Improving the process of learning numerals in the 6th grade by applying algorithms. Part 2. The norms of grammatical combinabilty of numerals with nouns

.

The promotion of learners’ mental activity while studying Russian morphology

The object of the study is the methodology of teaching Russian morphology at secondary school. The subject matter of the research is the teaching potential of morphology for building a system of skills necessary for speech activity and the development of learners’ systematic thinking. The study aims to search for methodological factors that can enhance learners’ mental activity in the process of mastering the morphology of the Russian language. Theoretical research methods (analysis, synthesis, systematisation, generalisation of results) in conjunction with practical research methods (modelling the process of teaching morphology, learning process observation) are employed in the study. The paper examines theoretical sources, practices in teaching morphology at school and suggests ways to reverse negative trends in education. The relevance of the problem is highlighted, in the first place, by the fundamental importance of morphology for learners’ personality development. Secondly, it is emphasised by the fact that modern school-leavers lack the system of morphological skills. Lastly, negative trends in teaching this branch of linguistics as part of the school Russian course persist, which also underlines the relevance of the research. The study focuses on the theoretical aspects of the addressed problem and takes into consideration modern knowledge of psychology, psycholinguistics, linguistics, the methodology of teaching Russian. Additionally, the paper presents methods and techniques of teaching such difficult morphological topics as «The Pronoun», «The Participle», «The Numeral». It is concluded that problem-based learning is effective as its implementation will enable teachers to enhance their students’ mental activity in the process of cognition and optimise the outcomes of teaching Russian morphology at secondary school.

Zavedovat’ or zavedyvat’?

The purpose of the article is to provide a historical explanation of how the spelling rule of the verb zaveduyu – zavedovat’ arose. The main research method is analytical, involving the analysis of the morphemic and word-forming structure of the verb, as well as the method of observing the historically variable practice of using the verbs zavedovat’ and zavedyvat’, as well as verbs with other prefixes that are of the same root with them. The study found that the normative spelling of zaveduyu – zavedovat’ is not etymological, which arose due to the peculiarities of Russian stressed vocalism and the analogical influence of nominative, not verbal verbs. The results obtained will contribute to the conscious attitude of teachers and students to the spelling norms of the Russian language.

New achievements in Russian linguistics (neo-psycholinguistics, migration linguistics, contact linguistics, computational linguistics, connectivistics)

The paper is focused on relevant directions in modern Russian Linguistics. It is the continuation of the 2019 publication where the ideas of Pedagogical and Anthropo-Oriented Linguistics, Political Communication Studies and Theological Linguistics were introduced. The aim of this paper is to demonstrate the expanding horizons of the science about the language of the 21st century. The particular sections of the text characterize the goals of modern linguistics, its key concepts, objectives and methods currently employed in the sphere of studying language and real discursive practices. The methodology of the research consists in describing new research paradigms. Such paradigms are objectively formed in the course of progressing scientific activity; their changes are triggered by the evolution of society, its socially valuable demand to upgrade not only science but also its educational system on the basis of certain conceptual, value, methodological and technological beliefs. The idea behind this paper is to help teachers to make sense of a big variety of modern linguistic ideas and opt for those which they can use to develop innovative approaches to teaching Russian.

Lowercase or uppercase letter in the names of fairytale heroes and literary characters (from the materials of the academic description of Russian spelling)

This article aims to create a rule explaining the choice of a lower-case or upper-case letter to spell literary characters’ names. The rule should be unambiguous, intrinsically logical, and it should not contradict the codified lexical material. Several formulations of the rule given in reference books were analysed; discrepancies between the rule and dictionary codifications were identified. Additionally, questions and answers related to this issue and obtained from the Russian language query services were studied. As a result, the research revealed types of discrepancies in the recommendations given in the rule and in dictionaries, ambiguous rule formulations that can be interpreted in two ways, and textual conditions that permit different understandings of proper name boundaries. The analysis of the real usage of proper names and their combinations with appositions, attributes, and accompanying words in different types of texts (i. e. in texts created by authors, in fairy tales, byliny, and other authorless texts) resulted in determining several textual conditions which permit or prohibit using this or that combination in the function of a proper name. As for authorless texts, it turned out important to consider the character’s name not only in the work under analysis, but also in the cultural context in its entirety, in the entire fairy tale or heroic epic world. Another significant factor is understanding the boundaries of the proper name and the common nouns accompanying it accepted in this world. Authors are free from the tradition of naming a character in the texts they produce, but at the same time they should take into account the intratextual conditions governing the choice of either a proper name or a common noun. As a result, a special note to the general rule concerning proper name spelling was formulated for the new edition of "The academic rules of orthography". This note identifies different options to understand the boundaries of proper names for various structures. The choice of spelling proper names with a lower-case or a capital letter in a given text depends on the chosen way of understanding the proper name boundaries.

"I do not ask God for happiness": a philological analysis of M. Yu. Lermontov’s poem "Valerik"

The article presents an analysis of the poem "Valerik" written by M. Yu. Lermontov. The methods of commenting, rhythmosemantic analysis, close (slow) reading, intertextual analysis are employed. The study describes the genre, composition, and the stylistics of the text. The idea about the predominance of expressiveness over figurativeness in the poem is developed. The author draws parallels between Lermontov’s artistic method and expressionism. It is noted that the poem is devoted to a dialogue with God who is viewed as the addressee of the message.

"Without bargaining with your conscience": observations about the linguopoetics of N. A. Nekrasov’s lyrical poetry (to the 200th anniversary of the birth)

The article aims to reveal N. A. Nekrasov’s linguopoetic innovations which underpinned the evolution of the subsequent Russian poetry. Various lexical layers of Nekrasov’s lyrical poetry and their formation against a background of the literary Russian language dynamics in the 1850–70s are analysed. The research outlines the major poetic themes of Nekrasov’s poetry, its linguistic content, and compositional development. The paper also devotes attention to the poet’s metrics and versification (in accordance with M. L. Gasparov’s theory concerning the relationship between metre and meaning). Additionally, specific syntactic features of Nekrasov’s poems, their emotional content, and pathos are revealed. N. A. Nekrasov’s thematic, linguistic, and compositional discoveries are compared with various poetic movements in the Russian poetry at the end of the XIXth and in XXth centuries. Besides the observation of the text, lexical semantic and stylistic analysis, the research also exploits the statistical and linguochronological potential of the Russian National Corpus.

Tasks for the national Olympiad in the Russian language for school students: content selection and skills requirements

The present paper aims to describe approaches to the content selection of the tasks used in the regional and final stages of the Olympiad in the Russian language. The issue regarding the correlation between the existing documents that prescribe the content of education on the one hand and the requirements for holding the regional and final stages of the national Olympiad in Russian for school students on the other is treated as relevant in this study. The performed analysis of the methodological guidelines for holding the school and municipal stages of the national Olympiad for school students in combination with the examination of the codifiers employed to develop testing and assessment materials for learners’ final assessment allowed the authors to identify the didactic units which are the elements to be tested. Moreover, the paper provides models for several tasks. These models permit achieving the objective of assessing learners’ knowledge and building their motivation for cognitive activity. It is concluded that the content of the tasks and the tested skills of school students participating in the national Olympiad in the Russian language completely satisfy the requirements specified in the documents which regulate the development of the testing and assessment materials for the state final certification in this subject. These tasks can be used by teachers not only as a resource to prepare students for the Olympiad, but also to motivate them to study Russian.

The specific features of the narrative structure of the epilogue to F. M. Dostoevsky’s novel "Crime and Punishment" (to the 200th anniversary of the birth)

The paper examines the narrative structure of the epilogue to the novel "Crime and Punishment" by F. M. Dostoevsky. The aim of the study is to describe the techniques employed by the author of the novel to actualise his final speech. The principal methods the research employs include general scientific methods (observation, comparison, and others), general philological methods (contextological, compositional, structural, and others), proper linguistic methods (semantic-stylistic, comparative stylistic, intertextual, and others). To reveal the specific features of the epilogue, the peculiarities of the author’s narration in the main body of "Crime and Punishment" were taken into consideration. In the first place, they are the "telling", dialogical nature, the presence of the author’s final speech. The comparative-contrastive study of the two parts of the epilogue in contrast to the rest of the novel facilitates the determination of the narration uniqueness in the epilogue. The subjective and chronotopic organisation of the final part of "Crime and Punishment" makes the tale move to a different level: the Christian system of coordinates becomes the world view basis of both the author-narrator and the protagonist (lifetime is measured in terms of church holidays, the "mundane" chronotope is replaced by the "Christian" one). The author’s voice in the epilogue is expressed both indirectly and directly, with the help of ironic and dialogic contexts. The author’s stand is manifested in the choice of words as well as in various symbolic details, and numerous references to the preceding contexts, and in the intertextual links of the novel.

"My opinion is that…": the subjective introduction in school students’ written discourse

The paper is devoted to the analysis of the modes chosen to express the speaker’s/writer’s personal evaluations in essays written by children of eleven and twelve years old. The structural-semantic repertoire of subjectification tools, their functional potential, and frequency of occurrence in descriptive and argumentative essays are considered. It has been found that the ‘subjective’ textual density of argumentative texts reflects the developmental level of verbal introspection (related to the theory of mind) and correlates with children’s academic achievements. The results are compared with the data concerning a later mastering of the linguistic means expressing subjectivity. The research combines the methods of longitudinal and assessment observation, elements of statistical data processing and the theoretical principles of linguistic material analysis accepted in the Petersburg school of functional grammar. The linguistic tools of subjectification are interpreted in connection with the concepts of modus, modus frame, and authorship. The guidelines offered to language and literature teachers take into consideration the cognitive and the systemic-lingual difficulty of various subjectification means; they are aimed to enhance communicative skills promoting successful socialization of school children.