DOI: 10.7256/2454-0749.2023.12.69403

Abstract: The purpose of this study is to identify and describe the specifics of the functioning of metaphorical transference and its role in public dialogue. The material for the analysis was transcribed video recordings of an interview with Daria Zlatopolskaya in the framework of the program "White Studio" of the television channel Culture. The object of the study is a structural metaphor, "that is, those cases when one concept is structurally metaphorically ordered in terms of another" [11, p. 35]. The subject of the study is the process of origin and the nature of the deployment of metaphorical transference in public dialogue. The authors pay special attention to the description of the mechanism (model) of the functioning of metaphor, as well as the integrating function of metaphorical transfer in public dialogue. In addition, the paper presents linguistic tools demonstrating the transfer of signs of the source sphere to the target sphere in metaphorical projection. The method of scientific observation, the descriptive method (including methods of observation, generalization, interpretation), the method of semantic analysis, the method of contextual analysis, the method of pragmatic analysis. The scientific novelty of the study lies in considering the role of structural metaphor in building a public dialogue, in looking at metaphorical transfer not as an unusual use of a word, but as a transfer of one situation to another, unfolding throughout the whole communicative episode or part of it. As a result of the study, it was concluded that metaphorical transference is the result of the co–creation of speakers, the stimulus of which in most cases is set by the presenter. Metaphorical transference connects the communicative episodes of a TV interview as a communicative event, performing an integrating function. During the conversation, the presenter and the interlocutor actualize certain aspects of the source sphere or the target sphere, as a result of which the metaphor narrows or expands. The constant return to a given metaphor determines the nonlinear structure of public dialogue.

DOI: 10.7256/2454-0676.2023.1.37584

Abstract: The subject of this study is the linguodidactic and linguometodic potential of an interactive simulator as a means of electronic linguodidactics in teaching Russian as a foreign language. During the research, a set of methods is used: methodological modeling, questionnaires, expert evaluation, etc. The primary method of research is a pedagogical experiment. During the experiment, a model of the educational process was built using a language trainer as a means of electronic linguodidactics. The pedagogical experiment was conducted in three stages and was aimed at studying the features of the educational process when teaching Russian as a foreign language using electronic linguodidactics. The data for the analysis were collected by questioning the students who participated in the experiment. The relevance of the study of electronic linguodidactics in teaching RCT lies in the fact that during the pandemic and with a mass transition to distance learning, the needs of students in intensive foreign language acquisition courses continue to grow. RCT teachers must create and use electronic educational resources in language teaching and their multidisciplinary development. In addition, the idea of syncretism in educational technologies seems relevant. The study made it possible to formulate the theoretical foundations of the linguometodic simulator and to confirm its practical significance in teaching RCT. The theoretical and practical significance of the research lies in deepening and expanding scientific and methodological ideas about the place and role of an interactive language trainer in the environment of electronic means of teaching RCT, as well as in presenting opportunities to improve the effectiveness of the formation of language skills and speech skills in teaching RCT. The main conclusion of this study is the position on the relevance of the use of electronic linguodidactics in the teaching of RCT, in particular, an interactive language trainer.