Teaching Russian language: the Role of Word Formation

Abstract

The article is devoted to the problem of increasing the level of the subject of competency in philology majors. By identifying the main areas where the word-formation principle is actualized, we have established that derivation has a special methodological significance for implementing inter-level linguistic relations in Russian language teaching. From the point of view of methodology, those effective word-building units which provide the objectification of word-formation principle are derivatives, derivational types (models), and word formation families. Our research has shown that exercises on derivation are also very effective in forming language skills based on the ability to effectuate the structural and semantic features of the word. The research revealed that it is necessary to make maximum use of word formation potential in assimilating lexical data, in teaching morphology, spelling and stylistics of the Russian language. Moreover, we should take into account the fact that studying word formation helps to develop logical thinking, as well as the ability to analyze and synthesize.

Developing Subject Competence Among Student Teachers: Outcomes Of Pedagogical Practice In Russia

“…The need for special attention to teacher training is mentioned by many researchers. This is confirmed by numerous studies of both domestic and foreign researchers (Prince, 2004;Petrova, 2015;Korneeva & Yusupova, 2017;Yusupova, Nagumanova, Gulieva, 2016;Larionova, Korneyeva, Yusupova, Latfullina, 2017;Nurullina & Yusupova, 2016;Yusupova, 2016;Shchuklina, Mardieva, & Alyokhina, 2016;Shkurko, Lukoyanova, & Sergeeva, 2017;Shaikhutdinova, Lukoyanova, & Savitskaya, 2017), etc. Teaching practice on the profile of training shows how students are ready or not ready for professional teaching activities.…”

Acquisition of English derivational morphemes students of selected universities in Khyber Pakhtunkhwa, Pakistan

“…The morphological knowledge can lead to better linguistic performance like reading comprehension (Zhang, 2017). All English words cannot be taught, therefore, morphological processes like derivation in teaching and learning become significant for a number of reasons like increasing their vocabulary on the basis of already learned words and generalizing the already learnt lexical items' morphological markers (Shchuklina et al, 2016).…”

Occasional word-formation as a dynamic aspect of the Russian language derivational system

“…В лингвистике последних десятилетий заметно возросло количество работ, посвященных различным проблемам словообразования. Деривационному аспекту лексической системы русского языка посвящены работы современных отечественных и зарубежных лингвистов, в которых предпринимаются разные подходы к исследованию производной лексики: структурно-семантический (Fatkhutdinova 2015;Habibulina 2015), лингвокультурологический (Erofeeva 2014;Schuklina 2016;2017), когнитивный (Абросимова 2014;Евсеева 2011), методический (Hashemi 2011;Kieliszek 2015;Martyanov 2016;Shchuklina 2016;Tahaineh 2012) и др. Вместе с тем в свете общей тенденции изучения деятельностного характера языка, связанной с провозглашением в качестве важнейших двух принципов -«принципа говорящего» и «принципа динамизма», актуальным на сегодняшний день является исследование динамического аспекта словообразования, выявление активных деривационных процессов с определением основных тенденций в современном русском словообразовании.…”