Abstract
The system of the Russian language is very difficult for foreign students because all cases are polysemantic, the amount of values is not the same; in addition to the main system endings, there are a large number of exceptions; there is an internal interference associated with homonymous endings of different cases and with homographs. The choice of a particular way of presenting grammatical material, or approach, is due to some reasons, the main of which are: a) the intensity of the course (how much time can be dedicated to studying the system); b) intellectual level of the group; C) national traditions of education (for example, students from China are used to memorizing and returning, repeating many times). For different approaches the different order of studying the cases are shown. In the concentric approach, after the nominative, which is always studied first since it is the initial (dictionary) form of the word, the genitive in the meaning of absence should naturally be studied. This approach is logical when getting acquainted with the second before studying the verb system. The construction “У меня есть ‘I have’ + noun in the nominative case requires a logical continuation - the construction У меня нет ‘I don’t have’ + noun in the genitive case (genitive in the meaning of absence – нет кого? нет чего?). Further, the following order is optimal: prepositional (in the meaning of the place – где?) → accusative (in the sense of a direct object – что? кого?) → dative (in the meaning of the addressee – кому?) → instrumental (in the sense of complicity – с кем?). With repeated, complete and detailed studying cases, as well as with a linear approach, the order is another: nominative → prepositional → genitive → accusative → dative → instrumental. The article explains the rationale for these approaches. From all the richness and diversity of the meanings of Russian cases, the most important ones are chosen at the initial stage, which ensures the survival in the new language environment, social adaptation of foreign students. A detailed description of these critical values is also given in the article.
Highlights
The case system of the Russian language is the most difficult part of grammar for foreign students
"problems in the development of the case system of the Russian language by foreigners are caused by interference" (Kholodkova, 2012, p. 275)
Full communication in Russian without knowledge of the case system is impossible, in the methodology of teaching Russian as a foreign language is constantly working to improve approaches, techniques and pedagogical technologies, including multimedia (Morozovska, 2016), which are used in the study of this grammatical material
Summary
The case system of the Russian language is the most difficult part of grammar for foreign students. Full communication in Russian without knowledge of the case system is impossible, in the methodology of teaching Russian as a foreign language is constantly working to improve approaches, techniques and pedagogical technologies, including multimedia (Morozovska, 2016), which are used in the study of this grammatical material. It is proposed, for example, “a comprehensive linguistic analysis of the category of case, the application of which in the classroom on Russian as a foreign language... Within the communicative trend in teaching Russian as a foreign language proposed situational motivation, that is, demonstration to foreign students that incorrect use of cases results in violation of the rules, and in communicative failure. We have solved a number of tasks: 1) Describe the existing points of view on teaching foreign languages prepositional-case system of the Russian language; 2) Justify the developed in the process of teaching this grammatical topic own approach to the study of Russian cases; 3) Determine the sequence of the introduction of cases; 4) Determine the range of important communicative values necessary for the study at the initial stage
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