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Состояние теоретического антагонизма современной лингвистики свидетельствует о ее глубоком кризисе. Эволюционно-синтетическая теория языка нацелена на преодоление данного кризиса. В ней реализуется мультидисциплинарный подход, описывающий язык а) в эволюционном и онтогенетическим развитии и б) в тесном взаимодействии с другими человеческими подсистемами: ментальным представлением мира, человеческой деятельностью и социальным взаимодействием. Язык определяется как развивающаяся в онтогенезе дуальная система: «универсальный сенсорный подъязык + этноспецифичный функциональный подъязык», где сенсорный подъязык используется для описания «видимого» (доступного чувственному восприятию) мира, а функциональный подъязык — для описания мыслимого («постигаемого разумом») мира. В рамках излагаемого подхода получают решение многие проблемы: 1) когнитивный (невербальный) язык для представления языковых значений; 2) многообразие и единство языков (используется структура, альтернативная Универсальной Грамматике Хомского); 3) главная (исходная) функция языка; 4) когнитивный язык мысли (его базу составляют лексические и грамматические значения сенсорного подъязыка); 5) смысл (назначение) синтаксической структуры предложения; 6) механизмы усвоения ребенком лексических и грамматических значений; 7) дуальная (функционально-прототипическая) структура человеческих категорий и др. В книге рассматривается широкий круг вопросов, касающихся человеческого познания, глотто- и антропогенеза, универсальных когнитивных структур представления предметов, действий и ситуаций, поэтому она будет интересна не только лингвистам, но и психологам, антропологам, социологам, философам. The monograph shows that in the last 50 years theoretical linguistics remains a compendium of mutually contradicting doctrines on multiple levels: the level of general theories of language, the level of its main constituents (the lexicon, syntax, and the lexical-syntactic interface that connects them), and the lower levels of specific linguistic problems (such as lexical polysemy, grammatical meanings, etc.). The contradictions of contemporary linguistic theories are indicative of a deep crisis. Evolutionary-synthetic theory of language is aimed at overcoming this crisis. It implements a multidisciplinary approach that describes the language a) in evolutionary and ontogenetic development and b) in close interaction with other human subsystems: the mental representation of the world, human activity and social interaction. Language is defined as a dual system developing in ontogeny: ‘universal sensory sublanguage + ethnically specific functional sublanguage’ where the sensory sublanguage is used to describe the ‘visible’ world (accessible to the senses), and the functional sublanguage is employed to describe the conceivable world (‘comprehended by human mind’). Within the framework of the approach presented, many problems are solved: 1) the cognitive (non-verbal) language for representing language meanings; 2) diversity and unity of languages (using the structure alternative to Chomsky\u0026amp;#39;s Universal Grammar); 3) the main (original) function of the language; 4) the cognitive language of thought (its basis is the lexical and grammatical meanings of the sensory sublanguage); 5) dual (functionally prototypical) structure of human categories; 6) mechanisms in the early acquisition of lexical and grammatical meanings; 7) the meaning (assignment) of the syntactic structure of a sentence, etc. The book deals with a wide range of issues related to human cognition, glottogenesis and anthropogenesis, universal cognitive structures for the representation of objects, actions and situations, so it will be of interest not only to linguists, but also to psychologists, anthropologists, sociologists, philosophers.","author":[{"@context":"https://schema.org","@type":"Person","name":"Alexey Koshelev"}],"contributor":[],"dateCreated":"2017-09-18","dateModified":"2021-04-07","datePublished":"2017-01-01","headline":"ОЧЕРКИ ЭВОЛЮЦИОННО-СИНТЕТИЧЕСКОЙ ТЕОРИИ ЯЗЫКА","image":"https://attachments.academia-assets.com/60066855/thumbnails/1.jpg","inLanguage":"ru","keywords":["Cognitive Science","Anthropology","Languages and Linguistics","Semantics","Cognitive development","Evolution of Language"],"publication":"Издательский Дом 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{"work":{"id":34600603,"created_at":"2017-09-18T13:41:25.623-07:00","from_world_paper_id":null,"updated_at":"2021-04-07T03:16:27.518-07:00","_data":{"abstract":"В монографии показывается, что на протяжении последних 50 лет теоретическая лингвистика представляет собой множество противоречащих друг другу доктрин ― и на уровне общих теорий языка, и на уровне его главных составляющих (лексики, синтаксиса и связывающего их лексико-синтаксического интерфейса), и на более низких уровнях, относящихся к частным языковым проблемам (лексическая полисемия, грамматические значения и др.). Состояние теоретического антагонизма современной лингвистики свидетельствует о ее глубоком кризисе.\r\n Эволюционно-синтетическая теория языка нацелена на преодоление данного кризиса. В ней реализуется мультидисциплинарный подход, описывающий язык а) в эволюционном и онтогенетическим развитии и б) в тесном взаимодействии с другими человеческими подсистемами: ментальным представлением мира, человеческой деятельностью и социальным взаимодействием. Язык определяется как развивающаяся в онтогенезе дуальная система: «универсальный сенсорный подъязык + этноспецифичный функциональный подъязык», где сенсорный подъязык используется для описания «видимого» (доступного чувственному восприятию) мира, а функциональный подъязык — для описания мыслимого («постигаемого разумом») мира. В рамках излагаемого подхода получают решение многие проблемы: \r\n 1) когнитивный (невербальный) язык для представления языковых значений; \r\n 2) многообразие и единство языков (используется структура, альтернативная Универсальной Грамматике Хомского); \r\n 3) главная (исходная) функция языка; \r\n 4) когнитивный язык мысли (его базу составляют лексические и грамматические значения сенсорного подъязыка); \r\n 5) смысл (назначение) синтаксической структуры предложения; \r\n 6) механизмы усвоения ребенком лексических и грамматических значений; \r\n 7) дуальная (функционально-прототипическая) структура человеческих категорий и др.\r\n В книге рассматривается широкий круг вопросов, касающихся человеческого познания, глотто- и антропогенеза, универсальных когнитивных структур представления предметов, действий и ситуаций, поэтому она будет интересна не только лингвистам, но и психологам, антропологам, социологам, философам.\r\n\r\nThe monograph shows that in the last 50 years theoretical linguistics remains a compendium of mutually contradicting doctrines on multiple levels: the level of general theories of language, the level of its main constituents (the lexicon, syntax, and the lexical-syntactic interface that connects them), and the lower levels of specific linguistic problems (such as lexical polysemy, grammatical meanings, etc.). The contradictions of contemporary linguistic theories are indicative of a deep crisis. \r\n Evolutionary-synthetic theory of language is aimed at overcoming this crisis. It implements a multidisciplinary approach that describes the language a) in evolutionary and ontogenetic development and b) in close interaction with other human subsystems: the mental representation of the world, human activity and social interaction. Language is defined as a dual system developing in ontogeny: ‘universal sensory sublanguage + ethnically specific functional sublanguage’ where the sensory sublanguage is used to describe the ‘visible’ world (accessible to the senses), and the functional sublanguage is employed to describe the conceivable world (‘comprehended by human mind’). Within the framework of the approach presented, many problems are solved: \r\n 1) the cognitive (non-verbal) language for representing language meanings; \r\n 2) diversity and unity of languages (using the structure alternative to Chomsky's Universal Grammar); \r\n 3) the main (original) function of the language; \r\n 4) the cognitive language of thought (its basis is the lexical and grammatical meanings of the sensory sublanguage); \r\n 5) dual (functionally prototypical) structure of human categories; \r\n 6) mechanisms in the early acquisition of lexical and grammatical meanings; \r\n 7) the meaning (assignment) of the syntactic structure of a sentence, etc.\r\n The book deals with a wide range of issues related to human cognition, glottogenesis and anthropogenesis, universal cognitive structures for the representation of objects, actions and situations, so it will be of interest not only to linguists, but also to psychologists, anthropologists, sociologists, philosophers. \r\n\r\n","page_numbers":"528","publication_date":"2017,,","publication_name":"Издательский Дом ЯСК"},"document_type":"book","pre_hit_view_count_baseline":null,"quality":"high","language":"ru","title":"ОЧЕРКИ ЭВОЛЮЦИОННО-СИНТЕТИЧЕСКОЙ ТЕОРИИ ЯЗЫКА","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [8047483]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":60066855,"attachmentType":"pdf"}"><img alt="First page of “ОЧЕРКИ ЭВОЛЮЦИОННО-СИНТЕТИЧЕСКОЙ ТЕОРИИ ЯЗЫКА”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/60066855/mini_magick20190720-15592-1cd8q7w.png?1563653910" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">ОЧЕРКИ ЭВОЛЮЦИОННО-СИНТЕТИЧЕСКОЙ ТЕОРИИ ЯЗЫКА</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="8047483" href="https://independent.academia.edu/AlexeyKoshelev"><img alt="Profile image of Alexey Koshelev" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/8047483/2802364/18369129/s65_alexey.koshelev.jpg" />Alexey Koshelev</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2017, Издательский Дом ЯСК</p></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">В монографии показывается, что на протяжении последних 50 лет теоретическая лингвистика представляет собой множество противоречащих друг другу доктрин ― и на уровне общих теорий языка, и на уровне его главных составляющих (лексики, синтаксиса и связывающего их лексико-синтаксического интерфейса), и на более низких уровнях, относящихся к частным языковым проблемам (лексическая полисемия, грамматические значения и др.). Состояние теоретического антагонизма современной лингвистики свидетельствует о ее глубоком кризисе. Эволюционно-синтетическая теория языка нацелена на преодоление данного кризиса. В ней реализуется мультидисциплинарный подход, описывающий язык а) в эволюционном и онтогенетическим развитии и б) в тесном взаимодействии с другими человеческими подсистемами: ментальным представлением мира, человеческой деятельностью и социальным взаимодействием. Язык определяется как развивающаяся в онтогенезе дуальная система: «универсальный сенсорный подъязык + этноспецифичный функциональный подъязык», где сенсорный подъязык используется для описания «видимого» (доступного чувственному восприятию) мира, а функциональный подъязык — для описания мыслимого («постигаемого разумом») мира. В рамках излагаемого подхода получают решение многие проблемы: 1) когнитивный (невербальный) язык для представления языковых значений; 2) многообразие и единство языков (используется структура, альтернативная Универсальной Грамматике Хомского); 3) главная (исходная) функция языка; 4) когнитивный язык мысли (его базу составляют лексические и грамматические значения сенсорного подъязыка); 5) смысл (назначение) синтаксической структуры предложения; 6) механизмы усвоения ребенком лексических и грамматических значений; 7) дуальная (функционально-прототипическая) структура человеческих категорий и др. В книге рассматривается широкий круг вопросов, касающихся человеческого познания, глотто- и антропогенеза, универсальных когнитивных структур представления предметов, действий и ситуаций, поэтому она будет интересна не только лингвистам, но и психологам, антропологам, социологам, философам. The monograph shows that in the last 50 years theoretical linguistics remains a compendium of mutually contradicting doctrines on multiple levels: the level of general theories of language, the level of its main constituents (the lexicon, syntax, and the lexical-syntactic interface that connects them), and the lower levels of specific linguistic problems (such as lexical polysemy, grammatical meanings, etc.). The contradictions of contemporary linguistic theories are indicative of a deep crisis. Evolutionary-synthetic theory of language is aimed at overcoming this crisis. It implements a multidisciplinary approach that describes the language a) in evolutionary and ontogenetic development and b) in close interaction with other human subsystems: the mental representation of the world, human activity and social interaction. Language is defined as a dual system developing in ontogeny: ‘universal sensory sublanguage + ethnically specific functional sublanguage’ where the sensory sublanguage is used to describe the ‘visible’ world (accessible to the senses), and the functional sublanguage is employed to describe the conceivable world (‘comprehended by human mind’). Within the framework of the approach presented, many problems are solved: 1) the cognitive (non-verbal) language for representing language meanings; 2) diversity and unity of languages (using the structure alternative to Chomsky's Universal Grammar); 3) the main (original) function of the language; 4) the cognitive language of thought (its basis is the lexical and grammatical meanings of the sensory sublanguage); 5) dual (functionally prototypical) structure of human categories; 6) mechanisms in the early acquisition of lexical and grammatical meanings; 7) the meaning (assignment) of the syntactic structure of a sentence, etc. The book deals with a wide range of issues related to human cognition, glottogenesis and anthropogenesis, universal cognitive structures for the representation of objects, actions and situations, so it will be of interest not only to linguists, but also to psychologists, anthropologists, sociologists, philosophers. </p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":60066855,"attachmentType":"pdf","workUrl":"https://www.academia.edu/34600603/%D0%9E%D0%A7%D0%95%D0%A0%D0%9A%D0%98_%D0%AD%D0%92%D0%9E%D0%9B%D0%AE%D0%A6%D0%98%D0%9E%D0%9D%D0%9D%D0%9E_%D0%A1%D0%98%D0%9D%D0%A2%D0%95%D0%A2%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%9E%D0%99_%D0%A2%D0%95%D0%9E%D0%A0%D0%98%D0%98_%D0%AF%D0%97%D0%AB%D0%9A%D0%90"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":60066855,"attachmentType":"pdf","workUrl":"https://www.academia.edu/34600603/%D0%9E%D0%A7%D0%95%D0%A0%D0%9A%D0%98_%D0%AD%D0%92%D0%9E%D0%9B%D0%AE%D0%A6%D0%98%D0%9E%D0%9D%D0%9D%D0%9E_%D0%A1%D0%98%D0%9D%D0%A2%D0%95%D0%A2%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%9E%D0%99_%D0%A2%D0%95%D0%9E%D0%A0%D0%98%D0%98_%D0%AF%D0%97%D0%AB%D0%9A%D0%90"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="60066855" data-landing_url="https://www.academia.edu/34600603/%D0%9E%D0%A7%D0%95%D0%A0%D0%9A%D0%98_%D0%AD%D0%92%D0%9E%D0%9B%D0%AE%D0%A6%D0%98%D0%9E%D0%9D%D0%9D%D0%9E_%D0%A1%D0%98%D0%9D%D0%A2%D0%95%D0%A2%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%9E%D0%99_%D0%A2%D0%95%D0%9E%D0%A0%D0%98%D0%98_%D0%AF%D0%97%D0%AB%D0%9A%D0%90" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="91790380" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/91790380/%D0%9A%D0%9B%D0%90%D0%A1%D0%A1%D0%98%D0%A4%D0%98%D0%9A%D0%90%D0%A6%D0%98%D0%AF_%D0%AD%D0%93%D0%9E%D0%A6%D0%95%D0%9D%D0%A2%D0%A0%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%98%D0%A5_%D0%A1%D0%A0%D0%95%D0%94%D0%A1%D0%A2%D0%92_%D0%AF%D0%97%D0%AB%D0%9A%D0%90_%D0%A1%D0%9A%D0%92%D0%9E%D0%97%D0%AC_%D0%9F%D0%A0%D0%98%D0%97%D0%9C%D0%A3_%D0%90%D0%9D%D0%90%D0%9B%D0%98%D0%97%D0%90_%D0%9F%D0%95%D0%A0%D0%95%D0%92%D0%9E%D0%94%D0%9D%D0%9E%D0%93%D0%9E_%D0%9D%D0%90%D0%A0%D0%A0%D0%90%D0%A2%D0%98%D0%92%D0%90_%D0%A4%D0%A3%D0%9D%D0%9A%D0%A6%D0%98%D0%9E%D0%9D%D0%90%D0%9B%D0%AC%D0%9D%D0%9E%D0%95_%D0%92%D0%97%D0%90%D0%98%D0%9C%D0%9E%D0%94%D0%95%D0%99%D0%A1%D0%A2%D0%92%D0%98%D0%95_%D0%AD%D0%93%D0%9E%D0%A6%D0%95%D0%9D%D0%A2%D0%A0%D0%98%D0%9A%D0%9E%D0%92">КЛАССИФИКАЦИЯ ЭГОЦЕНТРИЧЕСКИХ СРЕДСТВ ЯЗЫКА СКВОЗЬ ПРИЗМУ АНАЛИЗА ПЕРЕВОДНОГО НАРРАТИВА. 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href="https://www.academia.edu/37626482/%D0%9E%D0%A0%D0%93%D0%90%D0%9D%D0%98%D0%A1%D0%A2%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%98%D0%95_%D0%9C%D0%95%D0%A2%D0%90%D0%A4%D0%9E%D0%A0%D0%AB_%D0%92_%D0%A1%D0%9E%D0%92%D0%A0%D0%95%D0%9C%D0%95%D0%9D%D0%9D%D0%9E%D0%9C_%D0%AF%D0%97%D0%AB%D0%9A%D0%9E%D0%97%D0%9D%D0%90%D0%9D%D0%98%D0%98"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="41183761" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/41183761/%D0%9C%D0%9E%D0%9C%D0%95%D0%9D%D0%A2%D0%AB_%D0%A0%D0%90%D0%97%D0%A0%D0%90%D0%91%D0%9E%D0%A2%D0%9A%D0%98_%D0%AD%D0%A2%D0%98%D0%9C%D0%9E%D0%9B%D0%9E%D0%93%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%98%D0%A5_%D0%90%D0%A1%D0%9F%D0%95%D0%9A%D0%A2%D0%9E%D0%92_%D0%9B%D0%95%D0%9A%D0%A1%D0%98%D0%9A%D0%98_%D0%9E%D0%A2%D0%A0%D0%90%D0%96%D0%90%D0%AE%D0%A9%D0%95%D0%99_%D0%A4%D0%90%D0%A3%D0%9D%D0%A3_%D0%A2%D0%AE%D0%A0%D0%9A%D0%A1%D0%9A%D0%98%D0%A5_%D0%AF%D0%97%D0%AB%D0%9A%D0%9E%D0%92_%D0%9E%D0%93%D0%A3%D0%97%D0%A1%D0%9A%D0%9E%D0%99_%D0%93%D0%A0%D0%A3%D0%9F%D0%9F%D0%AB">МОМЕНТЫ РАЗРАБОТКИ ЭТИМОЛОГИЧЕСКИХ АСПЕКТОВ ЛЕКСИКИ, ОТРАЖАЮЩЕЙ ФАУНУ ТЮРКСКИХ ЯЗЫКОВ ОГУЗСКОЙ ГРУППЫ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="97984523" href="https://elm.academia.edu/ElnureHuseynova">Elnure Huseynova</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2019</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"МОМЕНТЫ РАЗРАБОТКИ ЭТИМОЛОГИЧЕСКИХ АСПЕКТОВ ЛЕКСИКИ, ОТРАЖАЮЩЕЙ ФАУНУ ТЮРКСКИХ ЯЗЫКОВ ОГУЗСКОЙ ГРУППЫ","attachmentId":61423671,"attachmentType":"pdf","work_url":"https://www.academia.edu/41183761/%D0%9C%D0%9E%D0%9C%D0%95%D0%9D%D0%A2%D0%AB_%D0%A0%D0%90%D0%97%D0%A0%D0%90%D0%91%D0%9E%D0%A2%D0%9A%D0%98_%D0%AD%D0%A2%D0%98%D0%9C%D0%9E%D0%9B%D0%9E%D0%93%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%98%D0%A5_%D0%90%D0%A1%D0%9F%D0%95%D0%9A%D0%A2%D0%9E%D0%92_%D0%9B%D0%95%D0%9A%D0%A1%D0%98%D0%9A%D0%98_%D0%9E%D0%A2%D0%A0%D0%90%D0%96%D0%90%D0%AE%D0%A9%D0%95%D0%99_%D0%A4%D0%90%D0%A3%D0%9D%D0%A3_%D0%A2%D0%AE%D0%A0%D0%9A%D0%A1%D0%9A%D0%98%D0%A5_%D0%AF%D0%97%D0%AB%D0%9A%D0%9E%D0%92_%D0%9E%D0%93%D0%A3%D0%97%D0%A1%D0%9A%D0%9E%D0%99_%D0%93%D0%A0%D0%A3%D0%9F%D0%9F%D0%AB","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/41183761/%D0%9C%D0%9E%D0%9C%D0%95%D0%9D%D0%A2%D0%AB_%D0%A0%D0%90%D0%97%D0%A0%D0%90%D0%91%D0%9E%D0%A2%D0%9A%D0%98_%D0%AD%D0%A2%D0%98%D0%9C%D0%9E%D0%9B%D0%9E%D0%93%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%98%D0%A5_%D0%90%D0%A1%D0%9F%D0%95%D0%9A%D0%A2%D0%9E%D0%92_%D0%9B%D0%95%D0%9A%D0%A1%D0%98%D0%9A%D0%98_%D0%9E%D0%A2%D0%A0%D0%90%D0%96%D0%90%D0%AE%D0%A9%D0%95%D0%99_%D0%A4%D0%90%D0%A3%D0%9D%D0%A3_%D0%A2%D0%AE%D0%A0%D0%9A%D0%A1%D0%9A%D0%98%D0%A5_%D0%AF%D0%97%D0%AB%D0%9A%D0%9E%D0%92_%D0%9E%D0%93%D0%A3%D0%97%D0%A1%D0%9A%D0%9E%D0%99_%D0%93%D0%A0%D0%A3%D0%9F%D0%9F%D0%AB"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="75409783" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/75409783/%D0%A4%D0%A3%D0%9D%D0%9A%D0%A6%D0%98%D0%9E%D0%9D%D0%90%D0%9B%D0%AC%D0%9D%D0%AB%D0%95_%D0%9E%D0%A1%D0%9E%D0%91%D0%95%D0%9D%D0%9D%D0%9E%D0%A1%D0%A2%D0%98_%D0%AF%D0%97%D0%AB%D0%9A%D0%9E%D0%92%D0%AB%D0%A5_%D0%AD%D0%9A%D0%A1%D0%9F%D0%A0%D0%95%D0%A1%D0%A1%D0%98%D0%92%D0%9D%D0%AB%D0%A5_%D0%A1%D0%A0%D0%95%D0%94%D0%A1%D0%A2%D0%92_%D0%92_%D0%A0%D0%A3%D0%A1%D0%A1%D0%9A%D0%9E%D0%9C_%D0%AF%D0%97%D0%AB%D0%9A%D0%95">ФУНКЦИОНАЛЬНЫЕ ОСОБЕННОСТИ ЯЗЫКОВЫХ ЭКСПРЕССИВНЫХ СРЕДСТВ В РУССКОМ ЯЗЫКЕ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="160830578" href="https://atauni.academia.edu/HadiBAK">Hadi BAK</a></div><p class="ds-related-work--abstract ds2-5-body-sm">В статье рассматриваются теоретические и практические стороны функционирования языковых экспрессивных средств в русском языке. Экспрессивность языковых элементов определяем, используя три понятия: эмоция, интенсивность, оценка. На наш взгляд, чаще всего средствами экспрессивности выступают фонетические, лексические, морфологические и синтаксические единицы языка, авторские неологизмы, введение просторечной или жаргонной лексики, стилистические фигуры и т. п. В результате лингвистического анализа литературных произведений среди наиболее действенных в категории экспрессивности речи выделяем риторические вопросы и неологизмы как яркие образцы эмоциональности, оценочности, интенсивности, образности. Рассмотрены примеры риторических вопросов и неологизмов с точки зрения их эмоциональности, интенсивности, оценочности. Сделаны выводы, что риторический вопрос в данном контексте несет оттенок утверждения или отрицания, положительности или отрицательности фразы. Таким образом, риторические вопросы активизируют внимание и привлекают интерес слушателей, создают широкие возможности для создания экспрессии. Важнейшими отличительными признаками неологизмов считаем временной фактор, потребность общества; наличие творца, определенного контекста, языковой модели. На примере творчества В. Маяковского отмечаем, что экспрессивные единицы, в частности неологизмы, сближают письменную и устную речь, получают широкое использование и отражают основные тенденции развития современного русского языка. Отмечено, что в последние десятилетия в турецком языке также активизировалось появление новых слов, активно используемых в разговорно-бытовой сфере, что отражается и в литературе; приведены их примеры. Ключевые слова: выразительность, экспрессивность, экспрессивные средства, риторический вопрос, неологизмы.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ФУНКЦИОНАЛЬНЫЕ ОСОБЕННОСТИ ЯЗЫКОВЫХ ЭКСПРЕССИВНЫХ СРЕДСТВ В РУССКОМ ЯЗЫКЕ","attachmentId":83189386,"attachmentType":"pdf","work_url":"https://www.academia.edu/75409783/%D0%A4%D0%A3%D0%9D%D0%9A%D0%A6%D0%98%D0%9E%D0%9D%D0%90%D0%9B%D0%AC%D0%9D%D0%AB%D0%95_%D0%9E%D0%A1%D0%9E%D0%91%D0%95%D0%9D%D0%9D%D0%9E%D0%A1%D0%A2%D0%98_%D0%AF%D0%97%D0%AB%D0%9A%D0%9E%D0%92%D0%AB%D0%A5_%D0%AD%D0%9A%D0%A1%D0%9F%D0%A0%D0%95%D0%A1%D0%A1%D0%98%D0%92%D0%9D%D0%AB%D0%A5_%D0%A1%D0%A0%D0%95%D0%94%D0%A1%D0%A2%D0%92_%D0%92_%D0%A0%D0%A3%D0%A1%D0%A1%D0%9A%D0%9E%D0%9C_%D0%AF%D0%97%D0%AB%D0%9A%D0%95","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/75409783/%D0%A4%D0%A3%D0%9D%D0%9A%D0%A6%D0%98%D0%9E%D0%9D%D0%90%D0%9B%D0%AC%D0%9D%D0%AB%D0%95_%D0%9E%D0%A1%D0%9E%D0%91%D0%95%D0%9D%D0%9D%D0%9E%D0%A1%D0%A2%D0%98_%D0%AF%D0%97%D0%AB%D0%9A%D0%9E%D0%92%D0%AB%D0%A5_%D0%AD%D0%9A%D0%A1%D0%9F%D0%A0%D0%95%D0%A1%D0%A1%D0%98%D0%92%D0%9D%D0%AB%D0%A5_%D0%A1%D0%A0%D0%95%D0%94%D0%A1%D0%A2%D0%92_%D0%92_%D0%A0%D0%A3%D0%A1%D0%A1%D0%9A%D0%9E%D0%9C_%D0%AF%D0%97%D0%AB%D0%9A%D0%95"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="108543012" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/108543012/%D0%98%D0%95%D0%A0%D0%90%D0%A0%D0%A5%D0%98%D0%AF_%D0%A1%D0%9E%D0%92%D0%A0%D0%95%D0%9C%D0%95%D0%9D%D0%9D%D0%AB%D0%A5_%D0%A2%D0%95%D0%9E%D0%A0%D0%98%D0%99_%D0%9C%D0%95%D0%A2%D0%9E%D0%94%D0%9E%D0%92_%D0%98_%D0%9F%D0%9E%D0%94%D0%A5%D0%9E%D0%94%D0%9E%D0%92_%D0%9A_%D0%9E%D0%91%D0%A3%D0%A7%D0%95%D0%9D%D0%98%D0%AE_%D0%98%D0%9D%D0%9E%D0%A1%D0%A2%D0%A0%D0%90%D0%9D%D0%9D%D0%AB%D0%9C_%D0%AF%D0%97%D0%AB%D0%9A%D0%90%D0%9C">ИЕРАРХИЯ СОВРЕМЕННЫХ ТЕОРИЙ, МЕТОДОВ И ПОДХОДОВ К ОБУЧЕНИЮ ИНОСТРАННЫМ ЯЗЫКАМ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4744782" href="https://moscowstate.academia.edu/SvetlanaTitova">Svetlana Titova</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Вестн. Моск. ун-та. Сер. 19. Лингвистика и межкультурная коммуникация. 2023. Т. 26. № 4. С. 85–102, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">In today’s competence-based paradigm of language education, the priority direction is the development and formation of students’ not only productive foreign language speech skills and language skills that contribute to the creation of written and oral texts of various genres, but also the skills of interaction and mediation in the global digital space. It is possible to develop the above-mentioned skills using effective approaches, methods, and technologies. Modern methodological literature presents an extremely wide variety of methodological models, pedagogical theories, specific technologies, and approaches to teaching foreign languages. This article is devoted to the development of a general theoretical basis for the hierarchy of existing methods, approaches, and methods of teaching foreign languages within the framework of a competent-based, communicatively oriented paradigm of modern education. The proposed hierarchy includes 4 levels, where the theoretical foundation of education is based on a certain psychological and pedagogical theory; the essence of learning activity corresponds to the general theoretical method; the principles of learning correspond to private methods; the learning process corresponds to a system of tasks. Each level is responsible for a certain range of “didactic potential”. The essence of the lower level is the ways of implementing knowledge, and the upper one is the management of information transfer processes in the activity-based model of learning. This system is very important because the hierarchically organized structure of methods allows instructors to understand how particular methods contribute to the achievement of the goals of teaching foreign languages. The article analyzes the psychological and pedagogical theories valid for the modern system of education—cognitivism, constructivism, and connectivism. The typological characteristics are given for the classification of teaching methods, and the main types of problem-oriented tasks are identified for the development of students’ foreign language skills.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ИЕРАРХИЯ СОВРЕМЕННЫХ ТЕОРИЙ, МЕТОДОВ И ПОДХОДОВ К ОБУЧЕНИЮ ИНОСТРАННЫМ ЯЗЫКАМ","attachmentId":106896639,"attachmentType":"pdf","work_url":"https://www.academia.edu/108543012/%D0%98%D0%95%D0%A0%D0%90%D0%A0%D0%A5%D0%98%D0%AF_%D0%A1%D0%9E%D0%92%D0%A0%D0%95%D0%9C%D0%95%D0%9D%D0%9D%D0%AB%D0%A5_%D0%A2%D0%95%D0%9E%D0%A0%D0%98%D0%99_%D0%9C%D0%95%D0%A2%D0%9E%D0%94%D0%9E%D0%92_%D0%98_%D0%9F%D0%9E%D0%94%D0%A5%D0%9E%D0%94%D0%9E%D0%92_%D0%9A_%D0%9E%D0%91%D0%A3%D0%A7%D0%95%D0%9D%D0%98%D0%AE_%D0%98%D0%9D%D0%9E%D0%A1%D0%A2%D0%A0%D0%90%D0%9D%D0%9D%D0%AB%D0%9C_%D0%AF%D0%97%D0%AB%D0%9A%D0%90%D0%9C","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/108543012/%D0%98%D0%95%D0%A0%D0%90%D0%A0%D0%A5%D0%98%D0%AF_%D0%A1%D0%9E%D0%92%D0%A0%D0%95%D0%9C%D0%95%D0%9D%D0%9D%D0%AB%D0%A5_%D0%A2%D0%95%D0%9E%D0%A0%D0%98%D0%99_%D0%9C%D0%95%D0%A2%D0%9E%D0%94%D0%9E%D0%92_%D0%98_%D0%9F%D0%9E%D0%94%D0%A5%D0%9E%D0%94%D0%9E%D0%92_%D0%9A_%D0%9E%D0%91%D0%A3%D0%A7%D0%95%D0%9D%D0%98%D0%AE_%D0%98%D0%9D%D0%9E%D0%A1%D0%A2%D0%A0%D0%90%D0%9D%D0%9D%D0%AB%D0%9C_%D0%AF%D0%97%D0%AB%D0%9A%D0%90%D0%9C"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="15934683" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15934683/%D0%AF%D0%97%D0%AB%D0%9A%D0%9E%D0%92%D0%90%D0%AF_%D0%9B%D0%98%D0%A7%D0%9D%D0%9E%D0%A1%D0%A2%D0%AC_%D0%98_%D0%94%D0%98%D0%A1%D0%9A%D0%A3%D0%A0%D0%A1%D0%98%D0%92%D0%9D%D0%AB%D0%99_%D0%AD%D0%A2%D0%9E%D0%A1">ЯЗЫКОВАЯ ЛИЧНОСТЬ И ДИСКУРСИВНЫЙ ЭТОС</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="26829164" href="https://rudn.academia.edu/SvetlanaSheipak">Svetlana Sheipak</a></div><p class="ds-related-work--abstract ds2-5-body-sm">В статье рассматриваются различные подходы к разработке концепции «языковой личности». На основе анализа результатов разработки психолингвистического подхода делается вывод об ограниченности дан- ной концепции, которая может быть преодолена, если, опираясь на риторический подход к исследованию речевого взаимодействия, расширить концепцию «языковой личности». Вместо индивидуальной идентич- ности субъекта высказывания предметом анализа должен стать его речевой образ – дискурсивный этос, что позволит учесть взаимную обусловленность при формировании в процессе коммуникации индивидуаль- ной и дискурсивной идентичности. Ключевые слова и фразы: языковая личность; риторика; субъект высказывания; речевое взаимодействие; дискурсивный этос.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ЯЗЫКОВАЯ ЛИЧНОСТЬ И ДИСКУРСИВНЫЙ ЭТОС","attachmentId":38830941,"attachmentType":"pdf","work_url":"https://www.academia.edu/15934683/%D0%AF%D0%97%D0%AB%D0%9A%D0%9E%D0%92%D0%90%D0%AF_%D0%9B%D0%98%D0%A7%D0%9D%D0%9E%D0%A1%D0%A2%D0%AC_%D0%98_%D0%94%D0%98%D0%A1%D0%9A%D0%A3%D0%A0%D0%A1%D0%98%D0%92%D0%9D%D0%AB%D0%99_%D0%AD%D0%A2%D0%9E%D0%A1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15934683/%D0%AF%D0%97%D0%AB%D0%9A%D0%9E%D0%92%D0%90%D0%AF_%D0%9B%D0%98%D0%A7%D0%9D%D0%9E%D0%A1%D0%A2%D0%AC_%D0%98_%D0%94%D0%98%D0%A1%D0%9A%D0%A3%D0%A0%D0%A1%D0%98%D0%92%D0%9D%D0%AB%D0%99_%D0%AD%D0%A2%D0%9E%D0%A1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="44960704" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44960704/%D0%A2%D0%95%D0%9E%D0%A0%D0%98%D0%AF_%D0%9E%D0%91%D0%AA%D0%95%D0%9A%D0%A2%D0%98%D0%92%D0%9D%D0%9E%D0%93%D0%9E_%D0%97%D0%9D%D0%90%D0%9D%D0%98%D0%AF_%D0%98_%D0%9A%D0%9E%D0%93%D0%9D%D0%98%D0%A2%D0%98%D0%92%D0%9D%D0%90%D0%AF_%D0%A2%D0%95%D0%9E%D0%A0%D0%98%D0%AF_%D0%AF%D0%97%D0%AB%D0%9A%D0%90_%D0%9F%D0%9E%D0%A1%D0%A2%D0%90%D0%9D%D0%9E%D0%92%D0%9A%D0%90_%D0%9F%D0%A0%D0%9E%D0%91%D0%9B%D0%95%D0%9C%D0%AB">ТЕОРИЯ ОБЪЕКТИВНОГО ЗНАНИЯ И КОГНИТИВНАЯ ТЕОРИЯ ЯЗЫКА: ПОСТАНОВКА ПРОБЛЕМЫ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="141121901" href="https://independent.academia.edu/%D0%9A%D0%BE%D0%BD%D1%81%D1%82%D0%B0%D0%BD%D1%82%D0%B8%D0%BD%D0%91%D1%80%D0%B8%D0%BD%D0%B5%D0%B2">Константин Бринев</a></div><p class="ds-related-work--metadata ds2-5-body-xs">ВЕСТНИК МАРИЙСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА. Т. 14. № 3. , 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Введение. В центре российской когнитивной лингвистики находится проблема «язык и познание», ее решение связано с признанием субъективности знания и языка. Такой подход восходит к когнитивной теории языка Дж. Лакоффа. Однако при таком подходе затруднительно ответить на вопрос о возможности научного знания как объективного знания. Следовательно, когнитивная теория языка является неудовлетворительной и нуждается в критическом обсуждении. Цель статьи – обсудить статус научного знания и знания в языке на фоне принятой под воздействием работ Дж. Лакоффа теории языка в когнитивной лингвистике. Результаты исследования, обсуждения. Критическая оценка когнитивной теории языка Дж. Лакоффа, провозглашающей субъективность знания, закрепленного в языке, показывает ее противоречивость и, как следствие, неудовлетворительность. Признание Дж. Лакоффом категорий базового уровня привилегированным источником познания не выдерживает критики, в силу того, что расширение возможностей восприятия в категориях базового уровня не может осуществляться для согласованности опытного и научного знания, так как научное знание связано с подтверждением гипотезы об устройстве мира. В работе формулируется идея о том, что в языке представлено объективное теоретическое знание. Исходной посылкой такого подхода является положение, согласно которому объективное научное знание возможно только в силу объективности знания, зафиксированного в языке. На основе критики ключевого положения когнитивной лингвистики о приоритете опыта в познании действительности в статье обосновывается, что язык включает в себя гипотезу об устройстве мира. Заключение. Представленный в статье анализ показывает необходимость пересмотра концепции соотношения языка и знания с точки зрения понятия объективной истины (истины как соответствия фактам) и с точки зрения депсихологизации языкового знания.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ТЕОРИЯ ОБЪЕКТИВНОГО ЗНАНИЯ И КОГНИТИВНАЯ ТЕОРИЯ ЯЗЫКА: ПОСТАНОВКА ПРОБЛЕМЫ","attachmentId":65493371,"attachmentType":"pdf","work_url":"https://www.academia.edu/44960704/%D0%A2%D0%95%D0%9E%D0%A0%D0%98%D0%AF_%D0%9E%D0%91%D0%AA%D0%95%D0%9A%D0%A2%D0%98%D0%92%D0%9D%D0%9E%D0%93%D0%9E_%D0%97%D0%9D%D0%90%D0%9D%D0%98%D0%AF_%D0%98_%D0%9A%D0%9E%D0%93%D0%9D%D0%98%D0%A2%D0%98%D0%92%D0%9D%D0%90%D0%AF_%D0%A2%D0%95%D0%9E%D0%A0%D0%98%D0%AF_%D0%AF%D0%97%D0%AB%D0%9A%D0%90_%D0%9F%D0%9E%D0%A1%D0%A2%D0%90%D0%9D%D0%9E%D0%92%D0%9A%D0%90_%D0%9F%D0%A0%D0%9E%D0%91%D0%9B%D0%95%D0%9C%D0%AB","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44960704/%D0%A2%D0%95%D0%9E%D0%A0%D0%98%D0%AF_%D0%9E%D0%91%D0%AA%D0%95%D0%9A%D0%A2%D0%98%D0%92%D0%9D%D0%9E%D0%93%D0%9E_%D0%97%D0%9D%D0%90%D0%9D%D0%98%D0%AF_%D0%98_%D0%9A%D0%9E%D0%93%D0%9D%D0%98%D0%A2%D0%98%D0%92%D0%9D%D0%90%D0%AF_%D0%A2%D0%95%D0%9E%D0%A0%D0%98%D0%AF_%D0%AF%D0%97%D0%AB%D0%9A%D0%90_%D0%9F%D0%9E%D0%A1%D0%A2%D0%90%D0%9D%D0%9E%D0%92%D0%9A%D0%90_%D0%9F%D0%A0%D0%9E%D0%91%D0%9B%D0%95%D0%9C%D0%AB"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="40079761" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/40079761/%D0%A1%D0%98%D0%9D%D0%95%D0%A0%D0%93%D0%95%D0%A2%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%90%D0%AF_%D0%9C%D0%9E%D0%94%D0%95%D0%9B%D0%AC_%D0%A0%D0%90%D0%97%D0%92%D0%98%D0%A2%D0%98%D0%AF_%D0%90%D0%9D%D0%93%D0%9B%D0%98%D0%99%D0%A1%D0%9A%D0%9E%D0%93%D0%9E_%D0%AF%D0%97%D0%AB%D0%9A%D0%90">СИНЕРГЕТИЧЕСКАЯ МОДЕЛЬ РАЗВИТИЯ АНГЛИЙСКОГО ЯЗЫКА</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="63946724" href="https://independent.academia.edu/%D0%A2%D0%B0%D1%82%D1%8C%D1%8F%D0%BD%D0%B0%D0%98%D0%B2%D0%B0%D0%BD%D0%BE%D0%B2%D0%BD%D0%B0%D0%94%D0%BE%D0%BC%D0%B1%D1%80%D0%BE%D0%B2%D0%B0%D0%BD">Татьяна Ивановна Домброван</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2014</p><p class="ds-related-work--abstract ds2-5-body-sm">ABSTRACT Dombrovan T.I. A Synergetic Model of the English Language Development The book advances a new multidisciplinary research approach within linguistic synergetics – diachronic linguosynergetics, focusing on principles and mechanisms of language change and development, and employing methodological integrity of philosophy, linguistics and synergetics. The main aim of diachronic linguosynergetics is seen in capturing language in the state of change, when the language system follows a non-linear path, through numerous fluctuations and dissipation leading out of chaos to order and stability. Diachronic linguosynergetics also aims at revealing and understanding the main laws of language evolution – the emergence of language, peculiarities of language non-linear development (gradual at times and sometimes precipitous), coherent behavior of its components and subsystems, the impact of external factors (including language contacts) on language structure, and the like. The monograph argues that human language is a complex synergetic megasystem, which changes and develops in compliance with the universal principles of the complex system’s behavior revealed within the theory of synergetics. Synergetic systems are defined as multi-component systems characterized by complex behavior of their parts and sub-systems. From the perspective of the proposed approach, human language is considered an open, dynamic, non-linear, self-organizing system with all its hierarchical subsystems and elements coherently interconnected and controlled by governing parameters. ‘Openness’ should be understood in the functional aspect, i.e. as the ability of the system to interact with other systems, whatever their nature is. The ‘open’ character of language manifests itself in reflecting the social, economic, political and cultural life of the society, as well as the scientific and technological advances of the time. Besides reflecting, language transmits the new notions by saving them in its lexical depository. The open character of language presupposes its dynamism. The research has revealed that various language subsystems can be characterized by a certain degree of anisotropy as a system’s scaled property of being heterogeneously influenced when acted upon from outside. Variation of anisotropic degree within language subsystems reflects the system’s ability either to withstand or yield to outer impact. Special emphasis is laid on a variety of change rates on different language levels. This gives every reason to believe that language is a complex non-linear system characterized by a variety of tempo regimes of changes. The author argues that one of the mechanisms of the system’s self-organization is synchronization of tempo regimes within language sub-systems. Moreover, language rhythm is changeable. Due to the ‘openness’ of the system, non-linguistic factors do impact the evolutionary process, thus accelerating changes, making the essential parameters unstable, forcing the system to fluctuate and seek new attractors in order to establish new balanced states. The present research has adopted and further developed the understanding of language as a non-linear scale-free network, reflecting intermixture of element connections. It claims that any language has its own space of states, represented by the main morphological (topological) types of organization (agglutinating, analytic, inflectional, polysynthetic or incorporating, and isolating or root). We suggest that under certain conditions a language is able to move along this space, changing its grammatical structure. This research claims that at any given moment the language system can be characterized by a peculiar pattern of order parameters, or macroscopic variables, governing the behavior of the microscopic parts by the ‘slaving principle’. An alternation within the parameter pattern triggers instability within the system and signals change in language structure. Moreover, it may cause re-construction of either sub-systems or the whole system, thus indicating a possibility for the system to enter a new state. A close examination of historical changes in English within different language levels indicates that language never changes chaotically but has an underlying order. On this basis we assert that the phonetic system of English (and apparently, of any other language) has a specific space of states, which provides directed chainlike mode of micro- and macro changes without positional skipping and contributes to preserving functional capability of the given system. The overall exploration of structural organization of the English language casts light on fractality as one of main principles of intra- and inter-level integrity of language elements. The research has shown that a subject-predicate syntactic structure (S –P) should be viewed as a pattern of cross-level self-similarity. The research into historical development of morphological composition of English words has revealed “the complex nature of the simple” and disclosed centripetal dynamics of morphemic boundaries, as well as a tendency for the root morpheme to become complicated, in particular. However, linguosynergetics is not entirely past-oriented. Knowledge of mechanisms and principles of language change can help to foresee the variety of potential states of the analyzed complex system and to anticipate the behavior of the latter in the future. From the present findings globalization can be viewed as a new stage not only in the development of human society but in the history of the English language as well. We suggest that Global English should be considered as a new phase state of the English language system. The process of globalization which seems to have covered many, if not all, aspects of today’s life, brings up the problem of the so-called “language ecology” which implies, first and foremost, saving one’s own identity by maintaining cultural traditions and language. The book focuses on the linguistic aspect of globalization. Changes in the language-scape of the planet, as well as the role of the English language in them, are analyzed through synergetic methodology. Diachronic linguosynergetics is capable of addressing a broad range of issues concerning language change. It sheds new light on language development and permits better descriptions of phase transitions, or reconfigurations, of language as a synergetic megasystem. 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ЛИТЕРАТУРОВЕДЕНИЕ. ФОЛЬКЛОРИСТИКА ВЛИЯНИЕ СЕМАНТИЧЕСКИХ ТРАНСФОРМАЦИЙ ДИАЛЕКТНЫХ ЛЕКСЕМ НА ФОРМИРОВАНИЕ КОНЦЕПТУАЛЬНЫХ ПОЛЕЙ ОСЕТИНСКОГО ЯЗЫКА</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="115664742" href="https://independent.academia.edu/LarisaMorgua">Larisa Morgoeva</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ЯЗЫКОЗНАНИЕ. ЛИТЕРАТУРОВЕДЕНИЕ. 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class="ds-related-work--metadata ds2-5-body-xs">PHILOLOGIA CLASSICA, 2007</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"НЕНОМИНАТИВНОСТЬ И ИЕРАРХИЯ ОДУШЕВЛЕННОСТИ В ЛАТИНСКОМ ЯЗЫКЕ: К ВОПРОСУ О КУМУЛЯТИВНОСТИ СИНТАКСИЧЕСКИХ 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href="https://urfu.academia.edu/AnnaPlotnikova">Anna Plotnikova</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ОТАНТРОПОНИМИЧЕСКИЕ ПРИЛАГАТЕЛЬНЫЕ РУССКОГО ЯЗЫКА: КОРПУСНЫЙ ПОДХОД В ИЗУЧЕНИИ ОДНОГО СЛОВООБРАЗОВАТЕЛЬНОГО ТИПА","attachmentId":55420803,"attachmentType":"pdf","work_url":"https://www.academia.edu/35555166/%D0%9E%D0%A2%D0%90%D0%9D%D0%A2%D0%A0%D0%9E%D0%9F%D0%9E%D0%9D%D0%98%D0%9C%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%98%D0%95_%D0%9F%D0%A0%D0%98%D0%9B%D0%90%D0%93%D0%90%D0%A2%D0%95%D0%9B%D0%AC%D0%9D%D0%AB%D0%95_%D0%A0%D0%A3%D0%A1%D0%A1%D0%9A%D0%9E%D0%93%D0%9E_%D0%AF%D0%97%D0%AB%D0%9A%D0%90_%D0%9A%D0%9E%D0%A0%D0%9F%D0%A3%D0%A1%D0%9D%D0%AB%D0%99_%D0%9F%D0%9E%D0%94%D0%A5%D0%9E%D0%94_%D0%92_%D0%98%D0%97%D0%A3%D0%A7%D0%95%D0%9D%D0%98%D0%98_%D0%9E%D0%94%D0%9D%D0%9E%D0%93%D0%9E_%D0%A1%D0%9B%D0%9E%D0%92%D0%9E%D0%9E%D0%91%D0%A0%D0%90%D0%97%D0%9E%D0%92%D0%90%D0%A2%D0%95%D0%9B%D0%AC%D0%9D%D0%9E%D0%93%D0%9E_%D0%A2%D0%98%D0%9F%D0%90","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" 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data-author-id="62244369" href="https://bsu-az.academia.edu/IbrahimpashaBabayev">Ibrahimpasha Babayev</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ФОРМАЛЬНОЕ СООТВЕТСТВИЕ ОБРАЗНЫХ СРЕДСТВ РУССКОГО И АЗЕРБАЙДЖАНСКОГО ЯЗЫКОВ КАК ФАКТОР НАРУШЕНИЯ СЕМАНТИЧЕСКИХ 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