Ethnolinguistics 3202-S1WET22o

KNOWLEDGE
1. Has a structured knowledge of the complex nature of ethnic languages, in particular the Russian language.
2. Knows and understands the relationship between the Russian inner form of a word and the Russian culture and mentality.
3. Knows basic Russian terminology in the field of ethnolinguistics.
4. Has a basic knowledge of the current development trends in ethnolinguistic research.
SKILLS
1. Explains and uses basic ethnolinguistic terms.
2. Using specific examples, he shows the influence of the reality on the Russian language and the Russian language on the perception of reality by its native speakers.
3. Finds lexical connotations fixed in the meanings of lexemes of the Russian language.
4. Recognizes the elements of the world image specific to the Russian language.
5. Can explain and demonstrate the relationship between the inner form of a word and Russian culture and mentality.
SOCIAL COMPETENCES
1. Sees language as an important component of Russian culture.
2. Understands that language is not only grammatical rules governing words, but above all a way of perceiving and describing reality.
3. Accepts different cultures.
4. In intercultural contacts, he is able to recognize an ethnocentric attitude and tries to overcome it.

seminar = 30 hours (= 1 ECTS)
independent preparation for each class: 15 x 1 h = 15 hours
preparation for the final exam: 20 hours
TOTAL: about 65 hours
1. Continuous assessment (current preparation for classes and activity) – 60%
2. Test. Questions: 6. Max points: 24 (6x4) – 40%
Points and marks:
3,0 (dst) – from 13 to 16 points
3,5 (dst+) – from 17 to 18 points
4,0 (db) – from 19 to 20 points
4,5 (db+) – from 21 to 22 points
5,0 (bdb) – from 23 to 24 points
Final grade 5! (bdb+): current preparation for all classes and marks 5,0 of test.

The student has the right to 2 unexcused absences, each subsequent one requires justification. The lecturer decides on the recognition of absence.
Exceeding excused and unexcused absences by 50% of classes may be grounds to fail the course. The conditions for passing the course on the resit exam are the same as on the ordinary of exam.

If it is not possible to conduct classroom classes, classes will be conducted using distance communication tools, most likely Google Classroom and others recommended by the University of Warsaw.

not applicable

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Apresân Û. D., 1995, Obraz čeloveka po dannym âzyka: popytka sistemnogo analiza, «Voprosy âzykoznaniâ», № 1.
Bogatyreva I. I., Âzykovaâ kartina mira; http://www.den-za-dnem.ru/page.php?article=2090
Bulygina T. V., Šmelev A. D., 1997, Âzykovaâ konceptualizaciâ mira, Moskva.
Kalašnikova L. V., 2008, Lingvističeskoe ponimanie koncepta, [v:] «Filologičeskie nauki. Voprosy teorii i praktyki», Tambov: Gramota, № 1, ч. 1, с. 98-100; http://www.gramota.net/materials/2/2008/1-1/32.html
Kozlova T. V., 2001, Ideografičeskij slovarʹ russkih frazeologizmov s nazvaniâmi životnyh, Moskva.
Krejdlin G. E., Letučij A. B., 2006, Konceptualizaciâ častej tela v russkom âzyke i v neverbalʹnyh semiotičeskih kodah, «Russkij âzyk v naučnom osveŝenii», № 2 (12); https://rjano.ruslang.ru/ru/archive/2006-2/80-115
Levontina I., 2014, Oskorblenie i smežnye ponâtiâ v sovremennom russkom âzyke, «Otečestvennye zapiski», № № 6; https://magazines.gorky.media/oz/2014/6/oskorblenie-i-smezhnye-ponyatiya-v-sovremennom-russkom-yazyke.html
Mokienko V. M., Nikitina T. G., Nikolaeva E. K., 2010, Bolʹšoj slovarʹ russkih poslovic, Moskva.
Pimenova M. V., 2011a, Koncepty pravda i istina i sposoby ih obʺektivacii, «Aktualʹnye problemy filologii i pedagogičeskoj lingvistiki», № 13; https://cyberleninka.ru/article/n/kontsepty-pravda-i-istina-i-sposoby-ih-obektivatsii/pdf
Pimenova M. V., 2011b, Kategorizaciâ èmocij v naivnoj kartine mira kak otraženie russkoj mentalʹnosti, «Učenye zapiski Tavričeskogo nacionalʹnogo universiteta im. V.I. Vernadskogo», Seriâ «Filologiâ. Socialʹnye kommunikacii», t. 24 (63), № 4, častʹ 2; https://cyberleninka.ru/article/n/kategorizatsiya-emotsiy-v-naivnoy-kartine-mira-kak-otrazhenie-russkoy-mentalnosti/pdf
Pimenova M. V., 2013, Tipy konceptov i etapy konceptualʹnogo issledovaniâ, «Vestnik Kemerovskogo gosudarstvennogo universiteta», № 2 (54), t. 2; https://cyberleninka.ru/article/n/tipy-kontseptov-i-etapy-kontseptualnogo-issledovaniya/pdf
Rahilina E. V., 2000, Kognitivnyj analiz predmetnyh imen, Moskva; http://www.rakhilina.ru/files/rakh_imena.pdf
Šmelev A. D., 2002, Russkaâ âzykovaâ modelʹ mira, Moskva.
Šmelev A. D., 2014, Grustʹ i pečalʹ: shodstva i različiâ, «Russkaâ rečʹ», № 1, с. 44-51.
Stepanov Û. S., 2004, Konstanty. Slovarʹ russkoj kulʹtury: Opyt issledovaniâ, Moskva.
Teliâ V. N., red., 2006, Bolʹšoj frazeologičeskij slovarʹ russkogo âzyka. Značenie. Upotreblenie. Kulʹturologičeskij kommentarij, Moskva.
Tolstaâ S. M., Ètnolingvistika: sovremennoe sostoânie i perspektivy; http://www.ruthenia.ru/folklore/Tolstaja.html
Vereŝagin E. M., Kostomarov V. G., 1990, Âzyk i kulʹtura, Moskva.
Vežbickaâ A., 1996, Âzyk – kulʹtura – poznanie, Moskva.
Vežbickaâ A., 2001, Sopostavlenie kulʹtur čerez posredstvo leksikii pragmatiki, Moskva.
Vežbickaâ A., 2002, Russkie kulʹturnye skripty i ih otraženie v âzyke, «Russkij jâzyk v naučnom osveŝenii», № 2(4), Moskva.
Vežbickaâ A., 2008, Imeet li smysl govoritʹ o «russkoj âzykovoj kartine mira»? (Patrik Serio utverždaet, čto net), [v:] Dinamičeskie modeli. Slovo, predloženie, tekst: sb. st. v čestʹ E. V.Padučevoj, Moskva.
Zaliznâk Anna A., Levontina I., Šmelev A., 2002, Klûčevye idei russkoj âzykovoj kartiny mira, «Otečestvennye zapiski», № 3; http://magazines.russ.ru/oz/2002/3/2002_03_22.html

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 3202-S1WET22o in USOSweb