Color Name Red in Russian and Persian Phraseology: Axiological Aspect

Abstract

This article contains a comparative analysis of the axiological component in phraseological units with the color name red in Russian and Persian linguistic cultures. Phraseological units with color names are numerous in both languages and represent a microsystem united by the semantics of color, the components of which enter into intralingual and interlingual relationships of full or partial equivalence, synonymy, homonymy, or antonymy. The research objective was to compare figurative meanings of the color component in phraseology of the two different languages on the basis of culture linguistics and axiological analysis. The study provided an insight into the national mentality of the two peoples, which emerged as such under the influence of historical events, climate, religion, traditions, and values. The research material included 53 Russian and 20 Persian phraseological units. Both worldviews demonstrated an axiological component in the idioms with color name red, as well as a binary axiological opposition. In Russian, it demonstrated a positive meaning (66%) whereas in Persian it had a mostly negative meaning (80%). In Russian, the color red had a positive meaning in such categories as beauty; respect, festivity; holiday, fun; especially valuable; oratory; the key thing, the beginning; achievement; response action; embarrassment. Categories with negative meaning included beauty; timidity, shyness; oratory; limit, danger; fire; aggression; response action; shame. In Persian phraseology, positive meaning was detected in such categories as appearance; embarrassment; preserving one’s dignity, appeal. The negative categories included change in complexion; troubles; limit, danger; anger, irritation; duplicity; obstruction; cruelty; bad consequences. In addition, 19% of Russian phraseological units were classified as neutral and belonged to the categories of trade, revolution, and communism. The method of lexical-axiological analysis makes it possible to use the results in teaching general linguistics, Russian, Persian, translation, and comparative typology, as well as in in lexicographic practice.