V originále
Svjaz' meždu izučenijem inostrannogo jazyka i jego ispol'zovanijem v kul'turnoj sredě javljaetsja oblast'ju, kotoraja redko byvajet v centre intěresov pedagogičeskogo issledovanija. Ježegodno prijezžajet učit'sja v universitěty množestvo inostrannych studěntov, kotorye zaintěresovany v obučenii v prestižnych vuzach, iščut novye možnosti trudoustrojstva, intěresujutsja inostrannym jazykom u kul'turoj. Cel'ju prezentacii javljaetsja obmen opytom v oblasti lingvokul'turologii kak časti etnolingvistiki, a takže v oblasti akaděmičeskogo pis'ma, akcentiruja projavlenija nacional'nogo kolorita i mentalitěta v jazyke. Podtverždajetsja fakt, čto «slova sami po sebe imejut značenija nězavisimo ot konktěsta ili slušatělej» (Lakoff – Džonson 2002: 23). Stat'ja rassmatrivajet vyšeupomjanutuju svjaz' skvoz' prizmu intěrferencii, – javlenija, kotoroje něobjazatěl'no vsegda sledujet vosprinimat' něgativnym obrazom. Etot perenos opisan na primere napisanija 80 esse-obrazcov (kurs «Russkij jazyk dlja akaděmičeskich celej», Universitět im. Masarika); ob'jasnjaetsja t. naz. pozitivnyj transfer (k takom slučaje sledujet ispol'zovat' pri obučenii inostrannomu jazyku rodnoj jazyk) i t. naz. něgativnyj transfer (togda vstrečajutsja otkloněnija v sistěme jazyka). V stat'je predstavleny obščije principy akaděmičeskogo umenija pisat' na russkom jazyke i trebovanija k esse kak takovomu. Pis'mo, takim obrazom, stanovitsja odnoj iz vozmožnostěj, kak otražat' progress v obučenii inostrannomu jazyku i kak povyšat' vnutrennjuju motivaciju. Daleje stat'ja rasskazyvajet o roli russkogo jaz v processe obučenija, kuda vchodit opyt s drugimi jazykami , i ob'jasnjaet specifiku izučenija russkogo jazyka kak inostrannogo. Na mnogije voprosy pomogajet otvetit' lingvokul'turologija, ob'jasnjaja svjazi meždu jazykovymi jedinicami i kul'turnymi javlenijami. Rezul'taty pokazyvajut, čto menjajuščijesja potrebnosti studěnta mogut byt' udovletvoreny blagodarja aktivnoj rabotě nad ošibkami ili blagodarja didaktičeskim igram. Posredstvom vosprijatija russkogo jazyka čerez prizmu drugich jazykov, analiza stratěgij i kompetěncij obučenija, studěnty povyšajut svoi uspechi v obučenii i sposobnost' orijentirovat'sja v mnogojazyčnom mire.
In English
The relation between the learning of a foreign language and its use in the cultural background is not frequently discussed in pedagogical research. Every year there is a growing number of foreign students who want to study at a prestigious university looking for new opportunities for future employment. They are led by an interest in a foreign language and culture. The aim of the presentation is to share experiences in the field of linguoculturology as a part of ethnolinguistics and academic writing with an emphasis on manifestations of national character and mentality in language. Indeed, it transpires that "words have meaning in themselves, independent of any context or speaker" (Lakoff – Johnson 2002: 23). This paper views the relation between language and culture from the interference point of view. Interference being not necessarily seen as an undesirable element. This transfer is described on the example of approximately 80 sample essays (course Russian for Academic Purposes at the Masaryk University); there is an explication of the so-called positive transfer (when it is appropriate to use the first language for foreign language teaching) and the so-called negative transfer (where there are obvious deviations in the language system). The paper introduces common principles of writing in Russian and requirements for an essay as such. Writing thus becomes one of the ways to reflect the progress in foreign language learning and to increase internal motivation. The text deals with the role of Russian (as a second or third language) in the process of its learning being interfered by the experience with other languages (Czech, English) and explains the specifics of studying Russian as a foreign language. Linguoculturology (as a scientific branch which explains the connections between language units and cultural phenomena) is used to answer some of the questions. The conclusion is that the changing needs of a student can be met by active work with a mistake or by educational games. The students are able to increase their learning success and ability to profess in today's plurilingual world by perceiving Russian through a prism of other languages, applying the correct analysis of learning strategies and competences.