onomatopoeic words’ derivation is different in the two languages. Moreover, this study indicated that typological differences between Russian, as an inflectional and agglutinative language, and Persian, as an analytical and agglutinative language, play pivotal roles in the construction of different patterns as well as different word-formation processes, governing the formation of onomatopoeic words. Moreover, the study of semantic aspects of word-formation processes illustrated that this class of words have a category-building role in Russian. This is while in Persian onomatopoeic words, in addition to the primary onomatopoeic and categorical meanings, another semantic layer including certain aspects such as plurality, diversity, hypocorism, and continuance is added to the derived onomatopoeic words.

Khayyam is one of the most famous Iranian poets. His poems are famous not only in Iran, but all over the world. Khayyam's quatrains have been translated many times into all living languages of the world, including Russian. This research was done with the aim of familiarizing Iranian researchers with the nature of Khayyam studies in Russia. And he has discussed the translations of Khayyam's quatrains and the important views of Russian critics about the poems of this great poet. Preliminary studies show that until now Iranian readers are only familiar with the theory of "Wandering Quartets" by Valentin Alekseevich Zhukovski, which is mentioned in most of the books, and to some extent with the view of Yevgeniy Edvardovich Berthels, a Russian orientalist. In this article, an attempt has been made to analyze the views of other Russian critics and researchers about Khayyam's personality and quatrains with a descriptive and analytical method. Since Omar Khayyam's character and method are still the subject of serious scientific debates in the universities of the world, we intend to answer these questions in the present research with a descriptive

What is Khayyam's position among Russian translators? How is Khayyam depicted in the translations of his quatrains in Russian?




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Linguists have long studied various language teaching approaches, such as classical education, electronic education, and contemporary face-to-face education, in the subject of foreign language education. Like other disciplines, the science of teaching foreign languages is developing and progressing. However, there is no denying the role and significance of educational and multimedia technology in the teaching of foreign languages, including Russian. This study aims to examine the use of passwords and QR codes in Iranian textbooks written in the Russian language. The research's first step, which uses the library method, defines technology, the role of technology in education, electronic learning, and the function of multimedia with a focus on films, after which the QR-code technology is described in the context of the educational process. Among its applications are the following: removing educational disparities by providing platforms for the creation and dissemination of excellent educational material; facilitating universal access to education; and speeding up and simplifying access to educational help files - enhancing the effectiveness and efficiency of educational materials; inspiring authors, professors, and writers to create multimedia educational materials appropriate for the book to aid in the learning process; assisting in becoming familiar with the correct pronunciation, cultural nuances, and other aspects of the target language.

The vocabulary treasure of a language is the cultural heritage of a nation. Sometimes, some words in the vocabulary of a linguistic culture, illustrate a cultural picture of the language of a society that only people of that society comprehend. These words are recorded in fixed phrases and expressions, in other words in the culture of the people. In this research, based on Shcherba and Novikov‘s theory, two distinguished Russian linguists, eight common and widely used terms and expressions in Persian and Russian languages are studied in terms of cultural differences and similarities. The aim of the study is that Russian learners compare Russian phrases and expressions to Persian ones from a cultural point of view, and being able to use them correctly. The results show, despite the fact that the equivalents for terms and expressions are written in both Persian and Russian cultures, their usage in the culture of both languages, depending on the circumstances, cultural indicators and speech etiquette, is not always the same and sometimes there are conceptual differences, which is due to cultural differences in the languages. Therefore, in teaching Russian to Persian speakers, the practical aspect should be considered.

The purpose of this study is to study and cognitively compare the cultural distance between the two non-adjacent language communities of Russia and Greece in terms of instrumental view towards women from the perspective of cultural linguistics. For this purpose, 330 common tool-words in the comprehensive German list were equated into these two languages and then the frequency of feminine grammatical gender in them was extracted as an indicator in the theoretical framework of the research. The results of the Chi-square test with a significance level of 0.416 show that the difference between the two frequencies is not significant but still exists and the feminine grammatical gender in Greek tool-words is more than Russian. The insignificance of this difference can be found in the cultural convergence based on common religious foundations, the spread of Greek cultural conceptualizations to Russia, the commonalities of Hofstede’s cultural dimensions and the proximity of basic human values. On the basis of this study, the instrumental view towards women among Russians is less than the Greek.

The present article reviews and examines the methods of teaching Russian motion verbs and provides quality strategies for teaching this category of the Russian language in our country's universities within the framework of the Russian language teaching course as a foreign language. The results of the present article, which are the result of studying new methods of teaching the Russian language, show that one of the most important measures that should be done by the teacher, especially at the beginning of the teaching, is to create a correct and objective image of Russian language as a foreign language and goals. The main thing is in the minds of language learners. Learners should know from the beginning that the language they are about to learn, especially at the beginning, will be slightly different from the languages ​​of the languages ​​in which it is considered their mother tongue. Therefore, in the present article, based on the teaching of motion verbs in the Russian language and the many problems that language learners have in the practical and applied learning of this language category, qualitative solutions to the teaching of motion verbs are proposed. The research method in this article is descriptive and analytical and it uses the data and results of teaching methods used in lesson sessions related to teaching motion verbs over several years.

The present article examines the errors of Persian language students (undergraduate) in translating commonly used derivative verbs from Russian to Persian. In order to do this research, some of the most frequently used derivative verbs in Russian language textbooks intended for teaching prefixal verbss to foreign speakers are examined. Also, the Russian-Persian bilingual dictionaries that are used as one of the educational tools in studentschr('39') classrooms are studied and analyzed. According to the present study, the problems created for Persian-speaking students while learning Russian derivative verbs are not limited to their lack of knowledge about the Russian prefixal verbs, but this problem is closely related to the educational resources available in teaching the subject of the verb to Persian-speakers.On the other hand, it can be inferred that the problems created while learning Russian derivative verbs are also related to the shortcomings in the curricula of universities and higher education institutions. The main question of the current research is to investigate the causes of making errors in Persian language students in using Russian derivative verbs. It should be mentioned that the purpose of this study is to find the reasons for making errors by Persian language students in translating the Russian verb and also to provide a suitable solution to eliminate the problems created while teaching this category of speech. The purpose of this research is to obtain information that helps us to understand the reasons for these errors, and when any scientific activity, both in the field of education and in the field of learning prefixal verbss, we pay more attention. It seems that Persian language learners chr('39')unfamiliarity with the grammatical features of Russian verbs, lack of appropriate and standard textbooks, language learnerschr('39') unfamiliarity with verb word-building concepts in Russian are the main reasons for errors in learning Russian prefixal verbs in Persian language classrooms. In this article, the authors try to provide a suitable solution to improve the learning process of Russian prefixal verbs and improve the educational quality by showing the mistakes of Persian language learners as well as the problems and shortcomings that cause these mistakes. In this article, the authors examine studentschr('39') error in translating high-frequency prefixal verbss from two perspectives: 1) Errors that are divided into six categories: lexical, morphological, syntactic, idiomatic, stylistic and lexical errors; 2) The reasons for these errors are divided into two categories: Insufficient knowledge of Persian-speaking students about language structures as well as problems in the Russian-Persian bilingual dictionary used in Persian-speaking classrooms. In order to eliminate possible errors of language learners while learning and using frequently used Russian prefixal verbss or to reduce the possibility of these errors occurring, the authors have offered various solutions. One of these strategies, which is very important, goes back to how to choose Russian prefixal verbs during the course. Since every Russian verb has the ability to combine with countless prefixes and convey a new meaning, it is therefore recommended to use prefixal verbss in textbooks that have a higher frequency than other regular verbs. that the frequency of non-derived verbs and prefixal verbs in many cases have no relation to each other. It should not be forgotten that the frequency of verbs alone can not help in the choice of verbs in the compilation of the textbook, because during a study of the Russian frequency dictionary (Л.Н. Засорина, 1997) we came to the conclusion. For example, among the verbs, the non-derivative verb "быть" has a higher frequency, while among the prefixal verbs, the verb "посмотреть" is in the first place in this respect. This means that non-derivative verbs may be lower in frequency, but verbs derived from the same verb may be higher in frequency. This shows that more care must be taken in the selection of prefixal verbs in order to compile textbooks By the way, we have already mentioned that the verb prefixes in Russian have several meanings, some of which are more frequent. As a result, it is clear that when choosing prefixal verbs during the course, it is necessary to consider prefixes that are more commonly used as prefixal verbs.

Russian and Persian languages, regardless of the linguistic worlds, are special languages ​​in terms of phonetic system, grammar, vocabulary, etc. and have differences with each other Since the learners have already internalized the linguistic knowledge of the first language in their minds, they are very likely to commit errors in the process of learning a second language. This phenomenon, which is mostly natural and unavoidable, is referred to as interference. The present study aims to explore the effects of interference on the errors by providing evidence from the usual errors committed by the Persian-speaking learners of Russian in the elementary level. First, the authors attempt to detect and classify the speaking errors of the learners in terms of the type of interference, and then the authors provide an analysis of them. Phonetic tests are used to collect the data. The participants of the study were 51 elementary level students in Isfahan, Guilan and Gonbad universities. The analysis of the data suggests that the target language (Russian), as one of the influential factors contributing to interference, has a drastic impact on the errors committed by the Persian-speaking learners of Russian.

In the present study, we have studied and compared the subordinate relative clauses in complex sentences in Persian and Russian. A relative clause is the same adjective but, unlike adjective, it appears as a dependent clause in the complex sentence. In this paper, we examine the types of Persian subordinate relative clauses and their comparison with the Russian subordinate relative clauses, the subordinate conjunctions in these two languages, the position and movement of these clauses in Russian and Persian sentences. The purpose of this study is to study, analyze and descriptive accurate comparison of the subordinate relative clauses in Persian and Russian and to extract and analyze their similarities and differences in these two languages, in order to facilitate the teaching of Russian complex sentences to Persian language students. The positions of the subordinate relative clauses are identical in the Russian and Persian complex sentences, but unlike in the Persian language, these clauses do not have the ability to move from near the reference word to the end of the sentence. Their classification, punctuation, and the subordinate conjunctions in the subordinate relative clauses in these two languages are different.

As a global phenomenon, loanwords are found in all languages. They could empower the target language, if being applied targetedly. Throughout the history, there have been vast linguistic relations between the Iranian province of Gilan and Russia. As a result of geographical proximity and long history of cultural, political, commercial, and military relations, many loanwords have entered the Gilaki dialect from Russian. Some of these loanwords could not be seen in the standard Persian language or other local dialects. In This paper, using Gilaki glossaries we will list Russian loanwords and will categorize them into: 1- loanwords which are not exclusive to the Gilaki dialect and could be seen in Persian language or other dialects. 2- loanwords that exclusively exist in the Gilaki dialect. Writing down the Russian equivalent for each loanword, we will also transcribe each one. Furthermore, the semantic, phonetic, and syntactic changes after transmission to the target language will be analyzed. The goal of this research is to introduce and explain the general process of word Borrowing in Gilaki. Studying the loanwords, we come to this conclusion that Borrowing mostly happens in lexical terms. The lion’s share of the loanwords is used in the everyday life of Gilak people and they rarely experience intensive semantic changes.

Correct positioning and order of adjectives is one of the important factors affecting the correct translation of a word or a phrase. Not paying attention to the adjective order can completely change the meaning of a sentence or a phrase. In this study, based on 320 examples collected from Russian-Persian dictionaries and the Russian National Corpus, we attempt to consider and compare the order of adjectives in Russian and Persian languages. In the present study, we are trying to answer this question that what the rule for adjective order in Russian language is and whether there is a certain and constant model for their translation from Russian to Persian. The results of this study can be impressive for the improvement of the translation process as well as the training of translation from Russian to Persian and vice versa. The analysis of the collected examples indicates that only in half of the cases the order of adjectives in Russian and Persian languages is fully compatible, and in the other cases their translation from Russian to Persian does not follow a constant model.