BASIC PRINCIPLES OF DICTIONARY WORK

2020 ◽  
Vol 74 (4) ◽  
pp. 450-456
Author(s):  
А. Saganaeva ◽  
◽  
R. Shakhanova ◽  

The work on enriching the vocabulary of students with vocabulary is of great importance for the formation of writing skills, for the prevention of spelling errors in the written speech of children, because it develops in schoolchildren a versatile attention to the word, a responsible attitude towards it. The solution of the main task of vocabulary work - the enrichment of the active vocabulary of students - is facilitated by the systematic consolidation of newly learned words. The main condition for the consolidation of new words is their repetition, systematic use in coherent speech. New words in each lesson of the Russian language should be given in a strictly limited number, which makes it possible to introduce a planned and systematic presentation of the material, to instill in the student a responsible attitude to vocabulary work. Rationing increases the responsibility of the teacher himself for the formulation of vocabulary work.

2021 ◽  
Vol 76 (2) ◽  
pp. 100-109
Author(s):  
A. Isskakova ◽  
◽  
K. Meterbaeva ◽  

Vocabulary work covers the acquisition of new words and their meanings by schoolchildren in an accessible form. It complains the main stage of familiarization with the emotional and expressive coloring of the words and with the sphere of their use. It gives assimilation to the polysemy, the figurative meanings, synonyms, antonyms and paronyms concepts. Activation of the vocabulary in the class gives to students a capacity to use newly learned words in their own utterances that help them include these words in their constantly used vocabulary list. Vocabulary work also used in clearing the dictionary, in other words, to eliminate dialectal, vernacular and vulgar words from the active vocabulary of students. The correct and well-thought-out use of the students' native language has great importance for the successful teaching of the Russian language to non-Russian children.


2021 ◽  
Vol 20 (9) ◽  
pp. 9-22
Author(s):  
Leonid G. Panin

The author’s earlier linguistic and textual analysis of collections containing readings on particularly revered memorable dates and the lives of the most revered saints revealed the manuscript Festal Menaion and Chrysostom from the collection of Tikhonravov No. 185 (from the collection of the Russian State Library) as containing unique information about the Church Slavonic language of the 15th century. This time, as traditionally considered, is a clear indicator of the second South Slavic influence, but evidence of this influence (according to the collection) was not in the Word on the Council of the archangel Michael and Gabriel, the author of which was Clement of Ohrid. There were obvious colloquial elements, but the colloquial (common) facts of the Russian language are especially clearly recorded in another monument of this collection – in the Torment of Paraskeva Friday. In this article, this text is analyzed in comparison with the texts presented in the Great Menaion Reader of the SVT. St. Demetrius of Rostov and in the collection of the 15th century from the Collection of the Trinity Lavra of St. Sergius. The author defines the broad and narrow contexts of the study. The first is connected with the Church Slavonic problems (language, writing), the second with the 15th century, the time when the so-called ‘second South Slavic influence’ was fully manifested. Church Slavonic itself is not a scientific term, although it emerged from a scientific tradition. We can define what the Russian language is by referring to ethnic and geographical boundaries, cultural and spiritual traditions, historical certainty, and keeping in mind, which is very important for the language, its ‘functional side’. It is impossible to evaluate the Church Slavonic language from these positions. Russian is a language that has developed different principles of development, and in relation to the Russian language, the Church Slavonic language appears to be as much an independent unit (a separate scientific ‘subject’) as the dialect language, which was the subject of lively discussions in its time, or the Russian spoken language, which occupies a strong position in the niche of the Russian language to this day. The Church Slavonic language is ultimately the desired object of Slavistic research, and the way to determine its structure and functional status lies through the analysis of specific written sources. The conclusions about the ‘colloquial’ (‘simple’, perhaps common) Church Slavonic language of the Torment of Paraskeva Friday according to the list of Thn-185 are quite obvious, the language of the monument according to this list destroys the myth of the so-called ‘second South Slavic influence’. The analysis allows us to take a new look at what we call the Church Slavonic language, to understand that the Church Slavonic language is still an unidentified linguistic object, rather than a philological one, because this language cannot be separated from the text. The text is the environment in which it exists. Linguistics has adopted the tools of linguistic analysis, which since ancient times served philological purposes, it is already presented in the ΤνΝη γραμματική of Dionysius of Thrace, but it did not serve to describe and understand language as such, the main task of grammatics was considered to be the evaluation of the work, “what is the best of all that grammar does”. This helps in the qualification of what is written in the Church Slavonic language: it should not only contain the traditional forms and vocabulary of this language (also with the traditional permissibility of innovations), but also have a functional correlation, correspond to the sphere of existence of Church Slavonic texts.


2016 ◽  
Vol 5 (2) ◽  
pp. 35-40
Author(s):  
Селеменева ◽  
O. Selemeneva

The article examines the problem of the functioning of the Russian language in the texts of the online social networks as means of realization of the social needs and the organization of the communication between people. The author supposes that such texts are a mirror of the state of the Russian society and the Russian language. The dominance of the factual tone of Internet discourse, orientation on the dialogue, emotion and aggression of the communication leads to the changes in the representation of the verbalized and non-verbalized knowledge, to the increase of the ways of language compression, to the use of the constructions of expressive syntax, to the fall of the culture of written speech. Slang and colloquial vocabulary with terminology at the same time, segmented structures, emoticons, the reduplication of the punctuation marks, the abbreviation, the allocation of front are used in the texts of social networks.


Author(s):  
Irina A. Buchilova ◽  

The present article aims to study the problem of linguistic personality formation in children of other than Russian language origin learning Russian at Russian primary school. The structure of the language personality is also observed. The focus of this study is lexicon as an important structural component of the language personality. The results of an empirical study of the vocabulary of such children are presented. First, the results of the survey with the questionnaire enabled to determine that the perception of a national language or the Russian language as the native one depended upon the language used for communication in the family which in its turn was a result of a family being international or mononational. The survey also showed that more than 61% and 72% experienced writing skills challenges in dictation and essays in Russian, at the same time, 72% cannot write their national language at all. Third, in the course of ascertaining experiment, it was found that the targeted category of children demonstrated certain specific features of language personality formation: flaws occurred in the structure of verbal-semantic level (gaps in vocabulary, agrammatism), features of the lexicon were determined by the speech input, gaps in lexicon reduced the quality of writing performance (dictations, expositions, essays) because of difficulties in understanding. Recommendations are offered for this category of learners to improve and enlarge their vocabulary.


Author(s):  
R.V. Pavlyukevich ◽  
E.V. Barmina

The article is devoted to the phenomenon of interethnic marriages between Russians and indigenous peoples of the North in the Krasnoyarsk territory in the 1950s. The research is based on the materials of censuses and surveys conducted by local authorities in the late 1950s. The focus of researchers was made by the Enets, the Nganasans, the Selkups, the Evenks and the Kets. Since the second half of the 20th century, contacts between the Russian population and the peoples of the far North of the Krasnoyarsk territory have become more frequent. In the context of construction projects in the region, there is an increase in marriages between Russians and representatives of local indigenous peoples. These marriages had an ambiguous impact, on the one hand they were an expression of the principle of "friendship of peoples", one of the basic principles of the Soviet state and contributed to the integration of the Northern territories into the Krasnoyarsk territory. On the other hand, mixed marriages accelerated the assimilation of these peoples and contributed to the cease and extinction of their culture. Their parents positioned most of the children in such marriages as Russian. In everyday speech these families, as well as a rule, was dominated by the Russian language, Russian culture.


2019 ◽  
Vol 7 (3) ◽  
pp. 14-18
Author(s):  
В. Романова ◽  
V. Romanova

The article discusses the features of the control over the implementation of creative works in primary school, discusses the problems of their evaluation. The potential of the Russian language lessons is revealed for the development of the skills of younger schoolchildren to build a coherent utterance, to develop their writing skills, as well as to develop skills of self-control and self-esteem in the process of learning to write presentations and mini-essays. It offers practical material of a creative nature, contributing to the improvement of the language culture of the younger schoolchildren.


2019 ◽  
Vol 7 (4) ◽  
pp. 8-11
Author(s):  
В. Романова ◽  
V. Romanova

The article discusses the features of the control over the implementation of creative works in primary school, discusses the problems of their evaluation. The potential of the Russian language lessons is revealed for the development of the skills of younger schoolchildren to build a coherent utterance, to develop their writing skills, as well as to develop skills of self-control and self-esteem in the process of learning to write presentations and mini-essays. It offers practical material of a creative nature, contributing to the improvement of the language culture of the younger schoolchildren.


2020 ◽  
Vol 16 ◽  
pp. 115-130
Author(s):  
Natalia F. Mikheeva ◽  
Marina G. Petrova

The topic of borrowing in the Russian language remains a favorite object of study for both domestic and foreign linguists. This article presents the ways of penetration of lexical borrowings into Russian from different languages; identifies the areas of Anglicism using in modern Russian; considers loan words from the border areas on the example of Yakutian. Studies have shown that not only Russian has had a considerable impact on the languages of the indigenous peoples of the national republics, enriching them with new words. Also, the lexics of the Russian language itself has been subjected to a particular influence of national languages.


Author(s):  
Elena I. Golovanova ◽  

This article considers the active processes occurring in the Russian language during the coronavirus pandemic. Specific changes in the vocabulary are described, new phenomena in lexical semantics in various spheres of communication are identified. Primary attention is given to the changes in the active vocabulary of the literary language, the sources of new words, and the assimilation of foreign borrowings that are highly relevant for communication in this period. According to the author, the most important processes taking place in the Russian language include intellectualization of the common literary language, i.e. the introduction of highly specialized terms of medicine, virology, and immunotherapy (saturation, contagiousness, antibodies, etc.); activation of a number of words due to the current events (regime, quarantine, vaccine, etc.) and expansion of their collocations; active derivational processes in the course of assimilation of loan words (covid, coronavirus, pandemic, etc.) and adaptation of existing words to the new reality (remote working, distance learning, etc.); actualization of individual lexical and grammatical categories of words (substantivized adjectives and nouns ending in -tion); dynamic processes in lexical semantics (semantic neologisms, enantiosemy); formation of multicomponent synonym sets and variants of nomination (covid, coronavirus, new coronavirus infection, etc.); widespread use of figurative names (red zone, peak in morbidity, immune response, viral load, second wave, etc.). Concrete examples show that the new reality has expanded the range of social practices, whose language reflects the values and pragmatic attitudes characteristic of the current moment.


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