Teaching How to Write Better Essays at the Middle School

2015 ◽  
Vol 3 (4) ◽  
pp. 9-22
Author(s):  
Воителева ◽  
T. Voiteleva ◽  
Обернихина ◽  
Galina Obyernikhina ◽  
Марченко ◽  
...  
Keyword(s):  
Middle School ◽  
Russian Language ◽  
Basic Form ◽  
School Students ◽  
Language And Literature ◽  
The Russian Language

The paper considers methods of teaching school students how to write essays, given that it is the basic form of writing activities in the process of teaching the Russian language and literature at the middle school. Emphasized are the different kinds of essays in terms of types of speech, such as narration, description, discourse.

scholarly journals ТРАНСФОРМАЦИЯ АУТЕНТИЧНЫХ ТЕКСТОВ В ИГРОВОЙ КОНТЕНТ НА УРОКАХ РКИ В СРЕДНИХ КЛАССАХ АРМЯНСКОЙ ШКОЛЫ / TRANSFORMATION OF AUTHENTIC TEXTS INTO GAME CONTENT IN THE MIDDLE YEARS PROGRAMME OF THE RUSSIAN LANGUAGE TEACHING IN ARMENIA

2021 ◽  
pp. 158-166
Author(s):  
MARINA KOCHARYAN
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Russian Language ◽  
School Students ◽  
Middle Years ◽  
Authentic Texts ◽  
Communicative Skills ◽  
Language Knowledge ◽  
Everyday Situation ◽  
The Russian Language

The article introduces the use of authentic everyday situation texts for middle school students at Armenian schools. It contains specific examples of game activities for authentic texts in accordance with communicative situations and the language knowledge. The author emphasizes the entertaining nature of the post-reading tasks, which provide students with active speech practice and contribute to the development of communicative skills, as well as increase motivation. Authentic texts are presented as a tool that not only enriches the students’ background knowledge, introduces the culture of other people, but also allows them to develop skills and abilities to work with information, create their own texts and present them to the audience. The relevance of the topic is associated with the use of non-educational texts in the framework of game content for the school audience.

Methods of Forming and Evaluating Logical Universal Educational Actions when Teaching Russian

2020 ◽  
Vol 15 (5) ◽  
pp. 64-69
Author(s):  
Cherepanova Larisa V. ◽  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Statistical Data ◽  
Russian Language ◽  
Diagnostic Methods ◽  
School Students ◽  
Functional Literacy ◽  
Methods Of Analysis ◽  
Analysis And Synthesis ◽  
The Russian Language

The importance of secondary school students’ proficiency in universal learning activities (ULA), including functional literacy, in order to socialize successfully makes the search for appropriate means relevant. However, it is no less important to diagnose the formation of ULA and identify problems within their acquirement. Understanding the importance of this problem led to the idea of using existing pedagogical methods in teaching the Russian language paying attention to their adaptation. The purpose of the article is to show how existing methods can be adapted in order to be used in the formation and assessment of the logical ULA during Russian language lessons. The study was based on the methods of analysis and synthesis when describing the problem of formation and assessment of ULA among schoolchildren; in the development of diagnostics – on the methods of analysis, abstracting, and constructing. In addition, a systemic method was used. Statistical data of the conducted research and their interpretation are presented to substantiate the need for the creation and adaptation of methods for the ULA formation and assessment. The study reveals the pedagogical diagnostic methods, which, with a certain adaptation, can be used for the logical ULA formation and assessment during teaching the Russian language. The research presents the adapted methods, which will allow organizing systematic work on the formation of logical ULA for secondary school students when studying the “Lexicology” section and assessing their formation among schoolchildren.

scholarly journals ABBREVIATION IN THE SPEAKER’S GRAMMAR: AN EXPERIMENTAL STUDY

2021 ◽  
pp. 83-92
Author(s):  
E.N. Guts ◽  
◽  
D.V. Plotnikova ◽  
Keyword(s):  
High School Students ◽  
Native Speakers ◽  
Russian Language ◽  
Speech Communication ◽  
Semantic Features ◽  
Grammatical Structure ◽  
School Students ◽  
Linguistic Sign ◽  
The Relationship ◽  
The Russian Language

The article presents the results of a directed associative experiment carried out with high school students of secondary schools. The purpose of the article is to reveal the relationship between the structural and semantic features of the utterance and the strategies of the respondents’ choice of a linguistic sign (word/abbreviation) in the context of a directed associative experiment. The analysis of the experimental material made it possible to draw conclusions about the peculiarities of using the initial abbreviation as an associate; about the possibility of the abbreviation of stable and individual, situational associative links; about the strategies for choosing a linguistic sign (words, abbreviations, phrases) depending on the semantics of the reference word and the type of grammatical structure of the experimental sentence; on the consolidation of initial abbreviations in the linguistic consciousness of native speakers of the Russian language, which is associated with the strengthening of the law of economy of linguistic means in modern speech communication.

scholarly journals The topic matter of research project activity of student’s in line with the directions of anthropological linguistics: the achievement of subject outcomes and the development of language competencies

2021 ◽  
pp. 162-175
Author(s):  
Jana A. Solunova ◽  
Juliya J. Danilova
Keyword(s):  
High School Students ◽  
Extracurricular Activities ◽  
Russian Language ◽  
Practical Significance ◽  
Research Activity ◽  
School Students ◽  
Research Activities ◽  
Wide Range ◽  
Language Classes ◽  
The Russian Language

The topic matter of the research is the system of methods, forms and means of organizing the project-research activities among middle school students in the Russian language classes. This fact determines the work as practice-oriented: the authors of the article make an attempt to formulate and propose their own topics of projects and researches in Russian lessons within project-research activity in accordance with the feasibility and expected substantive studying outcomes. In the course of the work, with the aim of a comprehensive analysis of the indicated issue at different stages, general scientific methods were used: the method of continuous sampling; systematization and generalization; observation, analysis, classification, descriptive-analytical method; modeling method, which altogether have provided a full picture. Among the most significant results of the study, the author’s development of themes and a construct (algorithm with development and description) of the project-research activity of 5-7 grades schoolchildren within the modern directions of linguistics with possible subsequent implementation in Russian lessons and/or in extracurricular activities as a way to achieve a fairly wide range of substantive studying outcomes is showed up. The work’s resulting outcomes determine the practical significance of the research: the research materials can be used in the Russian language classes, in the organization of research activities for middle and high school students, in the development of special courses and special seminars, in the compilation of textbooks on relevant subject. The work concludes the next: the topic matter of project-research activity should be reasonable, appropriate for children’s age in order to increase students’ interest in learning and participation in project-research activity. It is especially important to ensure that they can understand its structure: their own goals in this activity, possible methods of solutions, etc. It is also important that students can search for information on their own, present their project or its fragment, etc.

scholarly journals Development of Cognitive Activity of Foreign Students by Reading the Texts of Russian Classics

2021 ◽  
Vol 2021 (2) ◽  
pp. 192-204
Author(s):  
Tatiana N. Tokareva
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Students ◽  
Role Model ◽  
Cognitive Activity ◽  
Educational Process ◽  
Russian Language ◽  
Russian Society ◽  
School Students ◽  
The Russian Language

The article examines the problem of foreign high school students living in the territory of the Russian Federation, a stable system of axiological norms and spiritual and moral guidelines of Russian society, the inviolability and correctness of which is proven by centuries-old experience, which captured the best examples of science and art. The need for foreign learners to study works of educational nature is substantiated. The process of understanding Russian culture by foreign students is analyzed as an important part of the educational process, including the study of the rules of communication in a non-native language, as well as the development of communicative competencies focused on the complex and multi-level development of the Russian language. The problem of conformity of artistic texts designed for studying foreign learners, the functions of the best examples of classical literature, is actualized. Understanding the cultural component of education is seen as a way of incorporating foreign citizens into the moral foundations of Russian society, built on the principles of humanism. It is stated that the presence of a role model for the emerging person, that can also be a character of the work as well, that meets the requirements of the best representatives of Russian society to a strong, strong-willed, educated, humane, selfless love for the Fatherland of the personality. The emergence of diverse personalities of foreign high school students is analyzed in the direction of not only education, but also a better understanding of the peculiarities of the Russian language, as well as the cultural identity of Russia by introducing the best examples of art texts. The methodological basis of the work was formed as a result of the complex use of techniques of dialectic, synergies, historical and literary method, content analysis of scientific and literary sources.

scholarly journals The Formation of Intercultural Competence of Foreign Students by Means of the Russian Language and Literature

2020 ◽  
Vol 8 (11D) ◽  
pp. 9-19
Author(s):  
Elena I. Tsymbalyuk ◽  
Nadezhda M. Romanenko ◽  
Anastasyia V. Romanenko ◽  
Marina A. Volkova
Keyword(s):  
Intercultural Competence ◽  
Foreign Students ◽  
Russian Language ◽  
Language And Literature ◽  
The Russian Language

The Russian Language Textbooks and Children’s Literature: Are There any Points of Contact?

2018 ◽  
Vol 79 (8) ◽  
pp. 29-34
Author(s):  
N. A. Borisenko
Keyword(s):  
Middle School ◽  
Comparative Analysis ◽  
Children's Literature ◽  
Children’S Literature ◽  
Russian Language ◽  
Language Textbooks ◽  
5Th Grade ◽  
The Russian Language

The article examines textbooks on the Russian language for the middle school in terms of the presence of texts from children’s and teenage literature. The results of a comparative analysis of six textbooks for 5th grade (edited by Shanskii, M.M. Razumovskaya, S.I. Lvova, L.M. Rybchenkova, A.D. Shmelev, G.G. Granik) are presented. The author also reveals the possibilities of textbooks in introducing teenagers to reading children’s literature of the 20th and 21st centuries.

‘Russia is always ahead of time…’ Аndrey Bitov on himself, the empire, the Russian language and literature

2019 ◽  
pp. 117-132
Author(s):  
Elena K. Chkhaidze
Keyword(s):  
Russian Literature ◽  
Russian Language ◽  
Soviet Period ◽  
Soviet Regime ◽  
The West ◽  
Four Dimensions ◽  
Language And Literature ◽  
Imperial Identity ◽  
The Russian Language

One of the last interviews given by Andrey Bitov, often considered a founder of Russian Postmodernism, before his death. His books are a symbiosis of knowledge (of history, culture, and literature) and play, which is perceived as the driver of alternating meanings constantly undergoing a transformation. The idea behind the conversation was not only to clarify the questions left unanswered upon the reading of Bitov’s epic Empire in Four Dimensions [ Imperiya v chetyryokh izmereniyakh ] and other books, but also to identify the foundations of the writer’s views. In one of his last interviews, Bitov discussed his vision of Russia’s imperial identity and Russian mentality, the Soviet regime and the Soviet period, Stalin’s role in history, his attitude to the West, the Russian language, secrets of his books and his favorite authors. Bitov reminisced about his trips to the Soviet republics of Georgia and Armenia, as well as his friendship with R. Gabriadze and G. Matevosyan. The writer offered his original vision of the development of Russian literature in the 19th c. in light of his fascination with astrology.

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