SaqarTvelos teqnikuri universiteti mecnierebis departamenti
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“Rationales for Using the Internet in Language Teaching” A”argumentebi enis swavlebis procesSi internetis gamoyenebis efeqturobis Sesaxeb“ moxsenebaSi ganxilulia interneti, rogorc saswavlo procesis efeqturi damxmare saSualeba, romelic uzrunvelyofs axal SesaZleblobebs SemoqmedebiTi muSaobisa da ormxrivi komunikaciis axali formebis organizebisaTvis. gaanalizebulia SesaZleblobebi uwyveti ganaTlebis, msoflio qselis auditoriaSi gamoyenebis, studentebis kulturuli ganviTarebisa da samecniero ganaTlebis TvalsazrisiT. 25. moxsenebaSi ganxilulia msoflio romantizmis Teoriis sakiTxebi. 26.
moxsenebaSi ganxilulia f. dostoevskis Semoqmedebis Taviseburebani rogorc tradicia Tanamedrove rusuli literaturis procesSi. 27. bolo aTwleulebia lingvistebi afiqsireben enobrivi Tavisuflebis mkveTrad gamoxatul tendencias, romelic vlindeba mdabio leqsikis eqspansiiT da obscenuri (aranormirebuli) leqsikis SeWriT sajaro metyvelebis zonaSi, tradiciulad evfemisturi garsiT dafarul sityvebze tabus axsniT. Gganzogadebuli termini ,,epataJuri leqsika” Semogvaqvs enobrivi masaliT moxerxebulad operirebisaTvis. Aam klasSi vaerTianebT stilisturad markirebul leqsikur erTeulebs kolokaciebis CaTvliT, romlebic arRvevs Camoyalibebul stilistikur da eTikur normebs da funqcionirebs Tanamedrove politikur diskursSi. 30. moxsenebaSi ganxilulia Tanamedrove saxelmZvanelos modeli da misi didad mniSvnelovani roli adamianis cxovrebasa da karieraSi. 31. The paper deals with diachronic study of narrative structure. The works of the leading scholars in this field
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(Levi-Strauss, Campbell, Tokarev, Meletinsky, Aarne, Propp, Greimas, Meletinsky, Levinton, Lotman, Mints) are reviewed and a new approach to the study of diachronic development of narrative is suggested. 32. Zoranyan, M. Mechanisms of Achieving Foregrounding Effect in Stylistics The paper deals with the concept of foregrounding in literary stylistics. Foregrounding was established in the application of linguistics to literary analysis as the mechanism by which defamiliarisation takes place. Foregrounding theory suggests that in any text some sounds, words, phrases, and clauses may be so different from what surrounds them, or from some perceived “norm” in the language generally, that they are set into relief by this difference and made more prominent as a result. Foregrounding is achieved by either linguistic deviation or linguistic parallelism. 33. Doghonadze, N. & Zoranyan, M. Exercises for Teaching Suffixation to University Students One of the most efficient ways to fast and easily enrich students’ vocabulary is to pay more attention to teaching suffixation.However, quite few authors have researched the perspectives of teaching suffixation.To teach suffixation, we need a system of various and effective exercises, which is able to lead to enrichment of students’ vocabulary. On the one hand, the exercises may start as rather formal and later become more contextual and communicative. On the other hand, it is necessary to clearly differentiate the goals of teaching derivation via suffixation for acquisition of receptive and productive vocabulary. Some examples of exercises are offered in the paper. 34. Zoranyan, M. & Doghonadze, N. The Ways of Enriching University Student’s ESP Vocabulary The foreign language of university students not majoring in the target language is mainly enriched due to dealing with terminology. It can be done in three ways: a) Teaching terms in their wide-scientific meaning b) Teaching specific, technical meanings of the well-known everyday-vocabulary words, such as run = go, work, move, path, length, pipeline. c) Teaching productive word-building or, to say more exactly, decoding derived words.
b) ucxoeTSi
# momxsenebeli/ momxseneblebi moxsenebis saTauri forumis Catarebis dro da adgili 1 Khatuna Chapichadze (xaTuna “Alcohol Policy in Georgia” “2 nd European Alcohol Policy Youth Conference”, 2014 wlis 610
CafiCaZe) 10-16 dekemberi, sastumro “gold majesti hotel”, bursa, TurqeTi 2 Khatuna Chapichadze (xaTuna CafiCaZe) “European Union and Eastern Partnership: Challenges and Priorities” “I Polish-Georgian Forum for Development of Science and Culture”, 2014 wlis 23-30 ivlisi, varSava, poloneTi 3 Rusudan Gotsiridze “Integration of Internet technologies into language courses” Материалы III Международной научно-методической конференции “Межкультурная – Интеркультурная Коммуникация: Теория и Практика Обучения и Перевода” стр. 124-128 4 tatiana megreliSvili Культурное амплуа как семиотический знак европейской культуры в биографии и творчестве М.Лермонтова (kulturuli amplua rogorc evropuli kulturis semiotikuri niSani m.lermontovis biografiaSi da SemoqmedebaSi) „rusistika da Tanamedroveoba“/ saerTaSoriso samecniero konferencia. bordo, safrangeti, miSel de montenis universiteti, 2014 w. 6-10 oqtomberi 5 tatiana megreliSvili Псевдонимы русской эмиграции в Тифлиси периода 1919-1921гг (rusuli emigraciis fsevdonimebi tiflisSi 1919-1921 ww.) boxumis saxelmwifo rur- universiteti, germania, boxumi, 2014 w. 9-16 seqtemberi 6 tatiana megreliSvili Творчество М.Ю.Лермонтова в восприятии и оценке грузинской русистики (mixeil lermontovis Semoqmedeba qarTuli rusustikis aRqmaSi da SefasebaSi) m. lomonosovis sax. moskovis saxelmwifo universiteti, moskovi, ruseTi. 2014 w. 5-9 seqtemberi 7 tatiana megreliSvili Компьютерное тестирование как часть современных педагогических технологий в bulgareTi, veliko tirnovo, veliko tirnovis universiteti, 2014 w. 9-13 611
системе обучения РКИ вузах Грузии (kompiuteruli testireba rogorc rusuli enis swavlebis Tanamedrove teqnologiebis nawili saqarTvelos universitetebis ganaTlebis sistemaSi) aprili 8
Художественные доминанты в дискурсивных практиках современной русскоязычной поэзии Грузии (mxatvruli dominantebi diskursiul praqtikaSi Tanamedrove rusulenovani literaturis saqarTveloSi) liovenis katolikuri universiteti, 2014 w/ 11-16 maisi
9 tatiana megreliSvili Компьютерное тестирование по РКИ в нефилологических вузах Грузии: pro et contra (на материале тестовых практикумов по русскому языку как иностранному - уровень В2) (kompiuteruli testureba arafilologiuri profilis auditoriaSi saqarTveloSi: pro et contra) saranskis saxelmwifo universiteti, ruseTis federacia, 2014 w/ 23-26 marti 10
J. varZelaSvili *seqciis Tavmjdomare ,,internet-memebi: cnebiTi struqturebis semantikur- pragmatuli da nacionalur-kulturuli daxasiaTeba” kioto, iaponia, 2014 kiotos sangios universiteti 2014 wlis 25 – 29 seqtemberi 11 J. varZelaSvili, n. pevnaia ,,leqsemidan konceptamde (cnebis interteqstualuri konotaciebi) ufa, baSkireTi, ruseTi, baSkireTis saxelmwifo universiteti, 2014 wlis 17-18 dekemberi 612
12 J. varZelaSvili
ioseb brodski da Joseph Brodsky (idiostilis kontrastivuli analizi)
emokritusi universiteti, komotini, saberZneTi, 2014 wlis 30-31 maisi 13 J. varZelaSvili ,,rusuli metaforuli samyaros suraTis aTviseba: uzualur metaforaze muSaobis gamocdilebidan) veliko-tirnovo, bulgareTi, 2014 wlis 3-6 aprili 14
J. varZelaSvili *saorganizacio komitetis wevri
wertilis mniSvneloba i. Brodskis rusulsa da inglisur poetikur teqstebSi” kievi, ukraina, 2014 wlis 9-11 marti 15 ia CiqviniZe, rusudan TabukaSvili Eevropuli romantikuli poeziis aspeqtebi lermontoviseul TargmanebSi (wardgenilia Tezisebi rusul enaze) q. bordos universitetis (safrangeTi) saerTaSoriso samecniero konferencia-2014w. oqtomberi 16
l. Cxenkeli О некоторых особенностях работы над деловой докумен- тацией и деловым общением. saqmian dokumentaciasTan muSaobisa da saqmiani urTierTobebis zogierTi Taviseburebebi (Tezisebi). XI saerTaSoriso simpo- ziumi _ Международная ассоциация преподавателей русского языка и литературы МАПРЯЛ'14. 17
l. Cxenkeli К вопросу о самостоятельной работы студентов по углуб- лению знаний и навыков в построении грамотной деловой русской речи. studentTa damoukidebeli muSaoba rusuli enis swavlebisas saqmiani metyvelebis da unar-Cvevebis gasaRrma- veblad. moxseneba gagzavnilia XIII _ МАПРЯЛ'15 saerTaSoriso kongresze _ Русский язык и литература в пространстве мировой культуры (4 стр). 18
xaTuna tabataZe T. sologubis prozis miTologiuri modelebis ukraina, berZianskis 613
reprezentacia mwerlis zRaprebSi / Мифологические модели прозы Ф. Сологуба, репрезентируемые в сказках писателя pedagogiuri universiteti 21-22 seqtemberi 19 xaTuna tabataZe msoflios nacionaluri suraTi da misi gansaxiereba avtoris enobriv pirovnulobaSi / Национальная картина мира и ее отражение в языковой личности автора saberZneTi (komotini) Trakiis universiteti / TurqeTi (edirne) 30-31 maisi / 1 ivnisi
20 svetlana Cuprinina Некоторые вопросы обучения русскому языку как иностранному (стр.221-227).
IV Международная научно- практическая конференция «Язык и личность в поликультурном пространстве» (5–6 июня 2014 г. Эрзурум – Севастополь). 21
svetlana Cuprinina
Практическая направленность обучения русскому языку как иностранному (стр. 484-489) II Всеукраинская научно- практическая конференция «Пути преодоления языковых и коммуникативных барьеров: методика преподавания гуманитарных дисциплин студентам неязыковых специальностей» (6-7 июня 2014г. Киев). 22 svetlana Cuprinina Минимизация грамматического материала при изучении русского языка как иностранного (стр.134-139). IV международный симпозиум «Гуманитарные и общественные науки в Европе: достижения и перспективы». Австрия, г. Вена (30 июня 2014 г). 23
svetlana Cuprinina Методика преподавания иностранных языков и расского как иностранного и её связь с другими науками VII международная научно- практическая конференция «Севастопольские Кирилло- Мефодиевские чтения». Севастопольский городской 614
(стр. 324-329). гуманитарный университет (16-20сентября 2014 г., г. Севастополь). 24
svetlana Cuprinina Искусство эмоционально или рационально? (стр. 676-682).
ВИРТУАЛЬНЫЙ ФОРУМ В ЯПОНИИ по русистике, культуре, педагогике. «СОЦИОКУЛЬТУРНЫЕ И ФИЛОЛОГИЧЕСКИЕ АСПЕКТЫ В ОБРАЗОВАТЕЛЬНОМ И НАУЧНОМ КОНТЕКСТЕ». ЯПОНИЯ, КИОТО, УНИВЕРСИТЕТ КИОТО САНГЁ, США, ВЕРМОНТ, МИДЛБЕРИ КОЛЛЕДЖ, ЮЖНАЯ КОРЕЯ, ЧОНАН, УНИВЕРСИТЕТ САНГ-МЁНГ. НАУЧНЫЙ ЖУРНАЛ «ACTA HUMANISTICA ET SCIENTIFICA UNIVERSITATIS SANGIO KYOTIENSIS». Япония, Киото, Университет Киото Сангё (25-29 сентября, 2014). 25 svetlana Cuprinina Роль использования художественной литературы при изучении ин00остранных языков
(стр. 167-173).
VII Международная научная конференция «ИНТЕРПРЕТАЦИЯ ТЕКСТА: ЛИНГВИСТИЧЕСКИЙ, ЛИТЕРАТУРОВЕДЧЕСКИЙ И МЕТОДИЧЕСКИЙ АСПЕКТЫ». Хулуньбуирский институт. КНР, г. Хайлар (5 – 6 декабря 2014 года). 26
T. mebuke Author`s Intention Versus Reader`s Perception in Text Interpretation. III International Conference “Innovation, Quality of Education and Development”. Baku, Azerbaijan. June 11-13, 2014. 27 T. mebuke The Role of Author`s Intention in Teaching Fictional Text Interpretation Международная научно- методическая виртуальная конференция «Усвоение языка: теория и эмпирия», посвященная 80-летию 615
Казахского национального университета имени аль- Фараби. 25 апреля 2014 года. Казахский Национальный Университет им. Аль-Фараби. Алматы 2014 28
T. mebuke The Role of Author`s Intention in Literary Text Interpretation. Социокультурные и филологические аспекты в образовательном и научном контексте. Первый Международный виртуальный форум в Японии по русистике, культуре, педагогике. Япония, Киото, Университет Киото Санге 25-29 сентября 2014 г. 29 T. mebuke From Myth to Fiction. Diachronic Study of Narrative Structure. Anglo-American Conference for Academic Disciplines. University of London, UK, 4-7 November 2014. – Certificate of Merit. Recognized for Outstanding Research and Presentation. 30 Зоранян М., Догонадзе Н. ВЫРАЖЕНИЕ УПОДОБЛЕНИЯ С ПОМОЩЬЮ ПРИЛАГАТЕЛЬНЫХ С СУФФИКСОМ –LIKE В НАУЧНЫХ ТЕКСТАХ НАУЧНЫЙ ВЗГЛЯД НА СОВРЕМЕННОЕ ОБЩЕСТВО. Международная научно- практическая конференция 28 сентября 2014г. г. Уфа 31
Догонадзе Н., Зоранян М. МОТИВАЦИЯ ПЕДАГОГОВ КАК ОБЯЗАТЕЛЬНОЕ УСЛОВИЕ ЭФФЕКТИВНОГО ПРЕПОДАВАНИЯ НАУЧНЫЙ ВЗГЛЯД НА СОВРЕМЕННОЕ ОБЩЕСТВО. Международная научно- практическая конференция 28 сентября 2014г. г. Уфа moxsenebaTa anotaciebi 1. There is so far practised quite liberal policy regarding alcohol consumption, its limitations, as well as towards prevention of various levels of alcoholism in Georgia. Accordingly, there is a great need to employ much more efficient policy towards alcohol related harm, which was discussed in details during the presentation. 2. Georgia’s case was thoroughly discussed in the context of its EU integration during the presentation. And 616
all the major challenges, as well as priorities were underlined for the country in its complicated way towards the fluent integration in EU especially in the framework of Eastern Partnership. 3. Rusudan Gotsiridze “Integration of Internet technologies into language courses” rusudan gociriZe “internet teqnologiebis integracia enis saswavlo kursebSi” moxsenebaSi saubaria inglisuris, rogorc ucxouri enis swavlebis procesSi internetis gamoyenebasTan dakavSirebuli problemebis Sesaxeb, rac gamoixateba efeqturi internet pedagogikis arqonaSi, romlis gareSec internetis gamoyenebis efeqtianoba sadavoa. amdenad, imisaTvis, rom studentma maqsimaluri sargebeli miiRos internetisgan enis srulyofilad dauflebis TvalsazrisiT, Zalian mniSvnelovania maswavleblebis maqsimalurad CarTva internetiT saswavlo kursebis momzadebis saqmeSi. 4. moxsenebaSi ganxilulia m/lermontovis kulturuli ampluas sakiTxebi. 5. moxsenebaSi ganxilulia rusuli emigraciis psevdonimebi tiflisSi 1919-1921 ww. 6. moxsenebaSi ganxilulia m. lermontovis Semoqmedeba qarTuli rusustikis aRqmaSi da SefasebaSi. 7.
moxsenebaSi ganxilulia kompiuteruli testirebis sakiTxebi da misi roli saswavlo procesSi. 8. moxsenebaSi ganxilulia mxatvruli dominantebi diskursiul praqtikaSi Tanamedrove rusulenovani literaturis saqarTveloSi. 9.
moxsenebaSi ganxiluliakompiuteruli testirebis sakiTxebi da misi roli saswavlo procesSi. 10. ,,internet-memebi: cnebiTi struqturebis semantikur-pragmatuli da nacionalur- kulturuli daxasiaTeba.” moxsenebaSi gaanalizebulia interneti rogorc diskursuli sivrce, gamoyvanilia misi damaxasiaTebeli sistemawarmomqmneli parametrebi da ganxilulia internet-komunikaciis erT-erTi fenomeni _ memi rogorc cnebiTi struqtura. 11. ,,leqsemidan konceptamde (cnebis interteqstualuri konotaciebi).” Kmoxseneba efuZvneba daSvebas, rom specialuri analizisas mniSvnelobebis leqsikur- semantikuri variantebi SeiZleba wakiTxul iqnas rogorc hiperminiSnebebis CamonaTvali, romelic miuTiTebs zonebze, romlis mimarTulebiTac farTovdeba azri. hiperminiSnebebi aris mentaluri izoglosebi, romelic enobrivi cnobierebis matareblis cnobierebaSi arsebobs rogorc sityva-stimulze reaqcia. gamoTqmuli mosazreba ilustrirebulia leqsikografiuli wyaroebis monacemebiT da gaanalizebuli leqsemis diskursul praqtikebSi funqcionirebis (mxatvruli teqstebis fragmentebi, rusuli enis nacionaluri korpusis monacemebi) masaliT. 12. ,,ioseb brodski da Joseph Brodsky (idiostilis kontrastuli analizi).’’ Eenis mimarT brodskis TiTqmis mistikuri damokidebuleba cnobilia yvelasTvis, vinc mis Semoqmedebas ikvlevs. Oori ena, adgilis Secvla _ ganwirulebaa Tu dalocva? statiaSi mocemulia i. Bbrodskis rusul da inglisur enebze Seqmnili poeturi teqstebis korpusis kontrastuli analizi. Bbevri maTgani inglisurad Tavad poetma Targmna. 617
13. ,,rusuli metaforuli samyaros suraTis aTviseba: uzualur metaforaze muSaobis gamocdilebidan.” Cveni midgomis Tanaxmad, ucxouri enebis aTvisebis procesSi swavlebis gaZlierebul etapze SeiZleba CarTuli iqnas cnebiT-kognitiuri kompetenciis formirebis strategiebi. Cveni SexedulebiT, es aris SemswavlelebSi cnobierebis sakvanZo xatebis Sesaxeb warmodgenebisa da sxvadasxva realiebs Soris sagnobriv-logikuri kavSirebis garkveuli sistemis formireba, romelic Sesaswavli enis kulturis enobrivi suraTis orientirebia. sxva kulturis samyaros enobriv suraTSi orientir enobriv saSualebebs Soris Cven ganvixilavT Sesaswavli enis sakvanZo uzualur metaforebsac, romlebic qmnian enobriv metaforaze agebul samyaros metaforuli suraTis karkass. Cvens meTodikaSi uzualur metaforebze muSaoba iwyeba im enobrivi erTeulebis SerCeviT, romlebic diskursSi axorcieleben uzualur metaforul mniSvnelobas. Eenobriv erTeulTa SerCeva emyareba auditoriis interesTan relevanturobisa da sixSiris princips. SemoTavazebulia muSaobis algoritmi da vrceli sailustracio masala. 14. ,,niSnis metafizika: sami wertilis mniSvneloba i. brodskis rusulsa da inglisur poetur teqstebSi”. Moxseneba eZRvneba poeturi teqstis filologiuri analizis erT-erT yvelaze naklebad damuSavebul aspeqts _ sasveni niSnebis funqcionirebis analizs mis grafikul gamosaxulebaSi. kerZod, saubaria mravalwertilze. sakiTxi ase dgas: warmoadgens mravalwertili grafikul markers, romelic zemoqmedebs calkeuli makrostruqturis azrobrivi velis gantotvaze? Mmoyvanili msjeloba efuZneba i. Bbrodskis rusul da inglisur poetur teqstebSi mravalwertilis funqcionirebis SepirispirebiT analizs da gamoyenebiTi xasiaTisaa. 16. moxsenebaSi ganxilulia saqmian sferoSi urTierTobebis swavlebis sxvadasxva aspeqti, Tanamedrove saqmiani etiketis wesebi. 17. moxsenebaSi ganxilulia studentTa damoukidebeli muSaobis Tavise¬bu¬re-be¬bi komunikaciuri miznebisaTvis saqmiani teqstebis Sesadgenad. 18. moxseneba exeboda T. sologubis miTologiur modelebs da maT reprezentacias mwerlis zRaprebSi. 19. moxsenebaSi ganxilulia msoflios nacionaluri suraTi, misi niSnebi da a. S. aseve misi kavSiri mwerlis SemoqmedebasTan. 20, 21, 22. The article deals with questions concerning the minimizing the grammar material, which is necessary for elementary students to learn while mastering the Russian language at the technical faculties. The issue is being considered on the examples of two grammar themes-“Motion expressing verbs” and “ Using of verb aspects in Russian. 23. The article deals with two axiomatic positions. The first one means that creativity, reflects active and energetic psycho-emotional attitude towards the environment as well as towards the emotional selection of concrete object’s artistic embodiment and its emotional comprehension. 24. The second position is that every work of art is rational, because “art-is a thought”. Within the chosen subject matter a certain number of urgent issues are being outlined as well as investigation task is being 618
determined. Besides, the verbal material background for solving such a problem is being differentiated. For example what is the origin for interrelations and interdependence between rational and emotional in creative person’s cognitive approach towards the reality and how it affects evolutional and historical processes of cognition. 26. The paper deals with the problem of text interpretation in a foreign language. While teaching students of literature, it is important to make clear the difference between author`s intention and our perception of the works we interpret A work of art is a cornpiece and closed form in its uniqueness as a balanced organic whole, while at the same time constituting an open product on account of its susceptibility to countless different interpretations. Hence, every reception of a work of art is both an interpretation and a performance of it, because in every reception the work takes on a fresh perspective for itself (Eco 1989, 4). The paper deals with a question of how an author`s intention can be bridged with possible understandings of his works. 27. While teaching students of literature, it is important to make clear the difference between author`s intention and our perception of the works we interpret. There are too many different factors that affect interpretation of a fictional work belonging to a different cultural tradition and separated from us by time. Many difficulties of fictional text interpretation are also connected with the very essence of fictional texts. 28. While teaching students of literature it is important to make clear the difference between author`s intention and our perception of the works we interpret. Possibility of various interpretations rests on such specific conception of language as semantic autonomism: once it is detached from its enunciator, language becomes autonomous; the author has no further rights over his utterance. The controversy between authorial meaning and various interpretations may be explained by what Hirsch defines as "meaning" and significance. "Meaning" is "meaning in the author's context"; significance is "meaning for us, today." At the same time, interpreting a text is an ethical question. It accords with the interpreter's overall general cultural backgrounds which give him his view of the text and make him capable of having an attitude towards it in the first place. 29. The paper gives a brief survey of different approaches to structural study of myths, fairy tale, legend and interaction of myth with works of fiction. Myths, the earliest, preserved to our time texts, were characterized by a high degree of ritualization, were of cyclic nature, and narrated about the basic order of the world. On the other hand, mythological texts could be read as linear texts that included discretion of verbal thinking, the notions of “beginning” and “end” and time organization. This fact, together with desacralization of initial texts and break of their connection with religion and its cults, brought about the birth of such genres as fairy tale and legend with introduction of freer mode of narration, addition of an element of imagination and shift of stress from collective to social or family values, and later -- fictional works with even greater stress on personal fate and values even in case of close connection of fictional works with initial mythological archetypes. The above presented approach to diachronic development of narrative gives us a possibility to trace the development of archetype depiction on the basis of similar functions from myth through fairy tale or legend to works of fiction with all varieties and similarities brought about by time as well as by different perceptions of similar events by different authors. 30.
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