Variable methods of complex text analysis in Russian language lessons

Author(s):  
Svetlana G. Airapetova

We considered methods of teaching Russian language and literature. To satisfy the student's desire for creativity we used various forms of work on editing, correcting texts on each lesson. We paid much attention to the study of vocabulary and stylistics. Practical stylistics considers ways to best use of speech tools. We gave the concept of “school” stylistics. We gave examples that give a rich material for stylistic analysis. We placed the emphasis on the fact that the artistic style differs from other styles of the Russian language primarily by a special aesthetic function. If spoken speech performs a communicative function – the function of direct communication, scientific and official business – an informative function – the function of communication (scientific or business), then the artistic style performs an aesthetic function, the function of an emotional-like influence on the reader or listener. Esthetic function defines fiction language, focuses attention on how ordinary words, used in everyday life, having been included in the poem, the story or the novel, get a special poetic charm, charm, depth for some reason.

2021 ◽  
pp. 287-302
Author(s):  
T. V. Shvetsova ◽  
V. E. Shakhova

The results of the study of the chronotope in Russian-language compositions based on the novel about Robinson’s adventures are presented. The material for the work was A. E. Razin’s novel “The Real Robinson” (1860) and Lev Tolstoy’s story “Robinson” (1862). The issues of the specifics of the representation of the chronotopic in the works of Russian writers are considered. The relevance of the study is due to the appeal to the universal of the chronotope, which contains an exhaustive toolkit for the artistic embodiment of images of space and time; as well as the search for new methods of literary analysis of the text. It is shown that in the analyzed texts, a kind of fusion of Russianlanguage compositions with a foreigncultural text in the aspect of a chronotope is realized. The similarities and differences in the rethinking of the story of Robinson are shown on the example of the model of textual connexity, the national specifics of the representation of the image of Robinson are indicated. It is noted that the external and internal chronotopes are retransmitted from work to work and create the basis for the emergence of the author’s intentions. It is proved that chronotopic analysis allows one to form an idea of the peculiarities of the Russian-language interpretation of the story of Robinson.


2021 ◽  
pp. e021019
Author(s):  
Svetlana M. Petrova

The relevance of the study: The relevance of the study is conditioned by the necessity to popularize the Russian language in classes with a foreign audience by referring to Russian classical literature (on the example of the novel "A Hero of Our Time" by M.Y. Lermontov) with the use of innovational education technology of graphic and symbolic analysis of fiction. The purpose of the study is to create a system of lessons on the analysis of the novel "A Hero of Our Time" by M.Y. Lermontov for teaching the Russian language to a foreign audience with the application of modern technologies of teaching Russian literature to foreigners, using innovational teaching forms such as graphic symbols and key concepts reflecting the history, philosophy, traditions, and customs of the first quarter of the 19th century. Methods: The main method of study used for this problem is a creation of a graphic and symbolic system of analysis for the novel "A Hero of Our Time" by M.Y. Lermontov during Russian language classes for foreign students that would allow viewing this problem as an innovational method of teaching the Russian language to foreigners on the material of fiction. Results: The paper presents a system of graphic and symbolic analysis of the work of fiction, demonstrates the features of its application, develops an algorithm for the implementation of this system into teaching Russian to foreigners. Practical significance: The proposed system of graphic and symbolic analysis of a work of fiction in the context of teaching Russian to foreigners is an effective form of mastering the educational material for students which contributes to their realization of the communicative and linguoculturological competencies.


2020 ◽  
Vol 8 (11D) ◽  
pp. 9-19
Author(s):  
Elena I. Tsymbalyuk ◽  
Nadezhda M. Romanenko ◽  
Anastasyia V. Romanenko ◽  
Marina A. Volkova

2019 ◽  
pp. 117-132
Author(s):  
Elena K. Chkhaidze

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.


Rusin ◽  
2021 ◽  
pp. 76-98
Author(s):  
S.G. Sulyak ◽  

Pyotr Danilovich Draganov (February 1 (13), 1857 – February 7, 1928), a native of Bessarabia, Russian philologist, historian, ethnographer, bibliographer, and teacher. Born into a family of Bulgarian colonists in the village Comrat of Bessarabian region, he graduated from the Bulgarian Central School in Comrat (1875), then studied at the Chișinău progymnasium, the provincial gymnasium (1875–1877) and the Kharkov gymnasium (1877–1880). After graduating from the gymnasium, he entered the Faculty of History and Philology of the Imperial Kharkov University (1880–1882), then continued his studies at the Imperial St. Petersburg University, graduating in 1885 with a candidate’s degree. In 1885–1887, he taught general history and Church Slavonic language at the St. Cyril and Methodius Male Gymnasium (Thessaloniki, Macedonia). In 1888, he was appointed teacher of the Russian language and literature of the Comrat real school. Since 1893, he taught Russian at the Chișinău Women’s Gymnasium. In 1896, he became a junior assistant librarian at the Imperial Public Library in St. Petersburg, in charge of the category of Slavs and Galician-Russian books of the Manuscript Department of the library. Due to the difficult financial situation, he had to resign from the library and return to teach Russian at the Comrat real school. In 1906–1912, P.D. Draganov worked as an inspector of a real school in Astrakhan, director of a teacher’s seminary in the village Rovnoe of the Samara province. In 1913, he returned to Bessarabia and was appointed director of the male gymnasium in Cahul. When Bessarabia was occupied by Romania, the Romanian authorities issued a decree on the preservation of the gymnasium and proposed to P.D. Draganov to remain its director. However, he decided to return to his native Comrat, where he taught Bulgarian at the Comrat real school until retirement. P.D. Draganov is the author of over 100 historical, literary, ethnographic, philological, bibliographic and critical works. His articles were published in the “Journal of the Ministry of Public Education”, “Historical Bulletin”, “Izvestia of the Imperial Academy of Sciences in the Department of Russian Language and Literature”, “Russian Philological Bulletin” and others. Some of his works have remained unpublished. Most of P.D. Draganov’s studies focus on Bessarabian and Balkan themes. He wrote many works about A.S. Pushkin. Draganov was the founder of Macedonian studies in Russia. One ofhis most important works is “The Macedonian-Slavic Collection” (Issue 1. St. Petersburg, 1894), which received many reviews. Another well-known work of his is the compilation “A.S. Pushkin in Fifty Languages, i.e. Translations from A.S. Pushkin into 50 languages and dialects of the world. A Bibliographic Wreath on the Monument to A.S. Pushkin, Woven for the Centenary of His Birth, May 26, 1799 – May 26, 1899 with a Portrait of the Poet” (St. Petersburg, 1899). Draganov also participated in the compilation of the Bulgarian-Russian Dictionary, published the first universal index Bessarabiana, where he listed the sources and literature published over 100 years since the annexation of Bessarabia to Russia. Among the numerous works by P.D. Draganov, there are studies about Rusins.


2021 ◽  
Vol 82 (2) ◽  
pp. 7-15
Author(s):  
M. I. Shutan

This article aims to investigate and characterise types of literary text analysis in Russian language lessons by reviewing the scientific and practical experience accumulated in the methodology of teaching the Russian language and literature at school. The first type of analysis is a combination of assignments aimed at both understanding the content of a literary work as an art phenomenon and identifying its structural features, which actualizes the methodological principles of school literature teaching. This model also includes linguistic-stylistic assignments covering various levels of the language system. Such an analysis can be called complex. The second type involves focused analysis organized within the framework of working with a linguistic concept. The main purpose of students in this case is to identify meanings, i.e., substitutes for the lexical meaning of a concept word. The types of analysis described in this article can be used to help students understand the literary text in its semantic integrity.


2015 ◽  
Vol 3 (4) ◽  
pp. 9-22
Author(s):  
Воителева ◽  
T. Voiteleva ◽  
Обернихина ◽  
Galina Obyernikhina ◽  
Марченко ◽  
...  

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.


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