The Structure of the Dictionary Entry of the Educational Linguoculturological Dictionary of Russian Paremias Against the Backdrop of Chinese Language Equivalents: Description Problems

The article is devoted to the description of structure and content peculiarities of the dictionary entry of the educational linguoculturological dictionary. The originality of the research concerns the development of the structure and semantics of the dictionary entry of the educational linguoculturological dictionary of paremias representing the concept of BUSINESS in the Russian language. The description takes into account semantic gaps of the culture that the dictionary is focused on. In this article attention is paid to cultural mental attitudes, which are expressed by Russian and Chinese language paremias. Which is why cultural settings were the subject of a linguoculturological description and were offered as one of the main parameters of the educational dictionary. It is the mental attitudes of culture that have become the subject of linguoculturological description and we offer them as one of the main elements of the educational dictionary. The object of the study is the paremias of the two languages that characterize the concepts of business, work, labor, and craft. The aim of the study is to identify and describe the general and national-specific mental attitudes of culture and their representation in the educational linguoculturological dictionary. Russian and Chinese dictionaries of paremias (e.g. the “Big Dictionary of Russian Proverbs”, V.M. Mokienko, T.G. Nikitina, E.K. Nikolaeva, collection of proverbs by A.I. Dal, “Big Dictionary of Chinese Proverbs” by Wen Duanzheng) served as the sources of the material. The analysis of bilingual linguoculturological dictionaries is carried out, which helps to identify the basic principles of constructing a dictionary article, and a model of a dictionary article of a linguoculturological educational dictionary aimed at native speakers of the Chinese language is proposed. The creation of the educational linguoculturological dictionaries will help improve the process of intercultural communication.