Педагогическая грамматика русского языка в ономастическом и когнитивном аспектах

Abstract

The main features of pedagogical grammar are outlined, which make it possible to use the educational potential of proper names in teaching the Russian language to Uzbek students, to carry out educational activities – to expand the horizons and range of onomastic knowledge, to promote the formation of onomastic culture. It is proved that the existing anthropocentric model in the system of modern philological education should include the pedagogical aspects of onomastics. The structure of obligatory knowledge about the category of masculine and feminine nouns in the Russian language is associated with the designation of persons of different sexes, which reflects one of the principles of the pedagogical description of the Russian language – the inclusion of maximum information that helps memorize the word and reveal the cultural identity of the Russian language, which , which is a linguistic picture of the world. Attention is focused on the fact that the pedagogical description of onomastic vocabulary based on the main cognitive function of the language makes it possible to take into account the process of categorization, in which the formatting of the linguistic status of the class of “feminitives”, the content category of feminine nouns as new objects of reality takes place, which is not yet focused on educational description of these language formations in textbooks for universities and schools of secondary general education with Uzbek and other languages of instruction. It is substantiated that from the standpoint of pedagogical grammar, knowledge about the category of feminine nouns as a derived Russian word should be formed as secondary new knowledge, and primary knowledge associated with knowledge of the generating word should be included in the interpretation of feminitives, which corresponds to the idea of expanding knowledge about the Russian language.