Russian Language Lessons Research Articles

Experience of Using Interactive and Creative Types of Work in RFL Lessons

The article substantiates the effectiveness of using interactive and creative types of tasks in Russian language lessons in foreign audiences. The author of the article gives specific examples of tasks and forms of work using technologies such as “role-playing game”, “case method”, “two-part diary”, POPS technology, and also shows the possibilities of using such electronic resources as Google Forms, Google Classroom, Wordwall in the process of training foreign students. Special attention is paid to the experience of using Russian-language feature films in RFL lessons, a developed algorithm for working with film segments is presented, and tasks and questions that the teacher practiced in his own lessons are shown.

Достижение учащимися личностных результатов в ходе освоения программы начального общего образования по предмету «Русский язык»

The article considers the possibility of implementing the educational function of Russian language lessons. The ways of achieving the requirements set forth in the Federal State Educational Standard of Primary General Education of 2021 concerning the initial understanding of the diversity of languages and cultures in the territory of the Russian Federation, of language as one of the main spiritual and moral values of the people are analyzed. Particular attention is paid to students’ awareness of the importance of the Russian language as the state language of the Russian Federation, understanding its role as the language of interethnic communication. The conditions for achieving personal learning outcomes set forth in the Federal Work Program for the Subject “Russian Language” of 2023 are revealed. Various tasks are proposed that allow realizing the subject’s potential for spiritual, moral and civic-patriotic education of primary schoolchildren.

Features of the Formation of Communicative Competence in Russian Language Lessons

Communicative competence plays an important role in the formation of communication skills in Russian. According to the authors of the article, in Russian language lessons, special attention should be paid to developing the ability to correctly use language tools for effective communication. Classes should be structured in such a way as to stimulate students to active speech activity, develop listening skills and the ability to adequately respond to the statements of their interlocutor. It is also important to promote the formation of intercultural communication skills and increase the linguistic literacy of students. The authors emphasize that in their work, teachers should use a variety of methods and forms of work aimed at developing the communicative competence of students, including role-playing games, discussions, work in pairs and groups, as well as the use of authentic texts and audio materials.

Speech Development in Russian Language Lessons with Kyrgyz Language of Instruction

The article examines the issue of developing students’ speech during Russian language lessons in Kyrgyz schools. It analyzes the current state of Russian language teaching, evaluates the methods and approaches used by teachers, and offers recommendations for improving the process of student speech development. The authors pay special attention to the use of interactive techniques, games and exercises in the classroom, as well as the introduction of innovative approaches to speech teaching, which can contribute to more effective language acquisition in students.

УЧИТЕЛЬСТВО КАК ЦЕННОСТЬ: НЕ РАСТЕРЯТЬ ДОВЕРИЕ (О ПРЕПОДАВАНИИ РУССКОГО ЯЗЫКА)

The article proposes to consider moral qualifications in the context of the teaching profession, as this profession perfectly illustrates an example of the highest moral integrity and professionalism. The teacher profession, especially a teacher of Russian language and literature, requires not only formal skills and teaching responsibilities, but it is also necessary to possess a set of moral qualities. Illustrative materials include data from a comprehensive survey conducted among students of general secondary education institutions in the Republic of Belarus, ranking their interest in Russian language lessons at school. The concept of “moral qualifications” of a teacher is introduced, along with one form of work involving the labeling and description of the values of teaching in the literary club “Value Stories of Teaching”. This club offers thematic fields for discussing works about teachers, childhood/youth, and school. The main goal of this work is to create a personal value library of peace, conscience, and kindness.

Hypertext journey as a method for working on secondary school students’ conceptual sphere and speech in Russian language lessons

Hypertext journey as a method for working on secondary school students’ conceptual sphere and speech in Russian language lessons

Инфографика как средство оптимизации обучения русскому языку китайских студентов

The aim of this paper is to study the key features of infographic texts and the stages of working with them when working with Chinese students, as well as the justification for the use of infographics as a way of optimizing the educational process while teaching Russian as a foreign language to Chinese students. The article deals with the special characteristics and specifics of working with infographics in the Russian language lessons. The article gives examples of work-organizing process, analyzes basic infographic components, and describes the process of their creation. “Self-made” infographics are to be used by students and teachers during the lesson to actualize the topic, to study lexical and grammatical material, and facilitate its quick assimilation. The scientific novelty of the research consists in the development of the methods of teaching Russian as a foreign language to Chinese students on the basis of infographical texts. As the result of the study, the author highlights the specific features of infographical text in connection with the specifics of character based cultural type perception and advantages of using infographics while teaching Russian as a foreign language to Chinese students. The study highlights that infographics are considered to be graphical data carriers and can become an effective educational tool for all language activities. Thus, the author also provides a step-by-step methodical approach to teaching Russian as a foreign language to Chinese students on the basis of infographical text.

О развитии культуры речи в средней школе на основе межпредметных связей

The article presents a scientific justification for the use of interdisciplinary connections in Russian language lessons in order to develop the communicative competence of schoolchildren. The use of interdisciplinary connections contributes to the students' assimilation of the normative component of speech culture, the formation of analytical and synthetic skills, critical thinking, linguistic observation.

Modern Pedagogical Technologies in Russian Language Lessons

Modern Pedagogical Technologies in Russian Language Lessons

Methodological legacy of Professor M.T. Baranov (to the 100th anniversary of the birth)

The article focuses on a crucial issue, namely it aims to analyse the scientific and pedagogical activity of M.T. Baranov (1924–1999), an outstanding Russian scientist, teacher, methodologist-Russianist, who popularised the science of language and created the methodological school of thought "Linguistic worldview formation". From a modern linguodidactic perspective, the study presents his scientific heritage analysis and considers the most significant works on Russian language teaching. Moreover, the paper outlines the main methodological ideas of M.T. Baranov and highlights the content of some of the scientist’s significant writings, including the study guide "A Methodology of Vocabulary and Phraseology in Russian Language Lessons", which has great scientific methodological potential. Professor M.T. Baranov’s contribution to the methodological science development was deeply appreciated by his followers, like-minded scientists, and contemporaries. In modern conditions, methodological writings by M.T. Baranov enable us to continue the search for creative solutions in the field of Russian language teaching as well as other issues of school and university pedagogical education. Research methods included analysis, synthesis, scientific generalisation. As a result, the paper has analysed the scientific legacy of the scholar and objectively evaluated his works from a modern standpoint. The valuable experience of M.T. Baranov should be considered in the process of training language and literature teachers in modern Russia.

Features of Teaching Written Speech in Russian Language Lessons in a Kyrgyz School (Based on the Example of 7th Class)

The article discusses the features of teaching writing in Russian as a second language lessons. Definitions of the concepts “writing” and “written speech” in scientific and methodological literature are given. Particular attention in the article is paid to the methods and means of developing written speech in Russian language lessons in a Kyrgyz school. For this purpose, requirements for teaching written speech are given in the Subject Standard for the Russian language for schools with Kyrgyz as the language of instruction. Considerable attention is paid to the analysis of the textbook “Russian Language” for the 7th grade of schools with the Kyrgyz language of instruction in order to identify a system of gradual formation of skills to write texts of a productive nature. The given examples of tasks aimed at developing written speech in accordance with the requirements of the Subject Standard for the Russian language for the Kyrgyz school indicate that the textbook provides for step-by-step work on the formation of students’ written speech. A variety of exercises are aimed at creating texts of a productive nature (short reasoning, descriptive text based on the text read, texts based on a given beginning or end). The skill of creating a written statement of a productive nature is important in the process of developing a student’s communicative competence. Mastery of written speech is a prerequisite for full communication in the target language (Russian), therefore it is necessary to develop the skills and abilities of written speech consistently and constantly. Teaching productive written speech in the process of learning Russian as a second language allows you to develop cognitive and linguistic skills and form the written communicative competence of students.

Development of Spelling Skills When Studying the Topic of "Complex Words" in Russian Language Lessons in Middle School

This article discusses the concept of "spelling skills", defines the goals in teaching pupils spelling skills. The author of the article presents exercises for the development of spelling skills when studying the "Complex Words" topic. It is concluded that the development of spelling skills is a time-consuming process that requires a systematic approach from the teacher. In particular, it is necessary to use exercises, the forms and techniques of which should vary so that classes spark interest in children and lead to successful comprehension of spelling skills.

Importance of Using Interactive Methods in Russian Language Lessons

This article is devoted to the relevance of using interactive methods of teaching Russian as a foreign language in medical universities. This allows to activate the learning process, as a result of which students develop skills, knowledge and competences necessary for communication in various fields.

FEATURES OF THE IMPLEMENTATION OF THE COMMUNICATION-ACTIVITY APPROACH IN RUSSIAN LESSONS IN PRIMARY AND SECONDARY SCHOOLS

In this article specific features of communicative and active approach are described; main principles, on which it is based, are overviewed. Development of an exercise, which could serve as a layout for creating exercises for Russian language lessons in secondary and advanced education, is presented.

Formation patterns of schoolchildren’s scientific linguistic world picture at Russian language lessons in the Russian Federation

The relevance of the research is due to the importance of forming a scientific linguistic picture of the world in the Russian language lessons as a cognitive component of the students’ linguistic worldview and to the need of developing linguistic-methodological foundations to achieve this aim. The aim of the study is to identify and describe the patterns of forming the scientific linguistic world picture in the process of teaching Russian in secondary schools. Theoretical analysis of scientific literature, observation, pedagogical experiment were used as scientific methods. The scientific publications on cultural linguistics, cognitive linguistics, theory and methodology of teaching the Russian language were the research materials. The definition of the concept “scientific linguistic picture of the world” is given in relation to the tasks of teaching the Russian language. The authors revealed that the formation of the scientific linguistic picture of the world is formed through learning new words and concepts as a result of observation, analysis and interpretation of language phenomena from linguistic positions during categorization and conceptualization primarily at the lexical level. The formation of scientific linguistic world picture is based on the knowledge, skills and abilities acquired at Russian language lessons and, to a certain extent, is set in the guidelines of the textbook authors. The main didactic means of forming the scientific linguistic world picture is the scientific linguistic text. The leading method of forming the scientific linguistic world picture is cognitive linguistic tasks, including comparative ones. Prospects for further study of the problem lie in developing a methodology for forming a scientific linguistic world picture at Russian language lessons on the basis of various sections of linguistics.

Comparative cognitive tasks as a means of forming a scientific linguistic world-picture in Russian language lessons in the 6th form

The relevance of the issues the paper discusses is conditioned by the necessity to find effective means to form scientific ideas about language, the language system, and the connections between language and society in school students. The article aims to substantiate the methodological feasibility of using a comparative cognitive task in Russian language lessons as a tool to form students’ scientific linguistic world-picture. To achieve this goal, the study relied on the following research methods: theoretical-descriptive, observation, pedagogical experiment. The article specifies the concept of a «comparative cognitive task» in relation to the goals of teaching Russian at school. Such a task is a type of cognitive task aimed at discovering new knowledge by searching for similarities and differences in linguistic units of one or different languages. The paper proposes an original typology of comparative cognitive tasks based on lexical material. The typology, in accordance with the material underlying the task, includes 1) tasks of comparing facts from one language, 2) tasks of comparing facts from different languages. Depending on the activity method, comparative cognitive tasks are divided into 1) tasks of finding a marked element; 2) tasks of grouping linguistic phenomena; 3) tasks of conducting a stylistic experiment (when comparing facts from one language) or tasks of restoring text with gaps based on the comparison results (when comparing facts from different languages); 4) tasks of creating one’s own text based on the comparison results. The article gives examples of original tasks developed by the author and provides a methodological commentary on them. Moreover, the study interprets the results of testing these tasks in the sixth form, which enabled me to conclude that comparative cognitive tasks contribute to the formation of ideas about the language system and arouse students’ interest in linguistic phenomena.

Text as a Means of Forming Communicative Competence in Russian Language Lessons in Kyrgyz School

The article reveals the role of text as a means of developing students’ communicative competence when teaching Russian as a second language. Communicative competence is one of the key personal competencies necessary for interaction in a multicultural world. The use of Russian as a second text as the main language unit in lessons contributes to the development of basic types of speech activity, consolidation of language material and the formation of communicative competence. Definitions of the text are given, the stages of working on the text are considered. An example of working with text in Russian language lessons in the 8th grade of a school with Kyrgyz as the language of instruction is given.

Implementation of the Communicative Method in Russian Language Lessons in a Kyrgyz School

The article describes the implementation of the communicative method in teaching Russian as a second language. The communicative method is currently one of the effective methods of teaching language. It is aimed at developing the communicative competence of students. Communicative competence, in turn, includes linguistic, speech and sociocultural competence. The development of these components at the proper level indicates the formation of students’ communicative competence. The need to use the communicative method when teaching the Russian language in a Kyrgyz school is noted in the Subject Standard for the Russian language for grades 5-9 of general education organizations of the Kyrgyz Republic (for schools with Kyrgyz, Uzbek, and Tajik languages). As an example, an example of a lesson on the Russian language for the 8th grade of a school with the Kyrgyz language of instruction is given on the topic “Why do we study Russian. Coordinating communication” using the communicative method. Comments are given for each stage of the lesson.

Studying cause-and-effect relationship in Russian language lessons

The paper examines cause-and-effect relationships from philosophical-logical, linguistic, and methodological perspectives. These connections themselves are interpreted as an indivisible semantic complex. The article presents lexico-grammatical (notional and functional parts of speech; simple and composite sentences) and textual content. It is emphasized that the ability to identify cause-and-effect relationships is a universal learning activity. It contributes to the formation and development of schoolchildren’s language competence, reading literacy, culture of thinking, as well as speech skills. Moreover, the research gives meticulous attention to the in-class unlocking of the lexico-grammatical potential of the language for expressing the cause-and-effect relationships of objects, actions, states. The study also focuses on the identification of syntactic construction polysemy and the use of syntactic synonymy resources to solve cognitive tasks, as well as on multifaceted work with text. Such work includes rearranging semantic text blocks, anticipating the content of its further parts, creating one’s own texts in literary or publicist styles according to the specified parameters. The assignment types described in the paper outline ways to achieve a high level of subject and meta-subject performance. The study analysed scientific, teaching and learning, reference sources in conjunction with modeling, observation, and the descriptive method.

Modeling of a Russian language lesson in morphology based on linguistic and cultural analysis of a word and text

The article is devoted to the problem of modeling a modern Russian language lesson, in which its educational potential is most fully realized. In this regard, the possibilities of the linguoculturological approach teaching the Russian language in school are analyzed. Two types of the Russian language lesson are considered, which are based on linguoculturological analysis: a lesson with a linguoculturological characteristic of the text (O.N. Levushkina) and a lesson in making a portrait of the concept (N.L. Mishatina). For teaching morphology, a model of the Russian language lesson «From text to concepts to comprehension of the deep meaning of the text» in the 7th grade is proposed and illustrated, which includes both the linguistic and cultural characteristics of the text and the analysis of the word as a concept. The lesson described in the article on the topic of «Active and passive participles» is based on the linguistic and cultural analysis of the literary text, excerpts of the essay by M. Lermontov “Panorama of Moscow”, and considers the relationship between linguistic and cultural components of word and text analysis, as well as working with the concept in the framework of studying morphology in Russian language lessons. During the lesson, students systematize and generalize knowledge on the studied topic, develop a culture of working with dictionary entries, learn to work with the cultural meanings of the word in a literary text and in their native culture. Reliance on linguistic and cultural analysis of the word and text ensures the effectiveness of the study of linguistic material and the formation of a system of moral values of students.