• 비교문화연구
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• 제31권
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• pp.287-308
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• 2013

Russian language tends to be quite open to borrowing. In Russian it has been for a long time the conventional way of expanding the lexicon, accepting many words from adjacent languages, including Church Slavic. In the contemporary Russian English has been the main source for loanwords. There are several linguistic factors for lexical borrowing: 1. the necessity of denominating new facts, phenomena or concepts, 2. the necessity of differentiating concepts, 3. the necessity of specializing new concepts, 4. the introduction of new international terms, 5. the increase of periphrastic expressions, 6. the needs for the more elegant and modern words. These factors have caused borrowing to enlarge the component of the lexicon and phrasal expressions, but excessive use of foreign words has brought about negative effects such as linguistic pollution. Some borrowed words are assimilated without serious conflicts, but other words undergo semantic changes in confrontation to existing words of similar meanings. These types of semantic changes comprise total change of meaning, reduction of semantic scale and extension of meaning. Semantic changes are caused by linguistic factors such as lexical conflict with existing words or by socio-culural factors such as misunderstanding of foreign words. And extension of meaning shows two types: qualitative extension and quantitative extension. The first means extending the semantic scope of a borrowed word and the latter - increasing the number of its sememe. In contemporary Russian language we can witness two productive phenomena: qualitative extension by socio-cultural factors, in which words with negative nuances are changed into those with positive ones and professional terms become common words, losing their professional meanings. On the other hand, by quantative extension some loanwords change their concrete meanings into abstract ones. In such cases loanwords acquire the additional meanings of abstractness, putting aside their original concrete meanings as the basic. On the contrary, the qualitative extension of adding the special meaning to general words or giving the concrete meaning to abstract words is not productive. And it is rarely witnessed that words of positive nuances are negatively used. It is considered that such cases are partly restricted in the spoken language or the jargon. Such phenomena may happen by the incomplete understanding of English words.

• 비교문화연구
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• 제33권
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• pp.407-459
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• 2013

The paper pragmatically analyzes ellipsis in Russian and Polish colloquial and informal texts. The famous Polish writer Sławomir $Mro{\dot{z}}ek^{\prime}s$ "Exit to the South", written in Polish and Russian is used as a material for the analysis. Russian and Polish ellipsis in colloquial and informal texts have in common that the givenness and subjecthood of the elliptical co-referent play a crucial role. However, the ellipsis in two languages also has differences in many ways. Above all, in the Polish texts of colloquial and informal style, a theme is likely to be elliptical and the coreferential relation reaches to an extra-sentential antecedent, while the ellipsis in analysed Russian texts in most cases requires coordinate, subordinate or relative clauses, and the elliptical co-referent tends to have an intra-sentential antecedent. The ellipsis of the theme-subject is unmarked in Polish, where every verbal form has an ending denoting person. Unlike formal style which often allows explicit noun subject, Polish text of colloquial and informal style prefer null form of the subject in most cases. If Polish sentences have explicit theme-subjects, they disambiguate intervening and main themes, and indicate the contrast, the focus, the introduction of new narratives or the change of speaker's point of view. Sometimes direct speeches and deictic pronouns also need explicit theme-subjects in Polish sentences. On the other hand, the ellipsis of the theme-subject is marked in Russian even in colloquial and informal texts. The theme-subject can be deleted in Russian colloquial and informal texts, if the subject is a form of the first or the second person, or if the aspect and the tense of the antecedent sentence's verb are the same as those of the given sentence's verb and both the antecedent and the coreferential word have the nominative case.

• 국제지역연구
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• 제12권4호
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• pp.113-140
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• 2009

경제, 정치적 발전에 있어 동유럽 국가들 중 가장 모범 국가로 꼽히고 있는 슬로베니아는 2004년 5월 EU에 가입하였고, 뒤 이어 2007년 1월에는 동유럽 국가들 중 가장 먼저 유로존(Eurozone)에 가입하는 데 성공하였다. 2008년 1월 1일부터 포르투갈에 이어 6개월간의 EU 의장직을 넘겨받아 성공리에 그 임무를 수행한 슬로베니아는 비록 인구 200여만 명에 불과한 소규모 국가이지만, 2008년 1인당 GDP가 28,000달러가 넘을 것으로 예상되는 유럽의 새로운 강소국이라 할 수 있다. 더불어 지난 EU와 EMU 가입 과정을 통해 확인할 수 있듯 동유럽 국가들 가운데 가장 건실하고도 안정된 경제성장 그리고 정치적 민주주의 제도를 수립해 나가고 있다 할 수 있겠다. 본 글에선 2004년 EU 신규 가입국 중 놀라운 경제 성장과 민주주의 제도 정착을 기초로 가장 먼저 유로존 가입에 성공한 슬로베니아의 사례를 연구하고, 현황 및 내용을 소개하고자 했다. 본 논문에선 EU 및 유로존 발전 과정과 동유럽으로의 확대 그리고 슬로베니아의 EU와 유로존 가입과정을 살펴보고, EU와 유로존 가입에 따른 부정적, 긍정적 효과 등을 슬로베니아 경제 현황 분석과 더불어 제시하고자 한다.

• International Journal of Computer Science & Network Security
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• 제22권5호
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• pp.79-88
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• 2022

Modern production requires production staff who have design competence, experience and skills to work in various types of work integrated into professional activities. Possession of digital design methods significantly expands the opportunities for professional activities of qualified workers. The purpose of our study was to study the impact of pedagogical conditions on the formation of design competence of future qualified workers in a group work. We have identified a set of pedagogical conditions that promote the development of professionally oriented artistic and technical creativity of workers in the conditions of curricular and extracurricular activities, which include motivational-target, procedural-semantic, organizational-technological, and subject-oriented. It is shown that the formation of design competence is determined by motivational, informational-active and reflection criteria, which are aimed at motivational-value, cognitive, operational-active, creative, social and emotional components of this competence. The methodology of the research is highlighted, which includes the use of the following methods: determination of the personality's motivational sphere in order to identify strong and weak motives of students activity; multiple intelligence to identify students talents in the direction of practical intelligence, which is important for design competence; determining the level of creative activity to identify manifestations of students creative abilities; identifying the type of students innovative thinking in order to develop motivation for success; factor-criterion model, developed on the basis of a qualimetric approach, which is used to identify the level of design competence formation in accordance with its components. The results of the study showed that the creation of separate pedagogical conditions in the institution of vocational education and training (VET) had a positive impact on the development of design competence, which shows the potential of artistic and technical design in the development of professional creativity of future qualified workers taking into account the environmental approach.