Abstract
The first part of the paper outlines the process of studying the pronominal semantic function of substitution. It is expressed in the contextual-situational concretisation of the meanings of the nominal parts of speech. In the process of partially-research and independent work, students examine sentences where the contextual connections between pronouns and nominal parts of speech are either established correctly or are violated. In the course of this activity, schoolchildren develop their ability to recognise, analyse, and classify pronouns as well as evaluate their usage from the standpoint of normativity. Theoretical material is presented with the help of algorithms which teach schoolchildren to prevent speech errors.
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