This article is devoted to the problem of using Russian time-prepositions by
foreigners, especially by the Chinese.
An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities
to correctly build the prepositional combinations and continuously improve the
communication skills by means of the Russian language.
In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic
and stylistic shades alongside with possible errors made by foreign students are
presented. The results of the study are to help in developing a system of teaching
Russian time-prepositions to a foreign language audience, taking into account
their native language, on the basis of the systemic and functional, communicative
and activity-centred basis.
The role of Russian time-prepositions in constructing word combinations has
been identified; the need for foreign students’ close attention to this secondary
part of speech has been specified. It has been stated that prepositions are the most
dynamic and open type of secondary language units within the quantitative and
qualitative composition of which regular changes take place.
The research substantiates the need that students should be aware of the
function of time-preposition in speech; they are to get acquainted with the main
time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions.
Some recommendations related to the means of mastering time-prepositions
have been given: to target speakers to assimilate modern literary norms and,
therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an
organic structure, an inherent form and an easy combinability in the texts and
oral speech.
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