Учебный словарь по профессиональному русскому языку (технический профиль) для студентов из Китая: макро- и микроструктура, лингводидактический потенциал
| Parent link: | Вопросы лексикографии/ Национальный исследовательский Томский государственный университет (ТГУ) № 15.— 2019.— [С. 104-126] |
|---|---|
| Main Author: | |
| Corporate Author: | |
| Other Authors: | , |
| Summary: | Заглавие с экрана Обосновывается концепция учебного терминологического словаря по профессиональному русскому языку для студентов из КНР, обучающихся в российских вузах по образовательным программам технического профиля. Описана макро- и микроструктура словаря, охарактеризован его методический потенциал. Рассмотрены особенности перевода терминов на китайский язык. В качестве специфики словаря отмечены предлагаемый подход к составу словника, использование двух способов семантизации, наличие тематического указателя. The current article focuses on the grounds for the project of a learner's terminological dictionary in the professional Russian language. In accordance with the principles of lexicography, the article consistently covers the main issues of dictionary design: choice of a dictionary type depending on its purposes and the addressee; explanation of the dictionary's macrostructure (information about the dictionary, glossary composition, navigation information, "access to the dictionary"), planning of the dictionary's microstructure (structure of the dictionary entry, ways of semanticizing lexicographic units, labels). The proposed dictionary is intended for students from China who are in their first and second year of study on basic educational programs of a technical profile (bachelor's level) in Russian universities. The urgency of creating the proposed dictionary is driven by the constantly increasing number of students from China who want to receive a higher technical education in Russia, and also by a special difficulty for Chinese students to study Russian and to be taught in Russian. The sources of the content for the dictionary should be the lexical minimums in the basic disciplines of basic engineering training: Engineering Graphics, Mathematics, Materials Science, Mechanics, Physics, Chemistry; 100 basic terms for each discipline. To increase the effectiveness of learning Russian as a foreign language (professional sphere), the dictionary should include Chinese translations of terms, a list of terms in Chinese in the alphabetical order of their pinyin transcription and a list of terms in Russian arranged thematically: by disciplines and by the main topics of these disciplines. Thus, the macrostructure of the proposed dictionary is represented by the following elements: Introduction, Chinese Foreword, Dictionary Entries (about 600), Alphabetical Index, Alphabetical Index in Chinese, Thematic Index. The microstructure of the proposed dictionary (dictionary entry) includes the following elements: (1) the headword zone - the headword (word, collocation) indicating the stress; the form of the headword in the genitive singular; translation of the headword into Chinese; (2) the interpretation zone - a short interpretation of the meaning of the term; (3) the illustrative zone - 1 or 2 contexts illustrating the use of the term and reflecting its inflections and compatibility. The linguodidactic potential of the proposed vocabulary is that working with it will allow students to master the terms of the relevant disciplines, understand their meaning in Russian, correlate them with terms in their native language; it will also enable students to be prepared for reading texts on the disciplines they have, for listening to lectures, working in practical classes and performing laboratory works, formulating answers to theoretical questions, actively using terms in spontaneous dialogues and monologues. |
| Language: | Russian |
| Published: |
2019
|
| Subjects: | |
| Online Access: | https://doi.org/10.17223/22274200/15/7 |
| Format: | Electronic Book Chapter |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=660717 |
MARC
| LEADER | 00000naa0a2200000 4500 | ||
|---|---|---|---|
| 001 | 660717 | ||
| 005 | 20250407145743.0 | ||
| 035 | |a (RuTPU)RU\TPU\network\30696 | ||
| 035 | |a RU\TPU\network\13231 | ||
| 090 | |a 660717 | ||
| 100 | |a 20191015d2019 k||y0rusy50 ca | ||
| 101 | 0 | |a rus | |
| 102 | |a RU | ||
| 135 | |a drcn ---uucaa | ||
| 181 | 0 | |a i | |
| 182 | 0 | |a b | |
| 200 | 1 | |a Учебный словарь по профессиональному русскому языку (технический профиль) для студентов из Китая: макро- и микроструктура, лингводидактический потенциал |d A Learner's Dictionary of Russian for Specific (Technical) Purposes for Students from China: Macro- and Microstructure, Linguodidactic Potential |f О. А. Казакова, И. О. Краевская, Т. Б. Фрик | |
| 203 | |a Текст |c электронный | ||
| 300 | |a Заглавие с экрана | ||
| 320 | |a [Библиогр.: 32 назв.] | ||
| 330 | |a Обосновывается концепция учебного терминологического словаря по профессиональному русскому языку для студентов из КНР, обучающихся в российских вузах по образовательным программам технического профиля. Описана макро- и микроструктура словаря, охарактеризован его методический потенциал. Рассмотрены особенности перевода терминов на китайский язык. В качестве специфики словаря отмечены предлагаемый подход к составу словника, использование двух способов семантизации, наличие тематического указателя. | ||
| 330 | |a The current article focuses on the grounds for the project of a learner's terminological dictionary in the professional Russian language. In accordance with the principles of lexicography, the article consistently covers the main issues of dictionary design: choice of a dictionary type depending on its purposes and the addressee; explanation of the dictionary's macrostructure (information about the dictionary, glossary composition, navigation information, "access to the dictionary"), planning of the dictionary's microstructure (structure of the dictionary entry, ways of semanticizing lexicographic units, labels). The proposed dictionary is intended for students from China who are in their first and second year of study on basic educational programs of a technical profile (bachelor's level) in Russian universities. The urgency of creating the proposed dictionary is driven by the constantly increasing number of students from China who want to receive a higher technical education in Russia, and also by a special difficulty for Chinese students to study Russian and to be taught in Russian. The sources of the content for the dictionary should be the lexical minimums in the basic disciplines of basic engineering training: Engineering Graphics, Mathematics, Materials Science, Mechanics, Physics, Chemistry; 100 basic terms for each discipline. To increase the effectiveness of learning Russian as a foreign language (professional sphere), the dictionary should include Chinese translations of terms, a list of terms in Chinese in the alphabetical order of their pinyin transcription and a list of terms in Russian arranged thematically: by disciplines and by the main topics of these disciplines. | ||
| 330 | |a Thus, the macrostructure of the proposed dictionary is represented by the following elements: Introduction, Chinese Foreword, Dictionary Entries (about 600), Alphabetical Index, Alphabetical Index in Chinese, Thematic Index. The microstructure of the proposed dictionary (dictionary entry) includes the following elements: (1) the headword zone - the headword (word, collocation) indicating the stress; the form of the headword in the genitive singular; translation of the headword into Chinese; (2) the interpretation zone - a short interpretation of the meaning of the term; (3) the illustrative zone - 1 or 2 contexts illustrating the use of the term and reflecting its inflections and compatibility. The linguodidactic potential of the proposed vocabulary is that working with it will allow students to master the terms of the relevant disciplines, understand their meaning in Russian, correlate them with terms in their native language; it will also enable students to be prepared for reading texts on the disciplines they have, for listening to lectures, working in practical classes and performing laboratory works, formulating answers to theoretical questions, actively using terms in spontaneous dialogues and monologues. | ||
| 461 | |t Вопросы лексикографии |f Национальный исследовательский Томский государственный университет (ТГУ) | ||
| 463 | |t № 15 |v [С. 104-126] |d 2019 | ||
| 510 | 1 | |a A Learner's Dictionary of Russian for Specific (Technical) Purposes for Students from China: Macro- and Microstructure, Linguodidactic Potential |z eng | |
| 610 | 1 | |a электронный ресурс | |
| 610 | 1 | |a труды учёных ТПУ | |
| 610 | 1 | |a лексикография | |
| 610 | 1 | |a словари | |
| 610 | 1 | |a термины | |
| 610 | 1 | |a русский язык как иностранный | |
| 700 | 1 | |a Казакова |b О. А. |c филолог |c доцент Томского политехнического университета, кандидат филологических наук |f 1974- |g Ольга Анатольевна |3 (RuTPU)RU\TPU\pers\24564 |9 10864 | |
| 701 | 1 | |a Краевская |b И. О. |c лингвист |c доцент Томского политехнического университета, кандидат педагогических наук |f 1993- |g Ирина Олеговна |3 (RuTPU)RU\TPU\pers\46785 |9 22421 | |
| 701 | 1 | |a Фрик |b Т. Б. |c филолог |c доцент Томского политехнического университета, кандидат филологических наук |f 1979- |g Татьяна Борисовна |3 (RuTPU)RU\TPU\pers\24603 |9 10893 | |
| 712 | 0 | 2 | |a Национальный исследовательский Томский политехнический университет |b Школа базовой инженерной подготовки |b Отделение русского языка |3 (RuTPU)RU\TPU\col\23517 |
| 801 | 2 | |a RU |b 63413507 |c 20210309 |g RCR | |
| 856 | 4 | |u https://doi.org/10.17223/22274200/15/7 | |
| 942 | |c CF | ||