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LITERARY BILINGUALISM OF RUSSIAN GERMANS

Russian Studies. Germanic Studies. Romance Studies , UDC: 821.112.2’246=161.1 DOI: 10.24412/2076-913X-2024-456-76-89

Authors

  • Merkurjewa Vera B. D. Sc. (Philology), Professor

Annotation

The object of the study is the literary discourse of Russian Germans of the last hundred years. A specific, complete and recorded unit of study of literary discourse is a literary text, which is the result of the creativity of a bilingual person. It is a little-studied linguistic object that requires close attention from linguists. The subject of the study is the literary bilingualism of Russian Germans, created by writers — Russian Germans, in diachrony. The article analyzes the linguistic personality of a Russian German who is bilingual, namely, a typical linguistic personality depicted in literary discourse. Note that until now the linguistic personality of individuality was in the center of research. The conducted analysis, based on the concept of bilingualism, allows us to clarify the concept of literary bilingualism, namely, relevant and less significant criteria when choosing a way to express or describe two cultures by two language systems. The analysis of literary discourse in diachrony showed that there is a wide variety of texts that are the result of the creativity of a bilingual person, over the years the quantitative component of the Russian language (the number of lexemes, sentences, remarks) changes, which in no way affects the essence of the concept of literary bilingualism. The article shows the techniques of combining two language codes (German and Russian) and the results of the interaction of two language cultures, further prospects for studying the artistic bilingualism of Russian Germans are determined.
Tags:
bilingualism , creative bilingual personality , Identity , literary bilingualism , macaronic song , Russian Germans

How to link insert

Merkurjewa, V. B. (2024). LITERARY BILINGUALISM OF RUSSIAN GERMANS Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 4 (56), 76. https://doi.org/10.24412/2076-913X-2024-456-76-89
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