FORMAL AND SEMANTIC MODIFICATIONS OF RUSSIAN BORROWINGS AS MATERIAL FOR FORMING COMPLEX LINGUISTIC COMPETENCE

Abstract.The purpose of the study is the use of Russian borrowings in French as a material for intercultural communication
skills formation. Research objectives: to find Russian borrowings
in mass-media and informal Internet communication of 2016-2019; to analyze formal features and identify semantic changes
in Russian borrowings in French; to develop assignments for
seminars in theoretical disciplines at a language university and
for classes in theory and practice of translation for non-linguistic
universities, as well as for extracurricular work. Material: the
Russian borrowings that function independently of the context of
Russian culture. Results: The obtained data allow us to consider
about 150 Russian words in French expressing the communicants’ own thoughts when communicating on topics not related to
Russian culture over the past four years. French words formed
with Russian elements, but nonexistent in Russian have also been
discovered: bérézina, cacatov, russkoff, pavlova, salade russe,le
syndrome tolstoïevsky, tchernobyliser. Several dozen of them
were included in the assignments: terms of science and art: constructivisme, cosmonaute, dubnium, jarovisation, liman, mendélévium, pavlovien, permien, podzol, polynie, printanisation, solonetz, solonchak, spoutnik, steppe, Art steppique, tchernozem,
tokamak, taïga, toundra, vernalisation; names of animals: barzoï,
beluga, kolinski, mammouth, morse, samoyède, zibeline; names
of dishes and drinks: blinis, bortsch, kacha, koulibiac, koumys,
malossol, pirojki, sterlet, vodka, zakouski; common words: niet,
kalachnikov, kopeck, bistro, cocktail Molotov, astrakan, appatchik, moujik, salade russe, troïka. For example: Explain the
etymological doublet concept (take zibeline and sable as an example); Consider modifications to the toy designation: “Matriochka babouchka, poupées gigognes en bois. Ensemble de Noël
de 3 poupées de nidage — Matryoshka Dolls”. For the translation
course, types of creative assignments on reverse translation have
been developed as well as extracurricular search for interpretation of Russian borrowings: round tables, events (Translator’s
Day), video projects (for example, a video with a survey of
young French people about the meaning of the word bérézina).
Findings: The use of Russian borrowings as a material for mastering the linguistics theoretical concepts causes emotional acceptance and genuine interest ofstudents due to the impression
of familiarity which contributes to the formation of intercultural
competence and comprehensive linguistic competence.
Keywords:French as foreign language, intercultural communication; semantic changes; Russian borrowings

Marina Yu. Avdonina¹, Natallia I. Zhabo²
¹Moscow State Linguistic University
Moscow, Russia
e-mail: mavdonina@yandex.ru
²Peoples’ Friendship University of Russia
Moscow, Russia
e-mail: lys11@yandex.ru

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