Russian Lessons Research Articles

A Russian lesson for the twenty-first century

Abstract In 2019, Yuval Harari, an Israeli historian and bestselling author, appeared in the center of a media debate provoked by the discovery of considerable differences between the English text of his 21 Lessons for the 21st Century and its Russian translation. A comparative study of the English and Russian texts of the book featured in this paper revealed five major issues which turned out to be sensitive for the Russian censorship, namely, homosexuality, liberalism, U.S.S.R.–U.S. “tug-of-war,” Putin and Putin’s Russia, and Putin’s aggression against Ukraine and Georgia. It is in the presentation of these topics that Yuval Harari’s English text suffered essential transformation and reduction in the Russian edition. The conducted analysis contributes to the long-lived debate about the author’s and the translator’s responsibility before their readers, and the boundaries, beyond which mutilation of the source text no longer allows regarding the resulting text as a translation. The author argues that the escalating information wars targeted at people’s minds in the twenty-first century impose ever-increasing requirements to authors and translators of such books as Yuval Harari’s 21 Lessons for the 21st Century in terms of intellectual integrity and professional ethics.

Professional development e-course on how to integrate interdisciplinary approach into the learning process in schools that practise multimodality and use interactive educational online services

Problem and goal. The problem of implementation and realization of interdisciplinary approach in the learning process at schools is demonstrated. The goal of this research is to create professional development e-course for teachers, which can include practical approaches to integrate interdisciplinarity and to develop multimodality through the application of online services. Methodology. The practical research is carried out based on organizing an experimental (93 people) and control (71 people) groups of students in different ages (4-8th grades) and disciplines. The students from an experimental group are taught by the teachers who took part in the designed e-course. These teachers use practice-based methods and strategies to integrate interdisciplinary approach in the lessons of Geography, Mathematics, Russian, English, Social Studies and Literature in a primary school. They apply online services such as Padlet, Zoom and Google Tools as well. Analysis of interdisciplinary skills level is carried out with the help of control diagnostics before and after the experiment. Results. The tools for the integration of interdisciplinary approach and the application of online services in educational process have appeared to be effective. The evidence of this conclusion is the toolbox with methodological interdisciplinary materials and resources which has been created for the learning process with the help of online services which can help students develop transfer skills, creative and critical thinking. The tools and services demonstrated in this research allow students and teachers to develop agency, i.e. the ability to be responsible for their life, in particular for their learning, to make a choice and to have a voice. They also help increase motivation to the process of learning. Such tools and online services can play a significant role for informatization of the learning process because they have an impact on the development of students’ multimodality. Conclusion. The results allow to identify the effectiveness of the implementation and integration of interdisciplinary approach in educational process, especially in the framework of narrow disciplines, with the help of online services. Teachers, who had taken part in a designed professional development e-course, used strategies and tools, online services in practice. The students demonstrated an enhanced level of creative and critical thinking and transfer skills during control diagnostics after the research.

Organization of Systematic Repetition in Russian Lessons in the Ossetian Schoo

The search for the most effective forms of the organization of the educational process in the lessons of the Russian language in the Ossetian school led to the methodology for identifying the organization of systematic repetition of educational material. The repetition of the material passed in the Russian language lessons in the National Audience today is very relevant in terms of improving the mental activity of students. Moreover, the material passed is the basis for which the explanation of the new material should be built. The main purpose of the study is to identify leading incentives for systematic repetition in the Russian language classes in the Ossetian school, formulating a repetition as an important didactic rule: the repetition periods must follow one after another, the skills acquired once not forgotten until the next time. The revealed generalizations, the basis of which the conceptual provisions and ideas of Yang Amos Komensesky and K. D. Ushinsky were based on analyzing the scientific circulation of many years of their own surveillance in school, where experienced teachers work on the repetition of the spelling of difficult sections of spelling and on spelling individual words. The advantage of the proposed repetition system is that, firstly, the repetition is systematically for a long period of time; Secondly, it is organically woven into a new material, and not something artificial; Thirdly, it does not violate the normal course of the pedagogical process and does not interfere with the timely study of new topics. The choice to repeat the partitions of grammar and spelling rules is determined in the article by their thematic interconnectedness of grammatical, spelling or punctuation. The author concluded that the repetition should begin with the first day of school at school and should be applied throughout the academic year.

Преподавание фразеологии русского языка на уроках русского языка как иностранного в лингвострановедческом аспекте

At present, teachers of Russian as a second language aim at developing a linguistic and cultural competence among students asone of the main tasks of communicatively - oriented education. Initially, linguistic and regional studies as a direction of sociolinguistic research set only the didactic tasks, namely, mastering the language in the light of regional aspects, such as: speech etiquette, traditions, customs, historical facts expressed in the language. Recently, linguists have been actively studying the linguistic aspect on the basis of regional knowledge about the language, since regional knowledge tends to accumulate precisely in linguistic units. Teaching Russian as a foreign language based on the didactic side of linguistic and regional studies becomes the key to the successful application of modern methods 
 of language learning. The linguistic and cultural aspect of the study of Russian phraseology in a foreign audience is updated in connection with the need to form a systemic idea of the Russian language and wider culture among foreigners. Phraseological units, being a special layer of the vocabulary of the Russian language, need a special presentation in the lessons of Russian as a foreign language, since they are a reflection of the linguistic picture of the world 
 of the Russian people. The phraseology of the Russian language is a source of regional knowledge. The need to include phraseological units in the process of teaching Russian as a foreign language can hardly be overestimated, since a foreign student must become a full-fledged participant in the communicative situation. This is the reason for the need to include phraseological units strictly based on the linguistic and cultural aspect.

Формирование и диагностика читательской грамотности на уроке русского языка

The article presents and comments on a set of tasks for the formation of reading literacy of students in the Russian language lesson. Answers and criteria for evaluating tasks are given. The results of practical application and diagnostics of the results of completing tasks for the formation of reading literacy, identified by the author in the course of participant observation, are presented and summarized.

The Importance of Using Proverbs in Business Russian Lessons

In our article, we try to describe the importance of proverbs and sayings as a working material for teaching businessRussian. After all, "A proverb is a short folk saying with edifying content, a folk aphorism" (Ozhegov, Shvedova, 1999, p.568). Being a micro text, proverbs can be used as material for working in a foreign audience: they can be used to developvarious skills and abilities, as well as a means of comprehending the specifics of Russian culture, removing the languagebarrier and improving intercultural communication. We believe that in our textbook "Business Russian", in the chapter onfinance called "Money, money, money", the use of proverbs is very relevant. Working with proverbs and sayings can helpthe teacher of the Russian language to reveal the concept of tolerance, that is, to show the correct behavior outside theframework of their culture.Keywords: Proverbs and sayings, phraseology, money, business Russian

Intonational and sound interpretation of dialogic fragments in N. V. Gogol’s poem "Dead Souls" in the Russian language lessons

The paper exposes a contradiction between the subject-specific (listening and reading) educational outcomes required in the Federal State Educational Standard of basic compulsory education and the actual data concerning the development of teenagers’ receptive skills. The author suggests adopting an integrated approach to teaching the two above-mentioned types of speech activity. Learners are instructed in listening and reading in an interconnected manner using the method of intonational and sound text interpretation. The study relies on literature analysis, the content analysis of scientific concepts, the methods of concretization and reading activity modelling in conjunction with an abstraction technique. Intonational and sound interpretation is construed as a teaching method and a type of creative reading. Additionally, the paper brings to light the differences between reading aloud and role-reading on the one hand and intonational and sound interpretation on the other. The differentiating features of the proposed activity are its dialogic nature; the attitude to text as to an object open to modifications; the focus on addressing the acoustic-semantic issues related to textual transfer from visual to auditory modality; applicability in Russian lessons in the 8th–9th forms. The paper describes a processual model of a reader’s activity. The intonational and sound text interpretation includes the stages of orientation, performance, reflection, and evaluation. The performance stage consists in working with the author’s speech plane as well as the character’s speech plane and the reading activity itself. The paper presents a detailed methodology of working with N. V. Gogol’s poem "Dead Souls"; moreover, other works which can be subject to an intonational and sound interpretation in Russian lessons in the 8th–9th forms are mentioned. The research resulted in an enumeration of the conditions necessary to efficiently organise intonational and sound text interpretation. These include the choice of a sound-oriented work for reading; group work; practicing in spoken form without recording the results of the conversion from written speech to oral speech in writing; the audio recording of the product of intonational and sound interpretation of a dialogic fragment. The author concludes that the chosen method facilitates the development of learners’ skill to comprehend what they read; motivates them to orient themselves in the work while converting an excerpt from the visual into the auditory modality; gives an idea of the polyphony of a literary text. Moreover, it promotes the psychophysiological mechanisms that are involved in the auditory activity and reading (memory, attention, acoustic control, the converting mechanism, probabilistic forecasting); enriches readers’ apperceptive basis (background knowledge), stimulates readers’ interaction in a work group.

The Use Of Russian Literature In Teaching The Use Of Diminutives In The Lessons Of Russian As A Non-Native Language

The Use Of Russian Literature In Teaching The Use Of Diminutives In The Lessons Of Russian As A Non-Native Language

Normative aspect in teaching limited use vocabulary in lessons of Russian

Normative aspect in teaching limited use vocabulary in lessons of Russian

Linguodidactic Potentialof Regional Media Texts in the Study of Neologisms in the Lessons of Russian as a Foreign Language

Linguodidactic Potentialof Regional Media Texts in the Study of Neologisms in the Lessons of Russian as a Foreign Language

Resources for replenishing the schoolchildren’s vocabulary with words of limited use at the Russian lessons

Resources for replenishing the schoolchildren’s vocabulary with words of limited use at the Russian lessons

Didactic material in Russian lessons

Didactic material in Russian lessons

Cognitive approach as an effective way of presenting material in Russian lessons

Cognitive approach as an effective way of presenting material in Russian lessons

Application Of Neuropsychological Methods In The Correction Of Dysgraphia By A Primary School Teacher At Russian Lessons

Application Of Neuropsychological Methods In The Correction Of Dysgraphia By A Primary School Teacher At Russian Lessons

Teaching Grammatical Norms in Russian Lessons: Competence Approach

Teaching Grammatical Norms in Russian Lessons: Competence Approach

Application of neuropsychological methods in the correction of dysgraphia by a primary school teacher at Russian lessons

Application of neuropsychological methods in the correction of dysgraphia by a primary school teacher at Russian lessons

Use of innovative ped-technologies in russian lessons for lawyers

Use of innovative ped-technologies in russian lessons for lawyers

Лингвистическое наследие А. Г. Бессонова как диалектный памятник башкирского языка начала ХХ в.

Goals. The article seeks to sum up Bashkir dialect features traced in early 20th century written monuments authored by the Russian scholar and missionary A. G. Bessonov. Results. Part One of the article discusses the main results of previous detailed analyses into linguistic data contained in the Alphabet Book for Bashkirs (Russ. Bukvar' dlya Bashkir, 1907). Phonetic, morphological, and morphonological elements cited indicate the use of two dialects comparable to the Argayash and Kyzyl subdialects of contemporary Eastern Bashkir. Besides, the edition under consideration contains a unique morphonological type of affixes characteristic of the Qatai subdialect. Part Two provides a first detailed linguistic analysis of language features inherent to Bessonov’s First Reader and First Lessons of Russian for Southeastern Bashkirs (1907). Phonetic, morphological, morphonological, and lexical patterns are compared to contemporary dialect forms examined in works on Bashkir dialectology, as well as to standard Bashkir. This scrupulous analysis at all linguistic levels shows the language of the monument largely approaches the Argayash subdialect, while some peculiar features of other Eastern Bashkir subdialects are also noticeable. Conclusions. The paper makes certain conclusions as to dialect affiliation of language patterns involved in the compilation of monuments under study. Special attention is paid to the significance of Bessonov’s works for the history of Bashkir linguistics and dialectology, as well as to his role in teaching literacy to Bashkirs.

Color and light painting as components of the creator̕ s world in I.A. Bunin̕ s story “The Mad Artist”: a philological analysis based on case-technology

The article is devoted to the analysis of the techniques of color painting and light painting in the story of the neorealist writer I.A. Bunin “The Mad Artist”. The relevance is due to the fact that in the modern education system, more attention is paid to innovative pedagogical receptions designed to optimize the educational process and ensure greater independence in work. In particular, interest in case technology is growing. The purpose of the article is the philological analysis of the story of I.A. Bunin’s “The Mad Artist” with the use of case technology techniques. The authors of the article take a case teaching the analysis and assessment of the situation as the basis for working with the text of the Bunin story. Based on it, the article presents an analysis of the linguistic parameters of a literary text and the means of their representation at the lexico-semantic level, revealing the techniques of color and light painting used by the writer in a work and participating in the implementation of the main principle of constructing a text – antithesis. The analysis is based on the comparative-comparative method, methods of citation and holistic analysis of a literary work. As a result of the research, a Russian language lesson was developed for high school students on the topic «Color and light painting as components of the creator’s world in I.A. Bunin̕ s story “The Mad Artist”» based on the techniques of case technology. The solution of the proposed case contributes to the development of creative and critical thinking of students, the formation of skills to work both individually and in pairs, the development of communicative and linguistic competencies.

Dal’s dictionary in Russian lessons and extracurricular activity

The paper explores the potential for use of "The Explanatory Dictionary of the Living Great Russian Language" by V. I. Dal in Russian lessons and extracurricular activities, including preparation of research project tasks. To achieve the objectives of the study, a literature review of sources (research, educational and methodological, official), observation, search method, comparative analysis, empirical data analysis, and modelling were employed in the research. A system of tasks designed with the help of Dal’s works is presented; such exercises can be used not only in vocabulary learning, but also while studying the history of the language and its word formation, syntax, punctuation, orthography. Moreover, these tasks facilitate the formation of research skills in extracurricular activity. In addition, it is suggested that Dal’s Dictionary be utilised in science teaching. The paper presents a variety of teaching activities such as lexical commentary, data collection, language warm-up exercises, analysis, imitation, entertaining tasks. It is concluded that V. I. Dal’s Dictionary has enormous potential for the formation of modern learners’ important competences.