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

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 concept of tense is an important issue in the morphological and syntactic analysis of words and sentences. The connection between this concept and other parts of the sentence, including the verb, and understanding its structural, semantic and conceptual differences has always been considered by Russian and Persian linguists. In this article, various types of direct and figurative applications of the Russian present tense are studied considering their equivalent expressions in the Persian language. While the present tense exists in both mentioned languages, there remain distinct conceptual, semantic and structural differences, of which lack of knowledge leads to difficulties and mistakes in learning, translation and research. Realizing the research deficiency on this particular subject and based on the issues of teaching Russian language to Persian-speaking students, interesting results are pointed out in the case of direct and figurative application of the Russian present tense and its comparison in the Persian language.

Russian language, with regard to its grammar, is a language with its own special complexities, hardly found in other languages. Although languages are different from each other, they have some similarities as well. The Iranian learner, while learning Russian, analyzes the sentences using patterns similar to his/ her native language patterns. Occasionally, such native patterns cause the learner to make glaring mistakes. Verb, in Russian language, is a word that grammatically conducts a noun and its modifiers (падеж). The difficulty, which the learners encounter is the lack of a complete agreement of verb conduction. That is to say, it is possible for a verb in Persian language to conduct its dependent word in a particular manner, which the very same verb, in Russian language, might conduct its defendant word in a different manner. It is even possible that the verb conduction by the same verb in the two languages might occur by means of two totally different prepositions. In other to avoid such errors, it seems necessary to make the learners aware of their occurrences at the very initial steps of language learning.