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Перспектива данного исследования неоспорима, так как лирическая песня вошла в широкие народные массы и стала органичной частью ее духовной культуры, о чем свидетельствует и то, что ни одно мероприятие республиканского масштаба и в наши дни не проходит без их исполнения. Необходимо отметить, что людей, знающих мелодии и слова, становится с каждым годом все меньше и меньше, в связи с чем необходимо направить
Библиографический список
работу фольклористов на фиксирование, запись и сохранение текстов лирических песен.
Результаты данного исследования могут быть использованы в практических целях - при подготовке методических пособий в вузах, а также при чтении курсов лекций на филологических факультетах по специальностям «Фольклористика народов Дагестана» и «Фольклористика народов России».
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2. Белинский В.Г. Полное собрание сочинений. Москва, 1954; Т. 5.
3. Лафарг. П. Очерки по истории культуры. Москва - Ленинград, 1926.
4. Новикова А.М. Лирические песни. Русское народное поэтическое творчество. Москва: Высшая школа, 1987.
5. Услар П.К. Кое-что о словесных произведениях горцев. Сборник сведений о кавказских горцах. Тифлис, 1868; Выпуск I.
6. Далгат Б. 12 цудахарских песен. СМОМПК. Тифлис, 1892.
7. Жирков Л.И. Старая и новая аварская песня. Махачкала, 1927.
8. Песни горцев. Москва: Художественная литература, 1939.
9. Халилов Х.М. Лакский песенный фольклор: Традиционное наследие. Махачкала, 1959.
10. Халилов Х.М. Устное народное творчество лакцее. Махачкала, 2004.
11. Свод памятников фольклора народов Дагестана: в 20 т. Необрядовая лирика. Москва: Наука, 2020; Т. 9.
12. Алиева Ф.А. Поэтический мир любовной поэзии в фольклоре даргинцев. Вестник КИГИ РАН. Available at. https://cyberleninka.ru/article/n/poeticheskiy-mir-lyubovnoy-poezii-v-folklore-dargintsev
13. Дагестанская антология. Москва, 1934.
14. Лакские народные песни. Махачкала, 1990.
15. Лакские народные песни. Махачкала 1970.
16. Песни народов Дагестана. Ленинград, 1970.
References
1. Lopatin N.M., Proskurin V.P Russkie narodnye liricheskiepesni. Moskva. 1956.
2. Belinskij V.G. Polnoe sobranie sochinenij. Moskva, 1954; T. 5.
3. Lafarg. P. Ocherki po istorii kul'tury. Moskva - Leningrad, 1926.
4. Novikova A.M. Liricheskie pesni. Russkoe narodnoe po'eticheskoe tvorchestvo. Moskva: Vysshaya shkola, 1987.
5. Uslar P.K. Koe-chto o slovesnyh proizvedeniyah gorcev. Sbornik svedenij o kavkazskih gorcah. Tiflis, 1868; Vypusk I.
6. Dalgat B. 12 cudaharskih pesen. SMOMPK. Tiflis, 1892.
7. Zhirkov L.I. Staraya i novaya avarskaya pesnya. Mahachkala, 1927.
8. Pesni gorcev. Moskva: Hudozhestvennaya literatura, 1939.
9. Halilov H.M. Lakskijpesennyj fol'klor: Tradicionnoe nasledie. Mahachkala, 1959.
10. Halilov H.M. Ustnoe narodnoe tvorchestvo lakcev. Mahachkala, 2004.
11. Svod pamyatnikov fol'klora narodov Dagestana: v 20 t. Neobryadovaya lirika. Moskva: Nauka, 2020; T. 9.
12. Alieva F.A. Po'eticheskij mir lyubovnoj po'ezii v fol'klore dargincev. Vestnik KIGI RAN. Available at. https://cyberleninka.ru/article/n/poeticheskiy-mir-lyubovnoy-poezii-v-folklore-dargintsev
13. Dagestanskaya antologiya. Moskva, 1934.
14. Lakskie narodnye pesni. Mahachkala, 1990.
15. Lakskie narodnye pesni. Mahachkala 1970.
16. Pesni narodov Dagestana. Leningrad, 1970.
Статья поступила в редакцию 08.06.22
УДК 811.581.11
Varukha I.V., Cand. of Sciences (Philology), senior lecturer, Bashkir State University (Ufa, Russia), E-mail: i.v.varukha@gmail.com
Davletbaeva A.F., Cand. of Sciences (Philology), senior lecturer, Bashkir State University (Ufa, Russia), E-mail: davletbaeva-1987@mail.ru
ANALYSIS OF THE EMOTIVE COMPONENT IN UTTERANCES WITH THE MODAL VERBS EXPRESSING WILLINGNESS IN THE CHINESE (ENGLISH AND RUSSIAN LANGUAGES). The authors of the article attempt to investigate the point of intersection of categories of modality and emotionality through the prism of revealing potentially existing emotional components in utterances formed with the help of modal verbs expressing willingness in the Chinese, English and Russian languages. The consideration of this problem is a relevant task as it is not sufficiently studied in contemporary language science. The practical and theoretical relevance of the very investigation is determined by the idea that awareness and understanding of delicate language shades and implicit meanings intensify the positions of an integrative approach to the study and teaching of foreign languages, promote the level of intercultural communications and help to maintain relationship between representatives of different lingvocultural communities, which could be based on the principles of compliance, equality and respect. The authors thoroughly study the specifics of the following modal verbs which express willingness: 1) the Chinese lexical units (yuanyi) (to want), (ley!) (to want) и ft® (qingyuan) (to want), which are considered to be typical modal verbs from the point of view of their functional and grammatical features; 2) the English lexical unit will, which serves as a modal verb; 3) the Russian lexical unit хотеть (to want), which is characterized by completion of the process of grammaticalization. The study describes and systematizes the most widely-spread language situations, in which it is possible to define the emotional component of utterances with the modal verbs expressing willingness. The authors make a conclusion that the categories of modality and emotionality are adjacent, and that there exist potential conditions which help to determine not only modal but also emotional components, while studying languages with different structures.
Key words: category of modality, emotional component, modal meaning, modality of willingness, modal verb, emotionality.
И.В. Варуха, канд. филол. наук, доц., Башкирский государственный университет, г. Уфа, E-mail: i.v.varukha@gmail.com
А.Ф. Даелетбаееа, канд. филол. наук, доц., Башкирский государственный университет, г. Уфа, E-mail: davletbaeva-1987@mail.ru
АНАЛИЗ ЭМОЦИОНАЛЬНОГО КОМПОНЕНТА В ВЫСКАЗЫВАНИЯХ,
СОДЕРЖАЩИХ МОДАЛЬНЫЕ ГЛАГОЛЫ ЖЕЛАНИЯ
(НА МАТЕРИАЛЕ АНГЛИЙСКОГО, КИТАЙСКОГО И РУССКОГО ЯЗЫКОВ)
Авторами настоящей статьи предпринята попытка исследования точек пересечения категории модальности и эмоциональности через призму выявления потенциально существующих эмоциональных компонентов, содержащихся в высказываниях, сформированных с помощью модальных глаголах желания, на материале русского, английского и китайского языков. Рассмотрение данной проблемы является актуальной задачей, которая характеризуется малой степенью проработанности в сфере современного языкознания. Практическая и теоретическая значимость данного исследования определяется тем,
что знание и понимание тонких языков оттенков и скрытых значений усиливает позиции интегративного подхода к изучению и преподаванию иностранных языков, повышает уровень межкультурных коммуникаций и помогает налаживать взаимоотношения между представителями разных лингвокультурных сообществ, которые основывались бы на принципах принятия, равенства и уважения. Авторами подробно раскрываются особенности употребления следующих модальных глаголов, выражающих желание: 1) в китайском языке - лексические единицы Ss (yuanyi), (ley!) и ffS (qingyuan), которые относятся к типичным модальным глаголам с точки зрения их функционально-грамматических свойств; 2) в английском языке - лексическая единица will, функционирующая в роли модального глагола; 3) в русском языке - лексическая единица хотеть, которая может быть охарактеризована с позиции завершенности процесса грамматикализации. Исследование описывает и систематизирует наиболее распространенные языковые ситуации, в которых становится возможным выявление эмоционального компонента высказывания, содержащего модальные глаголы желания. Авторами делается вывод о смежности категории модальности и эмоциональности, а также о наличии потенциально возможных условий, способствующих установлению не только модального, но и эмоционального компонентов с точки зрения исследования разноструктурных языков.
Ключевые слова: категория модальности, эмоциональных компонент, модальное значение, модальность желания, модальный глагол, эмоциональность.
Introduction
Many Russian scientists studied the problem of modality at different times. The consequence of this many-sided research has become the formation of a wide notional field with quite vague outlines and boundaries. The designation of the modal sphere of a language, which generally describes attitude of the subject towards reality, brings out a question about the character of this attitude. Traditionally the role of the category of modality is to be the agent of actualization of ontological relations between the subject of speech and outer space of acting/non-acting in which he exists. However, any individual is a bearer of a psycho-emotional field, which is potentially capable to affect the process of formation of speech and thought bindings, as well as capable to color them with positive or negative components. The problem of differentiation of the categories of modality and emotionality has occupied linguists known all over the world for a long time. At different times this issue was addressed to by V.V. Vinogradov, N.J. Shvedova, E.M. Volf, V.N. Teliya, T.V. Romanova and others.
The topicality of the given work is that its authors attempt to establish boundaries of the categories of modality and emotionality within the frame of the analysis of the languages with different structures, such as English, Chinese and Russian. Apart from that the authors try to reveal possible interactions in the spheres of the concepts under analysis. The practical and theoretical significance of the present research is determined by the attempt to study delicate notional nuances, which allow not only to have a thorough look at lexical, grammatical and syntactic levels of the given languages, but also to form a more deliberate and individualized approach to the problem of teaching the languages and intercultural communication, as understanding of implicit shades of the interlocutors' speech transfers the process of communication into a more developed notional level.
The object of the given research is utterances in the English, Chinese and Russian languages, built up with the help of modal verbs expressing willingness. The choice of this lexical group was determined by its relative universal nature and its undoubtful existence in the enumerated language systems. The aim of the work is to find out the potentially existing emotional component in the utterances with the modal verbs of willingness to define the character of interralations between the categories of modality and emotionality. The tasks of the research were to describe in detail and analyze the speech situations, in which English, Chinese and Russian modal verbs of willingness function. The scientific novelty of the given research is determined by the fact that the modal verbs of willingness are analyzed for the first time from the point of view of revealing of the emotional component and this opens further perspectives and opportunities for the analytical processing of the material of the languages with different structures.
Discussion
In the fundamental research "Theory of functional grammar" under the editorship of A.V. Bondarko, Russian scientists L.A. Birjulin and E.E. Kordi describe 6 types of language phenomena, which can be seen in the works of the authors of various concepts of the category of modality and can be used as indicators of modal meaning in a sentence. They include 'the presence in the utterance an evaluating mode, with the help of which a quality estimation of the contents of utterance is performed according to the criteria good/bad or any other emotional evaluation of the contents of an utterance (for example, great, horror and etc.)' [1, p. 65].
Admittedly, the quality and form of intersection of the categories of modality and emotionality provoke heated debates. One of the most complicated issues is the qualification of presence in the utterance the emotional component as one of the integral part of the category of modality.
E.N. Magdalinskaya in her dissertation points out that 'linguists, keeping to the wide understanding of modality, qualify the emotional attitude towards the matter being talked about as the modal one' [2, p. 20]. To these scientists refer V.V. Vinogradov, N.J. Shvedova, E.M. Volf, V.N. Teliya, T.V. Romanova and others.
T. V. Romanova, who, in her work, points at the relation of the emotional expressiveness, as the form of expression of the emotional attitude of a speaker towards reality, and the category of modality, writes the following: 'emotional expressiveness, in which the emotional attitude of a speaker towards the subject of speech is reflected, is a specific form of expression of a person's attitude towards the surrounding world, which gives objective foundations for including the emotional expressiveness into the category of modality' [3, p. 19].
V.Z. Panfilov and A.A. Khudyakov shares the contrary opinion. They postulate the necessity to strictly differentiate the category of modality and the emotional component of an utterance.
V.Z. Panfilov writes the following: "the emotional attitude and the subjective modality, though, can be referred to actualizing components of an utterance, their linguistic nature and the role in the constructing of a sentence structure differ in such a way that it is impossible to unite them within one grammatical or lexico-grammatical category of modality" [4, p. 48].
A.A. Khudyakov point out the following: "the nature of emotions is psychophysical, the nature of modality is determined by the ontology of attitudes and the notional level. Emotional states can be characterized by ambivalency, i.e. simultaneous appearance of negative and positive emotions, but within one and the same sentence modalities of one order, for example, objectively modal attitudes of actuality and potentiality cannot intersect" [5, p. 57].
Taking into account the points of view described above, the authors of the present article suppose that modal and emotional bindings in the structure of a single utterance can act differently in different language systems.
Within the framework of investigating the emotional component in the utterances with modal verbs expressing willingness, the authors of the given research rely on the theory that the nature of the mental individual profile contains such basic emotions as joy (lift), sadness (Sffi), surprise (t»W), contempt (gtt), anger (ffig), disgust (KS), fear (Stt).
Modality reveals itself in any utterance which contains 'I' of a speaker. In the Chinese language it is possible to distinguish a number of modal meanings, with the help of which the attitude of a subject towards reality is actualized. Within their differentiation in the given work, we single out intention to commit an action, which presupposes including such shades as desire, intention, courage and readiness to commit an action. The modal meaning of willingness is a hierachically subordinate unit in regard to the category of intention, as it is determined by the incorporation of the component of volition.
The group of modal verbs expressing willingness is represented by the following lexical units: Ss (yuanyi) (to want), (ley!) (to want) MffS (qingyuan) (to want). Let's consider them in detail:
- the modal verb Ss (yuanyi) (to want) may be translated as "to desire", "to want", "to be ready". This lexical unit is used in the situations when a speaker expresses a subjective intention to commit an action because of his high inner motivation, wish or desire;
- the modal verb (ley!) (to want) may be translated as "to desire", "to want", "to be glad to do something", however the semantic shade of this modal verb embraces the intention of a subject to perform an action, which evokes inner sympathy. This modal verb is frequently used in speech in combination with the adverbs of degree;
- the modal verb MS (qingyuan) (to want) is used in language situations when a subject of speech is to choose between two equal courses of events and none of these courses appeals to him, but the necessity of making a choice forces him to choose "the worst option". This modal verb can be rendered as "prefer something to something else" or just "to want" [6].
Let's consider the usages of the modal verb Ss (yuanyi) (to want) in the affirmative and negative forms and analyze the potential emotional component in the utterances below:
(1) (My younger brother wants to study Law in the Beijing University).
(2) (My younger brother wants to study Law in the Beijing University very much).
(3) (My younger brother wants to study Law in the Beijing University, doesn't he?).
The utterance (1) is considered to be the basic one, as the modality of willingness is realized in it only with the help of the lexical unit Ss (yuanyi) (to want). At the same time the examples (2) and (3) include additional lexemes (feichang) (very, extremely) and (jingran) (surprisingly), modifying the initial modal verb. There is no definite emotional component in the utterance (l), however the utterances (2) and (3) look different. The adverb of degree (feichang) () adds the element of joy to the speech, and the adverb of degree (jingran) (surprisingly) is capable to express contradicting emotions of surprise and fear.
(We all hope that my younger brother will become a lawyer in the future, but he does not want to study Law at the Beijing University).
(5) (We have been talking
about it many times, but my brother does not want to hear anything about it).
In the utterances (4) and (5) the negative form of the modal verb (yuanyi) (to want) is used. The example (4) may be analyzed from the point of view of potential existence of such emotional components as surprise, sorrow or anger. The example (5) actualizes the element of anger, which is added to the utterance thanks to the first part of the sentence, which explains the situation expressed in the sentence.
From the point of view of the authors of this article the lexeme (yuanyi) (to want) expresses the modality of willingness in the affirmative form and the modality of unwillingness in the negative form, however in the emotional projection it is relatively neutral, as introduction of the emotional component is performed using other lexical means (with the help of adverbs) or syntactic means (woth the help of clauses, the function of which is to explain the initial situation).
Let's consider the use of the modal verb ^S (ley!) (to want) in the affirmative and negative forms and analyze the potential emotional component in the utterances given bellow. As we have stated above, the given lexical unit is modified with the adverbs of degree in most cases.
(6) ! (No problem, I want to help you very much!)
(7) SIMM® ! (l want to teach you to catch fish very much!)
In the utterances (6) and (7) the emotional component of joy is expressed with the help of adverbs of degree (feichang) (very, extremely) and ffi (hen) (very). If we distract them from the sentence, only the element of the modal meaning of willingness will be left.
(8) ! (I don't like at all that she has turned into such an arrogant person!)
(9) (Order is order, even if we do not want to do it, but it does not depend on our will).
In the utterances (8) and (9) the negative form of the modal verb ^S (ley!) (to want) is used. The utterance (8) expresses surprise or disgust, the utterance (9) expresses fear or disgust. A certain vagueness and lack of specifics of different emotions may be noticed, which is considered to be normal characteristics of any emotions, as I.V. Varukha writes in her work [7]. Anyway, these emotive units express the negative emotionally estimating characteristics of the situation.
Let's consider the use of the modal verb ft® (qingyuan) (to want) in the affirmative and negative forms and analyze the potential emotional component in the utterances given bellow. The semantic shade of this lexeme is unique, as it conveys the pure modality of willingness, but it actualizes the preference of choice within the framework of two possible variants of alternatives, none of which is desirable to the full extend.
(10) (If it is possible, I'd rather go with Syaoli to Beijing to work!)
(11) (We want very much to do like this).
(12) ftfiKSf (He prefers sleeping instead of doing his homework).
There is no emotional component in the utterance (10). The utterances (11) and (12) express the emotions of anger and disgust, however their presence is determined only by the adverb of degree ffi (hen) (very) or the negative form of the modal verb of willingness $ (xiang) (to want, to dream), which, though having relation to the category of lexemes under consideration, possesses a number of specific semantic shades, thanks to which it deserves to be investigated as a separate unit in terms of expressing the emotional component.
Analyzing the category of modality in the English language, particularly meanings of modal verbs, is it clear that willingness can be expressed by the modal verb 'will'. It should be noted that the modal verb 'will' has a number of modal meanings, as well as temporal. T.A. Sukhomlina investigates this verb in terms of the category of the future tense in English [8], as it is generally considered to be the auxiliary verb, which is used to form Future indefinite tense. The author mentions that the nature of the future is characterized by uncertainty and undeterminacy, consequently it is capable to realize different modal shades. So, the modal verb 'will' in the contemporary English generally combines its modal meanings with the function of an auxiliary expressing futurity [9] Nevertheless, the aim of this article is to describe only the modal meanings of the verb 'will', namely that aspect of it which denotes volition, i.e. the power to choose or decide something without being forced to do it. This modal verb has two forms 'will' and 'would' to express actions in the present and in the past. I.P. Gordon and E.M. Krylova write that the idea of willingness is implied in several meanings of the modal verb 'will' [10]:
1. When the form 'would' is used to express habitual or recurrent actions, it also implies willingness, personal interest on the part of the doer of the action, for example, She would sit for hours under the oak tree looking at the beautiful country around her. In this case 'would' denotes the past action, is followed by the simple infinitive and is used in affirmative sentences.
2. Both forms 'will' and 'would' are used in negative sentences to express refusal to perform an action, in other words we can speak about the absence of willingness, for example, The doctor knows I won't be operated on. He was wet through, but he wouldn't change. In this case 'will' indicates an action in the present and 'would' indicates an action in the past, both verbs are followed be the simple infinitive.
3. These forms are used to ask if someone else is willing to do something by making requests, for example, You wouldn't mind giving me a hand, would you? Will you dine with me tomorrow? Both forms refer to the present, the simple infinitive is used after them, 'would' is a milder or a more polite form of 'will'.
4. The meaning of willingness is combined with the reference to the future when 'will' and 'would' are used in clauses of condition introduces by if, for example, We are not going to quarrel at all if you will only let me talk. If you would stand by me I should have another try.
5. Unreal actions can also be expressed by 'would' in object clauses after the verb 'to wish', for example, I wish the child would show more affection for me. I wish this car would go faster. In this case 'would' is used with the simple infinitive to say how we would like somebody or something to behave in the future.
Thus, it can be clearly seen that the modal verb 'will' in the English language is used to express the meaning of willingness. Researching the works of Russian and foreign grammarians, one can notice that different usages of the modal verb 'will' are described as being able to express this or that emotional coloring. Let's consider the following examples:
1) If you will drive so fast, you must expect to have accidents.
'I feel sick.' 'Well, if you will eat so much, I'm not surprised' (= strong disapproval at someone's insistence on doing something [Side, 2000], or something they have done [11]).
2) I wish you wouldn't make such a mess.
I wish my neighbors would stop making such a terrible noise. (= is often used to describe an annoying habit [12]).
3) I will take the money anyway, so there! - You won't! -1 will! (= can be used emphatically to tell someone of the speaker's intention, or to forbid an action, in response to a will expression) [13].
Analysing the examples given in the English resources, we may conclude that the modal verb 'will' is used to express emotions. Verbs in the English language are capable of conveying different emotional states and modal verbs are no exception.
In the Russian language the vocabulary of 'willingness' and 'volition' is extremely varied. Yu.D. Apresyan explains it writing that in many cases the root cause of states, actions, emotions and statements of people is determined by causes and motives which are, in this or that way, connected with human desires [14]. A.F. Dav-letbaeva analyses the modal meanings in the Russian language and distinguishes the modal meaning volition to perform an action, which is represented by 5 modal shades of meaning and may be expressed by 21 verbs. According to the classification given by this author, willingness is understood as a shade of this modal meaning and is expressed by the verbs: хотеть (to want), желать (to wish), жаждать (to desire), надеяться (to hope), стремиться (to tend), рассчитывать (to intend). All these verbs, except the verb хотеть (to want), are considered to be modal words, as they have some other meanings apart from the modal one [6]. Thus, in the category of modal verbs in the Russian language the meaning of willingness is expressed by the modal verb 'хотеть (to want)'. This verb is highly grammaticalized and possesses only the modal meaning. O.E. Griva and L.E. Popova research the semantics of willingness in the Russian language and write that it is realized in two aspects. On the one hand it is described as intention, which presupposes realization, on the other hand, it means a state or feeling of a person who does not intend to embody it in reality [15]. However, some authors indicate the interlacing of these two meanings. Let's consider the following examples, taken from the national corpus of the Russian language:
1. Сегодня мне позвонил брат и сказал, что хочет прыгнуть с парашютом. (Today my brother phoned me and said that he wanted to jump with a parachute).
Вне всякого сомнения, производители ноутбуков хотят создавать продукты с низким энергопотреблением. (With no doubt, the manufactures of laptops want to create products with low power consumption value).
IBS хочет стать поставщиком бизнес-решений для малых и средних предприятий. (IBS wants to become the supplier of business solutions for small and medium-sized business. (= the described action is desirable for the subject and he intends to realize it [16]).
2. Теперь я работаю и снова хочу в детский сад, хотя бы на тихий час. (Now I go to work and I want to attend a kindergarten again at least for nap time).
Ты посмотри, он только ручонку протянул - и ему дали все, что он хочет. (Just have a look, he only stretched his little hand - and he was given everything he wanted).
Они хотят чувствовать поддержку товарищей, знать, что они кому-то нужны. (They want to feel their friends' support, to know that someone needs them. (= the described action is desirable for the subject, he is positive about its realization, but he will not take any actions to realize it [16]).
The analysis of the examples shows that the modal verb хотеть (to want) does not express any emotional coloring. In the Russian language emotionality of actions is expressed with the help of various adverbs. The emotional component can be added to the modal verb хотеть (to want) by means of using the following adverbs: страстно (passionately), неистово (furiously) and the like. It is clearly illustrated by the following examples, taken from the national corpus of the Russian language:
(1) Тот, а чаще та, кто страстно хочет этого лично для себя, получит именно то, чего больше всего боится: одиночества. (The man, but more frequently the woman, who passionately wants this for herself personally, will get what she is mostly afraid of: solitude).
(2) ...вы же похожи вашими работами на человека, [который] ..., рвет на себе волосы и неистово хочет разъяснить прохожим, что кипит у него на
душе. (... you, in your works, are like a person, who tears his hair and furiously wants to let passers-by know what is happening in his soul).
(3) Галочка, милая моя, дорогая, пользуясь случаем, хочу сказать о том, что очень люблю тебя и безумно хочу видеть. (My lovely, dear Galochka, on this occasion I want to say that I love you so much and madly want to see you).
Conclusion
Thus, in the Chinese and Russian languages the modal verbs of willingness may be characterized as possessing a neutral emotional status, as the component of a psycho-emotional state of a speaker is added to the utterance by means of other lexical units, in the Chinese language it is done mainly with the help of adverbial lexis, in the Russian it is done with the help of adverbs, as well as particles, parenthesis and etc. The purpose and tasks of the research have been fulfilled: the authors of this article believe that the categories of emotionality and modality, within the framework of the modal meaning of willingness, in the Chinese and Russian languages can be only partly adjacent and they can't be fixed together with the absolute certainty, so in
Библиографический список
the given language systems the investigated categories can be considered separately and independently. On the contrary, in the English language the modal verb of willingness is capable of expressing emotions without any additional components. So, the categories of modality and emotionality may be thought of as adjacent to a certain extent. The scientific novelty of the research is that for the first time the modal verbs of willingness in the languages with different structures have been analyzed from the point of view of their emotional meaning. This is a perspective sphere of studies, which helps to point out the integrative mechanisms of interaction of modality and emotionality in different languages, determining the theoretical and practical significance of the given work. Nevertheless, the present research can't be claimed as the complete one, as the authors investigated only a small part of the intersecting concepts, which does not allow to make extensive and self-asserting conclusions. The authors of the article hope that a wide range of scientists will join the study of the given issue and a rich language material will be collected, which will allow to deeply consider the problem under investigation.
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Статья поступила в редакцию 26.06.22
УДК 811.581.11
Davletbaeva A.F., Cand. of Sciences (Philology), senior lecturer, Bashkir State University (Ufa, Russia), E-mail: davletbaeva-1987@mail.ru
Varukha I.V., Cand. of Sciences (Philology), senior lecturer, Bashkir State University (Ufa, Russia), E-mail: i.v.varukha@gmail.com
PRAGMATIC COMPONENT OF ACTUALIZATION OF MODALITY AND EMOTIONALITY OF THE PASSIVE VOICE IN CHINESE AND ENGLISH ON THE MATERIAL OF MEDIA TEXTS. The article studies features of actualization of modality and emotionality in media texts in Chinese and English constructions of the passive voice. The authors believe that modality is a general language category that includes an emotional-evaluative component. This universal is realized both at the lexical and grammatical levels in all language systems of the world, since it objectifies the speaker's inner "I" through the prism of cognitive thought processes, reflecting the attitude of the subject of speech towards the reality surrounding him. The article reveals in detail the classification model of the passive voice in the Chinese language, describes the existing typological models, and evaluates the emotional expression of statements conveyed in the form of passive diathesis using the function word Ш (bei). The authors reveal that the pragmatic function of the passive voice formed with the lexeme Ш (bei) is to convey a negatively colored connotative plan of the statement, which is clearly seen in media texts in which this voice form is used to focus on negative actions. related to the semantic field of destruction. The dominant form of the passive voice in the English language is the construction be + Past Participle, however, scientists admit that the construction 'get + Past Participle' expresses passive diathesis as well. Comparing passive diathesis in English and Chinese media texts, it may be noticed that English passive constructions are mostly used to create an atmosphere of neutrally impersonal enumeration of facts, only with rare emotional evaluative judgments, expressed by the construction with the verb 'get'. The practical significance of the research lies in the possibility of using the obtained materials in the process of teaching Chinese and English. The authors
