EntranceLev Shcherba short biography. Topic: The outstanding linguist Lev Vladimirovich Shcherba and his contribution to the development of Russian linguistics. The literary language we use is truly
As a child, everyone dreamed of becoming a fireman, a doctor, an astronaut, because it is believed that these are professions for the smart, strong in body and spirit, and brave. But there are other, more mundane, but no less important areas of activity, for example, linguistics, because the study of language, which accompanies a person everywhere and always, is a very important activity. The time has come to meet one of the most outstanding Russian and Soviet linguists, whose name is Lev Vladimirovich Shcherba.
Childhood and youth
Shcherba Lev Vladimirovich, whose contribution to the Russian language is simply invaluable today, was born back in 1880 in the small town of Igumen, Minsk province. Often the place of birth of a future linguist is called the city where his parents came from shortly before his birth - St. Petersburg.
Lev Vladimirovich Shcherba spent his childhood in the Ukrainian city of Kyiv. Here he left the gymnasium with a gold medal, after which in 1898 he became a student at the Faculty of Natural Sciences of Kyiv University, and a year later he transferred to the Faculty of History and Philology of another, St. Petersburg University. His teacher and mentor was one of the most famous philologists and linguists of the 19th-20th centuries - Ivan Aleksandrovich Baudouin-de-Courtenay.
In 1903, Lev Vladimirovich Shcherba graduated from his alma mater with a gold medal for an essay on the topic “The Mental Element in Phonetics,” but remained at the department of grammar and comparative Sanskrit under the leadership of Courtenay.
European travel
In 1906, the linguist began traveling abroad, to which he was sent by the university administration. He visits Northern Italy, where he studies dialects in Tuscany, then, in 1907, arrives in Paris, observing the phonetic method of French and English pronunciation in the laboratory of experimental phonetics of famous French linguists of that time. He also learns to work independently and at the same time collects material useful for the national school. Lev Vladimirovich Shcherba met in 1907 and 1908 in Germany, where he studied dialects and adverbs of the Lusatian language in the city of Muskau (Muzhakov) and its environs. At this time, he lives with his host family and within six months masters a language that is initially completely unfamiliar to him. The end of the trips is marked by a visit to Prague and learning the Czech language.
Creation of the Russian laboratory of experimental phonetics
Shcherba Lev Vladimirovich, whose entire biography reveals a connection with the study of language and words, upon returning to his homeland he devotes all his energy to the development of his own project for the study of linguistics as a science. His brainchild is the office of experimental phonetics, founded at the university in St. Petersburg back in 1899, but which was in serious decline. Only Shcherba’s activity and activity allowed him to finally achieve significant payments from the administration in order to purchase the required equipment and books. Soon after this, Lev Vladimirovich, upon arrival also appointed associate professor at St. Petersburg University, converted his office into a real scientific laboratory and worked in it for no less than 30 years!
Pedagogical and professorial activities
In addition to his main occupation, the linguist taught at the Higher Women's Courses (now the Pedagogical University of Moscow State Pedagogical University), conducted readings and lectures for teachers of foreign languages and for those working with deaf-mute people, and massively educated those interested in matters of introduction to linguistics, comparative grammar, Latin, Russian and Old Church Slavonic languages, phonetics, ancient Greek, and also gave practical lessons in the pronunciation of English, German and French.
Organization of the process of teaching foreign languages
A professor at the Department of Comparative Linguistics since 1916, Shcherba by the 1920s was especially actively immersed in the organizational and management spheres: he organized various courses on the study of foreign languages. At the same time, Lev Vladimirovich taught according to a personally developed system of the phonetic method and wanted to organize another one at the Institute for Practical Study of Languages with departments of Western European and Eastern languages - for those who do not speak Russian as a native language, but are studying it.
From 1920 onwards, Lev Vladimirovich Shcherba, whose works on linguistics had already begun to be actively published, became the permanent chairman of the society of linguists, attracting as many competent specialists of various specialties as possible to the development of science.
1930s
At this time, the linguist continues to study dictionaries, creates “Phonetics of the French Language” - a manual to help in learning, approaches the study of grammar from different angles, in particular and with particular interest in syntactic sections. Attention is also paid to issues of language norms, spelling and spelling, the subtleties of the coexistence of languages in one common space, etc.
Lev Nikolaevich also takes part in numerous works on the unification and regulation of Russian grammar and spelling, is engaged in editing and editing the school textbook on Russian grammar by S. G. Barkhudarov and, together with a galaxy of other brilliant linguists, composes the “Draft of rules for a unified spelling and punctuation.”
Period of the Great Patriotic War
With the outbreak of war, in 1941, Lev Vladimirovich was forced to stop teaching at Leningrad University. Shcherba, as a professor and prominent figure in science and culture, was evacuated to the city of Nolinsk for 2 years. What did Lev Vladimirovich Shcherba do with himself these years? Books and other publications dedicated to his native linguistic element continued to be his life’s work. Thus, during this period, the unfinished “Theory of Russian Writing” was written, the completed “Fundamentals of Methods of Teaching Foreign Languages”, numerous articles for the institute, etc. After some time, Shcherba moved to Moscow.
1943 is the date when Lev Vladimirovich joined the Paris Institute for the Study of Slavic Languages, the Linguistic Society in Paris, as well as the USSR Academy of Sciences.
Until the onset of illness in 1944, Lev Vladimirovich, whose works by that time already constituted a large list, was focused on organizational, research and teaching activities. After a serious operation, Lev Vladimirovich died, having previously covered many scientific problems for the last time in the material “Recent Problems of Linguistics,” which became a kind of testament for the field he loved.
Shcherba passed away on December 26, 1944. The place of his burial was the Vagankovskoye cemetery.
What contribution did Shcherba make to science?
The main areas of activity of the outstanding Russian linguist were phonology and phonetics. Lev Vladimirovich continued the research of his mentor, Ivan Alexandrovich, and introduced into science the concept of “phoneme”, which is familiar to the world today.
Being the initiator of the creation of a unique “Leningrad” phonological concept, Shcherba is also considered the person who formed the Leningrad phonological school. In addition, the already mentioned phonetic laboratory today bears the name of Lev Vladimirovich.
Shcherba was the first to introduce into Russian linguistics a proposal for a scientific typology and classification of dictionaries, and in collaboration with M. I. Matusevich created a Russian-French dictionary. At the same time, he dealt with the differences between passive and active grammar.
Lev Vladimirovich introduced the terms “linguistic experiment” and “negative linguistic material” into scientific use. The interpretation of the latter lies in the scientist’s vision: one should start not only from the correct and traditional version of pronunciation or word usage. It is also necessary to consider how they do not speak - the linguist devoted a number of works to this and noted that the importance of such an approach in linguistics is significantly underestimated.
What else is Lev Vladimirovich Shcherba known for? “The category of state, or “predicate” is a concept that today is known only to specialists in philological faculties, while this term, just introduced by a linguist, has given rise to repeated and heated debates, and in general is encountered regularly in life. This concept, according to Shcherba, includes words like “sorry”, “shameful”, “impossible”, “laziness” and similar ones, which cannot be recognized as nouns, verbs, adjectives, or adverbs. It’s even surprising how often a person uses the words “stuffy, scary, sad” and others, without even thinking about what category of speech they belong to. Shcherba loved to ask questions, and devoted his life to finding answers to them.
Major works
The main results of the research, as well as the scientific activities of the linguist, include the following works:
- "Russian vowels in qualitative and quantitative terms."
- "Phonetics of the French language."
- “East Lusatian dialect” (for this dissertation Lev Vladimirovich received his doctorate).
- “On the threefold aspect of linguistic phenomena and on experiment in linguistics.”
- "An experience in the general theory of lexicography."
One entertaining phrase
“The glok kuzdra shteko has ruffled the bokr and is curdying the bokrenka.” No, this is not a useless set of letters at all, but a real phrase, coined by a linguist in the 30s of the 20th century and subsequently used repeatedly! In this case, the meaning of Lev Vladimirovich Shcherba’s statement is to reflect the fact that semantic content is not required for words to be understood by a native speaker. To form a general impression, it is enough to observe the morphological features that distinguish one word from another (suffixes, endings, prefixes, function words), and then the content of any phrase can theoretically be understood. So, in the case of “global bush,” the general impression would be something like this: “someone/something has somehow done and continues to have a certain effect on someone/something (most likely, on someone’s cub).”
The phrase has another variation: “A shaggy bokra shteko budlanua of a stout bokrenochka.” Which of them was the original remained unknown, since, according to various sources, Lev Vladimirovich used one or the other, or came up with new variations.
Some interesting facts in conclusion
Shcherba Lev Vladimirovich, whose brief biography cannot be summarized in a few words due to the wide field of activity in which he showed himself, is, paradoxically, a man of both words and deeds, because the latter has always been connected with the former. Here is another piece of interesting information about the life of this great scientist:
- L.V. Shcherba helped create the written language of the Komi language (1921).
- The linguist was a respected member of the International Association of Phoneticians (1924).
- In the late 1930s, the linguist worked on the creation of the Kabardian alphabet, for which he took Russian graphics as the basis.
In addition, Lev Vladimirovich was awarded the Order of the Red Banner of Labor.
There are many formal signs. First, changeability
and not only by persons and numbers, but also by tenses, moods,
species and other verbal categories.13 By the way,
an attempt by some recent Russian grammarians
present the infinitive as a special part of the verb “part of speech”,
of course, absolutely unsuccessful, contrary to the natural
linguistic instinct, for which go and go are forms
the same word.14 This strange aberration of scientific
thinking came from the same understanding of “parts of speech”
as the results of classification, which was typical
old grammar, with only a change in the principle of divisionis,
and it was possible only because people forgot for a moment,
that form and meaning are inextricably linked:
one cannot talk about a sign without stating that it is something
13 Recognition of the person category as the most characteristic of verbs
(hence the definition of verbs as “conjugated words”)) is generally true and
psychologically understandable, as it is derived from the meaning of the verb
categories: “action”, according to our usual ideas, should
have your own subject. However, facts show that this is not always the case.
it goes like this: it’s drizzling, it’s getting dark, etc. they don’t have a face shape,* however
are verbs, since the matter is not decided by one recognition
com, but with the whole set of morphological, syntactic and semantic
tic data.
14 By “forms” of a word” in linguistics we usually understand
materially different words denoting or different shades
the same concept, or the same concept in different
its functions. Therefore, as you know, even words like /him
tuli, latum, are considered forms of one word. On the other hand, such
words, like writing and writer, are not forms of one word, since
one denotes an action, and the other a person who has a certain
new signs. Even words like thin, thinness don’t count
us for the same word. But such words as thin and thin, we are very
tend to consider forms of one word, and only the sameness of functions
words like bad with words like at random, by heart, etc. and absence
adjectives parallel to these latter create a special category
ry of adverbs and to some extent separate thin from thin. Certainly,
As always in language, there are cases that are unclear and fluctuating. So, will it be
table in the shape of the word table? This is not so clear, although in linguistics
usually talk about diminutive forms of nouns
nouns Predobry, of course, will be a form of the word kind, do
will be a form of the word do, but run will hardly be a form of the word
run away, since the action itself seems to be different
in these cases. Wed. Abweichungsnamen and Übereinstimmungsnamen
in O. Dittrich [in] “Die Probleme der Sprachpsychologie”, 1913.
In the history of languages, there are also movements in systems of forms of one
no word. Thus, formations in -l-, which were once names of persons
participating, entered the system of forms of the Slavic verb, became participle
ties, and now function as past tense forms in the system
verb (seedy); these same participles in full form came off again
from the verb system and became adjectives (seedy). The process of retraction
the formation of the verbal noun into the verb system, the origin
walking before our eyes, is drawn in my book “East Lusatian
adverb", [i.e. I. Pgr.,] 1915, p. 137.
Lev Vladimirovich Shcherba (1880-- 1944)
L.V. Shcherba is a famous Russian Soviet linguist and academician. His teacher was I. A. Baudouin de Courtenay, one of the most brilliant philologists of the 19th-20th centuries. Lev Vladimirovich Shcherba was born on February 20 (March 3), 1880 in St. Petersburg. In 1903 he graduated from St. Petersburg University. L.V. Shcherba was the founder of the phonetic laboratory at St. Petersburg University. In 1916-1941. - Professor of Petrograd (Leningrad) University, since 1943 - Academician of the USSR Academy of Sciences. In the last years of his life he worked in Moscow. In the history of linguistics, he is known primarily as an outstanding specialist in phonetics and phonology. Developed the concept of phoneme by I.A. Baudouin de Courtenay and developed the “Leningrad” phonological concept, whose supporters (M.I. Matusevich, L.R. Zinder, etc.) jointly formed the Leningrad phonological school.
He was born in the city of Igumen, Minsk province (sometimes the wrong place of birth is given as Petersburg, from where his parents moved shortly before his birth), but grew up in Kyiv, where he graduated from high school with a gold medal. In 1898 he entered the Faculty of Natural Sciences of Kyiv University. In 1899, after his parents moved to St. Petersburg, he transferred to the Faculty of History and Philology of St. Petersburg University. Student of I. A. Baudouin de Courtenay. In 1903 he graduated from St. Petersburg University with a gold medal for the essay “The Mental Element in Phonetics.” In 1906--1908. lived in Europe, studied grammar, comparative historical linguistics and phonetics in Leipzig, Paris, Prague, studied Tuscan and Lusatian (in particular, Muzhakovsky) dialects. In Paris, among other things, he worked in the laboratory of experimental phonetics of J.-P. Russlot. Since 1909 - private associate professor at St. Petersburg University. In addition to him, he taught at the Higher Women's Courses, at the Psychoneurological Institute, at courses for teachers of the deaf and dumb and teachers of foreign languages. He taught courses on introduction to linguistics, comparative grammar, phonetics, Russian and Old Church Slavonic languages, Latin, Ancient Greek, taught pronunciation of French, English, and German. In 1909 he created a laboratory of experimental phonetics at St. Petersburg University, now named after him. In 1912 he defended his master's thesis (“Russian vowels in qualitative and quantitative terms”), in 1915 he defended his doctoral thesis (“East Lusatian dialect”). Since 1916 - Professor at the Department of Comparative Linguistics at Petrograd University. Since 1924 - Corresponding Member of the Russian Academy of Sciences, since 1943 - Academician of the USSR Academy of Sciences. Since 1924 - honorary member of the International Association of Phoneticians. He developed the concept of phoneme, which he adopted from Baudouin, giving the term “phoneme” its modern meaning. Founder of the Leningrad (St. Petersburg) phonological school. Among his students are L. R. Zinder and M. I. Matusevich. Among his scientific interests, in addition to those already mentioned, were syntax, grammar, issues of interaction of languages, issues of teaching Russian and foreign languages, issues of language norms, spelling and spelling. He emphasized the importance of distinguishing between the scientific and “naive” meaning of a word, and created a scientific typology of dictionaries. He posed the problem of constructing an active grammar that goes from meanings to the forms that express them (as opposed to traditional, passive grammar that goes from forms to meanings).
In his work “On the Threefold Aspect of Linguistic Phenomena and on Experiments in Linguistics,” he distinguished between language material, the language system and speech activity, thereby developing F. de Saussure’s idea of the distinction between language and speech. Shcherba introduced the concepts of negative linguistic material and linguistic experiment. When conducting an experiment, Shcherba believed, it is important not only to use confirming examples (as one might say), but also to systematically consider negative material (as one might not say). In this regard, he wrote: “negative results are especially instructive: they indicate either the incorrectness of the postulated rule, or the need for some of its restrictions, or that there is no longer a rule, but only facts from the dictionary, etc. ." L.V. Shcherba is the author of the phrase “The glokaya kuzdra shteko has bald the bokr and is curdying the bokrenka.” He taught at Leningrad University until 1941. He spent the last years of his life in Moscow, where he died. Activity According to Shcherba, the same language can be described both from the point of view of the speaker (selection of linguistic means depending on the meaning to be expressed) and from the point of view of the listener (analysis of given linguistic means in order to isolate their meaning). He proposed to call the first “active” and the second “passive” grammars of the language. Active grammar is very convenient for language learning, but in practice compiling such a grammar is very difficult, since historically languages learned primarily by their native speakers are described in terms of passive grammar.
L.V. Shcherba made significant contributions to general linguistics, lexicology, lexicography and writing theory. He put forward an original concept of language and speech. In contrast to the concept of Ferdinand de Saussure, he introduced the division of not two, but three sides of the object of linguistics: speech activity, language system and language material. Having abandoned the psychological approach to language, he raised the question of speech activity, which allowed the speaker to produce utterances he had never heard before. In this regard, I considered the question of an experiment in linguistics. In the field of phonology, he is known as one of the creators of the phoneme theory. He was the first to analyze the concept of phoneme as a word-distinguishing and morpheme-distinguishing unit.
Shcherba's range of scientific interests is extremely wide and varied. His master's thesis was devoted to the description of the East Lusatian dialect (the language of one of the little-studied Slavic peoples living in Germany at that time), which he turned to study on the advice of Baudouin de Courtenay. In his work, Lev Vladimirovich used with great success the methods of field (expedition) linguistics, which was very rare at that time. Shcherba did not know the Serbian Sorbian language, settled among the Lusatians in a peasant house, and in two autumns (1907-1908) learned the language and prepared its description, which he outlined in the monograph “East Sorbian dialect” (1915).
The scientist attached great importance to research into live spoken speech. He is widely known as a phonologist and phonetician, the founder of the Leningrad (St. Petersburg) phonetic school. He was the first to introduce experimental methods into the practice of linguistic research and obtained brilliant results based on them. His most famous phonetic work is “Russian vowels in qualitative and quantitative terms” (1912). Shcherba did a lot for the theory and practice of lexicography and lexicology. A bilingual dictionary of a new type (explanatory, or translation) - "Russian-French Dictionary" (1936) - prepared under his leadership - is still used in the practice of teaching the French language and for translations. His article “On the parts of speech in the Russian language” (1928) became a significant contribution to Russian grammatical theory, showing what really hides behind the words we are used to: noun, verb, adjective, etc. Shcherba was a brilliant teacher: he worked for many years at Leningrad University, then at Moscow University, and trained a whole galaxy of students who became outstanding linguists (V.V. Vinogradov, L.R. Zinder, etc.).
Shcherba's interest in teaching methods arose at the beginning of his scientific career. In connection with his pedagogical work, he began to deal with the issues of teaching the Russian language, but soon his attention was also drawn to the methods of teaching foreign languages: talking machines (his article of 1914), different styles of pronunciation, which plays an important role in teaching (article of 1915). ), etc. He also studied the differences between the French sound system and the Russian one and wrote an article about this in 1916, which served as the germ of his “Phonetics of the French Language”. In 1926, his article “On the general educational significance of foreign languages” appeared, published in the journal “Questions of Pedagogy” (1926, issue I), where we find - again in embryo - those theoretical ideas of Shcherba, which he further developed in throughout his scientific life. Finally, in 1929, his brochure “How to Learn Foreign Languages” was published, where he poses a number of questions regarding the learning of foreign languages by adults. Here, in particular, he develops (in terms of methodology) the theory of dictionaries [Hereinafter, L.V. he called them significant.] and the structural elements of language and the primary importance of knowledge of the structural elements. In the development of this interest of Shcherba, his teacher I.A. Baudouin de Courtenay also played a big role, although he did not leave anything specifically related to the methods of teaching foreign languages, but had a deep interest in the living language, which encouraged him, as L.V. said, “encourage your students to engage in one or another type of application of their science to practice.” The importance of studying foreign languages in secondary school, their general educational significance, teaching methods, as well as their study by adults are increasingly attracting Shcherba’s attention. In the 1930s, he thought a lot about these issues and wrote a number of articles in which he expressed new, original thoughts. In the early 40s, during the war, while being evacuated, according to the plan of the Institute of Schools, Shcherba began to write a book, which is the result of all his thoughts on the methods of teaching foreign languages; it is, as it were, a cluster of his methodological ideas that arose throughout his entire scientific and pedagogical activity - for more than thirty years. He did not have time to finish it; it was published three years after his death, in 1947.* As a linguist-theorist, Shcherba did not waste time on methodological trifles, on various techniques, he tried to comprehend the methodology by introducing it to general linguistics, tried to lay in its basis the most important ideas of general linguistics. This book is not so much a methodology for teaching language in secondary school (although a school teacher can derive a lot of useful information from it), but rather general questions of methodology, as stated in the subtitle. Shcherba says: “As a linguist-theorist, I treat the methodology of teaching foreign languages as an applied branch of general linguistics and propose to derive the entire structure of teaching a foreign language from the analysis of the concept of “language” in its various aspects.” Shcherba's main idea is that when studying a foreign language, a new system of concepts is acquired, "which is a function of culture, and this latter is a historical category and is in connection with the state of society and its activities." This system of concepts, which is by no means immovable, is acquired from others through linguistic material (i.e., disordered linguistic experience), “transforming, according to the general position, into processed (i.e., ordered) linguistic experience, i.e. language". Naturally, the systems of concepts in different languages, since they are a social, economic and cultural function of society, do not coincide, as Shcherba shows with a number of convincing examples. This is the case both in the field of vocabulary and in the field of grammar. Mastering a language consists of mastering certain “lexical and grammatical rules” of a given language, although without the corresponding technical terminology. Shcherba emphasizes and proves the importance of distinguishing in grammar, in addition to the structural and significant elements of language, as already mentioned, the so-called passive grammar and active. “Passive grammar studies the functions and meanings of the building elements of a given language, based on their form, i.e. their external side. Active grammar teaches the use of these forms.”
In 1944, while preparing for a difficult operation, he outlined his views on many scientific problems in the article “Recent Problems of Linguistics.” The scientist could not bear the operation, so this work became a kind of testament of Lev Vladimirovich. In his latest work, Shcherba touched upon such issues as: pure bilingualism (two languages are acquired independently) and mixed (the second language is acquired through the first and is “attached” to it); the ambiguity of traditional typological classifications and the vagueness of the concept of “word” (“The concept of “word in general” does not exist,” writes Shcherba); contrast between language and grammar; difference between active and passive grammar and others.
Main works: “On parts of speech in the Russian language”, “On the threefold aspect of linguistic phenomena and on experiment in linguistics”, “Experience in the general theory of lexicography”, “Recent problems of linguistics”, “Russian vowels in qualitative and quantitative terms”, “East Lusatian adverb", "Phonetics of the French language", "Theory of Russian writing".
Books and brochures
1. Additions and amendments to “Russian Spelling” by J. K. Grot with a reference index to it. St. Petersburg, 1911. 46 p. (As a manuscript).
2. Russian vowels in qualitative and quantitative terms. St. Petersburg, 1912, IIIXI+1155 p.; table IIV.
3. East Lusatian dialect. T. I (with text appendix). Pgr., 1915. IXXII+194+54 pp.
4. Some conclusions from my Lusatian dialectological observations. (Appendix to the book “East Lusatian dialect”). T. I. Pgr., 1915. 4 p.
5. How to learn foreign languages. M., 1929, 54 p.
6. Dictionary of the Russian language, vol. IX. And idealize. M.;L., 1935. 159 p.
7. Russian-French dictionary / Comp. L. V. Shcherba, M. I. Matusevich, M. F. Duss. Under general hands and ed. L.V. Shcherby. M., 1936. 11 p. without pagination +491 p.
8. Phonetics of the French language. Essay on French pronunciation in comparison with Russian: A manual for students of foreign languages. L.; M., 1937. 256 pp.+l table.
9. Russian-French dictionary / Comp. L. V. Shcherba and M. I. Matusevich. Under general ed. L.V. Shcherby. 2nd edition, expanded. and processed M., 1939, 573 p.
10. Phonetics of the French language. Essay on French pronunciation in comparison with Russian: A manual for students of foreign languages. Ed. 2nd, rev. and extension L., 1939. 279 p.
11. Russian-French dictionary for secondary school / Comp. L. V. Shcherba and M. I. Matusevich. Ed. and general hands L.V. Shcherby. M., 1940. 431 p.
Articles in magazines and collections
1. Report of the teacher of the 1st cadet corps L.V. Shcherba “On the official and independent significance of grammar as an educational subject” // Proceedings of the 1st Congress of Teachers of the Russian Language in Military Educational Institutions. St. Petersburg, 1904. P. 1427.
2. A few words about the “Preliminary message of the spelling subcommittee” // Russian Philological Bulletin. 1905. T. IV. Teacher. department. P. 6873.
3. Quelques mots sur les phonèmes consonnes composées // Mémoires de la Société de Linguistique de Paris, 1908. T. XV. P. 15.
4. [Review of the book:] Materials for South Slavic dialectology and ethnography. II. Samples of the language in the dialects of the Terek Slavs of northeastern Italy were collected and published by I. A. Baudouin de Courtenay. St. Petersburg, 1904 // Le Maître phonétique. 1908. No. XXIII. P. 56.
5. Towards personal endings in Latin and other Italian dialects // Journal of the Ministry of Public Education. 1908. P. 201208.
2. Russian speech. Sat. articles edited by L. V. Shcherby, I. Proceedings of Phonetic. Institute of practical learning languages. Pgr., 1923. 243 pp. (Editor's Preface)
3. Russian speech. Collections published by the department of verbal arts of the State. Institute of Art History, ed. L. V. Shcherby. New series, T. G. L., 1927. 96 pp.; Vol. II. L., 1928. 83 pp.; Vol. III. L., 1928. 94 pp.
4. O. N. Nikonova. To help students learn German on the radio. Phonetics and grammar reference book. Ed. prof. L. V. Shcherby. L., 1930. 22 pp.
5. S. G. Barkhudarov and E. I. Dosycheva. Grammar of the Russian language. “Textbook for junior high and high school. Part I. Phonetics and morphology. M., 1938. 223 pp. (Editorial board: L. V. Shcherba, D. N. Ushakov, R. I. Avanesov, E. I. Korenevsky, F. F. Kuzmin); Part II. Syntax. M., 1938. 140 pp.
6. N. G. Gadd and L. I. Brave. German grammar for the third and fourth years of universities and colleges. Ed. prof. L. V. Shcherby. M., 1942. 246 pp.
7. Russian grammar. Textbook for grades 5 and 6 of seven-year and secondary schools, 5th revision. and additional ed., ed. acad. L. V. Shcherby. Part I. Phonetics and morphology. M., 1944. 207 pp.; Part II. Syntax. M., 1944. 151 pp.
8. Collection of spelling exercises for 5th and 6th grades of seven-year and secondary schools. Ed. acad. L. V. Shcherby. M., 1944. 159 pp.
Posthumous editions
1. Current problems of linguistics // IAN OLya, 1945, vol. 4. issue. 5, pp. 173186.
2. The Atlas of Russian Languages and Dialects. Dialectological Conference of the Academy of Sciences of the USSR // The Modern Language Review, 1945, vol. XL, No. 1 (January).
3. New information about stress // Proceedings of the anniversary. scientific sessions of Leningrad State University (1819 1944). L., 1946, pp. 7071. (Abstract of the report).
4. Teaching foreign languages in secondary school. General questions of methodology. M., 1947. 96 pp.
5. Phonetics of the French language. Essay on French pronunciation in comparison with Russian. Ed. 3rd. M., 1948.
6. Same. Ed. 4th. M., 1953.
7. Same. Ed. 5th. M., 1955.
8. Same. Ed. 6th. M., 1957.
9. Same. Ed. 7th. M., 1963.
10. Russian-French dictionary. Ed. 3rd. M., 1950.
11. Same. Ed. 4th. M., 1955.
12. The same. Ed. 5th. M., 1956.
13. Same. Ed. 6th. M., 1957.
14. Same. Ed. 7th. M., 1958.
15. Same. Ed. 8th. M., 1962.
16. Same. Ed. 9th. M., 1969.
17. [Introductory article in the book] I. P. Suntsova. Introductory course in phonetics of the German language. Kyiv, 1951.
18. Grammar of the Russian language, vol. I. Phonetics and morphology. M., 1952.
19. Selected works on the Russian language. M., 1957.
20. Selected works on linguistics and phonetics, vol. I. L., 1958.
21. From the linguistic heritage of L. V. Shcherba: On the problems of linguistics; What is word formation? (Abstract of the report); On further indivisible units of language // Questions of linguistics, 1962, No. 2.
22. F. F. Fortunatov in the history of the science of language // Questions of linguistics, 1963, No. 5.
23. In memory of A. Meillet // Questions of linguistics, 1966, No. 3.
24. Language system and speech activity. L., 1974.
Proceedings in manuscript
1. In defense of the French language, 1/4 p.l.
2. Opinion of L. V. Shcherba on spelling instructions for the anniversary academic edition of Pushkin’s works. 3/4 p, l.
3. Literary language and ways of its development. 1/2 p.l.
4. A few words about the spelling dictionary for primary, junior high and high school prof. D. N. Ushakova. 1935. X1/4 ;p. l.
5. Grammar (article for ITU).
6. Lecture notes on syntax.
7. About the phonemes of the German language.
Transcripts of reports and lectures
1. Vocabulary as a system of language.
2. On the tasks and methods of dialectological work. 1.5 p.l.
3. Methods of lexicological work. 1 p.l.
4. On the issue of disseminating knowledge of foreign languages in our Union and the state of our philological education, as well as measures to improve both. 1944. 1 pp.
5. Lectures given at the Institute of the Living Word in 1918-1919. (7 transcripts).
6. Lectures on phonetics, given at various foreign language courses in 1928 (6 transcripts).
7. Lectures on methods of teaching foreign languages, given to methodologists in 1928 (3 transcripts).
8. Lectures on the Russian language, given at the Leningrad Theater for Young Spectators in 1933 (2 transcripts).
The message of Lev Vladimirovich Shcherba, briefly summarized in this article, will tell you a lot of useful information about the life and scientific work of the Russian linguist. The information from the report can also be used while preparing for the lesson.
Lev Vladimirovich Shcherba short biography
Lev Shcherbov, a Russian linguist, was born on February 20 (March 3), 1880 in the city of Igumen, Minsk province. However, the boy grew up in Kyiv. In 1898, Lev graduated from the Kyiv gymnasium with a gold medal. Afterwards he entered the Faculty of Science at Kyiv University, and the following year he transferred to St. Petersburg University to the Department of History and Philology. During his student years, he was interested in psychology. In his senior year, Lev Vladimirovich Shcherba wrote an essay “The Mental Element in Phonetics,” for which he was awarded a gold medal. After graduating in 1903, the researcher remained at the department of Sanskrit and comparative grammar.
In 1906, St. Petersburg University sent him abroad. He spent a year in Northern Italy, where he studied Tuscan dialects. In 1907 he moved to Paris and studied English and French pronunciation. In 1907 - 1908 he stayed in Germany, studying the dialect of the Lusatian language. The collected materials were compiled into a book submitted for a doctorate degree.
Returning to St. Petersburg, Lev Vladimirovich begins to work in the laboratory of experimental phonetics. He constantly replenished the office library and built special equipment. For 30 years, the scientist conducted research into the phonological systems and phonetics of various languages of the Soviet Union. Since 1910, he lectured on the subject of linguistics at the Psychoneurological Institute and taught special courses in phonetics for teachers of the deaf and dumb.
At the beginning of the 1920s, the linguist created the project of the Linguistic Institute and worked at the Institute of the Living Word. The famous linguist Lev Vladimirovich Shcherba once came up with a phonetic method of teaching a foreign language, paying special attention to the purity and correctness of pronunciation. In 1924, Lev Vladimirovich was elected to the All-Union Academy of Sciences as a corresponding member. At this time, the scientist begins work on the Dictionary Commission. Lev Shcherba's contribution to the Russian language consists of publishing a dictionary of the Russian, as well as the Russian-French language. In the preface of the book, he briefly outlined the theory of differential lexicography he created.
Since the 1930s, Shcherba has been lecturing on phonetics and the Russian language at the Russian Theater Society and at the Leningrad State Conservatory (vocal department). He also created a manual on the French language, “Phonetics of the French Language,” as a result of 20 years of research and teaching work.
In 1937, Lev Vladimirovich Shcherba headed the university-wide department of foreign languages. He is responsible for the reorganization of teaching as such by introducing his own methods of understanding and reading texts in other languages. His ideas were reflected in the brochure “How to Learn Foreign Languages.”
In October 1941, Lev Vladimirovich Shcherba was evacuated to the Kirov region, the city of Molotovsk, due to martial law. In the summer of 19423, the linguist moved to Moscow and returned to his usual way of life. In August 1944, he became seriously ill and died on December 26, 1944.
Lev Vladimirovich Shcherba's contribution to linguistics and the development of the Russian language
Lev Shcherba made a huge contribution to the development of the Russian language: he studied living spoken speech. The scientist was the first to introduce experimental methods into the practice of linguistic research and obtained brilliant results. The linguist did a lot for the practice and theory of lexicology and lexicography. The bilingual dictionary of a new type, “Russian-French Dictionary”, created by him in 1928, is still used in teaching practice.
A significant contribution to Russian grammatical theory was made by the article “On parts of speech in the Russian language,” which explained what is hidden behind the words verb, adjective, noun. Other important works by Shcherba are “Russian vowels in qualitative and quantitative terms” of 1912 and “East Lusatian adverb" 1915.
We hope that the report on the topic “Lev Shcherba’s short biography” helped you prepare for the lesson, and you learned what contribution the Russian scientist made to the development of linguistics and the Russian language.