Программа первая международная студенческая Интернет-конференция «Разнообразие культур в полиэтничном регионе», 24 Марта 2009 Организационный комитет конференции

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Галлия Мухамедьянова, студентка
Accentuation of a character
7. Cyclothym, exalt
10. Emotive, cyclothym, exalt
Jiangnan and Saibei

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Woman and Society

Галлия Мухамедьянова, студентка

Башкирский государственный педагогический университет им.М.Акмуллы

Over the existence of the humanity family was a little cell of the society where a man was a breadwinner and a woman was a keeper of the hearth. She was capable for the moral climate in the family. “Home is a part of life, and at the same time it’s a special way to connect, reflect and form all the life. This is the great cultural deed of a woman”, writes Zimmel. Due to her efforts the home as protection and support, as environment and spiritual development of new generations, as the basis of close relations of love, friendship, beauty, hospitality, hearth, rest, entertainment and leisure is created. Before XX century a woman was represented mostly in folklore works. For example, maternal poetry (lullabies, wishes to a child, tender verses, chastushki), legends, stories, songs, lamentations of women about their unsuccessful lives, descriptions of women-heroes, their physical and intellectual force, external and internal beauty. Before thirties of XX century the images of women are described as a standard of beauty, muse, symbol of admiration on the one hand, and as the humiliated, disabled, the fair sex on the other hand.

In Russian literature Yu. M. Lotman picks out three types of women. And also E. Veselnitskaya, American researchers N. Nunan, N. Rees suggest their classifications. Having studied the researches of the scientists Valentina Kardapoltseva (the Ural State University) based on Yu. Lotman’s findings also suggests three types of women: traditional, heroines and demons.

The problem of the image and status of a Bashkir woman is examined in the works of the Bashkir scientists R.N. Suleymanova, G.F.Akhmetova-Khilazheva, S.G.Valeyeva and I.I. Valeyev, etc.

The modern society, while baring a woman body, offends women, offers them false values. In the first place the behaviour of a girl, woman depends on upbringing. If we compare modern women with the girls of the Soviet period we can notice that they sharply differ. Surely, in the middle of the last century the fair sex of our society didn’t live without errors, however the requirements to the moral make-up of a girl were very high, that is why they were more demanding to themselves, they had high moral qualities and they were ashamed of their behaviour. The Soviet culture was more intimate, moral, didn’t allow to show naked women; and it wasn’t hypocrisy, it was discretion. In Bashkir family and society the status of a woman-mother was rather high. Customs and ceremonies, folklore and linguistic materials evidence it.

The image and status of a woman in modern Bashkir literature is very various. For example, in Kh. Tapakov’s work “Vstrechay” there is a mother who left her child, and a mother who adopted the child of other nationality and brought him up with great love.

The writers describe present-day reality and what is now a very serious problem: worsening of people’s welfare, immorality intensify social problems connecting with family; alcoholism, drug addiction, prostitution, ruin of families, abandoned children. The dissolution of morals leads to the destruction of maternal instinct. In Yamaletdinov’s story “Krasniye sapogi” we see the parents’ carelessness. The parents got drunken when their child was at home and he died.

Gulsira Gizzatullina subtly feels woman’s nature. In her book “Tysyacha i odna zhizn” she shows us the life and true thoughts of different women. For example, in one of her stories she compares Gulyuzum who was brought up with moral principles, and Sara, the lover of Gulyuzum’s husband, who wasn’t able to love.

From time immemorial parents sang to their small daughters lullabies in which they wished beauty, happiness, wanted to see their daughters hardworking, modest and well-bred. Today in schools it isn’t paid much attention to girls’ upbringing, they try to look like girls from glossies, films and advertisings, and these girls are naked without any shame. Small children should understand that real beauty is not in appearance, but in the person’s inner world; that the main features of girls are kindness, modesty, diligence, health.

Thus, a woman is a continuer of generation, of humanity. The thinker G. Zimmel writes that “though it sounds rather ordinarily but women are really fair sex and there is no questions about it.” In order that “fair sex” grew indeed, the upbringing should be started from the kindergarten, family and school. Society can’t exist without women because their main purpose is considered to be an ability to give birth to physically healthy children. That’s why the upbringing of girls should be based on humanistic, moral principles. As the scientists mention woman is a sacred cradle of the humanity, the level of culture’s attitude towards woman is the measure of the level of the society’s morality.

Notes:

1 Zimmel.G Select. In 2 t.M., 1996. p. 257.

2. Ilikeeva Yu. Magazine «Compatriot», 19, 2008. p.130.

3 Ibragimova Yu. Magazine «Compatriot», 13, 2007. p. 158.

4. Valeeva g.S., Valeev I.I. Woman and society.- Ufa, 2004. p.165.

Research of personal determination of psychological barriers at studying foreign language

Селихова Светлана Григорьевна, студентка

Железногорск, филиал Кубанского госуниверситета

Among the most significant difficulties, arising at studying foreign language, are language barriers. «The language barrier " is shown as individual impossibility to studying foreign language, or to use some knowledge which has already got. Psychological and pedagogical researches of the reasons of arising of barriers can be divided into following groups:

Objective barriers connected with communication - for example, phonetic barriers, when there are difficulties in an articulation.

Subjective barriers or (barriers of the attitude). This group is dissimilar, one can distinguish some types of subjective barriers. In particular, attitudes to oneself - confidence or uncertainty in own ability to study foreign language; and attitude to the teacher- conflict situations, fear, etc.

We have assumed that psychological barriers at studying foreign language can arise on the basis of character features of a person. So, shy pupils can be afraid of criticism from a teacher and owing to this fear they refuse to do tasks.

A hypothesis of research is the assumption that there is a connection between type of a personality and type of difficulties arising at studying of foreign language. Base points of our research were:

1. A type of a personality of a pupil which we revealed using of K.Leongrada's test “Accentuation of a personality”. This test allows dividing people on the most expressed feature of a person character into 12 groups - hyperthym, hysteroid, pedantic, etc.

2. Type of educational difficulties which can be considered as type of a psychological barrier.

Results of empirical research are presented in the table №1 that it was possible to make representation about a course of analytical work. We have divided pupils into types of accentuations and revealed the general features of educational activity (problems, attitudes, etc.)

Problems at lessons: 1. Fear of a bad mark; 2. Fear of the remark; 3. Complex material; 4. I do not understand the teacher; 5. Low level of teaching; 6. Injustice of a teacher.

The attitude to a teacher (types of a teacher): A – Friendly relationship; B - Active opposition; C - Inactive opposition; D - authoritative.

Accentuation of a character	Attitude to a lesson (0-10)	Problems at lessons	Difficulties at studying foreign language	Attitude to a teacher
Accentuation of a character	Attitude to a lesson (0-10)	Problems at lessons	Difficulties at studying foreign language	Mark (0-10)	Type
1. Hyperthym	6	1, 3, 6	Listen to cassettes	6	А
2. Hyperthym, excitability	7	-	To learn poems by heart	10	А
3. Hyperthym, pedantic, emotive	10	-	To learn poems by heart	10	А
4. Hyperthym, seizure, emotive, cyclothym	7	1,2,4,5	Listen to cassettes, Perform dialogues	5	D
5. Hyperthym, exalt, emotive, cyclothym	7	5	To learn poems by heart, Listen to cassettes	7	А, C
6. Hyperthym, emotive, demonstrative, exalt	10	6	Listen to cassettes	7	А
7. Cyclothym, exalt	6	1,6	Read words, Grammar exercises	8	C, D
8. Dysthymia	0	5	Read words	10	C
9. Emotive	8	6	Listen to cassettes	10	А
10. Emotive, cyclothym, exalt	7	5	Perform dialogues	7	А
11. Emotive, anxiety, cyclothym, exalt	4	3	Grammar exercises	7		А,D
12 Anxiety, exalt	9	-	Listen to cassettes	10		А

The hypothesis of the research has not been confirmed. The comparison of types of a personality lead by us and types of educational difficulties has not revealed any connections. But we reveal types of pupils and difficulties arising at them at studying foreign language:

Optimists:

They are people, who have positive attitude to a lesson and partner relationship with a teacher. But among problems at lessons, we did not manage to reveal any similar features, as among optimists one can distinguish people who are afraid not only a bad mark or remarks, but also consider a teacher as not qualified, and sometimes they underline injustice of a teacher. As for barriers at studying foreign language here is a difficulty in listening to cassettes and learning of poems by heart.

Pessimistic persons:

They are people with low attitude to a lesson and teachers, they allocate injustice, but thus they put to a teacher enough high mark (10), and at the slightest injustice they actively defend the rights

Ideal pupils:

Combination hyperthym and seizure accentuation and
Hyperthym, pedantic and emotive.

Such pupils have positive attitude to a lesson, and also to a teacher, they consider a teacher as a friend and a partner. At lessons they try not only to carry out all tasks, but also attentively listen to a teacher. If there is a conflict between them, they always can adequately estimate, who was not right and even to recognize own mistake. At studying foreign language it is difficult to such pupils to learn poems.

Problem pupils:

They are children who have emotive, anxiety and cyclothym and exalt types of accentuation. They give a low mark to a teacher and consider a teacher as authoritative one, therefore put to a teacher a middle point. From problems at lessons they allocate grammar exercises and too complex material.

Also we had revealed positive and negative personal features of pupils. Results can seem paradoxical. From the characteristic of anxiety type it logically follows, that children should have specific problems - fear of answers at lessons, anxiety in relation to opinion and an estimation of a teacher, etc. Meanwhile, according to results of our research, anxiety children do not show any educational problems. However, other combinations - anxiety, exalt, emotive do not possess a similar ideal educational situation. The attitude to the teacher is as to authoritative, a low mark of the attitude to a lesson (3) and perception of a teaching material as complex.

The negative personal factors connected with problems in teaching:

It is determined the generality of educational problems at pupils with dysthymia accentuation: extremely low mark of a lesson (0), an estimation of low qualification of a teacher “A low level of teaching”, difficulties in reading words, the indifferent attitude to a teacher “Passive counteraction – indifference”; but it is unexpectedly an extremely high mark (10) attitude with the teacher.

For hyperthym pupils it is typical the average estimation of a lesson (6), problems at lessons: fear of a bad mark, perception of a material as really complex and an attitude to a teacher as to unfair one. Also the attitude to a teacher are estimated as middle one (6), but, that is paradoxical that attitude with the teacher is described by them as partner one.

A separate problem category is seizure hyperthym. It is typical of them: the attitude to a lesson - 7 points (hardly above an average), fear of a bad mark, the attitude to a teacher: I do not understand him/her, low mark of competence of a teacher, low mark (5), style of attitude with a teacher - authoritative.

Thus, we can draw a conclusion that there is no dependence between type of a personality and the barriers arising at studying of foreign language. But we also want to give you some recommendations how to improve understanding of a text while listening:

In an ideal case, speech should be authentic;
Tempo of speech should be natural to the given language;
The perception of a text without a visual support should not exceed one and a half-three minutes, with a visual support - Five minutes;
Visualization (connection of the visual and acoustical channel) creates the best opportunity for extraction of the demanded information;
The speech produced by a man, is perceived easier, than speech of a woman or the child;
The basic information expressed in the beginning of the message, is understood on 100%, in the end on 70%, in the middle of the message on 40%;
Correction. When a child answers, his classmates should correct mistakes. First, a child cannot pay attention how its schoolmates will write down mistakes, therefore he/she can speak more freely, and secondly when schoolmates in a consequence will correct mistakes. It will be not so painfully to be perceived;
If the teacher corrects mistakes it is necessary to be more polite, to try not to raise on a child a voice and not to humiliate a child for a done mistake.

Jiangnan and Saibei

Чжан Ин, КНР, провинция Хайнань, г.Хайкоу

Хайнаньский государственный Университет, ФИЯ

Foreword:

There is a legend that when goddess Nüwa was darning the sky, little stones suddenly fell out of it and one stone got into the goddess’ eye. Tears ran out of her eyes, but she wiped them off and went on mending the sky. A stone and a teardrop fell down to the Earth. The stone turned into Huangtu Plato and the teardrop became a lake and in thousands of years there appeared the place called Jiangnan.

Magnificent Jiangnan looks like it has been built from little bricks of water.

Huangtu is a pile of stones in grey mist.

My birthplace is the land of transparent springs, Jiangnan, where every natural sound is green in color, where it often rains in summer, a pleasant breeze blows and the grass is so emerald that it is easy to mistake it for the water stream when you look at it from the distance. If you come to Jiangnan in spring, you will feel freedom and lightness pouring into you with the air you inhale. Like a girl in a white chipao dress walking along a lonely street with an umbrella in her hands, Jiangnan spring embraces you with love. Summer comes and presents an absolutely different view. Rice fields promise a rich harvest and the croaking of frogs is heard everywhere. Wherever you cast a glance, you see a blooming garden.

Jiangnan mountains and rivers, simple and beautiful at the same time, give you their tenderness. But then autumn comes and everything changes again. You see gloomy landscapes with crows sitting on bare branches. A lonely stranger is watching locals who are hurriedly crossing the river over the bridge paying no attention to him. And what to say about Jiangnan in winter? A line from a famous poem is brought back to me: “…the road meets us with only cold sand and plum-trees in blossom, it is snowing slightly over the village, and the air is full with the scent of wine”. The local are really fond of wine. That’s whence a tradition to drink wine and admire snow. It must have originated from scholars, when they passed their free time in joy and friendly conversation.

But Jiangnan beauty is not only in seasons, but also – and above all – in two famous cities Suzhou and Hanzhou. A popular Chinese proverb says: “There is paradise in the heaven, there are Suzhou and Hanzhou on Earth”.

Thousands of kilometers away from Jiangnan there lies Saibei– a region to the north of the Great Wall. Comparing these two places one might say that Jiangnan is like verses of the Song period, so light and musical it is, while Saibei resembles heroic stances of the Tang period which fly into the sky like a loud song. In the mountains round Huangtu plato you won’t see the romantic rains and poetic sadness which can be felt in Jiangnan. “The Tianshan mountains are austere – you’ll meet no flowers here, only cold”. But Huangtu is more solemn and ripe with mystery. I admire the landscapes of Huangtu and fell no peace at heart. It feels like somewhere not far away, over the hills there is an army ready for assault.

If the winter view of Jiangnan is a snowy village smelling of wine, in Huangtu cold wind blows driving the clouds of dust and the broken flowers. And the snow flakes in Saibei are like lavish pear blossoms. Huangtu is not so rich in color as Jiangnan. There are only ravines and old strong trees which are afraid of neither storms nor droughts. They are like old warriors whose skin is dark and weathered.

I go crazy when I remember of tranquil Jiangnan, but at Huangtu I look in silence because it is only in silence that you can hear the sound of the horn declaring the start of a war. The inner content of the Taoism and the simplicity of Confucianism

I can’t imagine our culture without Taoism and Confucianism. Without them it would be pale and weak. Taoism, Buddhism and Confucianism go hand by hand and it is only together that they can revive the spirit of China. Jiangnan and Huangtu embody two of them: Taoism and Confucianism.

Jiangnan is a place of choice of the hermits – the escapees from the “unrighteous” power. “There is nothing better than to try lean food and bitter tea and thus partake in the peasants’ life”. In this place it was possible to find harmony. They say Jiangnan is like the philosophy of black-and-white paintings: black are politicians and their crimes, the hermits who don’t want to get spoiled by the court intrigues are white. I think that’s the reason Taoists loved Jiangnan so much and the rulers of the Southern Song dynasty chose these place for their capital. Everything in Jiangnan is filled with the spirit and energy of Taoism.

And Huangtu carries the spirit of Confucianism in it. Yards and caves – everything there follows the rules of fengshui. “The blue dragon to the left, the white tiger to the right, the black tortoise to the north, the red phoenix to the south”. And in the south-west of Huangtu you can also see little cairns of stones in the yards, like little mountains. The yards themselves are square and regular. I think that apart from the house protection it has one more meaning. It’s the manifestation of the Confucian influence, of the character «Zheng» (right, regular). This embodies the spirit of respect.

While architecture is the manifestation of thought, drama is the declaration of person and deep-felt emotions. Once the famous singer A Bao from Da Xibei performed a popular song of these parts and was heard by the whole country, which served to the restoration of these lofty tunes. This masterpiece of Shanxi opera represented the simple culture of Confucian Huangtu, something that went out of the depth of its soul.

On the contrary, Jiangnan is a soft and fluid Shaoxin opera. The ones who have seen Shaoxin opera know it’s quite enough to see a shadow of a smile on the face of an actor or to catch the momentary movement of his brows and you’ll feel all the lightness and beauty of this art. And it is breath-takingly beautiful! The richness and tenderness of Shaoxin opera are in blood of the Jiangnan locals.

By the present moment, with the course of time, the characteristic features of these two kinds of opera have become quite contrary to each other. Being used to Shaoxin opera I enjoy absolutely new sensations when I listen to the popular songs of Huangtu. This unadorned music moves the heart with its dramatic spirit. The candid words of these songs astonish.

I’d like to conclude by saying I love the gracefulness of Jiangnan, its inner beauty and splendor, but I also love power and simple attraction of Huangtu.

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Программа первая международная студенческая Интернет-конференция «Разнообразие культур в полиэтничном регионе», 24 Марта 2009 Организационный комитет конференции

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