title: ÐÐ¸ÑÐºÑÑÑÐ¸Ð²Ð½ÑÐµ Ð¼Ð°ÑÐºÐµÑÑ Ñ ÑÐ¼Ð¾ÑÐ¸Ð¾Ð½Ð°Ð»ÑÐ½Ð¾-Ð¾ÑÐµÐ½Ð¾ÑÐ½Ð¾Ð¹ ÑÐµÐ¼Ð°Ð½ÑÐ¸ÐºÐ¾Ð¹ Ð² ÑÐ¾Ð²ÑÐµÐ¼ÐµÐ½Ð½Ð¾Ð¹ ÑÑÑÐ½Ð¾Ð¹ ÑÑÑÑÐºÐ¾Ð¹ ÑÐµÑÐ¸: ÑÑÐ½ÐºÑÐ¸Ð¾Ð½Ð°Ð»ÑÐ½Ð¾-Ð¿ÑÐ°Ð³Ð¼Ð°ÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð¸ Ð»Ð¸Ð½Ð³Ð²Ð¾Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð°ÑÐ¿ÐµÐºÑÑ
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¼Ð°Ð³Ð¸ÑÑÑÐ°
titleType: Subtitle
title: Discourse Markers with Emotional-evaluative Semantics in Modern Oral Russian Speech: Functional-pragmatic and Linguodidactic Aspects
Creators: name: ÐÐ±Ð°Ð»Ð¸ÑÐ¸Ð½Ð°, ÐÐ°ÑÐ¸Ñ
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2022
Subjects: Ð´Ð¸ÑÐºÑÑÑÐ¸Ð²Ð½ÑÐµ Ð¼Ð°ÑÐºÐµÑÑ
ÑÑÑÑÐºÐ¸Ð¹ ÑÐ·ÑÐº ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÐ¹
Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ Ð ÐÐ
ÑÑÑÐ½Ð°Ñ ÑÐµÑÑ
Ð¼ÐµÑÐ¾Ð´Ð¸ÐºÐ° Ð¿ÑÐµÐ¿Ð¾Ð´Ð°Ð²Ð°Ð½Ð¸Ñ
ÑÑÐ½ÐºÑÐ¸Ð¾Ð½Ð°Ð»ÑÐ½Ð¾-Ð¿ÑÐ°Ð³Ð¼Ð°ÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð°Ð½Ð°Ð»Ð¸Ð·
discourse markers
russian as a foreign language
rct teaching
oral speech
teaching methods
functional and pragmatic analysis

description: Ð¢ÐµÐ¼Ð° Ð²ÑÐ¿ÑÑÐºÐ½Ð¾Ð¹ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÑ: Â«ÐÐ¸ÑÐºÑÑÑÐ¸Ð²Ð½ÑÐµ Ð¼Ð°ÑÐºÐµÑÑ Ñ ÑÐ¼Ð¾ÑÐ¸Ð¾Ð½Ð°Ð»ÑÐ½Ð¾-Ð¾ÑÐµÐ½Ð¾ÑÐ½Ð¾Ð¹ ÑÐµÐ¼Ð°Ð½ÑÐ¸ÐºÐ¾Ð¹ Ð² ÑÐ¾Ð²ÑÐµÐ¼ÐµÐ½Ð½Ð¾Ð¹ ÑÑÑÐ½Ð¾Ð¹ ÑÑÑÑÐºÐ¾Ð¹ ÑÐµÑÐ¸: ÑÑÐ½ÐºÑÐ¸Ð¾Ð½Ð°Ð»ÑÐ½Ð¾-Ð¿ÑÐ°Ð³Ð¼Ð°ÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð¸ Ð»Ð¸Ð½Ð³Ð²Ð¾Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð°ÑÐ¿ÐµÐºÑÑÂ». Ð¦ÐµÐ»ÑÑ ÑÐ°Ð±Ð¾ÑÑ ÑÐ²Ð»ÑÐµÑÑÑ Ð²ÑÑÐ²Ð»ÐµÐ½Ð¸Ðµ Ð¸ Ð¾Ð¿Ð¸ÑÐ°Ð½Ð¸Ðµ ÑÐµÐ¼Ð°Ð½ÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð¸ ÑÑÐ½ÐºÑÐ¸Ð¾Ð½Ð°Ð»ÑÐ½Ð¾-Ð¿ÑÐ°Ð³Ð¼Ð°ÑÐ¸ÑÐµÑÐºÐ¸Ñ ÑÐ°ÑÐ°ÐºÑÐµÑÐ¸ÑÑÐ¸Ðº ÑÐ¼Ð¾ÑÐ¸Ð¾Ð½Ð°Ð»ÑÐ½Ð¾-Ð¾ÑÐµÐ½Ð¾ÑÐ½ÑÑ Ð´Ð¸ÑÐºÑÑÑÐ¸Ð²Ð½ÑÑ Ð¼Ð°ÑÐºÐµÑÐ¾Ð² Ð² ÑÐ¾Ð²ÑÐµÐ¼ÐµÐ½Ð½Ð¾Ð¹ ÑÑÑÐ½Ð¾Ð¹ ÑÑÑÑÐºÐ¾Ð¹ ÑÐµÑÐ¸ Ñ ÑÑÐµÑÐ¾Ð¼ Ð¸Ñ Ð»Ð¸Ð½Ð³Ð²Ð¾Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¿Ð¾ÑÐµÐ½ÑÐ¸Ð°Ð»Ð°. Ð ÑÐ¾Ð´Ðµ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð±ÑÐ»Ð¸ ÑÐµÑÐµÐ½Ñ ÑÐ»ÐµÐ´ÑÑÑÐ¸Ðµ Ð·Ð°Ð´Ð°ÑÐ¸: 1. ÑÐ°ÑÑÐ¼Ð¾ÑÑÐµÐ½Ñ Ð¾Ð¿ÑÐµÐ´ÐµÐ»ÐµÐ½Ð¸Ñ Ð¿Ð¾Ð½ÑÑÐ¸Ñ Â«Ð´Ð¸ÑÐºÑÑÑÐ¸Ð²Ð½ÑÐ¹ Ð¼Ð°ÑÐºÐµÑÂ» Ð¸ Ð¾Ð¿Ð¸ÑÐ°Ð½Ñ ÑÐ°Ð·Ð»Ð¸ÑÐ½ÑÐµ ÐºÐ»Ð°ÑÑÐ¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¸ Ð´Ð°Ð½Ð½ÑÑ ÐµÐ´Ð¸Ð½Ð¸Ñ; 2. Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½ ÐºÐ¾ÑÐ¿ÑÑÐ½ÑÐ¹ Ð°Ð½Ð°Ð»Ð¸Ð· ÑÐ°ÑÑÐ¾ÑÑ ÑÐ¿Ð¾ÑÑÐµÐ±Ð»ÐµÐ½Ð¸Ñ Ð´Ð¸ÑÐºÑÑÑÐ¸Ð²Ð½ÑÑ Ð¼Ð°ÑÐºÐµÑÐ¾Ð² Ð² ÑÑÑÐ½Ð¾Ð¼ Ð¿Ð¾Ð´ÐºÐ¾ÑÐ¿ÑÑÐµ ÐÐ°ÑÐ¸Ð¾Ð½Ð°Ð»ÑÐ½Ð¾Ð³Ð¾ ÐºÐ¾ÑÐ¿ÑÑÐ° ÑÑÑÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ°; 3. Ð¿ÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ñ Ð¸ Ð¾ÑÐ¾Ð±ÑÐ°Ð½Ñ Ð°ÐºÑÑÐ°Ð»ÑÐ½ÑÐµ Ð´Ð¸ÑÐºÑÑÑÐ¸Ð²Ð½ÑÐµ Ð¼Ð°ÑÐºÐµÑÑ Ñ ÑÐ¼Ð¾ÑÐ¸Ð¾Ð½Ð°Ð»ÑÐ½Ð¾-Ð¾ÑÐµÐ½Ð¾ÑÐ½Ð¾Ð¹ ÑÐµÐ¼Ð°Ð½ÑÐ¸ÐºÐ¾Ð¹ Ð½Ð° Ð±Ð°Ð·Ðµ Ð²Ð¸Ð´ÐµÐ¾Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ð¾Ð² Ð½Ð° Ð¿Ð»Ð°ÑÑÐ¾ÑÐ¼Ðµ YouTube; 4. Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½ Ð¾Ð¿ÑÐ¾Ñ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÑ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ñ ÑÐµÐ»ÑÑ Ð²ÑÑÐ²Ð»ÐµÐ½Ð¸Ñ ÑÑÑÐ´Ð½Ð¾ÑÑÐµÐ¹, ÑÐ²ÑÐ·Ð°Ð½Ð½ÑÑ Ñ ÑÐµÑÐµÐ¿ÑÐ¸Ð²Ð½ÑÐ¼ Ð²Ð»Ð°Ð´ÐµÐ½Ð¸ÐµÐ¼ Ð´Ð¸ÑÐºÑÑÑÐ¸Ð²Ð½ÑÐ¼Ð¸ Ð¼Ð°ÑÐºÐµÑÐ°Ð¼Ð¸; 5. ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½ ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑ ÑÐ·ÑÐºÐ¾Ð²ÑÑ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹.Ð ÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð¼Ð¾Ð³ÑÑ Ð½Ð°Ð¹ÑÐ¸ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ðµ Ð² ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐºÐµ Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ð¾Ð² Ð´Ð»Ñ Ð¿ÑÐ°ÐºÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ ÐºÑÑÑÐ° ÑÑÑÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ° ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð³Ð¾, Ð° ÑÐ°ÐºÐ¶Ðµ Ð² ÐºÑÑÑÐ°Ñ Ð¿Ð¾ Ð¼ÐµÐ¶ÐºÑÐ»ÑÑÑÑÐ½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð¸.
description: The topic of the graduate qualification work is "Discourse markers with emotional-evaluative semantics in modern oral Russian speech: functional-pragmatic and linguodidactic aspects".The aim of the work is to identify and describe semantic and functionalpragmatic characteristics of emotional-evaluative discourse markers in modern oral Russian speech, taking into account their linguodidactic potential. The following goals have been achieved during the research: 1. to consider the definitions of the concept of "discourse marker" and to describe various classifications of these units; 2. to carry out a corpus analysis of the frequency of the use of discourse markers in the oral subcorpus of the Russian National Corpus; 3. to analyze and select modern discourse markers with emotional-evaluative semantics from videos on YouTube; 4. to conduct a survey of foreign students in order to identify difficulties associated with receptive possession of discourse markers; 5. to develop a set of receptive exercises.The results can be used in developing educational materials for the course of Russian as a foreign language, courses of intercultural communication.