Vol 17, No 4 (2019): RUSSIAN LANGUAGE IN A MODERN SCHOOL: WHAT AND HOW TO TEACH

The report is devoted to culturological research in foreign-language education, issues of working at masterpieces of Russian art in connection with a systemic-chronological presentation of ingenious representatives of Russian culture in the dialogue with Slovak culture. The communicativecultural concept constitutes the basis of long-term research and educational work of the remarkable Slovak specialist in Russian philology Eva Kollarova. An analysis of Eva Kollarova’s textbooks and monographs presented in the article shows her significant contribution to the Russian language diffusion not only in Slovakia, but also in other European countries.

The article describes the issues of axiological linguodidactics exemplified in methodical studies of A.D. Deikina’s scientific school: linguistic substantiation of axiological aspect in Russian language teaching, culturological component of pupils’ value system, new technologies for axiological skills development at Russian language lesson, philology students’ value system development as a professional competence. Conceptual features have been defined in scientific school research: focus on personality development, social experience acquisition, training the aptitude to various cooperation with the surrounding community. The scientific school works reflect conceptual development of linguistic and methodical training for Russian language teachers, focused on increasing pupils’ learning and cognitive motivation and improving their personal, metasubject and subject achievements. The scientific novelty of the research is defined by the key idea of anthropocentricity, integrity of essential components of axiological methodology, multifacetedness of approaches to text-oriented language studies. The scientific research in the article shows the development of Russian language teaching methodology in the first decades of the XXI century. The value of the article for contemporary school education lies in the fact that axiological linguistic methodology assists in developing cultural identity of future Russian citizens.

The article analyses the problems, which Russian-speaking schoolchildren in Latvia meet while creating written argumentative texts. The topicality of the article lies in the peculiarities of forming the schoolchildren’s linguistic personality in the diaspore during bilingual education. The author focuses on the main problems in the schoolchildren’s written speech and their reasons. The criteria of text content-analysis were as follows: 1) the level of argumentation autonomy; 2) the quality of the arguments; 3) the level of argument unfoldedness and using different types of arguments; 4) speech expressiveness and observing language norms. The ninth-graders’ text analysis led the author to the following conclusions: the compositions of most schoolchildren partly correspond with argumentative texts (in the aspect of their contents, structure, quantity and quality of arguments, means of thought development); they lack intertextual embeddings (the texts are “poor” in the sense aspect); in the speech behaviour there dominates an explicit I-communication (reflexive observations, egocentric direction of their behaviour), pragmatic, naked outline of facts even if the topic of the text motivates to verbalize emotions; there are a lot of language errors. The results of the research are based on analysis of 3296 ninth-graders, which the schoolchildren wrote at Russian language exam on finishing secondary school in 2016-2018. The results of this and further researches will allow the author to deeply investigate the process of forming primary and secondary linguistic personality of a Russian-speaking schoolchild in Latvia.

The relevance of the research is justified by the necessity of developing methodical basis for project-research activity at the lessons of the Russian language at schools. The article is aimed at: 1) giving justification for introducing project-research activity into in-class work while studying the section “Lexis” in the 5th forms by approving the methods given by the author for studying the topic “Homonyms”; 2) evaluating the development of general learning skills (comparing, giving definitions for terms, giving arguments for a point) using the material of the topic ‘Homonyms”; 3) assessing the knowledge of Russian lexis of pupils from control and experimental classes, comparing the results; 4) specifying the term “project-research activity” in the aspect of the goals of Russian language learning in middle school. The theoretical relevance of the article is in providing justification for identifying project-research activity as a specific separate type of learning activity, specifying the term “projectresearch activity” in Russian language classes in the middle school, specifying general learning skills (comparing, giving definitions to terms, giving arguments for a point) necessary for conducting projectresearch activity in Russian language classes, providing description for the levels of their development on the example of studying the “Homonyms” topic in 5th grades. The practical relevance of the article is in giving developed and proven program that includes pupils’ work on researching project “Portrait of the word” in the 5th form during studying the section “Lexis”. This article discusses the possibilities of studying vocabulary at Russian language classes using project-research activity. Project-research activity in Russian language classes is understood as independent cognitive activities of the pupils, aimed at studying the Russian language, developing linguistic knowledge and skills and forming general studying capabilities. This type of activity is characterized by having a project idea, it is planned as a process of achieving the project idea through consequent research operations. The author proposes the program for studying the topic “Homonyms” within the framework of “Portrait of the word” project, and the results achieved during experimental education are discussed. The data obtained during experimental education allow making a conclusion that project-research activity can be effectively integrated into class-and-lesson system of studying vocabulary in Russian classes in the 5th form: it promotes forming knowledge and skills on the topic and general learning skills of comparing, giving definitions for terms and giving arguments for a point. The directions of future research are in developing methods of organizing project-research activity in Russian language classes both during lessons and in extracurricular activity on the material of topics ‘Morphology”, “Syntax”, “Phonetics”, etc.

The article discusses the concept of abbreviated decryption of stimulus, which refers to a method of rolling out a contracted construct abbreviation in an equivalent phrase. The study is relevant because it implements and describes a new approach to abbreviation interpretation, stating that a complex word in a synchronous section of the language usually corresponds not to not, but to several equivalent phrases that appear as a result of actualizing alternative decryption stimuli of a contracted abbreviation construct in the text, while existing dictionaries of complex words give only one phrase as an equivalent, usually with a relative adjective. The purpose of the article is to define and describe the system of decoding stimuli of abbreviations in the Russian language. The novelty of this study lies in the fact that it states the existence of a branched system of equivalent phrases in the language, where parallel multiple decryption of a contracted construct of the abbreviation is carried out. The practical significance of the results is the possibility to use them in compiling dictionaries of abbreviations, as well as in translating and editing. The article describes two principles of interpreting decryption stimuli - cognitive and formal. It is concluded that cognitive bases of allocating decryption stimulus are associated with such parameters as stereotypy, uniqueness, regularity. Under the decryption stimulus in this case we understand background knowledge, provoking a particular variant of rolling out a contracted construct of the abbreviation, the stereotype of its explication. As a result of the study, we found that a presentative decryption stimulus is the most stereotyped one. The formal approach defines the decryption stimulus as specific, i.e. empirically observed equivalent phrase in the form of a contracted construct abbreviation in the texts. The perspectives of further research in this area is clarification of the classification of decryption stimuli and on its basis methods of their forecasting.