Дидактический аспект использования лексической синонимии в процессе изучения русского языка как иностранного

Abstract

The article deals with the issues of learning Russian as a foreign language using a communicative approach. In the Turkish linguistic literature much attention is paid to the study of language, methods of development of oral and written speech of students. Russian as a foreign language teaching methodology is based on the methodology of teaching foreign languages in General and Russian linguistics in particular, and provides opportunities for solving didactic problems. At the moment, the most effective way to learn Russian as a foreign language is, first of all, to teach students communication activities. The author pays special attention to the concept of “lexical-semantic group”, since the introduction of foreign language vocabulary as part of integral semantic associations will help students to assimilate the lexical richness of the language being studied. When teaching foreign students, considering a word in the structure of semantic associations of words will contribute not only to a deep understanding of its lexical meaning, but also to mastering typical word usage. As an argument, the didactic aspects of using the synonymic series of the lexeme “laugh”are considered. The lexical meaning of a word is manifested not only in a specific unit, but also in specific phrases and in certain stylistic boundaries. Therefore, in practical work with vocabulary, special attention should be paid to the lexical and grammatical compatibility of words, their stylistic characteristics. This requires working on the semantic equivalence and stylistic shades of phraseological combinations, as well as their functions in literary texts and colloquial speech. In fragments of a literary text, it is also advisable to work on the stylistic shades of the lexeme, in our case, “laught”. Specific examples of practical work on fragments of the text of the play “the Cherry orchard” by A. p. Chekhov are given. Generalized that work with various shades of meaning of lexemes, phraseological units of the synonymous row of the word “laugh” in the passages of literary text and spoken language, firstly, enables students to correctly use them in various speech situations, and second, deepening knowledge about the lexical richness of the Russian language, and provides materials for work on the comparative typology of Russian and Turkish languages. Keywords: Russian as a foreign language, communicative approach, lexical-semantic group of words.