Pareizrakstības kļūdas krievu valodā kā svešvalodā pamatskolā

2020 ◽  
pp. 128-145
Author(s):  
Marina Novika ◽  
Anna Ščuka
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Phonemic Awareness ◽  
Practical Experience ◽  
Russian Language ◽  
Practical Research ◽  
Dangerous Place ◽  
The Russian Language

The purpose of the paper is to determine the most typical and frequently used orthograms to pay attention to, when teaching Russian as a foreign language in a primary school. Our practical experience of teaching and our observation of the process of learning Russian as a foreign language allows us to state and suggest that schools lack systematic and focused teaching of Russian orthography. Pupils make a lot of mistakes because they do not understand the reason why such mistakes occur, they lack orthographic vigilance, i.e., the ability and skills to determine an orthographically “dangerous place”. Most teachers do not include practices and spelling skills of forming orthographic literacy into the context of their class activities and do not know practices of working on orthograms of different types and origin. It is considered that pupils learn Russian orthography through listening comprehension and through books and, thus, remember and memorize the spelling of different words well enough. It is believed that the pupil’s first step in the creation of a system of exercises to form orthographic literacy is the development of a classification of orthograms that are topical and frequent in teaching Russian as a foreign language in a primary school (forms 6–9). Similar research was conducted several decades ago, therefore, it is now necessary to develop and determine the methodology as well as technology for conducting an experiment and revealing the currently most typical orthographic and spelling mistakes. The classification of orthograms has been made with account of a comparative analysis of phonetic, orthographic and graphic systems of the Russian and Latvian languages. For the Latvian audience, it is expedient to single out phonetic and non-phonetic orthograms. Phonetic orthograms are those caused by underdeveloped phonemic awareness, interference of Latvian pronunciation and incorrect articulation of Russian sounds (seven types have been singled out). Non-phonetic orthograms (morphologic and traditional) are true orthograms and their spelling causes difficulties for both Latvian and Russian pupils. To determine the frequency and quality of mistakes in the Russian language, we have performed a diagnostic assessment. The data of our practical research can be used in forecasting mistakes of pupils who study Russian as a foreign language, creating a system of monitoring skills and abilities in writing, developing tests and exercises to contribute to the improvement of orthographic literacy of pupils.

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 Speech therapy aspect of improving the quality of education of schoolchildren in a capital megapolis

2021 ◽  
Vol 98 ◽  
pp. 01016
Author(s):  
Yuliia Vyatleva ◽  
Natalia Grigorenko ◽  
Yuliia Pokrovskaya ◽  
Natalia Bal
Keyword(s):  
Primary School ◽  
School Children ◽  
The State ◽  
Russian Language ◽  
Primary School Children ◽  
Theoretical Research ◽  
Comparison Results ◽  
The Impact ◽  
The Russian Language

The Russian language, as the state language, is given an honorable and important role, uniting all nationalities together. For its mission to serve the unity, solidarity, and mutual understanding of all the peoples of Russia, a mandatory national educational program has been approved, operating throughout the territory of the Russian Federation. The present article is dealing with the problem of mastering the Russian language. The goal of the research is to study the etiology and specifics of writing disorders in primary school children studying at general education school and to develop differentiated strategies for teaching pupils with various manifestations of dysgraphia. Methods used during the preparation of the article included theoretical research, such as learning, generalization, analysis, synthesis, axiomatics, as well as empirical techniques, namely, observation and comparison. Results and novelty of the research consist of clarifying information about the state of the problem of writing disorders in contemporary schoolchildren, updating scientific ideas about the contingent of primary school children in need of correctional assistance from specialists; applying an interdisciplinary approach to the study of the etiology, mechanisms, causes, and specifics of various manifestations of dysgraphia in primary general school children; supplementing the scientific data on the impact of didactogenia on the quality of learning writing and the formation of dysgraphia in pupils with difficulties in the assimilation of the program learning material on the Russian language; as well developing high-performance speech technologies for the early detection and elimination of violations of written language and difficulties in learning academic courses of the Russian language.

scholarly journals LINGUISTIC ANALYSIS OF BILINGUAL STUDENTS’ DIFFICULTIES IN MASTERING THE SCHOOL CURRICULUM IN THE RUSSIAN LANGUAGE

2021 ◽  
pp. 58-66
Author(s):  
Елена Юрьевна Медведева ◽  
Светлана Евгеньевна Уромова
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Curriculum ◽  
Russian Language ◽  
Ethnic Composition ◽  
Bilingual Students ◽  
School Students ◽  
Practical Research ◽  
The Russian Language ◽  
Main Language

Представлен теоретический обзор проблемы билингвизма как одного из факторов, определяющих специфические трудности усвоения русского языка обучающимися начальной школы. Рассмотрены лингвистические аспекты двух языковых систем: русского языка и татарского языка, занимающего второе место по степени распространенности в Нижегородской области. Произведена попытка объективно оценить причины трудностей овладения закономерностями русского языка на основе сравнительного анализа состава татарской и русской грамматики. Приведены примеры, касающиеся наличия закона сингармонизма в татарском языке, описаны различия грамматического строя речи в двух языках, проанализированы сходства синтаксической системы, сформулированы выводы. This article is devoted to a theoretical review of the problem of bilingualism as one of the factors that determine the specific difficulties of mastering the Russian language by primary school students. Russian grammar is a leading problem in modern scientific and practical research, and the question of determining the specific difficulties of mastering the Russian language by bilingual students and determining on this basis the features of the methodology of teaching Russian grammar in primary schools in classes with a multi-ethnic composition is particularly relevant. Russian is the main language of the Russian language, and the main language of the Russian language is the Russian language, which determines the difficulties of mastering the subject «Russian language» by bilingual children in primary school. The aim of the study is to find specific comparative characteristics of the Tatar language (the Turkic language group) and Russian. In accordance with the purpose, the linguistic aspects of two language systems are considered: The Russian language and the Tatar language. Russian grammar is an attempt to objectively assess the reasons for the difficulties of mastering the laws of the Russian language on the basis of a comparative analysis of the composition of the Tatar and Russian grammar.

scholarly journals Experience in the use of interviews in teaching Russian to Chinese students-specialists in Russian philology

2020 ◽  
pp. 68-74
Author(s):  
Vladislav D. Yanchenko ◽  
Wei Ningning
Keyword(s):  
Foreign Language ◽  
Professional Education ◽  
Communicative Competence ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Constructive Dialogue ◽  
The Russian Language

The article highlights the key issue of the organization of educational activities of Chinese students through interviews. It is recommended to use interviews to increase the communicative competence of students, to develop speaking skills. The teaching potential of the interview is revealed, the great possibilities of the interview are shown in the modernization of the educational process at the pedagogical university, for the professional education of Chinese students studying the Russian language. Teaching students to speak is organized based on the method of posing the question and the methodology of the unfinished thesis, using the “Bloom daisy” technique. Thanks to this, Chinese students are involved in a constructive dialogue, learn to ask counter questions and give detailed answers. The proposed methods enrich the teaching methodology of Russian as a foreign language, improve the quality of education.

scholarly journals Niewerbalny obraz Rosji i Rosjan w pracach plastycznych polskich uczniów kl. VII-VIII szkoły podstawowej

2020 ◽  
Vol 24 ◽  
pp. 243-254
Author(s):  
Diana Sankowska ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Russian Language ◽  
Primary School Students ◽  
School Students ◽  
Modern Language ◽  
School Conditions ◽  
School Settings ◽  
Products Analysis ◽  
The Russian Language

In order to obtain information on images of Russian culture rooted in the consciousness of Polish primary school students of grades VII-VIII starting formal learning of the Russian language in school conditions, a study was conducted. The method used was the analysis of documents (also called, inter alia, analysis of products, analysis of children’s and teenagers’ own works). For this purpose, research material was collected in the form of intentional documents - 100 posters made by Polish primary school students of grades VII-VIII. Particular attention was paid to the non-verbal image of Russia and Russians recorded in the minds of Polish youth. The results were used to reflect on the level of cultural competence of students beginning to learn Russian as a second modern language. It turns out that the image of Russia according to those who start learning the Russian language is usually stereotypical, and knowledge about Russia’s inhabitants is usually basic. The results also showed that a two-year period of learning a foreign language in school settings requires teachers to introduce more diverse cultural content in order to prepare students for intercultural dialogue.

Terminography of the Sakha language: formation and composition

2021 ◽  
pp. 214-228
Author(s):  
Egor I. Okoneshnikov ◽  
◽  
Aleksandra S. Akimova ◽  
Yulia M. Borisova ◽  
◽  
...  
Keyword(s):  
Russian Language ◽  
Modern Theory ◽  
Leading Role ◽  
New Concepts ◽  
Language Selection ◽  
Single Field ◽  
The Russian Language

The paper, following the modern theory of terminography, considers the formation and composition of the terminology of the Sakha language selection and quality of vocabulary dictionaries, and their composition (inventory and interpretation) parameters. Yakut terminography has dictionaries for all branches of knowledge: nine - in natural sciences, six - in social (humanitarian) sciences, one - in technical sciences, with there being also four macro-compositional (multi-field) dictionaries. The authors provide a classification analysis of terminological dictionaries for typologies and compositional parameters. According to compositional parameters, there are multi-field and single-field dictionaries in Sakha terminology. An inventory of terms is a collection and description of all words-terms belonging to the selected field of knowledge or its thematic fragment. Inventory dictionaries are Russian-Sakha, once again confirming the leading role of the Russian terminological school. New concepts with their designations come to us through the Russian language. The defining type includes dictionaries with the head vocabulary provided with definitions (brief interpretations). The definition should be accurate, concise, but sufficient and should not contain redundant information. The definition is an excellent technique for highlighting the terminological meaning of a polysemantic word and a word with an undifferentiated meaning. With terminological dictionaries intersecting in some way, the faceted principle of dividing them was subsequently adopted. Faceted typology is convenient for sorting varieties of dictionaries by their parallel bases. Sakha terminography, comprising multi-field and mixed dictionaries, needs a faceted typology. Faceted typology involves the identification of specific lexicographic parameters serving as the basis for the classification of dictionaries.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

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.

USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Work ◽  
Russian Language ◽  
Interactive Communication ◽  
Innovative Teaching ◽  
Teaching Language ◽  
New Methods ◽  
The Russian Language

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered

Next lesson – Let's Go to the Theater!

2021 ◽  
Vol 23 (4) ◽  
pp. 383-389
Author(s):  
Rozalina Dimitrova ◽  
Keyword(s):  
Foreign Language ◽  
Emotional Experience ◽  
Considerable Change ◽  
Russian Language ◽  
Educational Objectives ◽  
Russian Culture ◽  
Creative Abilities ◽  
The Russian Language

Theatrical pedagogics allows for the considerable change of the ordinary school lessons and transforms its educational objectives. The students become stronger in their confidence of their skills to use Russian language as a means of communication and willingness to improve their knowledge. Dramatization in Russian language brings positive emotional experience, cultivates creative abilities in children, adds to their personality, trains interest towards the Russian language and Russian culture. Theatrical lessons create conditions for increasing motivation in studying Russian language with lessons in Russian as a foreign language.

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