scholarly journals THE STUDY OF THE PHRASEOLOGICAL UNITS OF THE RUSSIAN LANGUAGE BY KYRGIZ SCHOOLCHILDREN (BASED ON THE MATERIAL OF THE PLAY BY A. N. OSTROVSKY “THE STORM”)

2021 ◽  
pp. 122-131
Author(s):  
Анна Владимировна Ковалева
Keyword(s):  
Russian Literature ◽  
Literary Work ◽  
Literary Text ◽  
Russian Language ◽  
Language And Literature ◽  
Methods And Techniques ◽  
Russian Literary ◽  
Correct Reading ◽  
The Russian Language

Введение. Рассматриваются особенности изучения фразеологических единиц (ФЕ) русского языка учениками-киргизами. Исследуются методические и лингводидактические основы изучения русской фразеологии школьниками-киргизами в условиях контекста русского литературного произведения. Цель – анализ ФЕ художественного произведения и разработка методов и приемов работы по их усвоению в киргизской аудитории. Материал и методы. Материалом исследования послужил текст пьесы А. Н. Островского «Гроза», в котором особое внимание было уделено ФЕ и их функциям, выполняемым в контексте данного литературного произведения. Работа выполнена посредством исследовательско-поискового метода, метода сравнения и классификации ФЕ, метода интерпретационного и лингвокультурологического анализа. Результаты и обсуждение. На основе художественного текста выявляются особенности контекстуальных функций ФЕ в речи персонажей. Выстраивается алгоритм работы с ФЕ в процессе чтения литературного произведения. Определяются методы и приемы, благодаря которым интерпретируется произведение и, как следствие, формируется интерес к русской литературе и культуре школьников-киргизов. Основной проблемой является изучение особенностей восприятия и усвоения ФЕ русского языка киргизскими учащимися в условиях контекста литературного произведения (на материале пьесы А. Н. Островского «Гроза»). Предмет исследования – фразеологические единицы в контексте художественного произведения и их интерпретация учениками-киргизами при осмыслении идейно-тематической составляющей пьесы А. Н. Островского «Гроза». Словарно-фразеологическая работа в процессе освоения инокультурного литературного текста учениками-киргизами способствует не только пополнению новыми лексическими единицами их словарного запаса, но и расширению знаний о культуре России, приобщению к моральным и духовным ценностям, что, несомненно, облегчает культурно-языковую интеграцию учеников-киргизов в пространство русского языка и культуры. Результатом исследования стали приемы, которые могут быть применены на практике в процессе чтения русского литературного текста и изучения ФЕ учащимися-киргизами. Заключение. Понимание семантики слов, их функционального значения в контексте произведения может обеспечить правильное прочтение и успешную интерпретацию художественного текста русской литературы учениками-киргизами. В связи с этим на уроках русского языка и литературы тщательным образом должна быть организована работа с этнокультуроведческой лексикой (фразеологизмами). Introduction. The article discusses the peculiarities of studying phraseological units of the Russian language by Kyrgyz students. The methodological and linguodidactic foundations of studying Russian phraseology by Kyrgyz schoolchildren in the context of a Russian literary work are investigated. The purpose of the study is to analyze the phraseological units of a work of art and develop methods and techniques for mastering them in the Kyrgyz audience. Material and methods. The text of the play by A. N. Ostrovsky’s “The Storm”, in which special attention was paid to phraseological units and their functions performed in the context of this literary work. The work was carried out by means of an exploratory and research method, a method of comparison and classification of phraseological units, a method of interpretive and linguocultural analysis. Results and discussion. In this study, on the basis of a literary text, the features of the contextual functions of phraseological units in the speech of characters are revealed. An algorithm for working with phraseological units in the process of reading a literary work is being built. Methods and techniques are determined, thanks to which the work is interpreted, and, as a result, interest in Russian literature and culture of Kyrgyz schoolchildren is formed. The result of our research is a number of techniques that can be applied in practice in the process of reading a Russian literary text and studying phraseological units by Kyrgyz students. Conclusion. Understanding the semantics of words, their functional meaning in the context of a work can ensure the correct reading and successful interpretation of the literary text of Russian literature by Kyrgyz students. In this regard, in the lessons of the Russian language and literature, work with ethnocultural vocabulary (in our case, with phraseological units) should be carefully organized.

On the types of analysis of literary text in Russian language lessons

2021 ◽  
Vol 82 (2) ◽  
pp. 7-15
Author(s):  
M. I. Shutan
Keyword(s):  
Literary Work ◽  
Practical Experience ◽  
Structural Features ◽  
Literary Text ◽  
Russian Language ◽  
Literature Teaching ◽  
Lexical Meaning ◽  
Language And Literature ◽  
Methodological Principles ◽  
The Russian Language

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.

The Potential of the Russian Language Textbook in the Formation of Primary Schoolchildren’s Communicative Literacy

2018 ◽  
Vol 79 (8) ◽  
pp. 35-40
Author(s):  
M. I. Kuznetsova
Keyword(s):  
Primary School ◽  
Russian Language ◽  
Primary School Children ◽  
Written Text ◽  
Russian Literary ◽  
The Given ◽  
The Russian Language ◽  
Speech Situation ◽  
Linguistic Means

One of the goals of the Russian language course in the primary school is the formation of the communicative literacy. The content of the course should be aimed at understanding the wealth of linguistic means by primary school children; the formation of the ability to detect a violation of linguistic norms and the inadequacy of the linguistic means used in the speech situation; the accumulation of the experience in choosing of linguistic means in accordance with the peculiarities of the speech situation; the creation of oral and written texts that meet the criteria of content, connectivity, compliance with the norms of the Russian literary language. The article considers the classification of exercises that contribute to the formation of communicative literacy. The author gives the examples of exercises where the student acts in different roles: the student is an observer of the speech situation and analyzes the adequacy of the choice of linguistic means; the student is a direct participant in the given speech situation and makes a choice of language facilities; the student is offered to create the speech situation himself, to independently construct an oral and written text.

scholarly journals Negative constructions with “Hem” (no) influencing the choice of the genitive form of nouns

2019 ◽  
Vol 69 ◽  
pp. 00086
Author(s):  
Lydia Ogorodnikova ◽  
Yulia Ryndina
Keyword(s):  
18Th Century ◽  
Russian Language ◽  
Double Negation ◽  
Structural Types ◽  
Literary Sources ◽  
Russian Literary ◽  
Long Time ◽  
The Russian Language ◽  
Genitive Case

The article presents a further study of the genitive case variant inflection distribution in inanimate masculine nouns, found in fiction and journalistic texts of the second half of the 18th century. The focus is on the double negation in impersonal-predicative constructions with the word “no”. The relevance of the study is due to the persistent ambiguity of the choice of the genitive case form of words. The novelty is due to the literary sources created during the norm-establishing phase of the Russian literary language development. The article describes forms of the genitive case that have existed in the Russian language for a long time. The authors interpret the mechanism for choosing the genitive case by the authors of fiction and journalistic texts. The authors argue that a negative construct as a syntactic factor has little effect on the choice of the genitive case. The article discusses results of the comparative analysis of noun forms with A- and y-endings. In all types of negative constructions, the A-ending predominates, whereas the y-ending is observed in adverbial constructions and emphatic negations. A classification of structural types of negative sentences with genitive forms was developed.

scholarly journals INTERCULTURAL COMMUNICATION IN THE PROCESS OF TEACHING THE RUSSIAN LANGUAGE

2021 ◽  
pp. 119-123
Author(s):  
I. B. Ignatova ◽  
E. N. Legochkina ◽  
A. V. Goncharova
Keyword(s):  
Intercultural Communication ◽  
Russian Literature ◽  
Russian Language ◽  
Education Development ◽  
Culture Teaching ◽  
Russian Literary ◽  
History Of ◽  
Strategic Policy ◽  
History Of Literature ◽  
The Russian Language

The article deals with intercultural communication in the process of teaching the Russian language. It is currently the strategic policy of modern education. The use of intercultural communication between modern youth and the culture of the past in classrooms of the Russian language and Russian literature is an urgent problem of the modern stage of education development. The implementation of intergenerational intercultural communication in the process of teaching the Russian language and literature in modern Russia presupposes a purposeful appeal to the history of our state, to the history of the Russian literary language, the history of literature and culture. Teaching the Russian language and Russian literature based on the principle of national specificity offers infinite opportunities for educating students.

scholarly journals Yuly Aykhenvald and Petr Bitsilli: Reconstruction of the philosophical and aesthetic dialogue

Literary Fact ◽  
2020 ◽  
pp. 322-336
Author(s):  
Elena Takho-Godi
Keyword(s):  
Russian Literature ◽  
Literary Text ◽  
Russian Language ◽  
Russian Culture ◽  
Mutual Interest ◽  
Russian Poetry ◽  
The Impact ◽  
First Time ◽  
The Russian Language ◽  
Literature And Language

The article compares for the first time the philosophical and aesthetic views on Russian literature and language of two prominent representatives of Russian abroad — the critic Yu.I. Aykhenvald (1872–1928) and the medievalist, interpreter of Russian classics P.M. Bitsilli (1879–1953). A full overview of factual materials identified to date is given, confirming the mutual interest of Yu.I. Aykhenvald and P.M. Bitsilli: documents from P.M. Bitsilli collection at the Institute of Russian literature (Pushkin House) of the RAS, Yu.I.Aykhenvald’s review from the Berlin newspaper “Rul'”on P.M. Bitsilli’s “Studies on Russian Poetry”, obituary of Yu.I. Aykhenvald, which was published by P.M. Bitsilli in the Sofia newspaper “Golos”. Among the issues raised are the impact which Aykhenvald’s immanent method of analyzing a literary text had on P.M. Bitsilli’s aesthetically individualizing method, the approaches of both authors to solving the morphology of Russian culture and philosophy of the nation, the connection of the Pushkin theme with thoughts about the fate of post-revolutionary Russia and Russian language in their works, which they articulated during the discussion of S. and A. Volkonsky’s book “In defense of the Russian language”.

‘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.

scholarly journals Greek borrowings in Russian literary text as value translators of helinistic and byzantine culture

2019 ◽  
Vol 72 ◽  
pp. 03014
Author(s):  
Viktor Shaklein ◽  
Anastasia Skomarovskaya ◽  
Svetlana Mikova
Keyword(s):  
Literary Text ◽  
Russian Language ◽  
Contextual Analysis ◽  
Russian Culture ◽  
Philosophical Thought ◽  
Continuous Sampling ◽  
Cultural Function ◽  
Russian Literary ◽  
Xix Century ◽  
The Russian Language

The article attempts to identify the stylistic functions of Greek origin vocabulary in Russian-language texts. The material of the study are selected works of the poet of the second quarter of the XIX century, Alexei Khomyakov as one of the founders of Russian philosophical thought and the Slavophil movement. The method of continuous sampling of the text selected Greekism, found in the poems of the author, regardless of the time of their penetration into the Russian language. Using contextual analysis revealed their expressive functions. Particular attention is paid to the cultural function of Greek vocabulary as a translator of Hellenistic and Byzantine cultures that have had a significant impact on Russian culture.

scholarly journals The Perception of Literary Discourse by Slovak Students

2021 ◽  
Vol 3 (2) ◽  
pp. 67-79
Author(s):  
Andrea Grominová ◽  
Josef Dohnal
Keyword(s):  
Foreign Language ◽  
Personal Growth ◽  
Russian Literature ◽  
Russian Language ◽  
Literary Discourse ◽  
Literary Critic ◽  
Language And Literature ◽  
Literature Culture ◽  
Theoretical Foundations ◽  
The Russian Language

Based on the authors’ experience in analyzing and interpreting Russian works of art in a Slovak university, the paper identifies some of the difficulties that arise in the process of teaching Russian literature, culture and the Russian language. The conducted research pays attention to the discursive factors of the study of works of fiction, while relying on the theoretical foundations of the world-famous researchers of discourse. First of all, the authors focus on five codes highlighted by one of the representatives of structuralism and poststructuralism, the French philosopher, literary critic, esthetician and semioticist – R. Bart. Deciphering individual codes of literary works can motivate students of the Russian language and literature to read independently, which develops their critical thinking, broadens the horizons of knowledge, and also contributes to their professional and personal growth. In classes on the interpretation of texts of fiction in the framework of teaching Russian as a foreign language, various difficulties are often encountered, in particular, with the decoding of the named codes. The purpose of this paper is to comment on these difficulties, highlight the factors associated with the interpretation of the elements of literary discourse, and also offer some solutions which teachers can implement to help Slovak students studying Russian as a foreign language get rid of these difficulties. The article can become an incentive for further observations in this area, contribute to an increase in the effectiveness of teaching Russian literature of the 18th – 21st centuries in Slovak universities.

scholarly journals The richness and beauty of the Russian language as the main advantage of Teachers of Russian literature abroad

2015 ◽  
Vol 2 (4) ◽  
pp. 163-168
Author(s):  
A.V. Shmeleva
Keyword(s):  
Final Stage ◽  
Russian Literature ◽  
Russian Language ◽  
International Competition ◽  
Commonwealth Of Independent States ◽  
The Third ◽  
Language And Literature ◽  
Independent States ◽  
The Russian Language ◽  
Selection Of

This article assesses the third international competition "The best teacher of Russian literature abroad". The competition involved the teachers of Russian language and literature from a variety of countries - The Commonwealth of Independent States, Baltic States, Europe, Asia, USA and Africa. At the final stage, which was held in Moscow, past competitive selection of teachers shared their techniques and revealed features of its implementation.

A READING-BOOK IN RUSSIAN LITERATURE: THE TEXT PREPARATION AND THE FIRST OPINION OF ITS USE

2020 ◽  
Author(s):  
Josef Dohnal
Keyword(s):  
Russian Literature ◽  
Literary Work ◽  
Russian Language ◽  
Literary Works ◽  
The Russian Language ◽  
Reading Book

Over the last two decades, students of the Russian language have tended to analyse and interpret the texts of literary works in an overly simplistic manner. Such analysis tends to refer only to the text itself, sometimes only to the plot. It was the recognition of this fact which provided us with the inspiration to prepare a new reading-book concerned with Russian literature, which motivates the students not only to read literary works, but also to gain knowledge on how to read, understand and interpret a literary work. Initial feedback concerning the use of the reading-book has shown the concept to be successful.

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