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The purpose of the study is to describe the nature of accommodation (coarticulation) of Russian and Japanese vowels based on a comparative typological study, and to characterize the manifestations of Russian-Japanese interference at the level of speech perception. The main research methods are the comparative-typological method, empirical method, method of observation, method of auditory analysis, instrumental methods, and generalization of obtained results in order to reveal phonetic interference. The analysis of the problem showed the following results: 1) At the theoretical level, it was revealed that the phenomenon of accommodation in the Japanese language is manifested in a different way than it is done in the Russian language. In Russian, accommodation of vowels in the speech flow as a result of coarticulation is always twosided (progressive, regressive, progressive-regressive) while, in Japanese, it is one-sided (only progressive accommodation is observed). 2) At the practical level, consideration was given to positions of combinatorial changes in Russian and Japanese vowels depending on the hard-soft consonant environment as well as phonetic errors that Japanese students make when pronouncing sounds in these positions. In addition, the predicted accent of Japanese speaking Russian was confirmed. These findings may help in solving theoretical problems of general, specific, comparative linguistics and general phonetic interference problems as well as contribute to solving practical problems of overcoming a foreign (Japanese) accent by arranging educational materials in textbooks and developing effective methods for overcoming phonetic interference. [ABSTRACT FROM AUTHOR]

Literary proper names (poetonyms) are universal functional-semantic word signs intended for individualizing and characterizing single objects of artistic reality in the space of literary texts. The semantic-stylistic potential of onomastic units within a literary text is enormous, making them both a significant means of interpretation and an important constructive element of a literary text involved in the processes of text production and meaning-making. Poetonyms become an essential means of text construction, possessing a great functional potential, due to the pragmastilistic semantic components. Their existence is not always recognized, but an analysis of the general properties of proper names and a linguistic analysis of the onomastic space of different literary texts prove the legitimacy of the hypothesis that poetonyms can act as key (dominant) text units. [ABSTRACT FROM AUTHOR]

The purpose of the article is to demonstrate the efficiency of the ethnomethodical model of teaching Russian as a foreign language (RFL) on various aspects of language and types of speech activity. The article analyzes various approaches to teaching Russian as a foreign language. An intensive approach based on ethno-oriented methodology seems to be the most promising. Taking into account the results of the analysis, the authors created an ethnomethodical model of intensive teaching of Russian as a foreign language, which consists of the following components: (1) target, (2) semantic, (3) methodical and (4) resultative. To determine the efficiency and reliability of this model in the educational process, an experiment was conducted in two groups of students. The first group used experimental materials in the lessons, and the second group studied Russian using traditional methods. As a result, the final testing was conducted, the main task of which was to determine the level of their linguistic and communicative competence. Assessment included subtests in vocabulary and grammar, in writing, reading, listening and speaking. The scores of the both groups made it possible to conclude that in the process of training based on the proposed intensive methodology, the students' abilities in all subtests were higher by 25-30% as compared to the language learners trained by the standard scheme. The results of the study can also be used for preparing lectures for RFL teachers undergoing advanced training to familiarize them with new approaches to teaching RFL; developing distance courses for teaching Russian; or writing textbooks on the Russian language, to introduce the most effective methods into the teaching practice and creatively develop the accumulated experience of teaching this discipline. [ABSTRACT FROM AUTHOR]