Russian Grammar Research Articles

Material systemization in russian as foreign language teaching

This study is devoted to the methodology of teaching Russian grammar based on teaching aids in Russian and foreign universities. The purpose of the study is to identify the features of modeling educational information in the classroom on grammar using visual teaching aids (training table). The paper describes the methodological foundations of modeling as a process of visualization of educational information, describes the specific features of sign-symbolic modeling in the classroom of Russian as a foreign language. It is concluded that it is necessary to rethink the traditional approach to modulating learning tables in the Russian language as an auxiliary means of teaching and the possibility of modeling tables in grammar as a means of presenting educational information in the classroom in Russian as a foreign language. The analysis of visual teaching aids presented in textbooks on Russian as a foreign language is carried out.

Material systemization in russian as foreign language teaching

This study is devoted to the methodology of teaching Russian grammar based on teaching aids in Russian and foreign universities. The purpose of the study is to identify the features of modeling educational information in the classroom on grammar using visual teaching aids (training table). The paper describes the methodological foundations of modeling as a process of visualization of educational information, describes the specific features of sign-symbolic modeling in the classroom of Russian as a foreign language. It is concluded that it is necessary to rethink the traditional approach to modulating learning tables in the Russian language as an auxiliary means of teaching and the possibility of modeling tables in grammar as a means of presenting educational information in the classroom in Russian as a foreign language. The analysis of visual teaching aids presented in textbooks on Russian as a foreign language is carried out.

Online teaching Russian practical grammar at a Chinese university during the epidemic

Due to the pandemic in the spring of 2020, all educational institutions in China had to organize distance learning. It was crucial to introduce effective teaching methods and to use distance learning technologies. The authors of the article described the way online education was organized during the quarantine semester on the example of teaching Practical Russian grammar at Jilin International Studies University (Changchun, China). The purpose of the research is to describe the three-step process of teaching Practical Russian grammar to foreign students and the way distance learning technologies were used. The teachers organized online classes on Practical Russian grammar using BOPPPS model for lesson planning (five teaching steps: B - bridge-in, O - objective, P - pre-assessment, P - participatory, P - post-assessment, S - summary). Lessons were based on this method and the educational process included three steps: 1) students used Xuexitong application to acquire primary knowledge before the lesson; 2) classroom work was organized through the Xuexitong and DingTalk applications - it was aimed at internalization and expansion of knowledge, the ultimate goal was to develop Russian grammar skills; 3) using Xuexitong and DingTalk applications after the classes, the students improved their grammar and communication skills. In addition, the authors of the article proposed the ways to improve the knowledge assessment system and the entire educational process based on the suggested online learning model. Results and scientific novelty are that a practice-oriented approach to language learning can be implemented on the basis of the proposed teaching method. Such an approach enables students to have constant access to a large number of educational resources and to be promptly informed of any changes, which meets learners individual needs and increases their motivation, self-learning abilities and self-organization. Apart from that, students learn better and improve their oral and written communication skills.

Errors in translations of korean poems into russian on the example of the collection of poems by Yun Dong-ju “sky, wind, star and poetry”

The purpose of this work is to identify errors and types of translation, readability, and aesthetic elements in the Korean literary work of the collection of poems by Yun Dong-ju, which is translated into Russian. To analyze the result of the study, errors on the accuracy of the translation were first checked, based on the correct interpretation of the original text by comparing the original with the translation. Further, students of Kazan Federal University studied the errors of text legibility in the reading process. In conclusion, the content of aesthetic elements as literary works, such as Russian grammar and poetic elements were analyzed. It is necessary to determine the priority of language skills in the initial and final version of the translation for optimal translation, as well as a deep understanding of the author and his work.

Памяти Галины Александровны Золотовой, ученого и учителя

G.A. Zolotova (1924–2020) passed away. She was an outstanding linguist and specialist in the field of Russian grammar and textual analysis, Dr. Hab. in Philology, Full Professor and chief researcher of Vinogradov Institute of Russian language RAS until 2013, who worked for more than 35 years in the department of Russian at the Faculty of Philology.

Ka\u017edyj den\u2019 turist *otdoxnul na plja\u017ee. An event-related potentials study on the processing of aspectual violation in Russian iterative sentences

The treatment of verbal aspect in Russian grammar and its interaction with lexical semantics are controversial matters. We address these issues from a psycholinguistic perspective. We conducted an EEG study with 14 native Russian speakers processing 160 sentences in the unrestrictedly iterative meaning; the sentences were either correct or contained semantic, morpho-syntactic, or aspectual violations (e.g., Každyj večer otec *zasnulpfvna divane. ‘Every evening the father *fell asleep on the sofa’). Processing the aspectual violation resulted in a P600, which is typical for processing morpho-syntactic violations and usually is interpreted as an index of difficulties in syntactic (re-)analysis, while an N400, which is typical for processing lexico-semantic violations, could not be observed. Our results show that Russian speakers must make more effort to analyze aspectually incorrect sentences compared with aspectually correct sentences. Processing aspectual violations in Russian clearly resembles processing of morpho-syntactic violations. This is in line with the interpretation of aspect as a typical grammatical category.

Russian and Polish Grammars of the 18th Century as Textbooks on Language Theory

The article presents Russian and Polish grammarians’ points of view (Vasily Adodurov, Mikhail Lomonosov, Anton Barsov, Walenty Szylarski, Onufry Kopczyński) on considering language theory issues and how they described them in their works written in the 18th and early 19th centuries.
 The grammars under consideration were aimed not only at a detailed description of the Russian and Polish languages or teaching the correct language usage; in addition, they contained some theoretical information given in a manner that is comparable with modern linguistic knowledge. That information lay in the field of linguistic typology. It was also assumed that a language could acquire communicative, cognitive, nominative, and poetic functions (the appropriate terms were not used at that time). Besides, the issues concerning the forms of language existence – written and oral, as well as the dicho­tomy of language and speech, the nature of a language sign, including the ideas about its arbitrariness, its semantics and pragmatics were raised. Additionally, interesting discussions about sign relations at the phonetic-phonological language level, as well as some ideas of functional syntax were initiated. The results of the study lead to the conclusion that the grammars of the 18th century were a reflection of the historical situation in which this grammatical research was done.

Types of Assignments when Teaching the Infinitive in Syntax Lessons in Grades 8–9

The article describes types of assignments used in teaching the infinitive in lessons on syntax in grades 8–9. The proposed assignments help students recognize the unity of different levels of the language system. A functional approach to the study of Russian grammar is manifested in the organization of lessons devoted to principal and subordinate parts of a sentence, one-member sentences, homogeneous parts, introductory phrases, compound sentences, syndetic and asyndetic complex sentences. The proposed assignments tested during secondary school lessons included sentence analysis for language phenomenon identification, in some cases involving a grouping of sentences; transformation of syntactic constructions; writing compositions with a grammatical setting; linguostylistic analysis of a poem. The article presents an approach to forming the linguistic competence of students and the development of their speech skills.

The edge and the middle ground of authenticity. Notes on textual criticism of F. Dostoevsky’s works

The article considers the practicality and prospects of using obsolete spelling and punctuation contemporaneous with the period when the literary work was created in scholarly editions of Russian classics, for maximum conformity of the published text to the author’s intentions. In this regard, Barsht analyzes compatibility of such experimentations with the norms of contemporary Russian grammar with 19th-c. orthographic standards. The author examines the cultural role of scholarly editions, which supply authoritative versions of texts for reprints, translations, and textbooks for secondary schools and institutions of higher education. Another topic is the pragmatic function of punctuation marks, whose purpose changed dramatically in the early 20th c. From the viewpoint of textual criticism, the article also discusses the need for such a translation of a literary classic into the modern Russian language that is accurate and precise, and avoids violation of the author’s intentions. The questions are raised in response to the publication of vol. 8 of the Complete works by F. M. Dostoevsky in 35 vols. (The Idiot [Idiot]).

Innovation and Practice of "Three-Dimensional Integration" Teaching Model in Russian Grammar Course in the Information Environment

Based on the analysis of the problems existing in the traditional teaching model of the Russian grammar course, this paper takes the Russian major of the college as the pilot, advocates the teaching concept of "student-centered and teacher-led", and proposes a "Three-dimensional Integration" teaching mode to stimulate students' enthusiasm and interest in learning Russian grammar, and cultivate students' self-learning ability under the network environment to improve classroom teaching effect and teaching quality.

Examining possible sources of L2 divergence at the pragmatics interface: Turkish accusative in the end-state grammar of L1 Russian and L1 English users of L2 Turkish

The Interface Hypothesis (IH) postulates that interface structures are potentially vulnerable to incomplete acquisition in the end-state L2. Two plausible explanations have been suggested as possible causes of the L2 divergence at the interface: (1) the interaction between two competing grammatical systems, and (2) differences between monolinguals and bilinguals in integrating information from different domains in L2. This study aims to contribute to a deeper understanding of the interface phenomenon and to examine the extent to which L1 interference might account for L2 divergence at the interface. To this end, the study examines the use of Turkish accusative case (AC) in the end-state L2 grammar of L1 Russian and L1 English advanced users of L2 Turkish. The findings provide additional evidence for the IH and suggest that L2 divergence at the interface is likely to reflect more differences between monolinguals and bilinguals in integrating information from different domains rather than L1 interference.

СТИХОТВОРЧЕСКИЕ И ГРАММАТИЧЕСКИЕ ФИГУРЫ В «МАТЕРИАЛАХ К РОССИЙСКОЙ ГРАММАТИКЕ» М. В. ЛОМОНОСОВА

СТИХОТВОРЧЕСКИЕ И ГРАММАТИЧЕСКИЕ ФИГУРЫ В «МАТЕРИАЛАХ К РОССИЙСКОЙ ГРАММАТИКЕ» М. В. ЛОМОНОСОВА

Intralingual Variation in Acceptability Judgments and Production: Three Case Studies in Russian Grammar.

This paper contributes to the task of defining the relationship between the results of production and rating experiments in the context of language variation. We address the following research question: how may the grammatical options available to a single speaker be distributed in the two domains of production and perception? We argue that previous studies comparing acceptability judgments and frequencies of occurrence suffer from significant limitations. We approach the correspondence of production and perception data by adopting an experimental design different from those used in previous research: (i) instead of using a corpus we use production data obtained experimentally from respondents who are later asked to make judgments, (ii) instead of pairwise phenomena we examine language variation, (iii) judgments are collected formally using the conditions and materials from the production experiment, (iv) we analyze the behavior of each participant across the production and acceptability judgment experiments. In particular, we examine three phenomena of variation in Russian: case variation in nominalizations, gender mismatch, and case variation in paucal constructions. Our results show that there is substantial alignment between acceptability ratings and frequency of occurrence. However, the distribution of frequencies and acceptability scores do not always correlate. Speakers are not consistent in choosing a single variant across the two types of experiment. Importantly, the types of inconsistency they display differ, which means that the variation can be characterized from this point of view. We conclude that the degree of coherence of the two experiments reflects the effects of the evolution of variation over time. Another result is that elicited production and acceptability judgments vary with respect to how they reveal variation in language. In the case of the development or disappearance of variants, production indicates this earlier than judgments, and the rating task has the effect of restricting the choices available to respondents. However, the production method should not thereby be considered more sensitive. We argue that only a combination of production and judgment data makes it possible to estimate the directionality of changes in variability and to see the full distribution of different variants.

Taking into account Chinese students’ cognitive and psychological characteristics while teaching Russian grammar

This paper aims to discuss the problem of nationally oriented teaching of Russian grammar to Chinese students. The author analyzes the works that are devoted to the study of Chinese students cognitive and psychological characteristics. The analysis revealed specific learning strategies that Chinese students use when learning a foreign language. When training a mono-ethnic group, the national-oriented approach is considered optimal. To implement this approach, a comparative analysis of systems of contacting languages is necessary to determine the zones of interlanguage and intralanguage interferences. The most important factor in the effectiveness of the educational process is the adequacy of the teachers ideas about students from different regions. The author concludes that in order to maintain motivation for mastering the Russian language and optimize the learning process as a whole when developing curricula and class books for Chinese students, it is necessary to strive to make the learning process not only effective, but also as comfortable as possible for students. Taking into account Chinese students cognitive and psychological characteristics will not only contribute to the development of strong grammar skills, but will also ensure the development of oral speech skills in Russian. The paper provides recommendations for intensifying the process of teaching Russian grammar to Chinese students. The following research methods were used: a comparative analysis, an analysis and a synthesis.

Functional grammar and teaching of Russian grammar in China

The subject of this research is the implementation of the theory of functional grammar in teaching of Russian language grammar to Chinese audience. The object of this research is the functional grammar of A. V. Bondarenko and communicative function of G. A. Zolotova. Studying the theory of functional grammar of the Russian language and its application among the Chinese audience allows deepening the understanding of grammar rules and increase the efficiency of teaching Russian grammar to Chinese students. The article analyzes the current situation regarding the teaching of Russian grammar in China. Special attention is given to such question as the method of employment of the theory of functional grammar at the grammar lessons among Chinese audience. The novelty consist in the attempt to implement the theory of functional grammar in teaching of Russian language grammar to Chinese students. The article determines the flaws of the traditional structural grammar and merits of the functional grammar. It is revealed that the application of functional grammar would help the students to improve the command of grammar rules and speech communication.

Problems of mastering the grammar of Russian as a foreign language when teaching Francophones (from the point of view of a military institute)

The aim of the study was to conduct a comparative analysis of the grammatical systems of the Russian and French languages to identify significant differences that must be taken into account when studying Russian as a foreign language (RFL), and to offer a series of exercises aimed at preventing important errors in students’ speech from a communicative point of view. Comparing the systems, we compiled a list of grammatical features of the French language that affect the productive mastery of the Russian language, and offered examples of exercises aimed at preventing mistakes. A study of the effectiveness of the use of exercises was held at the Omsk Tank-Automotive Engineering Institute from 2016 to 2019 (in total, 50 students took part in the experiment). The learning outcomes allow us to talk about the prospects of considering the characteristics of the native language of cadets in teaching Russian as a foreign language.
 Keywords: Francophones, French speakers, Russian as a foreign language, methods of RFL, technology of national language orientation, lingua franca

‘Need’ with Accusative in Russian

ABSTRACTThe paper is a corpus-based study of a construction of spoken Russian consisting of the adverbial necessity modal nado/nužno ‘need’ followed by an accusative (genitive) complement. Although the construction has been noted in the literature, it has not received a detailed analysis, due to its colloquial nature and low frequency in the corpus. I investigate the distributional and semantic/pragmatic properties of this construction, contrasting it with the corresponding construction with nominative. I argue that the construction with accusative expresses prototypical possession (animate non-abstract possession), whereas the construction with nominative can but need not express (prototypical) possession. I also argue that the construction with accusative is inherently subjective as it expresses the perspective of some individual (typically, the speaker), whereas the construction with nominative, again, can but need not express subjectivity. I provide evidence for both claims, showing that neither alone can account for the distribution of the two constructions. Finally, I briefly discuss two other constructions, namely verbless subjunctive with nouns and the construction with an elided modal showing that they can also be analyzed as expressing prototypical possession. The proposed account, if correct, can shed light on the syntax of predicative possession, an important topic in Russian grammar.

Морфонологическая стратификация в русском языке

This paper analyses a fragment of the morphophonological grammar of Russian, namely the so-called e ~ ’о alternation, within a Lexical Phonology-style stratal model. The aim is to demonstrate that the rule shows a range of properties usually associated with stem-level phonology. Thus, on the one hand, Russian data provides further support for a stratal model of morphophonology, and on the other hand stratal models appear to be a productive approach to Russian morphophonological alternations that explicitly links morphophonology with both phonological patterns and the morphological and semantic structure of Russian words.

СОДЕРЖАНИЕ ПРАКТИЧЕСКОГО КУРСА ГРАММАТИКИ РУССКОГО ЯЗЫКА ДЛЯ КИТАЙСКИХ СТУДЕНТОВ

The article discusses the role and place of grammar in the practical course of teaching Russian as a foreign language. It analyzes the difficulties faced by Chinese students in learning Russian and provides ways to overcome them. The article gives recommendations on reading and understanding the text content based on familiar lexical and grammatical material, and pays great attention to how Chinese students acquire the necessary level of communicative competence using intensive teaching method. The purpose of the article is to show how students learn Russian as a foreign language in the process of teaching a practical course in speech communication using grammatical material. The article uses the following materials and methods: vocabulary and phonetics combined with grammar, which are the building blocks that make it possible to form speech both orally and in writing. Authentic texts created in the conditions of natural speech communication, tables, and didactic games are used as text material for studying grammar. In the process of practical mastering Russian, foreign students solve problems of self-realization and disclosure of their creative potential and ability to communicate in Russian using correct grammatical forms. The methods of Russian grammar as a foreign language offered in the article help Chinese students not only to learn grammatical categories of Russian language, but also to get acquainted with some fragments of Russian culture through different language units, which open up a number of opportunities for them to positively perceive Russian culture and study difficult cases of Russian grammar.

Отклонения от речевого стандарта в региональном варианте устной русской речи: внутриязыковое и межъязыковое взаимодействие

The problem of the speech norm and deviations from it in various forms of communication will never lose its relevance. Firstly, linguistic rationing is included in the sphere of state regulation aimed at stabilizing it, and, secondly, variation in the norm is an inevitable consequence of the impact of a dynamically developing speech pattern. The article discusses the problem of the multiple of factors that cause deviations from the speech norm (standard) and their mutual influences. The attention primarily focuses on the interaction of interlingual interference and internal trends in the development of language in its various forms. The problem is considered on the example of deviations from the speech standard in case forms in the regional version of the Russian language – in the spoken language of Shor-Russian bilinguals. The variability of the case forms is caused by the wide spread of bilingualism in the region and the substrate influence of the mother languages on the speech practices of bilinguals speaking Russian. The analysis model presented in the article can be applied to other linguistic contacts and intra-lingual interactions. The source of the material is the Shor subcorpus of the Corpus of Russian oral speech of Turkic-Russian bilinguals (RuTuBic). The corpus includes morphological annotation, common for linguistically marked corpuses, as well as marking of deviations from the speech standard. The model was tested on the material of interview records of 11 respondents (15 hours). The main sources of deviations from the speech standard are the interference of the Shor language, the dialectal influence of Siberian Russian dialects, structures of colloquial speech, active tendencies of Russian grammar, and discursive and genre features of speech.