Beruflich Dokumente
Kultur Dokumente
MONGOLIA:
Area and Culture Studies
Vol. 3 (421), 2015
Edited by Bat-Ireedui Jantsan
.- 7
.
15
1960-1980-
19
31
.-
39
49
57
.
61
,
69
- 75
89
93
.
,
105
.
109
.
-
115
,
,
121
.
127
.
133
.
.
141
.- ,
151
.
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157
.
171
.
,
177
.
183
.,
, -
.
187
. -
195
203
.
.
, 209
., 219
.
, ,
223
CONTENTS
MONGOLIAN CULTURE
Otgon-Erdene. E
Dorjpagma.Ya
TEACHING METHODOLOGY AT MONGOLIAN
NATIONAL FOLK SONGS MANNER IN MORIN HUUR 15
MONGOLIAN HISTORY
Ulzii.Ts
Baasandorj.L
Dashdavaa.V
ANAPHORS IN MONGOLIA 57
Baigalmaa. B
Zayatai
Khosbayar
Goo
Sumber
75
Otgonsuvd.T
Urantsetseg.B
Sumber
Nyamjav.B
Battulga.Ch
Tsengelmaa.Ts
Otgontuya.D
Bat-Ireedui.J
121
151
MONGOLIAN LITERATURE
Galbayar.G
Nandinbilig.G
Khishigsukh.B
Batjargal.D
Akyedil. T
Altangul. B
Purevdelger.B
uchir
Bolormaa.G
219
tom 3 (421)
(7-14)
THE PECULIARITY OF CONCEPT "TIME" IN MONGOLIAN COGNITION
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http://www.archives.gov.mn
13
Resume
The article introduces the concept time in Mongolian mind and thought throughout the
research from the different kinds of aspects such as philosophy, symbolism, chronology,
traditional method to understand the time and its custom.Mongolian understanding of time
bounds up cultural behavior, nomadic culture, climatic conditions, geography and individual
ideology.Language and cognition mutually influence one another and are both embedded in
experiences and environments of its users. Thus particular attention is paid to manifest Mongolian way of thinking time using methods of cognitive linguistics. Furthermore, we have
addressed not only relationship between language and cognition but also to reveal concept
time and its frames throughout metaphors, proverbs, idioms and other language aspect in
Mongolian literature. In our future research we intend to concentrate on how Mongoliansexpress concept of time both in experiences and language because thought of human-beings
is alwaysalterable.
14
tom 3 (421)
(15-18)
,
TEACHING METHODOLOGY AT MONGOLIAN NATIONAL FOLK SONGS
MANNER IN MORIN HUUR
.
()
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Abstract
18
tom 3 (421)
(19-30)
1960-1980-
ON SOME ISSUES RELATED TO FOREIGN RELATION OF MONGOLIAN
EDUCATION FROM 1960 TO MID 1980S
.
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http://countrystudies.us/mongolia/49.htm.
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(1911-1999). ., 2012
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1951-2006. ., 2006
. 1962.2.10. 41 (8148)
http://www.mzv.cz/ulaanbaatar/mn
http://countrystudies.us/mongolia/49.htm
Abstract
Mongolians began to study in the Soviet Union and West Germany from 1921. On the
contrary, early 1950s Chinese, Northern Korean and Albanian students came to study in
Mongolia. They werethe first students from abroad to Mongolia. From these times, foreign
relation of Mongolian education has been developed up to date. From the early 1950s until
the late 1980s, foreign relation of the Mongolian Peoples Republics education was in relation
with those countries such as Soviet Union,Peoples Republic of China, North Korea, Albania,
Czechoslovakia, East Germany, Bulgaria, Hungary, Yugoslavia, Poland, Romania, Cuba,
Great Britain, France, Japan, India, Ethiopia, Vietnam, Cambodia and Laos.
Therefore, foreign relations of Mongolian education more widened that exchanging teachers,
students and researchers with Great Britain, France,India and Japan since Mongolia joined
UNESCO in 1962. Before 1962, students from above mentioned countries came to study in
Mongolia, since that time Mongolians have a chance to learn and specialize in these countries.
Otherwise, foreign relation of vocational education gained a momentum. Teachers from Soviet
Union came to teach Russian in Mongolian middle schools, Mongolian and Russian pupils
wrote a letters each other and some middle schools became named after Jos Mart, Ho Chi
Minh and Moscow etc Mongolian Renaissance, education and cultural development in XX
century naturally belongs to foreign relation especially educational foreign relation.
Keywords: Mongolian education, foreign relation of Mongolian education, development
ofMongolian education,Mongolian students in abroadand foreign students in Mongolia.
30
tom 3 (421)
(31-38)
MERITS AND ACHIEVEMENTS OF MOTHER HOELUN /OELUN/
.
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36
[1] , (., -
), , 1985, 9, 10 .
[2] , (., -
), , 1985, 10 .
[3] (
.), :., (
), .,1990. (79 )
[4] (
), .,2002, 43, 44 .
[5] , ( ,
.), ,
(76 ), .,2006, 38 .
[6] ( ), (
., ., .), ,
.,2006, 32 .
[7] . , .,1991, 28 .
[8] . , , 100 ,
, , .,1999, 27 .
[9] - , ,
( , : -), .,2003, 29 .
[10] ( ,
: ), .,2001, 64 .
[11] ( ,
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, .,2006, 60 .
[12] ( ,
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, .,2006, 38 .
[13] ( , ,
(Ph.D), .), ,
.,2006, 19 .
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[15] , ( ,
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37
Abstract
This novel narrates about the great deals of Temuujin and significant contributions made
by the Mother Hoelun in the establishment of the Great Mongolian Empire, as well as describes about the fact that Hoelun was the first wife (queen) of the Yesukhei Baatar. Even
though the queen Hoelun was firstly taken away by force from her beloved husband and
became a member of Borjigin family, later she dedicated all her thoughts and feelings for the
future of Borjigin family.Historicmerit of Hoelun mother is the fact that she could firmly
retain the position, authority and priority of Borjigin family in unity with the political activities of Mongolian provinces and tribes in XIII century. This novels narrates about Mother
Hoeluns participation in political life of Mongolia, how she could overcome obstacles and
hard situations thanks to her wisdom and psychological powers and howshe educated his
sons and made them highly intelligent aristocrats. Also this novels implies that wisdom,
good judgment, high psychological potentiality of Hoelun Mother stands behind the Temujins outstanding success.
38
tom 3 (421)
(39-48)
,
UGEDEI KHAN AND ABOUT OF RELATIONSHIPS
BETWEEN MONGOLIA AND TIBET
.-
()
:
. 1229-1241
.
***
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lha khang/ , /so ston/
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. 100 , ., 1991, 100 .
18
.. / /, ., 1991, 93-98 .
19
Van Jan Bei, Nyama Jiab Tsian. The historical status of Chinese Tibet, Beijing., 1981, p-12
20
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21
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22
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.
.
Dpao gtsaug lag phreng ba, Chos byung mkhas pai dga ston/ , /. 1416-1417 .
Deb ther ong p / /. 375-376 .
25
Ngag dbang blo bzang rgya mtsho. Bod kya deb ther dpyidkyi rgyal moi glu dbyangs / /. 91-92 .
26
www.berzin.com//Tibetian lamas and Mongol patrons//
23
24
43
1244 .
: ,
.
. . .
? ?
.
8 30.[27] .
.
, ,
,
.
,
. :
.
. .
.
, ,
. , ,
.
.
,
[28] .
-
[29] . 1227
,
,
,
.
Van Jan Bei, Nyama Jiab Tsian.1981, The historical status of Chinese Tibet. Beijing., p-22
Van Jan Bei, Nyama Jiab Tsian.1981,The historical status of Chinese Tibet. Beijing., p-23
29
. . . .,2012. .
27
28
44
[30] .
,
. ,
,
. XI ,
/1034-1102 / .
/1092-1158 /, /1142-1182 /, /1147-1216
/, /1182-1251 /, /1235-1280 /
,
.
,
. , [31]- ,
.
,
,
.
. ,
. ...
,
? ... ,
, , ...
.
[32]
.
<< >>
,
, .
[33]
.
, ,
.
.
. . ., 1991, 458 .
. . ., 1996, 28 .
32
. 78 .
33
Ngag dbang kun dga bsod nams, sa skya gdung rabs./ /. .135-140 .
30
31
45
, ,
,
,
,
. 13 ,
, , ,
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
. . .,1993
. . .,2005
.. . .,1990
..
/ 840
..,2002..33-42/
.. ,
.//Mongolica.vol.18(39)//..,2006.-88-99.
..
.//
800
//. .,2006.-23-31.
.. //Mongolica.
vol.18(39). .,2006.-23-34.
.. , / II /..,1995
.. / III /..,2002
.. ..,2008
.. ,
. ., 1988
.. ., 1996
. /, ./..,1960
.. / /..,1970, 1978
/, /. ., 1984
.. . /1206-1260 /..,1994
. ..,1994
.
./ ./..,1991.-21
.. IX -
. // . 27//..,1994
.. ,..,1999// ?//
... ..,1990// .
188//
46
. /, ./.., 1960
. /, /. .,1999
. / /. .,1989
.. .
.,2006
26. .. , .
.,1974
27. .. , ..,1986//
. 1/14/.
28. . //,
//.,1992.- 300-324-
29. . /, /..,1990
30. . / /.//
, ..//..,1973
41. /, / /.
.,1985
42. /, . /..,1990
43. , / III XX
/ I, II ..1995
44. / /. ., 2000
45. . / /. ., 2005
46. /I,II,III /. .,1995
47. .. . .,2014
48. .. ..,1978
49. .. ..,1991
50. .-. XIII-XIY , .
.,2003
51. .. / /.., 2012
52. .. ..,1978
53. . ./ I,II /.., 2005
54. .. .., 2012
55. ., .. .., 2010
56. .. ..,1990// 266//
57. . /I,II /..,1985
58. . 100 ..,1995
59. ., .. / I,II /.., 2002
60. , , . , .
.,1999
61. . / (1206-1271).
.,1998
62. . ,
. // ., 2002. . 58-64//
63. .. ..,1993
64. .. .., 2006
65. .. , /I,II /.., 2000, 2014
22.
23.
24.
25.
47
66. XYII ./
../.-.,1957
Abstract
Ugedei is 2nd Great khan of the Great Mongol state. Beside that Ugedei king continued
Chinggis khaans campaign and war, as well as he was close relation with the monk of the
Tibet nations.
gdeis Chinese adviser, Yel Chucai, convinced him to reverse previous Mongol policy.
Instead of leveling North China and all its inhabitants in the usual Mongol manner, he preserved the country in order to utilize the wealth and skills of its inhabitants. That decision not
only saved Chinese culture in North China but it also gave the Mongols access to the Chinese
weapons that later enabled them to conquer the technologically superior Song. Knowledge
of governmental techniques gained from the people of North China made it possible for the
Mongols to be rulers as well as conquerors of China.
It is known, however, that the grandson of Genghis Khan and second son of gedei Khan,
Prince Godan was granted an appanage at Liangzhou (in present-day Gansu) in 1239. In
1240 he sent an invasion force under Dorta into Tibet. The Mongols reached the Phanyul Valley north of Lhasa, killing some 500 monks and destroying and looting monasteries, villages
and towns. The Gyal Lhakhang Monastery went up in flames and many monks of the Reting
Monastery were slaughtered by the horsemen. The Drigung Monastery was saved, ostensibly since the Mongols believed that a sudden avalanche of stones could be attributed to the
supernatural powers of the lamas. When Dorta reached Dam, the Reting Monastery itself
escaped destruction and its abbot suggested the Mongols to contact Sakya Pandita, who was
a famous author and religious figure and could represent the Tibetans vis--vis the Mongols.
48
tom 3 (421)
(49-56)
SETSEN KHAN MAHA-SAMADI SHOLOI IN NORTH KHLKH AND
ORIGINATION OF SETSEN KHAN PROVINCE
.
( )
: , , C , , .
: XVII ,
, .
.
, -
.
***
XVI , XVII
,
. 1580 , *
, ,
. 1581
1586 ,
.
,
(1562-1586/7)- .
1585 , . 1587 ,
, , . 1596
- , ,
(1596-1650 )-
.
,
XVII 30- ,
-
49
. ,
. XVI
, .
,
. . ,
.
,
() , , ,
. (1577) .
, **
.
, .
. , 1.
,
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2
. 1630-
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.
,
. , - (
)-, 17 ,
, .
. ,
3 .
, ,
.
-
.
XVII
. - ,
,
. 1685
* , .
Byamba-yin Asarai neret (-yin) teke / /. . ,
., /Lee seong-gyu/. ., 2002. 52.
. XVII . , ...
-, 1957, 136.
** Asarai neret (-yin) teke. 60. ,
.; . . 155, ,
. 234 , ; ..
. . ., 2002, 179 ,
, , .
1
. 247-248 .
2
.. , (), . 1990
, 107,359, 359 . . , ,
, , 2002 , 30 .
3
- 53 37 .
50
,
. ,
,
.
, 1686
- ,
, ,
. ,
, ,
.
1687 ,
.
,
,
.
, :
.... Dalai jinong-dur aqar aba-a-yin oruul olan irged qaan ola daudasan-dur seen
qaan ber-iyen emiyej manu eige-dr oruul noyad namayi tasiju gaqan ola daudaju
bainam. bi ber-iyen edgsen busu blge bayituai gekle bayiy-a kemegsen-dr manu
eige qaan ni mauilaqu gei erten- yosuar-iyan yabu kemej uridaki yosuar-ian
yabuuluad qaan ola-yi-u bayilasan gei yambar yaum-a-du manu eige qaan-n
jarli-aa dabal gei yabusan bila .4
XVII 20, 30-
. XVII ,
, 1616 (
)- ,
,
. , ,
,
, ,
.
5 .
1627
, ,
.
1627
,
.
. 1627-1628
4
5
. 6 25 . .
.. ... ., 2007, 67 ; ..
51
. , ,
,
. ,
, .
, ,
.
,
.
?
. , -
.
- 4289-4293- , 1634
,
. :
01. Om suwasdi iddam :: 6
02. Olan-a erggdegsen maq-a samadi. 7
03. Seen qaan-I jarli
04. Tayiqu erke keken8, jeim-e darqan noyan teriglen kedn jayisang-ud-tu biig gbe.
Urida i bulusa
05. qung noyan-i bariju gi. geben kndleleji, yileben btgeleji yabula.
qoyina i bolusa
06. gem gei tryin samaqu-tu inasi inasi ese yabulala. Bide tusdan ngge
gem gei siy-e
07. kiaq-a gei bile. Qaqan deged trldegen gede bolji, ta bgde-yi ayisui
geki-yi
08. sonusi. amurai qayiqul-iyar bolqaji bayila9. qan-tu trl bile. qaraus tan-du ejen bile10.
09. saqad gei ireltei bainam. ama degelei gekd taiqu: mini qatun-tu kin deg bile.
bisin-tu
10. eim gekle. trgsen-iyer i. Sidar mini ene bile. basa basa doturaban ergiglj
mede11
.
- .
.
, ,
- .
8
, ,
.
9
1634 , .
1635 4-5 .
10
(1577-1652)
. 1633 ,
, - ,
. ,
(qan-tu trl bile) , ,
(qaruas tan-du ejen bile) .
11
,
, (busud-tur eim gehle trr i, trgsen-iyer i8 sidar mini ene bile, basa basa doturaban ergiglj mede mede) , , ,
.
6
7
52
11. eli-yin mini nere, garma anbui bandida, bunsu kiy-a qoyar bui. Beleg nige
mori bui :: mang alam:: 12
9- (1635)- ,
. ,
,
. 1635
4 20 ,
, -
.
, -
13, - . -
Mahsammatah , ,
Mang pos bkur ba rgyal po, ,
Mo he san mo duo, Da san mo duo wang 14.
-
.
,
, , 1500
, 1635 9- -
.
, , 1639 4-
, 15
.
16, ,
:
.
,
,
. ,
,
.
,
. ,
. .
. 1969
4292-4293
. .
12
: , .
13
23 , 5 bing zi
, - ( ),
. 1985 .
14
. . 77 .
15
, 37 21
16
. 1691). - .
., 2008.
53
.
- , 1639
, , Lin Zhi gong , .
,
.
.
. - 23
, ,
,
.
,
-
,
.
17, - ,
. , ( guo que)
83- - 48- 4- ,
( zhong gen er) , ,
, - . ,
. -
(1619) 8-
,
- .
36 .
, surasan kid-i bayilaju, dahin mongol-dur mordaulju
.
-
, . -
, - .
14- ,
.
, , , , ... -
,
,
, .
, -
.
,
. ,
.
, .
, ,
.
1627 ,
17
. - . , 1998 2 . 16-25 .
54
1628
. 17 20-
30-
.
, , ,
. ,
, ,
,
3
.
-
.
, 1660- ,
. ,
.
, -
.
.
,
. -
.
,
.
, XVII
4 5 ,
XVII 20- 30-
, -
.
55
1. -. , ,
, 2001 , 1 .
2. . . -
. 2005 , 5 , 1-9 .
3. . Qiaoji .
. 1980
4. .. , , . ,
2010
5. . ,
1987
6. .
. -
, 1999 1- . Ts.Tserendorj. On the
name Ger(e)sen(g) je jalayir quntaiji. Acta Historica. T.VI.UB. 2005. p, 81-83.
7. . -
. - , 1998.16-25 .
8. . 45-
9. (Haoweimin)
10. .
. 1985
11. . . , 2005
12. . 2006
13. . . . ,
1983
14. . XVII . , ,
... -., . 1009
15. . -
. - , 1998. 16-25 .
Abstract
However, researching the life and activities of well-known historical figures of Mongolia
is ongoing these days, some of them are still not researched.
There were pretty a lot historical figures who were playing some roles in social and political
history, also could leave their own status in history of Mongolia in 17th century. One of them
was named Sholoi who was well-known as Setsen khan and was one member of dayan
khan Batmunkhs direct ethnicity.
He was the prince of Khalkh Mogul, was exalted as the Maha-Samadi wise king, was
ruling the Setsen khan province and owned a large part of Mongolia. He is the historical
figure who was leadering the country with his own political concepts and activities about
public policy during that time.
56
tom 3 (421)
(57-60)
1
ANAPHORS IN MONGOLIA
.
()
To
R&R - ,
, .
1- , 2- S&S-
, 3- ,
4- ,
.
I.
. (1981) (1986) 2
Reinhart and Reuland (1991,1993), Safir (2004), Polinsky (2012)
. Reinhart Reuland (1991,1993) (
R&R ) ( local) ,
(non -local) 2 . ,
(himself), (zichzelf) ,
(zich), (seg)
. SE (simplex expression) ,
, .
II.
R&R(1993) self SE
.
:
. (syntactic)
.
. (2008) .
Binding Theory .(1981)
. . (2008)
, [
.
].
. (2013) .
1
2
57
. (semantic) .
:
(1) - (syntactic) :
. .
. - .
(- - 3
- (syntactic argument) .
(2) ,
(rgument) - - (semantic) .
(3)
.
(4) - - SELF
.
.
(5) haat zichzelf.
(6)*Max haat zich
(Max hates SELF/*SE)
R&R-
. , SELF
. 5- zichzelf SELF
haat (hate) (argument) .
6- zich haat (hate) (argument)4
SE .
SE
. R&R-
o
. .
(III)
.
Pica- (Pica1987) e SE
self .
, -2 5 .
. Hestvik (1992)
.
. -2
3
external argument subject
.
4
Theta role theta , argument- " .
. (2013) thematic role- .
5
,
. -2 .
58
. O
.
(7) i i .
(8) i i i .
7,8-
,
. (1992)
. Pica(1987)- 7-
. ,
. ,
(9) * .
TP
Spec
VP
DP
IV.
.
(10) [IP ai[CP[IP j k *i/j/*k
.
10- -2 -
-
. , .
-
.
.
(11) i i .
R&R- (1991,1993)
.
self , .
.
(12) i [i ] .
(13) i [i ] .
12,13 , -2
(NP) .
-
* . .
59
(14) i [CP[IP i ] ] .
(15) [CP[IP i i ] ] .
14-
- 15-
-
.
.
( 1981)
R&R-
.
,
.
D.Buring. 2005 Binding Theory. Cambridge Cambridge University Press.
N.Chomsky. 1981. Lectures on Government Binding. Foris Dordrecht.
A.Hestvik. 1992, LF Movement of Pronouns and Anti-subject Orientation. Linguistic Inquiry
14,395-420
P.Pica. 1987, On the Nature of Reflexivizations Cycle. NELS17, 483-499
M.Polinsky. 2011 Theoretical Syntax in Experimental Setting. Paper presented at the 13 th
Seoul International Conference on Generative Grammar
.. 2013, ( ) Pixels printing.
T.Reinhart and E.Reuland 1993. Reflexivity. Linguistic inquiry 24,657-720
K.Safir. 2004.The Syntax of Anaphora. Oxford: Oxford University Press
D.Tserenpil. 2008, Universal Grammar and Mongolian
.. 2013, , ,
Abstract
Reinhart and Reuland (1989,1993) claims that anaphors are divided into local and non-local anaphors. They argue that anaphors like self in English are polymorphemic , local
and non-subject oriented. On the other hand, anaphors like zichself in Dutch are monomorphemic , non-local , and subject oriented. But our analysis of Mongolian anaphors in
this paper is not compatible with the above mentioned hypothesis (Reinhart and Reuland
(1989,1993). The organization of this paper is as follows. Section 2 will display R&Rs approach to anaphora. Section 3 will present monomorphemic and polymorphemic anaphors.
Section 4 will be focused on anaphors in Mongolian.
60
tom 3 (421)
(61-68)
COMPARATIVE RESEARCH OF CHINESE AND
MONGOLIAN IDIOMS
.
( )
I.
,
.
.
. .
. .
, ( ) , ,
,
.
. ,
, ,
. ,
.
. , ( ),
( ) .
. , ,
, .
. . : , ,
,
. . ( ,
) : .
. , . ( ,
) .
61
II.
. -
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. ,
,
. , (
), ( ) .
. ,
( ) .
.
.
,
. , (
),( )
.
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. ,
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) .
. : :
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... ( ),
(.), , (.)
.
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, . :
, , ..
.
.
: (1001 )- , (
)- , ( )-
, ( )- , (
62
, ) 19-
.
.
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, , , .
. ,
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( - , ,
, , , ,
( - ..
. :
( ), (
), ( )
.
III.
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.
.
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,
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( )- .
.
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)- , ( ) - ,
, ( )- ,
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.
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( )- .
. ,
( )
( ).
, ,
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.:
63
I.
.
: 1. ,
2. ,
. .
: 1. , ,
,
. ,
: 1. , , 2. ,
,
. .
: 1. , 2. ,
II.
. . : -
, -
. . : - ,
-
. . : -
,
. . : -
, -
. . :
, ,
.
. : - , -
III.
.
. .
,
. ,
( )-
.
. : ( ) -
-
.
. (
)-
.
64
.
,
,
. , , , ,
, , ,
. ,
- ,
, - , - ,
- .
.
. , ( ),
( )
. (
), ( )
.
.
.
: - , - ,
- .
.
.
. ,
(
)
.
, , , , ,
. ,
, / /-
,
. - ,
- , - , - ,
-
.
.
. , , ,
, .
, ( ), (
)
. , ,
..
65
IV.
. ,
.
.
. ,
- ,
.
:
.
.
. ,
.
. ,
, () .
.
,
.
.
.
, ,
,
. (
)
. (
- ) ,
( )-
.
.
.
.
, ( )
, .
( )
.
.
.
, (
), ( ),
( ), ( )
. ( ), ( ,
66
) ,
. (
- ) .
. ,
, , ,
.
.
. : (
- ), ( ),
( )
. (202 9)-
, ,
. , ( - ),
( - ) .
(
- ), ( )
.
. , (
- )
, ( ),
- , - ,
.
, , - ,
, -
.
, , ,
. ,
,
.
,
.
,
.
67
1. .. , 1982.
2. .. , 2006.
3. .- . o ,
, TUFS, "Area and culture stadies" 78, 2006.
4. .. - , 1966.
5. .
. , 1995.
6. . , , 2007.
7. . , , 1963.
8. . . , 1999.
Abstract
Idioms are not only one of the most important parts of the vocabulary but also they may contain
special features of the customs, culture and religion. In this article we have compared some idioms
defenitions, origin and cultural contents in Chinese and Mongolian languages.
68
tom 3 (421)
(69-74)
The tradition of writing version of
myth "Nomulun khatan"
( )
( )
:
,
.
: , ,
.
XII
,
, .
.
.
.
, ,
, , ,
, .
.
. .
.
-
.
69
:
1.
.
2.
.
3. .
4. .
5. .
6. .
7. , .
8. .
9.
.
10. , .
11. .
12. , .
13. , ,
.
14. ,
.
15. ,
.
16. , .
17. , .
18. .
19. ,
.
20. , .
21. .
22. ,
.
23. , .
24. , .
25. , .
.
.
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.
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.
70
- XVII
, .
, , ,
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XVII
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71
(1)
(2)
(3)
(4)
(5)
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(7)
(8)
1.
2.
3.
4.
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5.
6.
7.
.
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.
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.
.
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.
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).
.
72
.
1. ,
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.
2.
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-
.
3.
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.
4. - , 8
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.
6.
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.
7. -
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.
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.
73
1. 1983
2. 1976
3. . . . 1998
4. , . . . 1984
5. , - . . . 1985
6. . . . 1988
7. , . . . 1987
8. .
. . 1989
74
tom 3 (421)
(75-80)
( )
-
, , ,
n , -tan/-ten
,
,
.
: , , .
I.
.
, , 1613
, 24 ,
. ,
(1636) 2 ()- ,
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(1638)
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.
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.
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.[2]
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, 2009
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.
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.
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, 17- 18-
.
.
(A) , , n , , n-tan/-ten
17, 18-
, , 2 . n
17,18- , 2
. ,
. n , 2 .
, FileeeeecI /01-463/, HorbEa /01-526/, Neimea /01-257/, NeUsle& /09262/, FE*T /01-463/, FukEa /01-445/, FEeeemeoa /09-413/, JeleeemjileeeoleeO /13-411/
- , n
, :
22-
/1683/
26-
/1687/
30-
/1687/
/1736/
45-
/1780/
60-
/1795/
65
27
19
28
67
56
20
47
104
51
216
248
547
89
120
17
169
90
37
710
592
640
48
131
,
. 17,18- ,
, .
n
.
n 2
.
(B) -tan/-ten
-tan/-ten
2 .
,
.
78
.
: Femoeeoleeit dea /01-440/, bEedI /01-463/, NeieedeI Dea /02-50/, Ferebdea Dea /02-106/,
Nesidoa Dea /09-76/, Lersea Dea /07-344/
, FlcI dea /01-440/ .
-tan/-ten .
(C)
17- ,
.
.
. ,
Hea
Jiyoia
Jeehcoa
Siyea
SodesO
BO Dieit QA
Weeit {I Zea
Foehnigooa
Geejoo*
He%
kuioia
Jiieehkuioia
kuiea
SoidesO
BO Dieit Wo
Weeit SA Zea
Foehniiooa
Heejoo*
/23624/
/01444/
/01450/
/01451/
/01445/
/01-451/
/01-452/
/01-515/
/18500/
,
. ,
SoidesO o, u
.
- i , Y 2 ,
( 6- i 341 , Y 3-
) s
, d D d 2 ,
-tu/-t -un/ -n(-u/- , n
.)
.
17,18- . 4
, , , ,
.
, , , n, y, s -tu/-t
-un/ -n
17,18-
. , .
n 2
.
i , Y 2 , Y
. -tan/-ten ,
.
4
.
79
[1]. ,
, 2009
, 1.
[2]. , : ,
,
, 2008 , 236.
[3].
, 2012
2- , 57.
Abstract
The article concluded and explained about Ministry of State Affairs of Mongolia,
briefness and content of report books, writing of , , n consonants with and without drop in
report books, meaning of suffix such as tan (-ten), writing of Mongolian words with impact
of Manchurian language and moreover explained about that some writing of Mongolian
words in Report Books has very much difference in comparison to other source scriptures.
Keywords: The initial time of Manchurian dynasty, report books and research cost.
80
tom 3 (421)
(81-88)
81
[kela kele]- ,
, .
B.
-
.
,
.
,
. M.Swadesh-
(1971)
A 44 tongue,
[hyeo] [kela kele]- .
C.
,
8-
. 2-
, , , - g, d, b, l . - k
g- .
- xaa, .
. C
[ ] .
. [ ] [ , ,
] .
II. COOOCOO X X
A. [hyeo, x]
[hyeo, x]
, ,
. [hyeo, x]
.
(1) [hyeo] 2<-c19-7>3
[hyeo]4 <- . >5
- .
.
, M. Sewadesh-
.
2
-(2012, oop), , , 604.
3
-(); 28 (1446) -
29-31 .
4
a-(1997), o- , o ,1406 .
5
- (Hunmin chngm, ) 1446 9
, -
, , .
82
[hye]6 <-c19:38>
[hye]6 <- xE 4>7
[hyeo, x, ]
[hyeo, x] [hye, ] .
-c- [hyeo, x] [hye, x]
. [hye, x]
. [hye, x]-
.8
-
[hyeo, x, ]- [heol, ] > [hyeol, ] > [hyeo, x]
. -
[hyeo, x, ] [halh-da, xaxa, ]
[halh-da, xaxa, ] [halh, xax]
[hal, xa] [hyeo, x, ] . [haltda, xaa] [hal, xa, , ] [halh, xax]-
.9
(2) [seol-wal-heol] <K->10
[hal] <- 9:35>11
[hal] () <---E 54>12
12- K K-- ()[seol-walheol, c-Ba-x] , [hyeo, x, ]- [heol, x]
. - [hal, xa]-
13. -
- ()[gal, ka]
, - (Hunminchngm, ) -
[hyeo, x] .14
1103 K-- 350
K , K
. , K--
a-(1997), Op. cit., p.1406.
- (Hunmin chngm, ) .
-- . .
8
-, - -x ( 2009), , Xa
xa , pp.143- .
[he, x]; K , XBaxE , , .
[hae, xE]; K . [he, x] [hae, xE] [hye, x]- -ye
-e -ae .
9
-(2000), , , 555 .
10
K- 1103 xaa
11-
.
11
- - - -- o xaa 5-
(1459)- c -- .
12
o xaa 16- (1690)- .
13
- (2000), Op. cit., 556 .
14
-(1985),K- K ,
, 223-224 .
6
7
83
20
. -, - K-
, [heol, x]-
(x xopxo) [heol, ], (x xopxo) [gal, ka]
- [hyeo, x]
h-- [heol, x] ()-
.
B. X [kela kele]
[hyeo, x]
- . kela, po kele .
[kela kele] kele(kela) .15
[kela kele]-
.
(3)
xlj~xusu
kl
kela (kele)
()
()
kelen
()
kilin
()
kl~ ti ()
kele- k- xlj-
x k- .
.p kele(),
[hyeo, x] . A
--, , x k- h-
aa xa ayy . .p
a c .16
, ,
[hada, xaa, ] . , [kih]
[hyeo, x, ], [hada, xaa, ]-
.
.
Kele
hyeo, x
kih
hada, xaa
h(x)
h(x)
., .. , ., 2008, 812 .
.. , , ., 1975,
169-170 .
15
16
84
xx
a
gem
heum
giyre- px
17
heoulug-
, [hyeo,
x]- [heol, x], [gal, ka]
[kele]- .
--,
--- .
, [gal, ka]-
[g, k]- , [heol, x]-
[h, x]- k- aa xa
ayy .
[hyeo, x]-
[heol, x], [gal, ka]- [kele]
.
C. [mal, a]
[kele] a
, 18
-
[kele]- [mal, a]-
, ---, --
.
k-, [m]- . k- m-
. m k- xap xp
.
m-
p- .
k->t->p-
p-
m-
. c m- k- .
.
(6) gilik x
molda
aida aax
mojalada
-. c x ,
(Sc.D.)- , , ., 2001, 76 .
18
.. " ", ., 2013, 1039 .
17
85
[hyeo, x, ]
[kele]-
.
[kela kele]- xx [keleK
kelek]19 . [malhada,
axaa]. [mal, a] - .
[kele] [mal, a]
.20
III.
[kela kele]
[hyeo, x]
.
12- [hyeo, x,
]- [heol, x] [gal, ka]
[kele],
, , ,
, .
[kela kele]
[mal, a, ] , ,
.
.
[hyeo, x, ], [heol, x], [gal, ka],
[mal, a, ],
[malhada, axaa, xx] [kela kele]
xx [keleK kelek] .
19
. (2013), Op. cit., p.1044.- , xx
xx .
(haplology) kelek .
20
Jaroslav Vacek(2002), Dravidian and Altaic Water-Viscsity-ColdAn Etymological Typological Model, Studia Orientalia Pragensia XXII, Charles University in Prague, pp.32-33.-
xx[kelek]-
. Manchu, Manchu-Tungus, Evenk, Chuv
Tamil .
Manchu. klkka to ask
Manchu-Tungus. KL
to ask,
Evenk. klto ask, beg, beseech
Oro.
klito invite
Chuv.
klto beg, beseech
Tamil.
klto ask, inquire
86
1. -(1985), K- K ,
.
2. K -(2010), Cc oo, ,
.
3. -(2012, oop), ,
.
4. a-(1997), o- , o .
5. -, - - x ( 2009), ,
Xa xa .
6. -(2001), c x ,
(Sc.D.)- ,
, .
7. -(2000), , ca.
8. .(1975), ,
,
9. . , . (2008), ,.
10. . (2013), , .
11. E.V. () , (2004),
, 24, , pp.355-378.
12. (2005), ,
Vol.32, , pp.265-295.
13. (1996), :
, Vol.5, , pp.91-111.
14. . (1999), x YE, ca ,
, C, C Cypyy, .
15. . (2009), C ap x
axyy oox , Xaa oo Opy a,
x xooo ay, MC, , pp.73-86.
16. . (2013), Xaaap
xa yyaap cpx , -
, .
17. Jaroslav Vacek(2002), Dravidian and Altaic Water-Viscsity-Cold An Etymological
Typological Model, Studia Orientalia Pragensia XXII, Charles University in Prague.
18. (1997), , .
19. (2001), , .
20. (Nicholas Poppe) / (1992), , .
21. G.J (Ramstedt) /P. Aalto / (1985),
, .
22. Paul Pelliot(1925), Les Mots, A H Initial, Aujourdhui Amuie, Dans Le Mongol Des
XIII Et XIV Sicles, Journal Asiatique, Avril-Juin, pp.193-263.
23. N. Poppe(1969), Outue Initial H Yugn-chaopi-shih-CYYY, Bulletin of Institute of
History and Philology (Akademig Sinica) 39, pp.207-275.
24. (1990), , , , China.
25. (Oaa o)(1958), Op - ,
, .
26. coii^Lobseekjebt (1992),foa, MoeGo& biciit oa Hedeme& DolI, feekeea b keble&, MoeGo& biciit keble& oa HoriI t , Folegeebegedo* .
87
Abstract
The goal of this study is to illustrate a close affinity between Korean and Mongolian
language. The basic words; [hyeo, x, ], [heol, x], [gal, ka], [mal,
a, ], [malhada, axaa, xx], [kela, kele], xx[keleK kelek] of
two languages as the research objects of this study are etymologically cognate since they
are verified their similarities of phonological structures and the lexical parallels of word roots
through the phonological correspondence approach.
Keywords: tongue, etymology, Protolanguage, Korean, Mongolian, [kela, kele], xx
[keleK kelek], [hyeo], [mal]
88
tom 3 (421)
(89-92)
MEANING COMPARISON OF MONGOLIAN AND CHINESE PHRASES
WHICH INCLUDE THE PEOPLES NAMES
()
.
, .
, ,
.
,
, .
,
, .
,
, .
[1], [2],
[3], [4]
.
.
, ,
.
, .
:
, , ,
, .
,
.
.
,
.
[1] .
[2] .
[3], - .
[4] , .
89
. .
.
.
.
.
/ bn mn nn f /: [5] . .
, . . - .
,
.
/sn chu p jin, si u zh lin /:
, , , ,
, , ,[6] .
- .
[7] - [8]-
[9]-
[10] . - 20
, .
- -
. -
, ,
. -
. ,
.
/ d y zh shu /:[11] . .
. .
[12]-
13 , ,
.
,
.
, ,
.
[13]
[5] , . 507444
, , .
[6] , . 181234
, , , , .
[7] , .
[8] , 175210 .
[9] , 155220 , ,
, , .
[10] / co chun ji jin/.
[11] , .
[12] / hun h/.
[13]/sn guji mn r br/.
90
.
/ kn rn rn l /:[14] . .
. . - 4
.
-,
,
. , :
? :
.
, ,
.
/ xin zhun w jin, y zi pi n /: [15]
. . , , .
. [16] . -
- . 208 [17]
400 [18]- [19]-
. [20] - [21]- . - -
- - , -
-
.
. - [22]
.
/ mn lu sn shn /: . . [23]
. - .
. 24- ,
.
. ,
.
, :
, - [25] .
[14], 153208 .
.
[15] , - .
[16] , - .
[17] , 232202 ,
..
[18] , , () .
[19] , 256195 .
.
[20] , - .
[21] , ,
().
[22] / hn mn yn/.
[23] , .
[24]/ sn cho /
[25]:/ji Mn jn ch sh sn shn, xin ln gn zi sn shn
wi/.
91
, ,
,
.
,
,
,
, , , ,
.
:
2000 , , .
., 2008 , , .
., 1982 , , .
., 2010 , , .
, 2002 , , .
www.holvoo.net
:
2005
2005
1979
2010 ,
201003
2010
www.baidu.com
Summary
The phrases consisted of the human names are relevant to the main character and roles in
the story, fairy tales and legends as well the titles, historical life of the famous peoples names
had been inherited in the ancient time sutras and sources from time to time as the education,
intelligence, doctrine and lessons learned; the phrases consisted of names or the idiomatic
expression which shall be followed all the time of lifetime and shall be inherited to the next
generation.
92
tom 3 (421)
(93-104)
COMPARING THE VERBS
IN KOREAN AND IN MONGOLIAN
()
[1]
,
, , .
,
,
,
.
.
,
. ,
.
,
,
.
. ,
.
[2] .
( *1(1974)), (
2 (1975)), ( 3 (1984)) .
.
( ), The Korean Verb ha and Verb Complementation (1974), 10-1. 6-82 .
( , 10-1. 46-82 )
* ., .
.
., (2006), .
2
( ), '-' , : ( - , :
)
3
( ), , , pp.31-63 (,-
, 31-63 )
1
93
.1
/ /
( )
- (1975)
( -
)
- (empty morpheme**)
(pro-verb***) .
1.
.
2. -
.
( )
,
(1984)
(,-
)
.
-
.
-
. -
. -
/empty morpheme/ / /
.
,
.
, .4 (1992), .5 (2009), .-6 (2011)
.
.2
/ /
, (1992)
. , , , , , ,
, , , , , , ,
, , , , , (), ,
, .
.
.-
, ,
(2009)
,
, , , ,
.
94
.-
,
(2011)
,
,
, , - ,
,
.
.
,
. ,
- ,
.
,
.
[3]
.
,
.
: 1. a) ?
?
b) ?
?
-
.
.
: 2. a) ?
? (X)
? (O)
b) ?
? (X)
? (O)
2 (a.b) , ,
. ,
, , 7 , ,
.
.
, * .
,
.
7
(: ), (: ), (:)
.
95
. 3
(
)
(
)
. 4
, , ,
, ,
,
(1996)
(1987)
(1999)
.-
,
(2011)
,
,
,
,
,
, ,
,
, ,
. ,
, , ,
, ,
.
, .
, , ,
, , ,
, , ,
, ,
,
,
- .
[4] - , .
.
, , , , ,
.
96
. 5
3***
() +()
() +()
() +()
() +()
()+()
( )+()
//
()+()
()+()
( ) +()
()+()
( )+()
()+()
//
()+()
()+()
()+()
() +()
()+()
()+()
()+()
()+()
()+()
()+()
()+()
()+()
()+()
()+()
()+()
()+()
()+()
()+()
()+()
()+()
()+()
()+()
* .
97
*3***
()+()
()+()
()+() , ()+()
()+()
()+()
( )+()
()+()
()+()
()+
()
( )+
()
()+()
()+
()
()+
()
()+()
()+()
()+
()
()+
()
()+
()
( )+
()
()+()
()+(), ()+()
()+(), ()+()
()+(), ()+()
()+(), ()+()
()+(), ()+()
.
, - ,
, , , ,
- .
-
. -
(: ), (:
), (:) (: ), (), (:)
.
98
// .
.
: 3. .
.
( , ,
) - . ,
,
//()-
.
, ,
() .
- (-, -) -
(:-,-)
- .
, -
- .
(, , )-
.
: 4. .
30 .
30 - ( ,
) - .
,
, . ,
, ( )
. , ,
,
.
.
, , ,
, . ,
.
.
99
, .
. 6
,
,
,
,
() +()
()+()
()+ ()
*//, *//
- ( )
/ /
100
, ,
1- *
1-
10,000 *
10,000
3,000 *
3,000
.
, -
, , ,
.
8- 9- . ( *:),
( *:) ( *:)
(:)+ (:) . (:)
, , 10
(2013) , , 11. ( (2013) ,
, 11. ).
9
(empty morpheme)
. -
.
-
. - - -
. () ( ) / (
) ( ) .
() ( ) - ()- (
) . , ()
() ( )
()- . ()
( ) ()-
( ) . ,
() , ( )
.
10
. (
) http://stdweb2.korean.go.kr/main.jsp
8
101
.
( *:) (:)+ (:) .
(:)
, ,
11 .
.
.
,
. ( ), ( )
- . (
) (: )+(: ) .
(: )
12 . .
. ( )
(: )+(:) .
(: )
13 .
.
,
. . ( :
( )) ( :
)+( : )+( : )+(: ) . ,
,
- .
( : ,
( )) (: )+(:
)+(: )+(: )+(: )+(: )+(: )
. .
, ,
- .
, ,
.
11
,
. (
) http://stdweb2.korean.go.kr/main.jsp
12
. (
) http://krdic.naver.com/detail.nhn?
docid=15697800
13
. (
) http://krdic.naver.com/detail.nhn?docid=26261500
102
() ()
.
- .
.
, ,
,
, , , ,
, ,
, , ,
,
.
, -
.
.
-, - .
, ,
.
M.. (1992). . III,IV,V. .
.- 2009, , , . .
.-. 2011. ,
-
Acta Mongolica , 11(366), . 67-84
(1974) The Korean Verb ha and Verb Complementation, 10-1. pp.46-82
( (1974) ,
10-1. 46-82)
(1975) - , :
( (1975) - , : )
(2013) , , 11.
( (2013) , , 11.
)
(1984) , , vol.9. pp.31-63
( (1984) ,-
vol.9, )
(2007), , 22.
. pp.123-140.
( (2007), - ,
22, , 123-140)
(2010) X , 84 pp.321-339
( (2010) X - ,
84 , 321-339)
103
, (2013) X X
35 pp.255-285
( , (2013)
, , 35 ,
255-285)
. , 1966.
, 1999. .
(
) http://stdweb2.korean.go.kr/main.jsp
, 2008. , UB.
( , , 2008,
- )
2008. , UB. ( ,
)
Abstract
A verb hada in Korean has several meanings. One of them is that it means prepare the
food/clothes/ firewood which compared to a verb hiih in Mongolian. While comparing
ithas a limited form for its usage relatively with few nouns. A verb hada has no meaning
of a container or to put in. A verb nutda (put into) or damda (put in) will be used in
order to express the exact meaning of to put in something in a container. Analyzing from
our study, a verb hiih in Mongolian has much concrete meanings than hada in Korean.
A verb of hada has an abstract meaning in Korean and its function is that a noun before it
makes a verb. A verb hada in Korean has similar meaning compared to hiih in Mongolian
such as act, make, prepare jewelry, or clothing. But there has quite difference in meaning
including to look, attitude or express , to eat food or drink beverages, to make out results, to buy or acquire something, to price on something , to act befitting expect , to
speak separately so on.
This MA thesis focuses on a verb hada in Korean which is empty morpheme or proverb in the study of linguistics, thus it will be interesting to study it in depth especially in
the study of cognate languages. Hada plays a role to connect substantives and converts it
to a verb. However, suffixes -la, -da usually form a verb in the Mongolian language; both
verbs hada and hiih need to be studied carefully.
104
tom 3 (421)
(105-108)
,
THE TRANSLATION OF THE MONGOLIAN IDIOMS WITH THE WORD
HORSE INTO ENGLISH
.
()
: , , , , , ,
.
, ,
. ,
, ,
.
., ., ., ., .-,
., .- , , , ,
. . (2006:124) ... ,
, , ,
, , , ,
, , , ,
. : //,
// ...1 . . (1999:3) ...
2 . .
(1970:3) ...
.
3 .
, ,
. Jennifer Seidl W. McMordie (1978:176) 4an idiom
. (2006)
. (1999)
3
. (1970)
4
Jennifer Seidl W. McMordie (1978) English idioms and how to use them
1
2
105
can be defined as a number of words which, when taken together, have a different meaning
from the individual meanings of each word. Rosamund Moon (1998:3) Idiom is an ambiguous term, used in conflicting ways. In lay or general use, idioms have two main meanings.
First is a particular manner of expressing something in language, music, art, and so on, which
characterizes a person or group: secondly, an idiom is particular lexical collocation or phrasal
lexeme, peculiar to a language. 5
,
.
.
, ,
,
.
,
:
-
.
set a beggar on horse and he will ride to the devil /
/
/ / .
that is a horse of another color another color
/ /
.
, to
go to bed with lamb and rise with the lark .
-, - .
:
,
to work like a navy, to work like a
nigger, to work hard .
eat like a horse
, .
be passed from hand to hand .
,
he looks as if butter would not melt in his
mouth, he would not hurt/harm a fly
-
.
,
.
.
5
106
. (1970) ... ,
. , ,
,
, .
.
in a bad temper, a hard person to get along with, a bad egg ; - the fishermans horse
remains without water, the cobblers /shoemakers/ wife is the worst shod, the shoemakers
son always goes barefoot ; - to relieve oneself/nature, to be executed, to
leave the room ; - a bad beginning makes a bad ending
; , - he who sleeps catches no fish, penny-wise
and pound-foolish ; , start on a merry note, but finish on
a sad one, start somebody well and end badly, the mountain has brought forth a mouse, fast
beginner exhaust himself soon, the more haste, less speed, great cry and little wool, much
ado about nothing ; - too lazy to lift a finger to help oneself, no
cross, no crown, idleness is the mother of all vices, idleness is the root of all evil, idle brain is
the devils workshop ; it is never late to mend ;
, to stand on ones own bottom, come up in the
world, to grow up .
,
.
.
, - .
90 -
67, 172,
182 . ,
.
, ,
.
107
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
.. (1996) . .,
.. (1999) . .,
.. (1995) Pearl Rosary of Wisdom.,
.. (2006) . .,
.. . ., (1999) . .,
.. (2003) -
. .,
.. (2001) - , . .,
.. (1970) . .,
.. (1989) . .,
Bawden, Charles., (1997) Mongolian-English dictionary. Columbia University
Press, New York.
Jennifer Seidl, McMordie W., (1978) English idioms and how to use them. Oxford
University Press.
Rosamund Moon (1998) Fixed Expression and Idioms in English, Clarendon
Press, Oxford.
Abstract
One of the main problems when we face with while studying foreign languages is idioms.
Idioms are closely related to the custom, culture and lifestyle of any country, thus it is vital to
have sufficient knowledge about that country to study its idioms. Therefore, scholars are becoming more interested in this field. This paper discusses the translations of some idioms with
the word horse from the scientific works by some scholars.
108
tom 3 (421)
(109-114)
ABOUT DIFFERENTIATING MONGOLIAN SYNONYMS
FAR AND NEAR MEANING
.
()
: , , ,
,
.
,
.
,
. ,
,
. .
. ,
,
. ,
. ...
,
.
( ) - (,
1975, 74)
.
.
... , ,
, ,
, ,
.
, ,
(, 1986,
126-127)
109
.
. ,
.
.
,
, . : - , - , ,
, , (, 1988, 170-173)
.
.
, ()-
(, , ; , , , ,
),
(, ; , )
,
, ( , ) , ,
(, 2006, 364-365) .
.. ...
, ,
, (, 1974, 217)
,
. -
.
- ,
.
- . , ,
, ,
, - , -
- - , -
-- (, 1993, 723)
.
, .
, , , ,
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,
, .
,
()
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. , ,
,
. -,
- .
110
(, , )
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.
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.
(, )
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111
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.
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112
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.
113
... . . ., 1974
.. . ,
. ., 2006 (1969)
.. ( ,
). ., 1975
.. .
. ., 1986
.. . ., 1988 (1998, 2002, 2004, 2007, 2009)
. . . , 1993, 1996
Resume
From the point of this view, we define the sememe and meaning which is the semantic
composition of Mongolian synonyms, as result we consider that we find not only assimilation
and dissimilation of meaning, but also correctly meaning concord. As well as, it reveals the
language fact that the meaning of synonyms conform completely, except that the most of
sememes get along with them, their meanings are same, if not their synonyms meaning are
not same.
114
tom 3 (421)
(115-120)
-
SOME TRANSLATION ISSUES ON MONGOLIAN AND ENGLISH
ABBREVIATIONS
.
()
:
, .
, ,
.
.
: , , , , , ,
, , .
() ,
. ,
,
, , .1
,
. , )
, ) , )
(, , ),
( , - ) .
, ,
(- ) .2
Abbreviation (hour=hr, noun=n.), Acronym (Algol=Algorithmic language), clipping (parachute=chute, you are= u r), contraction (do not= dont, that
is=thats), blending word (emoticon=emote+icon)
1
2
. , 1975, 165
, , 6-8
115
. abbreviation, acronym
.
. (
, 1964, , 18), . ( ,
1964, , 20), . ( , 1982),
. ( , 1990, ),
( , 1996, ), . (
),. ( , 1997, ,
1),. ( , 1998) . (
, 1999, ), . (2007), .-,
-, - (2006),
(Current Mongolian Abbreviations, 1967, The Mongolia
Society Bulletin), (Mongolian Abbreviations, 1984, International Congress
of Mongolists, 2nd volume), . ( , ,
2012), . ( , 2012) .
, , ,
. 15-
17-
, .
Algeo
John3
Acronym and its Cornegers, Linguistics 24,725-753 (1975), Blends, structural and systemic
view American speech 52, 47-64 (1977), Adams Valerie Introduction to Modern English word-formation (1973), Berman (1961), Garland Cannon Historical Change
And English Word-Formation(1987)Abbreviation and Acronym in English word-formation (1977), Blends in English word-formation American speech vol64 2 (Summer 1989),
Bauer Laurie English word-formation Cambridge (1983), Marchand, Kreidler,
Charles, Wales Katie (1991) , , ,
, , , ,
.
, ,
.
, , , ,
. ,
-
The National University of Mongolia- NUM,
-
The Institute for Mongolian Studies- IMS,
, -
Ministry of Education and Science-MEDS,
,, -
Information Technology,Post and Telecommunications Authority- ITPTA .
,
3
116
.
,
,
. , Agency, Authority,
Office, Directorate, Bureau, Department .
Ministry, Board, Office, Home
. : Foreign office , Department
of Justice , Ministry of Defense
.4
, ,
.
,
,
.
,
.
Office
Directorate
Authority
Agency
Bureau
Department
-1
:
.
- (.
, 133- )
Agency, Office, Directorate, Authority
Government Agencies
( ), ( )
. :
Ulaanbaatar City Prosecutors OFFICE
State Professional Inspection DIRECTORATE
Dependent AUTHORITY against Corruption
General Intelligence AGENCY
. , , 1996
117
Law Advice BUREAU
. ,
Department
Section
Branch
Division
-2
.
.
Department-
Branch- .
DEPARTMENT of Human Resources Management
DEPARTMENT of Nature and development
Association
Federation
Union
-3
,
Citizen Services SECTION
:
- , (.
, 685 )
Association - ,
Union-
Asian Pacific Parliamentary ASSOCIATION
West European UNION
,
118
International FEDERATION of Red Cross and Red Crescent
School
University
College
Institute
societies .
.
-4
School-
University-
College- , , , ,
College , ,
College, University .
Institute-
,
SCHOOL of Construction Engineering and Architecture
Mongolian UNIVERSITY of Arts and Culture
,
Mongolia-Korea Technical COLLEGE
INSTITUTE of Finance and Economic
.
.
.
, ,
. ,
.
.
, Office, Directorate, Authority, Agency, Bureau, House
119
,
.
,
.
.
1. . ,., 2012
2. . -, -, -
, 2006
3. ., . ,
2003
4. . ,
, ., 2012
5. . , , 1975
6. . -, , ,, , , 2007
7. . ,., 1983
8. . . (1983)
9. . , , ., 1996
10. . , .,
11. Gale, Acronyms, Initialism, and Abbreviations dictionary, 1987
12. Bauer, Laurie English word formation Cambridge: Cambridge University Press,
1983
13. Cambridge Advanced Learners Dictionary, 2009 Third Edition
1. Abbreviations.com
2. Acronymfinder.com
3. Thesaurus.com
Abstract
The main purpose of this paper is to reveal the difference of translations Mongolian abbreviations into English. We translate one general component word of abbreviations like into
English translations like office, directorate, authority, agency, bureau, department etc. At
first we translate Mongolian abbreviation with many ways into English and then we also
abbreviate these into English translations. Especially, in Mongolian-English abbreviation,
we made that mistake. Translation is important one in the level of its translation. So I reveal
120
tom 3 (421)
(121-124)
,
,
Comparing mentality and national traditional culture
differences of Mongolian and Chinese phrases meaning that
included a word as Face
()
:
.
.
: , , , / Mongolian, Chinese, face, phrases
1. ,
.
,
.
, .
. ,
,
.
,
,
,
, , ,
.
600 .
. :
,
,
,
. , .
121
,
.
,
. ,
, ,
. , ,
. ,
- 1
.
? . :
.
, , -, -, , -, -, -
. ,
(Value)
, . (Etalon)- .
,
2 .
2.
,
,
,
.
. .
, . ,
, ,
, , ,
3
.
,
. ,
, ,
, , .
,
,
.
,
, ,
.. , , Acta Mongolica,
, , Volume 3(215), , 2004.
2
..
, .,
3
.. , ., 2010, 3 .
1
122
, .
.
,
. , ,
, , , , , , ,
. ,
, .
, ;
.
.
; , ;
.
, ,
.
, ,
.
.
/yu f qi / ( ) / f qi d / ( ) .
,
.
. .
,
, .
/d dng min
g,b qio bi hu lu/ .
, ,
.
.
,
.
.
,
.
, .
, ;
, ,
.
123
/rn hu min zi sh hu p/
, .
.
, ,
,
.
. ,
, .
, ?
.
.
, ; (), ;
, , ;
, ; .
.
,
.
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.
,
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.
,
,
,
,
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, ,
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,
4
.
.
,
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. , ,
19-21 .
.. , , , ., 2002, 52 .
124
, ,
,
.
,
.
, .
,
, , , ,
, , , ,
; ,
, , ;
,
, ,
, , , .
:
.. , ., 1982 .
.. , ., 2001.
.. , , ., 2010 .
.-. , , , ., 2007 .
.. , . ,
, , , . I(220),
., 2003 .
.. , ,
, ,
, ., 2006-2008 .
.. , , ., 2002 .
.. , , Acta Mongolica,
, , Volume 3(215), ., 2004 .
, , ., 2001 .
.. , ., 2008 .
. , ., 2013 .
.. , ., 2010 .
.. ,
, ., 2004 .
. , , ., 2002 .
www.holvoo.net
125
:
2005
2005
,
201003
1996
1520140819
1979
2014
2001
2007
1996
www.baidu.com
126
tom 3 (421)
(127-132)
127
the reason that they create a reduced form. In some cases, some reduced words are result of
several of them. It means two or three of them share same functions. For example, elisions
and contractions bear enough similarities that they are usually considered as synonyms. Nevertheless, there is a slight difference between them.
An Elisionordeletionis the omission of one or more sounds, such as a vowel, a consonant, or a whole syllable in a word or phrase, producing a result that is easier for the speaker
to pronounce. When it comes to the written form, the missing parts may be replaced by an
apostrophe. When it happens, the resulting word is usually one type of contraction. An example of this would be the word cant, which is an elided version of the phrase can not.
However, there are other types of contractions that do not use the apostrophe, but instead
blend together words from a phrase creating one word. This is the case when can not
becomes cannot. Cannot is a contraction, but because you pronounce all of the sounds,
it is not an elision. The other thing to mention is that elisions are not always turned into
contractions in written form. When spoken, words such as laboratory generally sound like
labratory, eliding the central syllable. The spelling of the word does not change, despite
the change in pronunciation.
A contraction is a word that is made up of two or more words that are connected
together. One or more sounds are removed from the words when they are connected. One
or more apostrophes are added in the location letters are removed in informal written form.
For example, an apostrophe goes in place of the o innotwhen do not is shortened to
dont. Englishhas a number of contractions, mostly involving the elision of a vowel which
is replaced by anapostrophein writing, as inImfor I am and sometimes other types of
changes are occured as well, as inwontfor will not. These contractions are commonly
used in speech and in informal writing, though tend to be avoided in more formal writing.
By simply looking at contraction and elision examples, people would think they two
are similar. Some tried to tell apart these two terms, but their explanation is not thoroughly
obvious and sure because of the confusing examples. Therefore, we have tried to distinguish
them based on our study and examples we have collected. We have observed following similarities they have in common:
1. They both omit one or more letters or whole syllable in a word or phrase.
2. The missing parts may be replaced by an apostrophe in written form.
3. They both are the combination of two or more words to form a shorter word.
Bur what makes them slightly different is that:
1. Elision is the omission of one or more sounds in single word or phrase. But Contraction is the combination of two or more words to form a shorter word. If there is an omission
in single word like Comfterble for comfortable, it is surely elision not contraction.
2. Can notcan be contracted like cannot or cant. It means both the cannot
and cant are contraction. Also, cant is an elision but cannot is not. In other words
cannot is a contracted form of two separate words formed by blending together them from
a phrase creating one word but because you pronounce all of the sounds, it is not an elision.
Judging from this, elision can be contraction and contraction can be elision because of
their similarities. However, all elisions cannot be contraction and all contractions cannot be
elision because of their distinctions.
Types of Elision
Elision can be classified as follows according to the location of the omitted sound in a
word:
1. The elision of vowels between consonants is called Syncope.For instance:
Comfortable after elision it sounds [kmftbl] (the sound o between consonants
128
f and r is elided).
Vegetable after elision it sounds [vttbl] (the sound e between consonants
g and t is elided).
Fifth after elision it sounds [f] (the sound f between vowel i and consonant
th is elided).
Temperature after elision it sounds [tmprt] (the sound e between consonants
p and r is elided).
2. The elision of a sound at the beginning of a word (generally of an unstressed vowel)
is called Apheresis. For instance:
Him after elision it sounds im. Tell him is said, Tellim.
Her after elision it sounds er. Give her is said, Giver.
Them - after elision it sounds em. Hug them is said, Huggem.
3. The loss of a sound at the end of a word is called Apocope. For example:
Photographphoto, synchronizationsync,synch,syncro, orsynchro, AlexanderAlex
and thousand thousan. A thousand people is said, a thousan people.
Just jus and It was just me is said, It was jusme, last las and last week
becomeslas week. One more example is nice shot becomingni (s)shot.
Forms of contraction
As we mentioned above contraction is the combination of two or more words to form a
shorter word. If the words lose one or more sounds when we contract them, they are elision
too. We can classify them as follows according to their forming, involved categories:
1. Contractions involving auxiliaries
Auxiliary verbs are contracted as follows:
mforam, inIm(forI am)
sforis, as inits(forit is),the mans(forthe man is, although the same form is used
for the possessive), whassup for what is up?
reforare, mostly inwere,youreandtheyre
vefor auxiliaryhave, mostly inIve,youve,weveandtheyve. Apart from these,
have is contracted as follows when it is preceded by modal verbs:
- coulda for could have
- mighta for might have
- musta for must have
- shoulda for should have
- woulda for would have
sfor auxiliaryhas(the examples given above foriscould also be intended asit
hasandthe man has)
dfor auxiliaryhad, mostly inId,youdetc. andwhod(including in the expression had better), and similarly forwould
llforwill(sometimes interpreted as shall)
2. Contractions involving negations
Contractions of auxiliary verbs in negative form in English are formed by reducing the
negative grammatical particle not to nt. The nt may form a separate syllable, as in isnt and
wouldnt (which are two-syllable words), or may become part of the preceding syllable, as in
the monosyllables dont, arent and werent.
The standard contractions for negation of auxiliaries are as follows:
From forms ofbe:isnt,arent,wasnt,werent
129
130
131
An Elisionis the omission of one or more sounds in a single word or phrase whereas
contraction is the combination of two or more words to form a shorter word. It is not about
a single word. So, elision can be contraction and contraction can be elision because of their
similarities. However, all elisions cannot be contraction and all contractions cannot be
elision because of their distinctions.
Contracted words can be classified into five general classes based on their similar forms
and involved categories, such as, contraction involving auxiliaries, contraction involving
negations, contraction involving prepositions to and of, contraction involving question
word and pronoun and independent usual words formed by contraction.
, , ,
.
.
.
,
, .
elision , contraction .
.
.. , ., 1984.
G.Brown.Listening to Spoken English. Second Edition. London: Longman, 1990.
J.Brown and A. Hilferty. Listening for reduced forms, 1986. TESOL QuarterlyXX/4:
759-763
J.Brown and A. Hilferty. The effectiveness of teaching reduced forms for listening
comprehension, 1982. Paper presented at the TESOL convention, Honolulu, Hawaii
J.Brown. Authentic communication: Whyzit importan ta teach reduced forms?, 2006.
University of Hawaii at Manoa
... Using Reduced Forms in Spoken American English, , 2010.
/7. , ,
W.Robert. Norris. Keeping up with Native Speaker Speed: An Investigation of Reduced
Forms and Deletions in Informal Spoken English, 1994. Article published inStudies in
Comparative Culture,No. 25: 72-79
.. , ., 2004.
.. -- , ., 2003.
N.Weinstein. Whaddaya say? Guided practice in relaxed speech (2nd ed.), London,
2001.
http://www.etymonline.com/
http://en.wikipedia.org/
132
tom 3 (421)
(133-140)
ON THE UNDERSTANDING OF TEN COMPETENCES OF
MONGOLIAN MEN
.
()
:
, , ,
()- : , , ,
(), , , , () .
, , .
, .
: , ,
, , , , ,
/ / .
,
. ,
,
. ,
, .
,
1.
,
, ,
, , ., ,
, , ,
, .-, ., (),
- . . ,
. , .-, ., ., ., .,
., ., ., ., ., .,
., .,
., ,
, , .2001, 1, 96-97
133
, ,
. -
-
.
, ,
. ; .
, :
,
,
,
,
,
. , ,
, , , , ,
,
2 . , ,
? .
:
.
3 .
.-
,
,
,
,
,
4 .
, ( /./,
/./, /./)
, , ? .
., , , 1968, 7
., ,
,, 1988, 112
4
.-, , . 1991, 108
2
3
134
, 5 , , .
,
.
.
-
6.
,
( )
(, , , )
( , )
( , )
( )
( , )
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( )
( , )
( , )
. 10 -
7. :
1.
-
2.
-
3.
-
4.
- ,
5.
-
6.
-
7.
-
8.
-
9.
-
10.
-
, 10 -
, (8)-
.
XIX-XX .
: , .-
-:
, ,
,
.
6
., ., , ., 2007, 64
7
., ,
, , .2001, 1, 96-97
8
, .
, , education
. : ., , , , , 1942, 41- , .. , , , - , , 1951, 609 , , kmjil, A Concise English-Mongolian Dictionary, Bloomington, 1970, 151 .
, ,
.
5
135
:
( ), // , ,
/ / ,
, 9
.
,
( -)
(
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.
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.
13 . ,
, .
, ,
.
14.
, -
, ,
, , , ,
.-, , ., 1992, 11
., , ., 1995, 105
11
.-, ,
, 1990, 2, 85
12
., , , 2005/6, 8
13
., , ,
http://www.chkhandsuren.ikhzasag.mn/index.php/home/post/8
14
., , ., 2012, 125
9
10
136
, ,
. ,
, ,
.
2 -
,
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.
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. 15. ( ,
) .
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, , 18
.
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... ,
. ,
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.-, , ? http://sonin.mn/news/easy-page/32359
., ., ,
, 2012/4, 48
17
., , ., 2002, 8
18
., - , ., 2014, 23
19
., , ., 1970, 3
15
16
137
()
()
.
( ), , , ,
, , , ,
.
,
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.
.20 :
(kyouiku kihon ho)-
,
, ,
.
;
1) ,
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2) , ,
,
,
3) , ,
,
4) , ,
5) , ,
, ,
21 .
20
21
.-, , ., 1991,109
Ministry of Education, Culture, Sports, Science and Technology-JAPAN
138
, ,
3 . , ,
,
. , , ,
, ,
. : :
-
-
- ... .
, (Jinkaku no kansei o
mezashi) ,
.
.
.:
-
-
- ,
.
- ,
22 .
;
, ,
, , ,
, ,
.
, , , ,
5 23
.
Deliberative ( ) , : -
, (Alasdair Maclntyre) ., , ,
, , ,
. -
:
XX XX ,
. (facts)-
(values)- .
. - -
24 .
http://www.mext.go.jp/a_menu/shotou/new-cs/pamphlet/__icsFiles/afieldfile/2011/07/26/1234786_1.pdf
.. , ,
, , ., 2011, 27
23
, 5 , ., 1999,13
24
, : , ., 2014, 6
22
139
.25 ( ) 26
(, , , , , , ,
) .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
. ,
, , , .2001, 1
.-, , , 1992.
., , , 1970,3.
, 5 , , 1999.
, : , , 2014.
., , , 2012.
., , , 1995.
.,
, , 1968.
.., ,
, 1977 5, / ./
.-, , ? http://sonin.mn/news/
easy-page/32359
., - , , 2014.
., .,
, , 2012/4.
.. , ,
, , , 2011.
.. , , 1988.
., ,
,, 1988.
., , , 2002.
., , ,
http://www.chkhandsuren.ikhzasag.mn/index.php/home/post
., ., , , 2007.
., ,
, 2005/6, 8-
.-, , . 1991.
.-,
, , 1990, 2, 85
Ministry of Education, Culture, Sports, Science and Technology-JAPAN
http://www.mext.go.jp/a_menu/shotou/new-cs/pamphlet/ icsFiles/afieldfile/2011/07/26/1234786 1.pdf
Summary
Awareness Ten wisdom of the man is not only a general model of right person but a basic principle
of the Mongolian folk pedagogy. According to the physical, lingual and mental features of modern day
children, virtue of morale and temperament are humane, humble, honesty, loyalty, generosity, amity, collectivity and friendliness. Right person is a person with these characters in their body, heart and mind. The
aim of education has to focus on preparing a person with these personal qualities.
25
.., , , 1977 5, 8- ,
/ ./
26
.. , ., 1988
140
tom 3 (421)
(141-150)
MULTIPLE INTELLIGENCES THEORY IN ENGLISH
LANGUAGE TEACHING
., .
()
: , IQ , ,
, ,
,
. ,
, ,
[10.x 201- 210]
, ,
. [13.x 118-125]
, .
,
1904
IQ .
,
, IQ ,
, , ,
, . ,
- ,
IQ
IQ ,
. ,
, ,
.
,
.
141
. [6. x 8-10]
1983
, , ,
, - , - ,
, -, -,
.
.
.
, .
, , , .
-
-, . [6. x 14] 1999
,
existential .
, -
, ,
. , , , , ,
,
IQ ,
.
.
.
.
. -
.
1983 Frames of Mind 1984
142
-
,
,
.
. ,
.
.
. 1991
,
. 1992
. 1993
. 1996
,
, .
1996
1998
. . 1991
1993
1996
,
. [3.x 14-25]
, .
,
.
:
1:
:
.
143
Logical-Mathematical menu:
Create story problems for
Translate into a formula
Create a timeline of
Invent a strategy game that .
Make up analogies to explain
Design a code for
Kinesthetic menu:
Role play or stimulate
Choreograph a dance of
Invent a board or floor game of
Build or construct a
Devise a scavenger hunt to
Design a product for
Visual menu:
Chart, map, cluster or graph
Create a slideshow, videotape, or photo album of
Design a poster, bulletin board, or mural of
Create advertisements for
Vary the size and shape of
Color code the process of
Musical menu:
Give a presentation with musical
accompaniment on
Sing a rap or song that explains
Indicate the rhythmical patterns in
Explain how a piece of music similar to
Use music to enhance learning
Create a musical collage to depict
Interpersonal menu:
Conduct a meeting to
Act out diverse perspectives on
Intentionally use social skills to learn about.
Teach someone else about
Collaboratively plan rules or procedures to
Give and receive feedback on
Intrapersonal menu:
Naturalist menu:
Set and pursue a goal to
Collect and categorize data
Describe how you feel about..,.
Keep a journal of observations about
Describe your personal values about
Make a taxonomy of
Write a journal entry on
Explain how a plant or animal species resembles
Do a project of your choice on
Specify the characteristics of
Self-assess your work in
Attend an outdoor field trip to
:
,
, , ,
,
,
, ,
,
,
, ,
,
,
,
,
.[3.x 65-75]
144
,
.
,
.[1. x 125]
, ,
. [12.x 207-215]
,
.
, ,
,
.
. [7.x 433-456]
, , IQ
.
IQ
.
. ,
. [1.x 123-124]
, , ,
. 1999
. [9.x 86]
, , , , ,
,
. , ,
, , ,
. [8.x 263-270]
.
:
145
(linguistic intelligence) , ,
, ,
, , ,
.
. [4. 13] , , ,
, Direct method, Communicative teaching method ,
.
- (logical-mathematical intelligence)
, , , , ,
. Grammar translation method
, ,
, , , ,
,
. [1. x 127]
- (visual-spatial intelligence) ,
, , , , ,
. , , , ,
, Silent way
.
(musical intelligence) ,
, drill, , , ,
, audio-lingual
method, suggestopedia method
.[1. x 126]
- (bodily-kinesthetic intelligence)
, , ,
, , , , ,
, .
, ,
, ,
Total physical response .
- (interpersonal intelligence)
, , ,
, ,
, , , ,
Cognitive approach .
(intrapersonal intelligence)
, ,
,
, , , Community Language Learning .[1. x 128]
2:
,
146
Multiple
Intelligence
Description
Roles
Linguistic
intelligence
Words and
languages
Logical
mathematical
Intelligence
Logic and
numbers
analyze problems,
detecting patterns,
perform mathematical
calculations, scientific
reasoning and deduction
understands relationship between cause and
effect toward a tangible
outcome or result
Analysts, arbitrators,
bankers, certified public
accountants, insurance
brokers, traders negotiators,
researchers, scientists, statisticians, computer programmers engineers
Musical Intelligence
Music, sound,
rhythm
awareness, appreciation
and use of sound, recognition of tonal and rhythmic patterns, understands
relationship between
sound and feeling
Bodily
kinesthetical
Intelligence
Body movement control
147
Spatial visual
Intelligence
Images and
space
compose a photograph
create an organizational
logo design a building
design a historic
costume design a
landscape interpret
a painting organize
a storage room pack
an automobile trunk
paint a landscape
Interpersonal
Intelligence
Other peoples feelings
Intrapersonal
Intelligence
Self-awareness
. 2004
,
. [5. x 163-180]
, ,
.
,
, ,
, , .
,
.
148
,
, .
1. Arnold J., Fonseca C., Multiple Intelligence Theory and Foreign Language
Learning: A Brainbased Perspective, International Journal of English Studies
(IJES), 2004 No. 4 (3)
2. Bas G., Integrating Multiple Intelligences in ESL/EFL Classrooms,The Internet
TESL Journal, 2008 14 (5)
3. Bruce and Linda Campbell., Multiple Intelligences and student achievement:
Success stories from six schools, ASCD, Virginia, 1999
4. Christison M.A., Multiple Intelligences and Second Language Learners,
The Journal of the Imagination in Language Teaching and Learning, 1996 No. l (3)
5. Halley M.H., Learner-Centered Instruction and the Theory of Multiple Intelligences
with Second Language Learners,Teachers College Record, 2004 No.106(1)
6. Gardner H., Frames of Mind: The Theory of Multiple Intelligences, Basic Books,
New York., 1983.
7. Gottfredson L.S., Social Consequences of Group Differences in Cognitive Ability.
Art Med Publishers, 2006.
8. Morgan H., An analysis of Gardners theory of multiple intelligence, Roeper Review, 1996 No.18.
9. Skehan P., A cognitive approach to language learning, Oxford University Press, Oxford, 1998.
10. Spearman C.,General intelligence, objectively determined and measured.
American Journal of Psychology,1904 No.15,201-293.
11. Sternberg R.J., Beyond IQ: A Triarchic Theory of Intelligence.: Cambridge
University Press, Cambridge., 1985.
12. Torresan P., The Theory of Multiple Intelligences and Language Teaching, Guerra
Edizioni, Paraguay., 2010.
13. Thurstone L.L., Primary mental abilities. University of Chicago Press, Chicago, 1938.
14. Waterhouse L.,Waterhouse multiple intelligences, the Mozart Effect, and
Emotional Intelligence: A Critical Review,Educational Psychologist, 2006 No.41(4).
RESUME
The purpose of this article is to discuss the Theory of Multiple Intelligences and its application in the field of foreign language teaching. The paper also exemplifies the adaptation
of the theory in the context of teaching English as a foreign language and foreign language
teaching and learning in general by describing a set of activities and a lesson plan using the
MI approach.
The article reviews the types of intelligences described and defined by Howard Gardner
and authors who followed and revised the theory in terms of language teaching. Moreover,
it includes positive results and experiences of American schools applying Multiple Intelligences theory to their curriculum and teaching to improve student performances. Finally,
the article provides a brief conclusion regarding the possible outcomes of the application of
theory of Multiple Intelligences.
149
150
tom 3 (421)
(151-156)
,
USAGE AND SITUATION OF MONGOLIAN LANGUAGE AND LETTERS
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Abstract
The Mongolian language and cultural issues are related to the sovereignty and nationalitys
existence. Considering the past time, it is a good thing that the government already reached
the attention to the language usage which is the actual problems of Mongolian language and
culture. The author had a different opinion and expressed about Mongolian language related
issues including importance and usage of the law about Mongolian language and the Mongolian
Government 37th decree and official decree of Mongolian President.
156
tom 3 (421)
(157-170)
. ,
SOME PECULIARITIES OF CONTENTS AND CHARACTER DESCRIPTIONS
OF D.BODOOS UZEMJIT UGUULEL
.
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4. Boduu-a Uyang-a-tu silgelel.
5. . . -,
.. ., 1991
6. .. . . ., 2003
7. .. . ., 2006
8. .. . ., 2004
9. .. . ., 1965
10. .. . ., 1975
11. .. . ., 2011
12. . /
/ ., 1985
13. .. . ., 2003
14.
.
. ., 2009
15. . , . ., 1989
16. .. . ., 1974
17. .. . ., 1995
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., 1979
19. .. . ., 1977
20. .. .
. ., 2006
21. oyibalsang, Losol, Demid Mongol arad-un ndsn- qubisqal-un angq-a
egs bayiuludasan tobi teke. Dooradu debter. Ulaanbaatur., 1934
: , ,
1. .-. . . 7. 1989
2. .. . . 47
(10683). 1993
3. .
. STUDIA MONGOLICA. Tomus IV, Fasciculi 1-7. ., 1962
4. .. ?. .
42(18211). 1993
5. ( ).
. 2. 1990
6. .. . . 52(1786). 1990
7. .
. 13. 1990
8. . 1908-1912
169
9. .1915-1920
10. . 1913-1914
11. . .4, .1, .224.
12. . .4, .1, .27.
13. . .4, .1, .224.
14. . .12, .1, .252.
15. . .1. .1, .7.
16. https://mn.wikipedia.org/wiki/_
17. http://www.goodreads.com/book/show/8637354
18. http://www.bolod.mn/mobile.php?nid=105828
19. http://bbatzorig.blogspot.com/2009_02_01_archive.html
20. http://mongol_tuuragatan.blog.gogo.mn/read/entry434197
21. http://mongol.undesten.mn/wiki/show/name/
Resume
Firstly, in his Uzemjit uguulel D. Bodoo depicted that the universe exists in combination
of good and evil, one who follows goodness he will ascend, one who follows evil he will
descend and nature upholds the ascended and destroys the descended. Secondly, mind and
material always challenge mankind: one who follows the mind is characterized to be right,
one who follows material tend to be wrong. Thirdly, as the human is creature of spirit, we
should learn to be self-satisfied with what you own; if you live with satisfaction, well-being
follows, if not ill-fortune follows. Fourthly, everything has karma; good deed results in goodness whereas evil deed results in undesirable consequences. These above mentioned points
are the main points of the story, uniqueness of the characters and descriptions.
170
tom 3 (421)
(171-176)
Humor techniques in Mongolian Oral Tale
.
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1. (1982). ., . ,
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2. (1984). ..
., ., .
3. ., . (2007). . .
Abstract
If we look at Mongolian oral tale through verbal humor method, there are several
dominantarts such as lexical humor, behavioural humor, conditional humor, reasonal
humor, and gestural humor. Behind this humor way, the social rules are implemented in
clear way and these help to understand ethics of tale. Humor is not only entertainment
but also social ethics to understand each others identities, which meant that it ecourage
communion and fellowship among any community.
176
tom 3 (421)
(177-182)
,
HISTORICAL FICTION NEEDS TRUE HISTORY:
REASONS AND FACED PROBLEMS
.
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1943-1946
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181
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3. . (. 1969)
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6. (. 1999.95),
7. ( .
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)
9.
10.
11. .. .
12. 1946-2013 .
Abstract
Anu Khatan (Anu the Queen), a historical movie, is one of the examples which represented the historical issues in the literature and art emotionally without enough studies. In
this article, the author criticizes the screenwriting that was less historical fiction and more
fictionalized history lacking in careful studies on the traditional custom and rituals of the
Mongolians especially historical issues of western Mongolians and a complicated history of
Galdan Boshugtu khan.
182
tom 3 (421)
(183-186)
THE RCHNESS OF MONGOLIAN
.
()
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184
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3.
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1. . ., 2008
2. . ., 1976
3. , 2014 04 /08/
Summary
Figurative speech is a special and important element of literary imagery. A journalist
who himself hasnt taken part in the activity must listen to what others say and felt about
an event. It is very important for him to use folk colloquialisms, real emotion, and literary
imagery, which can only be obtained through interviews and research.
. , 1976, 67 .
2014 04 /08/
3
. , 2008, 27 .
1
2
185
186
tom 3 (421)
(187-194)
, -
ON THE THEORETICAL AND METHODOLOGICAL ISSUES OF TURKISH
AND MONGOLIAN MYTHODOLOGY
. (Ph.D)
()
. (Ph.D)
()
, ,
- ( mythos>)
1980 .., 1980
.., 1984 .
, .
1971, 1988
, () , ,
.
. 1972
-
[1, .251].
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188
1862-1863
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) [3, .469-493] .
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, . [6, 293-.].
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,
[8, 292-.]. . [9, .63-64] . [10]
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- 1980
[11, 27-.], 1984
( ) [12, .64-93]
.
..
. - [13,
.288-345] -
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189
.
.
. [14]
,
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- [15]
40 - .
[16, 72-.]
[15, 622-.].
. - [17]
[18]. .
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,
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[20], [21]
- .
., .- -, [22]
.
. [23], . [24; 25], . [26], . [27],
. [28], . [29; 30], . [31], . [32;
33; 34], . [35], . [36] . [37], . [38]
.
1967
[39, 18-.]. , , ,
. , , ,
- . ,
[39, 215], [39,232-.].
, 1971, 1988
Turk mitolojisi ( )
[40], [41].
, ,
, , , , ,
. ,
-
[40, 450-.],
[40, 549-.]. , , , - .
.
[40, 152-]. .
, ,
. . , -
.
, .. 1975
[42] - .
190
[43]
. . -
1984 [44].
[45], .
, - [46] 240
.
, - -
. [46, .94-95; 46, .169-170; 46, 219-.].
. [47]
-
.
. ,
[48].
, , .
, 65
, , , 3500
2000 , , 1500
,
[49], [50], [51], [52].
. ,
,
,
.
.. 2004
- [262].
.
.. [53], .. [54], [55], ..
[56], .. [57], .. [58]- -
.
,
, .
- ,
. -
,
. -
, , , , , , , , , ,
,
.
, ,
.
. -
( >. Culture hero, . Heros civilisateur, . Heilbringer)
(. trickster >,
191
, ,) .
.
, ..
, ,
.
,
.
.
, .
. - - .
- , -
.
-
.
1. ... //
. . , 1972. .251.
2. .. . , 1846. 128 .
3. ... . -:
,1961. .1. 776 .
4. .. . : , 2003.
.1. 408 .
5. .. . : , 1991. 176 .
6. .. . : ,
2003. . 10. 456 .
7. .. // . 1940.
18 .
8. .. . (12 ). : , 1969. .11. 478 .
9. .. . : , 1982. 232 .
10. .. //
. 1983. 1. .178-189.
11. .. //
. . -1980. -4. -.24-29
12. .. . -: , 1984.-272 .
13. .. . : , 2002. 584 .
14. .. . :
, 1996. -193 .
192
15. Metin Ergun. Turk dunyasi efsanelerinde degisme motifi. II Cilt. -Ankara, -1997. -919 s.
16. . : , 1989. 656 .
17. .. ? // . 1988. 71.
14 .
18. .. // -
: -
. : , 2003. .182-190
19. .. // . 2003. 1. .81-84.
20. . : , 1981. 308 .
21. . : , 2002. 320 .
22. . .: , . :
, 2002. 320 .
23. .. , . : , 1985. 368 .
24. .. //
. 1987. 6. .73-75
25. .. . : , 1987. 368 .
26. .. . : , 1973. 212 .
27. .. - . :
, 1983. 160 .
28. .. . :
, 2001. 293 .
29. .. . -: . 1973. 216 .
30. .. .
: , 1976. 200 .
31. .. ( -
). : -, 1993. 160 .
32. .. . : , 1993. 296 .
33. .. //
. : , 2002. .3-11
34. .. // :
- . :
, 2005. .14-20
35. .. . : ,
1990. 140 .
36. ... . : , 2000. 268 .
37. .. . : , 2007. 332 .
38. .. . : , 1999. 248 .
39. Murat Uraz. Turk mitolojisi. 1967. 244 s.
40. Bahaeddin Ogel. Turk mitolojisi. I.Cilt. 2.Baski. Ankara: Turk Tarih Kurumu,
1993. 644 s.
41. Bahaeddin Ogel. Turk mitolojisi. I.Cilt. 3.Baski. Ankara: Turk Tarih Kurumu,
2006. 610 s.
42. ... . ,
1975. 232 .
43. ... . : -
, 1980. 168 .
44. .. . () // . ,
1984. Tomus. . Fasc 1-10. .29-46
45. .. //
193
. , 1988. .38-58
46. .. . , 1989. 240 .
47. .. . , 1989. 192 .
48. .. , .
: , 2006. 146 .
49. .. - iii
( ). - , 1973 . -174 .
50. .. (
) , 1984. -158 .
51. .. iii
. . -, 1999. -165 .
52. .. iii
. . -, 2000.- 446 .
53. ... -
// . 1971. .: , 1972. .213-226.
54. ...
// . (
1978 ). .: ,
1978. .232-239.
55. ... . (
) // . 1977. .: , 1981. .183-202.
56. ... //
. .: , 1980.
.92-116.
57. ... //
. 1977. .: , 1981. .117-138.
58. ... .242 .
Resume
This paper discussed the research history of the mythologies of Turkic and Mongolian
people. The works of scholars specializing in this field were investigated. In addition, the
genres and types of Turkic-Mongolian myths were found. The conclusion was that the
comparative research of Kazakh and Mongolian mythology proved helpful in determining
the common roots of their spiritual heritage.
194
tom 3 (421)
(195-201)
-
BIOGRAPHY STUDIES OF NIICH TOIN WHICH NAMED
CHINDAMANI ERIHE, IN INNER MONGOLIA
.
( )
: XVII
, .
.
.
- ,
.
: , ,
1678
,
,
,
.
(1557/1587?-1653) . ,
, ,
,
.1
1739 .
2 . 1740- (
.. ,
, 1997, 264-292 .
2
.
1
195
) . 9.745.5,
92 . 316.5 9 , 92
738.5 27 , 92- 21
. 1.3, ,
. , , , ,
.
- ., ., .,
., ., .
.
,
,
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. .
1.
. 1986
3 ,
.
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,
.
2. . 1989
4
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, -,
(1737 ), (1742 )
,
- 1739 .
-
.
3. - ,
-
. 1989 5-
-
. 2012
3
. ,
, 1985 4- , 89-92 .
4
.. , , 1989
5- , 84-85 .
5
-. 6- ,
, 1989, 99-184 .
196
6 .
- , 213 ,
.
-
.
4. . -
. 1991
,
7 -
. 1995 -
8 , -
,
.
- 9 1997
-
10 -
, 1679 -
1739 -
. 2000
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, - ,
- 11 8
- .
5. 1992
12 , -
,
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,
, , ,
-. , , 2012 .
.. , ,
, 1991 4- , 142-152 .
8
.. - , , 1995 1- , 48-50
.
9
.. - ,
, 1995 1- , 16-28 .
10
.. -
, , 1997 5- , 58-73 .
11
.. - , , 2000 .
12
. ,
, 1992 4- , 32-48 ; . ,
, 1996 , 197-223 .
6
7
197
.
6. . 1993
, , , ,
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- 13 .
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26 , 40 160 ,
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1679 ,
.
7. 1996
- 14 -
, 1679
.
.
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.
-
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9. -
. 2006 17-
16
,
.
, 1587 .
2007 17
- ,
. 2008
18 ,
, , 1993 , 90-116 ;
.. ,
, 1998 , 209-237 .
14
. - , ,
1996 1- , 78-85 .
15
.. , , 2002 4- ,
33-42 .
16
. 17-
, , 2006 4- , 24-28 .
17
,
, 2007 3- , 28-33 .
18
.
, , 2008 4- , 39-43 .
13
198
19, ,
,
,
.
10. 2007
20 .
.
,
,
,
.
,
.
.
11. 2009 -
21 . -
,
,
.
.
12. 2012
22
,
?
, 1587 67
.
12 20
,
,
19
.
20
. ,
, 2007 3- , 78-83- .
21
. - , , 2009
4- , 75-81. .
22
. ,
, 2012 3- , 79-86 .
199
- .
, -
1739
. ,
. , -
.
1. -. 6- ,
, 1989 .
2. -. , ,
2012 .
3. , ,
1993 .
4. .. - , ,
2009 4- .
5. .. ,
, ,
1991 4- .
6. .. - ,
, 1995 1- .
7. .. -
,
, 1995 1- .
8. .. -
, ,
1997 5- .
9. .. - ,
, 2000 .
10. . - ,
, 1996 1- .
11. .. , ,
2002 4- .
12. .. ,
, 1989 5- ..
13. :
,
, 2007 3- .
14. .. ,
, 1998 .
15. ..
, , 1997 .
200
16.
17.
18.
19.
20.
21.
. ,
, 1992 4- .
. , , 1996 .
: ,
, 1985 4- .
. 17-
, , 2006 4- .
. ,
, 2007 3- .
.
, , 2008 4- .
22. ..
, ,
2012 3- .
Abstract
Niich toin was distributing Buddhist teaching over the eastern part of Mongolia and a
founder of Mongolian reading of the Buddhist teaching in the XVII century. Thus the Niich
toin is counted well known Buddhist personality of Mongolian Buddhist teaching in its history. In Mongolia there are almost no studies of Niich toin but in Inner Mongolia there are
plenty of about it. In there it says that Niich toin was the pounder of Mongolian reading of the
Buddhist teaching and who and when was written the Chindamani erike, biography of him.
201
202
tom 3 (421)
(203-208)
THE WORLD OF BLACK AND YELLOW
()
/1947-/ -
. 1968
. 1- ,
.
, 40
, ,
, , ,
, , .
,
.
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.
,
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.
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203
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. 365 .
()
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204
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. . 1999 105 .
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4
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5
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6
. . 1999 102 .
7
. .
2001. 2- .63 .
8
. . 1999 215 .
9
. . 1999 221 .
10
. . 1999 235 .
11
. . 1999 235-236 .
12
. .
2001. 2- 63 .
2
3
205
.
, .
13 .
...
14 ,
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.
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2001, 2- 62 .
14
. . 1999, 279 .
15
. . 1999
16
.. - .
. 2002, 2- 39 .
17
. . 1999
18
. . 1999, 90 .
19
. . 1999, 218 .
13
206
.
20 .
.
21
22 .
, ,
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...
23. ,
.
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24
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.
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.
, 26 27 .
. . 1999, 265 .
. . 1999, 268 .
22
. . 1999, 268 .
23
.. - .
. 2002. 2- , 62 .
24
. - . 2001.2
.
25
.
. 2001. 12- , 93 .
26
.
. 2001. 12- , 98 .
27
.
. 2001. 12- , 98 .
20
21
207
.
.
.
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, , ,
. ,
.
.
, ,
, , .
.
. .
, .
.
28
,
.
, ,
. ,
. ,
.
Summary
The world of Blacks and Yellows, the first novel of writer Ayanga, that was published at
the beginning of new century has rich with cultural meanings. It is unique by its artistic masterwork which meaning was described in a base of national traditional culture and lifestyle
and this is the best work showing history and culture of Mongolia. Hereby, previous reseach
work is mentioned briefly, at the same time individual belief, goal, conflict or self-contradiction and the reason of conflict of three roles of novel, Galsannyam, Tugstsogt and Ochir representatives of Buddhist religion, State or Public class and people or citizens, are highlighted. Each of them has vision of rescuing the Mongolians from the points of their own view
or own cultural capabilities in the historical period of time. Nevertheless, it is impossible
to monitor and govern whole society even any of the item has plenty of capacity, instead it
can only influence the society. Below, concept and belief of Galsannyam the highest rank of
lama, view and goal of Ochir and Bazar and self-contradictious mindset of Tugstsogtmeiren
(name of title) will be discussed.
28
. . 1987. 4- 12-
208
tom 3 (421)
(209-218)
. ,
CHOISURENGIIN DAGWADORJ AS A MAIN REPRESENTATIVE OF
KHOTGOID LITERATURE
.
()
,
1942 .
- , ,
. - - ,
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209
210
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1989 .
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215
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(Ph.D). .. 213/886/
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217
.
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
. , 1967
. ,1969
. . 2006
. ., ,1980
. ,2006
. , 1990
. XIX .1996
.- (1) /, 2010 /
. . 1969
. , 2000
, 2000
. , 2005
. .1974
. , 1972
. , 2002
. . 2005
Abstract
218
tom 3 (421)
(219-222)
ABSURD'S THEATRE IN MONGOLIA
.
( )
.
()
:
.
.
-
.
1990
.
- .
-
., .., .
.1
2- ,
.
.
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.
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.
1
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. .,2012, 46
. .,2012
219
., ., ., .,
. ,
.
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(1995 ), ,
(2000 ),
(2002 ),
,
.
(2002 ),
(2004 )
1995-2005 .
.
1990-
,
1993 , NHK
-
. /-374 1991/, 1995
.
/-402, 1993 / .3 .
.
20 100
.
.
.
. :
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.
. .4
.
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1-: .
2-: .
3-:
.
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.
, ...
,
,
5
.
3
4
. .,2006
.,1996, 74
220
2004 / . /, 2009
50
. . 2014
XX
, .
., - Black
Box .
. ... .
,
, ,
. !
. .5 .
.
.
. .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
., 2009
., 2000
.. ., 2006
.. ., 2004
.. .,2010
.. . : . ., 2011
.. .,1989
.. .,2002
.. ., 2012
.. .,2007
.. ., 2005
.. ., 2006
. .,1991
... .,2011
.. .,2011
.,.,2009
..,2009
ABSTRACT
In the end of twenty century, development of the absurds theatre is achieving to the
highest level in the many countries. However, the establishment of this theatre is beginning
in the framework of Mongolian theatre and in Mongolia, it is lacking by fifty years. Based
on creation and writing of other authors, there are the authors who can write creation for
absurd during the short term. Until today, well creation which is adequately for the readers
interesting is not develop due to lacking of policy for the theatres foundation. This situation
is influenced negatively to an understating of Absurd Theatre.
5
, .,2009
221
222
223
-1-
(223-232)
tom 3 (421)
INNER MONGOLIAN LITERATURE SHOWN HARMFUL
EFFECTS OF OPIUM
()
224
-2-
-3-
225
-4-
226
10
11
\ \ \
227
-5-
14
1941
12
13
1903
228
-6-
1957
21
20
19
18
17
16
15
229
-7-
25
24
23
22
230
-8-
2005 3 48
1 1982 3 61
\ \
231
-9-
22 23 24 25 1999 710
14 15 16 17 18 19 20 21 1999 140145
12 13 1991 212213
7 8 9 10 11 1979 226229
6 M 1983 51
5 M 13 77
4 C 2 200
- 10 -
Summary
232