THE CONCEPT “STUDENT” IN THE RUSSIAN AND GERMAN LINGUOCULTURES

The research rationale for the problem under study is in the profound changes 
which happened recently in Russia and affected the educational sphere and 
influenced the development of the Russian language, in particular the activisation 
of the metaphorical statements use processes in academic discourse. The purpose 
of the article lies in consideration of metaphorical diffuseness of the academic 
concept “Student” in the Russian and German linguocultures. The leading method 
in this research is the analysis of metaphorical diffuseness of the above-mentioned 
concept on the basis of the analysis of lexical units of full text databases of the 
German and Russian media, fiction, and Internet communication. As a result of 
the performed analysis it was revealed that in language picture of the world the 
appeal to the concept “Student” is quite popular. The figurative component of the 
concept is clearly expressed. But for language consciousness the most relevant is 
the German concept as its extra-zone includes some associations which were not 
found in the Russian language picture of the world. 
The material of the article can be useful in Lexicology of the German and 
Russian languages, in training courses on cross-cultural communication, regional 
geography and linguistic and cultural studies of Russia and Germany, in practice 
of the Russian and German academic communication.


THE RELEVANCE OF THE PROBLEM
At present in the era of globalization we are all witnesses and participants of the process of interpenetration and interaction of different cultures, which is naturally reflected in the language changes (Kalegina, Takhtarova, & Zaglyadkina, 2015).
The profound changes which occurred recently in Russia affected all spheres of social, political and economic development and engaged the educational sphere as well. Public changes of this sort influence development of language, in particular they intensify processes of the use of metaphorical expressions in the academic discourse.
The metaphor is one of the most widespread ways of lexical and also phraseological replenishment of language stock (Golshtejn & Kerimov, 2008). The intensity of functioning of any concept is expressed in the sum of its two indicators -the nominative density and metaphorical diffuseness (Sly`shkin, 2004). Metaphorical expressions reflect the ideas of modern Russian reality and also form this representation (Shhurina, 2008). According to Lakoff and Johnson the metaphor penetrates all our everyday life and are intergrated not only in language, but also in thought and action (Lakoff & Dzhonson, 1990). In the research of metaphorical expressions, the attention focuses, first of all, on how this phenomenon is used in the course of human communication (Kubryakova, 2004). Meanwhile, each language has inner peculiarities which challenge its learners along with its native speakers (Babenko, 2015).

RESEARCH HYPOTHESIS
In Russian and German linguocultures there are academic conceptual spheres which are manifested in the language system, in the associative and verbal network and in the communicative process, have national specific features and are amenable to a comparative linguistic research. The concept entering the academic sphere of concepts is the concept "Student".

RESEARCH PROBLEMS
In the research the following problems were being solved: 1) the analysis of metaphorical diffuseness of the concept "Student" on the basis of consideration of lexical units in full text databases of the German and Russian media, fiction, Internet communication; 2) the determination of similarities and differences in the concept "Student" manifestation in the German and Russian the linguocultures; 3) the analysis of the obtained results.

THEORETICAL AND EMPIRICAL METHODS
The conducted analysis is based on the principles of linguoculturological approach.
The following methods were used: • Theoretical -the analysis of the concept "Student" metaphorical diffuseness examples collected from various sources, analysis and generalisation of the conceptual description experience, synthesis; • Empirical -comparison of the lexical units having metaphorical potential in the German and Russian the linguocultures and their interpretation.

BASE OF THE RESEARCH
The full text databases of the German and Russian media, Internet communication and fiction were research material. The text fragments which contain the metaphorical expressions based on the academic concept "Student" became the units of the research. 1. The concept "Student" found its embodiment in the metaphorical expression вечный студент. On the one hand the students who study many years in a higher education institution, but owing to their laziness cannot possibly finish their study are called this way (3)-(4). And on the other hand it is people who have insuperable desire to study, finishing one educational institution, they come to another, constantly craving new goals achievement (1)-(2).
The concept "Student" extrazone extends due to the formation of new bonds in it.
So, the association "thirst for knowledge" is connected with the association "age" that is evident from the examples (1) and (2).
It is necessary to train the brain to process information constantly not to become a senile person in old age. It is proved that people of brainwork die of strokes less often. So the person caring for his health has to turn into "вечный (lifelong) студент".
The metaphorical expression "студенческий вид" is implemented in several associations: age, appearance, behavior. In terms of appearance young people can be divided into two groups: either those who give little attention to the appearance, or those who are very concerned about the latest fashion. In their company, they often do not pay attention to conventions of society and live in the student's world.

METAPHORICAL DIFFUSENESS OF THE CONCEPT "STUDENT" IN THE GERMAN LINGUOCULTURE
1. The concept "Student" in the German linguoculture has more expanded metaphorical diffuseness. The metaphorical expression "ein ewiger Student" spread over the following associations expanding the concept borders. It is necessary to emphasize the following: • ein ewiger Student → poor performance: The image of "ein ewiger Student" is characterised by such adjectives as nice, friendly, quiet, timid, fanciful, well organized. Comparing these two metaphorical expressions in the two linguocultures, it should be noted that the number of the adjectives carrying any assessment in the Russian linguoculture is much fewer. It is possible to note the following adjectives: не молодой, грузный, скромно одетый.
In the German linguoculture the traits of character of "ein ewiger Student" are more evaluated, and in the Russian -age data.
• ein ewiger Student → money Concerning difficult financial circumstances of the students in the German linguoculture there are many jokes as, for example, in (17) The "ein ewiger" students characterised not only by difficult financial circumstances, but also by aspiration to improve their financial position and also by ingenuity in earning money. They try to solve a financial problem together. It is seen in examples (18)  The "ein ewiger Student" is characterised by negligence in clothes. It is comfort that is in the first place, and only then fashion comes. In the Russian linguoculture students either adhere to fashion, or do not pay any attention to it. Usually packets of nuts with raisins mixed with various dried fruits are called Studentenfutter. They are in great demand among school and university students.
Most likely, the popularity of this product is caused, first of all, by its low price and high caloric content.
• Studentenfutter -cheap and quickly cooked food: 4. It should be also noted the enrichment of the concept "Student" extra-zone due to the meaning transfer of the word functioning in the language several centuries ago to the modern linguoculture. Since the time of F. Schiller in the German language picture of the world the expression "Brotstudenten" is common (Brot -bread given. But how in a year, having received the master's degree, they will be able to become those "philosophische Köpfe", nobody knows.

CONCLUSIONS
The student is an integral part of the educational process. Education, in turn, is one of the most important functions of culture as it provides its preservation and development (Bessarabova, 2007). In the context of the general paradigm of education, according to scientists of many countries, "education is a part of culture" (Bruner, 1996). And as the concept represents "cultural formation of the mental nature" with conceptual, figurative and valuable components (Karasik, 2002), we can tell that in a language picture of the world there was the next image of the "Student": The student in the Russian linguoculture is a slight young man who is not caring for the appearance, or on the contrary, accurately following fashion trends. This is a person of cheerful nature and high spirits. The student in the German linguoculture is a young man of 24-27, of normal constitution, often wearing spectacles, with a small beard, characterised by negligence in clothes, is unpretentious in food where, for whom simplicity and small price are the most important for it. The student is rather poor, but he aspires to earn money.

ACKNOWLEDGEMENTS
The work is performed according to the Russian Government Program of Competitive Growth of Kazan Federal University.