scholarly journals CONSIDERATION OF MORPHOLOGICAL DIFFERENCES IN TEACHING RUSSIAN GRAMMAR TO MONGOLIANS

2021 ◽  
Vol 16 (4) ◽  
pp. 20-30
Author(s):  
I.V. Boyko ◽  
Keyword(s):  
Mutual Influence ◽  
Russian Language ◽  
Language Teachers ◽  
Educational Institutions ◽  
Syntactic Structures ◽  
Approach To Teaching ◽  
Morphological Differences ◽  
Continuous Work ◽  
Teachers Training ◽  
The Russian Language

Statement of the problem. Russian and Mongolian languages ​​are unrelated, multi-structured, differing from each other in all linguistic aspects, first of all, in grammar. However, unfortunately, their systemic comparative description is still lacking. Besides, the Russian language which used to be compulsory for study as a foreign language in all educational institutions nowadays is studied only in the 7th-9th grades of comprehensive schools. All this negatively affects the Russian language teachers training, many of whom have linguistic and speech competencies insufficiently formed; therefore, in our opinion, the approach to teaching Russian grammar in the Mongolian audience should be improved. The purpose of the article is as follows: on the basis of the comparative characteristics of verbs, nouns and prepositions, to predict the most acute zones of interference in the construction of syntactic structures and to help avoid negative mutual influence. As a result, the main areas of interference are determined. This is, firstly, the structural mismatch of Russian one-piece sentences with their Mongolian equivalents and, secondly, syntactic models with determinants in general and with subject-object ones, in particular. Knowing this will allow the teacher, when planning, to devote more time to these structures, consistent continuous work with them, which ultimately will help the formation of linguistic and speech competence.

Lexical Structure of the Poetic Text as a Key to the Comprehension of Its Inherent Values

2019 ◽  
Vol 80 (1) ◽  
pp. 20-25
Author(s):  
Nina S. Bolotnova
Keyword(s):  
Conceptual Analysis ◽  
Sequential Analysis ◽  
Literary Text ◽  
Russian Language ◽  
Lexical Structure ◽  
Poetic Text ◽  
Approach To Teaching ◽  
Poetic Texts ◽  
The Russian Language

This article is aimed at presenting a methodology for the conceptual analysis of poetic texts based on their lexical structure using the theory of communicative stylistics. The lexical structure of the literary text is considered to be a means of aсquainting the reader with the values manifested therein. The study of values intertwined within written works is particularly significant for the development of an axiological approach to teaching the Russian language. This article proposes a method for a sequential analysis of the lexical structure of a poetic text, which can be used at Russian language lessons.

scholarly journals COMMUNICATIVE INTENTION AS A FACTOR OF WORD ORDER IN THE UTTERANCE

2021 ◽  
pp. 46-51
Author(s):  
О.Ю. Дементьева ◽  
Ю. Мао
Keyword(s):  
Word Order ◽  
Russian Language ◽  
Syntactic Structures ◽  
Communicative Intention ◽  
The Russian Language

В статье обсуждаются вопросы о порядке слов в русском языке: что подразумевается под порядком слов, в чем его особенности, какие факторы на него влияют. Рассматривается понятие коммуникативной установки говорящего, а также взаимодействие коммуникативной, семантической и синтаксической структур предложения-высказывания. The article deals with the word order in the Russian language: what is meant by the word order, what are its features. what factors determine the word order. The concept of the communicative intention is considered, as well as the interaction of the communicative, semantic and syntactic structures of the utterance.

scholarly journals Application Of Game Methods As A Basis For Forming Positive Motivation Of Students Of Non-Philological Higher Educational Institutions

2021 ◽  
Vol 03 (04) ◽  
pp. 438-443
Author(s):  
Mashkhura Aminovna Khafizova ◽  
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
Practical Significance ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Role Playing Games ◽  
Higher Educational ◽  
Effective Use ◽  
The Russian Language

The purpose of this article is to study and research the methods and forms of using the motivational capabilities of pedagogical games in the process of mastering a foreign speech, in particular the Russian language in non-philological higher educational institutions. The methodology of the article is based on the effective use of various modern pedagogical approaches, accompanied by gaming technologies in the study of Russian as a foreign language. The practical significance of the article lies in the possibility of further application of situational role-playing games, both in psychological and pedagogical activities and in the educational process.

scholarly journals THE ADEQUACY OF LINGUISTIC KNOWLEDGE AS A CONDITION FOR THE FORMATION OF FUNCTIONAL LITERACY

2020 ◽  
Vol 14 (3) ◽  
pp. 357-374
Author(s):  
M. G. Markina-Gurdzhi ◽  
Keyword(s):  
Social Interaction ◽  
Mutual Influence ◽  
Russian Language ◽  
Linguistic Knowledge ◽  
Regulatory Function ◽  
Functional Literacy ◽  
Adequate Knowledge ◽  
Speech Interaction ◽  
Specific Practice ◽  
The Russian Language

Introduction. The paper considers the formation of functional literacy in the lessons of the Russian language. The study aims to characterize the adequacy of the linguistic knowledge acquired by students as a prerequisite for mastering functional literacy in the Russian language lessons. The adequacy of linguistic knowledge as an indispensable condition for the successful formation of functional literacy in the lessons of the Russian language is confirmed by a new approach to fulfilling the priority task of modern education. Materials and Methods. The object of the research is the process of the formation of functional literacy presented in the educational program and textbook and implemented in the lessons of the Russian language. The study employs the functional approach, which views the language as an instrument of social interaction and mutual influence; and the methods of content analysis of educational programs and educational literature. Results. The research indicates that functional literacy is the ability to apply knowledge about the Russian language system and its norms to achieve the goals in the course of speech interaction, i.e., the ability to use the language according to its purpose. It is concluded that the adequate knowledge of the language, its laws, and structure is an indispensable condition for the formation of this skill. The concrete examples are used to illustrate the principle of the formation of knowledge of the language science, which is adequate to the current state, and determine the effective forms and working methods for applying the knowledge gained in real situations of speech interaction. Conclusion. The results of the research focus on the need to reflect a functional description of the language and its units in the program for the Russian language and textbooks. This description will contribute to the formation of adequate knowledge of the language as a system whose function is to be an instrument of mutual influence in the context of social interaction. The acquisition of knowledge about the language, which does not contradict to its essence, allows developing a system of work on mastering the skill to apply the acquired knowledge in the specific practice of using the language, i.e., to form functional literacy in the Russian language lessons. Keywords: functional literacy, function, regulatory function, subsystem of nominative means, situation of speech interaction.

scholarly journals New Phenomena in the Sphere of Derivation Formants as Reflection of the Dynamics of the Russian Language Word-Formation System

2020 ◽  
pp. 5-19
Author(s):  
Natalia Nikolina ◽  
Larisa Ratsiburskaya ◽  
Venera Fatkhutdinova
Keyword(s):  
Word Formation ◽  
Russian Language ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Functional Characteristics ◽  
The Creation ◽  
New Phenomena ◽  
The Russian Language ◽  
Formation System ◽  
Modern Russian

The article considers both new functional characteristics of known word-forming formants and new derivational formants. In modern Russian speech, there has been discovered such a new phenomenon, as the mobility of borrowed elements which can be qualified as affixes (ап, аут, ин, овер). Well-known formants of Greek and Latin origin have proved to perform new pragmatic-stylistic functions: prefixoids нано-, кибер-, крипто-; suffix -оид. These formants are mostly characteristic of terms, but, as the study showed, they can participate in the creation of expressive derivatives. The article uses the material of neologisms in fiction and media texts to identify new formants: prefixes мега-, нон-, он-, оф-; suffixes -инг, -раст; suffixoids -гейт, -оголик; movable formants ап, аут, ин, овер. The appearance of new formants and new semantic and pragmatic characteristics of the known formants reflects the dynamics of the word-formation system of the Russian language, due to the processes of internationalization, "ameroglobalization" in different languages at the turn of the 20 th – 21 th centuries. Neo-derivatives testify to the specifics of knowledge and experience acquisition with the help of word-formation methods and means relevant for a certain period of time. The results of the study contribute to derivatology, neology, pragmalinguistics and can be useful for lecturers and students of higher educational institutions majoring in "Philology" and "Journalism".

scholarly journals HISTORY OF COMPARATIVE DIALECT STUDIES

2021 ◽  
Vol 02 (06) ◽  
pp. 55-60
Author(s):  
Madina Nosirovna Musurmankulova ◽  
◽  
Djamshid Berdimurotovich Boymirzayev ◽  
Djahongir Musulmonovich Norbadalov ◽  
◽  
...  
Keyword(s):  
Russian Language ◽  
Language Teachers ◽  
Long Distance ◽  
National Group ◽  
Comparative Aspect ◽  
History Of ◽  
Group A ◽  
The Creation ◽  
Semantic Aspect ◽  
The Russian Language

This article discusses the dialect system of the Russian and Uzbek languages in a comparative aspect. Studying the dialect system of the Russian and Uzbek languages in a comparative aspect makes it possible to create a comparative dialectological competence. This article is devoted to the creation of dialectological competence at the comparative level of different languages. In long-distance areas dialects, dialect systems and folklore still exist. Improving the system of comparative dialect competence of the Russian and Uzbek languages at present can give a methodical direction to students of the national group. A competent approach to the study of the dialect system develops the knowledge of future Russian language teachers in national schools. Dialect words in both the Uzbek language and the Russian language are considered in a semantic aspect.

scholarly journals FIRST RESULTS OF RUSSIAN TEACHERS’ WORK IN TAJIKISTAN

2020 ◽  
pp. 165-171
Author(s):  
Юрий Михайлович Асанов
Keyword(s):  
Russian Language ◽  
Scientific Concept ◽  
Educational Institutions ◽  
Joint Work ◽  
Non Profit ◽  
First Results ◽  
History Of ◽  
The Republic ◽  
Definition Of ◽  
The Russian Language

Представлены первые результаты совместной работы таджикских и российских преподавателей в учебных заведениях Республики Таджикистан в процессе реализации программы «Русские учителя в Таджикистане». Актуальность темы обусловлена растущей ролью сотрудничества в сфере образования и подготовки кадров, которые лежат в основе абсолютно всех направлений стратегического взаимодействия этих стран. На примере Раштского района Республики Таджикистан отмечается уникальность для новейшей истории российско-таджикских отношений опыта одновременной взаимодополняющей работы преподавателей двух стран как в школе, так и в педагогическом институте. Уделено внимание роли русского языка и русскоязычного образования в Таджикистане, дается анализ нынешней ситуации с функционированием русского языка в республике. Предлагаются пути и способы его дальнейшего совершенствования для того, чтобы существенно расширить возможности практического использования русского языка. Вводится и дается определение новому научному понятию «самовоспроизводящая система». Обосновывается авторское толкование этого термина. Предложены возможности и подходы дальнейшего развития программы «Русские учителя в Таджикистане». The article discusses the role of the Russian language and Russian education in Tajikistan. The analysis of the current situation with the functioning of the Russian language in the republic is given. The author suggests the ways and the opportunities of its further improvement of significantly expand the possibilities of practical use of the Russian language. Determined the relevance of the article. The article notes that cooperation in the field of education and training lies at the heart of absolutely all areas of strategic cooperation between our countries. The author considers the first results of the joint work of Tajik and Russian teachers in educational institutions of the Republic of Tajikistan. On the example of the Rasht district of the Republic of Tajikistan, the uniqueness of the experience of the simultaneous complementary work of teachers of the two countries both at school and at the pedagogical institute for the recent history of Russian-Tajik relations is noted. The definition of a new scientific concept “self-reproducing system” is introduced and given. The author’s interpretation of this term is substantiated, in contrast to the generally accepted ones. The expediency of attracting non-profit organizations of the two countries to the development of Russian-Tajik educational cooperation is noted. A number of other practical proposals for the development of joint teaching activities in educational institutions of Tajikistan, namely, that the construction of Russian schools will provide an opportunity to create effective centers of culture and education in the regions.

scholarly journals Moralizing literature in curriculum for female students (the late XVIII — early XIX centuries)

2021 ◽  
pp. 110-126
Author(s):  
Varvara Vital'evna Ponomareva
Keyword(s):  
Female Students ◽  
Educational Process ◽  
Russian Language ◽  
Educational Institutions ◽  
Primary Method ◽  
The Core ◽  
The Subject ◽  
Western European ◽  
Historical Comparative ◽  
The Russian Language

The subject of this research is the analysis of didactic works used in the late XVIII — early XIX centuries in the educational process of the first Russian institutes for women — the Educational Society of Noble Maidens and School of the Order of St. Catherine in St. Petersburg. The new secular upbringing and education – one of the core ideas of the European Enlightenment, at that time was perceived in Russia as a state task, which required the establishment of closed educational institutions, such as cadet corps and institutes for women. The primary method for distribution of pedagogical ideas was moralizing literature of the Western European educators, which were translated into the Russian language and became available for the audience; and the second half of the XVIII century marks the emergence of publications of the Russian authors. This article is first to follow the sequence of changes of textbooks and “books for reading” selected for the students of the Educational Society of Noble Maidens and School of the Order of St. Catherine in St. Petersburg using hermeneutic method, as well as conduct their historical-comparative analysis based on the principle of historicism. The translated works of the Western European educators were replaced by the curriculum specifically created for the Russian female students at the request of the Empress Maria Feodorovna, which included the advanced ideas of both Western and national educators. It was another step in a difficult path towards establishment of the national pedagogical system.

scholarly journals SOME THEORETICAL ISSUES ON TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2015 ◽  
Vol 8 (2) ◽  
pp. 65-68
Author(s):  
NUNE AIVAZYAN
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Language Teachers ◽  
Elementary Level ◽  
Educational Materials ◽  
Educational Models ◽  
Distinctive Features ◽  
Theoretical Issues ◽  
The Russian Language

Distinctive features of the methodology of teaching Russian as foreign language, as well as the description of the new textbook of Russian language (elementary level) are outlined in the article. According to the methodology of teaching Russian as a foreign language one of the ways of productive teaching is the usage of good educational materials, a textbook was developed by the Russian language teachers of YSU in which the methodology of teaching Russian as a foreign language is outlined in the form of consequentially given educational models and exercises for fixing the grammatical constructions and for activating the lexis.

scholarly journals Archibald Cary Coolidge: A Promoter of Russian Studies in the United States.

2016 ◽  
Vol 3 (3) ◽  
pp. 78-85 ◽  
Author(s):  
I.V. Zenkevich
Keyword(s):  
The United States ◽  
Russian Language ◽  
Personal Interest ◽  
Education Curriculum ◽  
American Universities ◽  
Higher Education Curriculum ◽  
American Higher Education ◽  
The Usa ◽  
Approach To Teaching ◽  
The Russian Language

The article is dedicated to the contribution of Harvard professor Archibald Cary Coolidge and his students into the rise and development of Russian studies in American Universities. The author believes that it was due to their personal interest and enthusiasm that the Russian language began to be taught in the USA universities. The article provides information about Coolidge’s biography, his approach to teaching Russian, and his work aimed at popularizing Russian and introducing it into the American higher education curriculum.

Sign in / Sign up

Export Citation Format

Share Document