Academic journal article Asian Social Science

Linguo-Didactic Foundations of Teaching Emotional and Evaluative Lexics of the Russian Language to the Turkic-Speaking Audience

Academic journal article Asian Social Science

Linguo-Didactic Foundations of Teaching Emotional and Evaluative Lexics of the Russian Language to the Turkic-Speaking Audience

Article excerpt

Abstract

The paper addresses issues of teaching emotional and evaluative vocabulary of the Russian language to Turk-speaking students. It also demonstrates the important role of the contrastive-typological approach to their study of the marked lexics. Certain linguo-didactic technologies that allow to form their communicative and cultural competence in the educational process are described. The results of the training experiment prove the effectiveness of the proposed methods of theoretical and practical material presentation. It seems a promising perspective to create an online educational resource for this section.

Keywords: a contrastive typological approach, emotionally-appraising vocabulary, emotional lexics, connotative meanings, a derivational group, teaching methods

1. Introduction

The educational system of Russia at its different stages implements the federal targeted program "Russian language" for the 2011-2015 years period. It involves work ensuring the realization of the Russian language function as the State language, creating conditions for the Russian language functioning as a vehicle of international communication of Russia nations, as well as studying the quality of non-native speakers' Russian language knowledge while studying at educational institutions (Federal Target Program "Russian language" for 2011-2015 years, 2011).

It is known that in the Tatarstan Republic "language policy is aimed on supporting equal state of Russian and Tatar languages in communication and development of a bilingual person" (Ibragimova & Tirigulova, 2014, pp. 677-680). Bilingual education is mandatory there, but it does not offer sufficient mastering of the two languages, including Tatars' speaking the Russian language.

With the consideration of these factors, it is necessary to focus attention on the Russian language teaching methodic, in particular, its vocabulary, when working with Tatar students, future teachers of Russian and literature. The study of non-natives' learning the Russian language is often connected with difficulties of the Turk-speaking (Tatar) students' mastering some separate sections of the Russian language.

The problem, as it is known, is created by differences in the native and the studied languages (Tatar language belongs to agglutinative languages, and Russian is a fusional language). The researchers note that "the students' mother tongues belonging to different groups a priori explains that some of the Russian language phenomenon will be perceived and learnt more or less easily, and other phenomena -with huge difficulties" (Bakeeva, 1983, pp. 19-28).

A moment of misunderstanding, difficulties arise in connection with the distinction of cultures behind the languages, that's why the modern methodology of teaching Russian language as non-native is focused on teaching it in the regime of the dialogue of languages as the dialogue of cultures and the formation of students' linguo-cultural competence (Bochina & Habibulina, 2012; Fattakhova, 2012; Shakirova & Sabatkoev, 2003, p. 376). In modern linguo-didactic, a contrastive typological approach to the study of both differently structured language systems and the cultures of different peoples is actively applied (Fattakhova & Yusupova, 2012; Yusupova, 2012).

The object of our study is Turk-speaking students' process of learning the emotional and evaluative lexics of the Russian language. Emotionality is one of the main properties of the Russian mentality, which is characterized by the abundance of language means for expressing emotions, emotional tones, assessments (Fedorov, 2012, p. 12).

Subject of research is the process of improving the teaching of marked lexics, applying the contrastive typological approach to its study.

The purpose of our report is to present this approach in studying one of the sections of the course "Modern Russian language"- "Vocabulary in terms of emotional-style coloring" and to show the teaching technology in the educational process, to provide practical linguistic and didactic recommendations. …

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