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VOLUME:
Vol.06 Issue06 2025
10.37547/philological-crjps-06-06-04
RESEARCH ARTICLE
Essay Method at The Advanced Stage of Russian Language
Learning
Sultonova S.X
Associate Professor of the Department of Foreign Philology, Tashkent International University of Financial Management and
Technology, Uzbekistan, Tashkent
Received:
14 April 2025
Accepted:
10 May 2025
Published:
12 June 2025
INTRODUCTION
In the context of globalization and intercultural interaction,
knowledge of the Russian language is of particular
importance as a means of international communication and
professional development. In this regard, teaching Russian
as a foreign language (RFL) should be focused not only on
mastering lexical and grammatical structures, but also on
developing functional literacy, which is understood as the
ability to effectively use the language in various areas of
communication - academic, professional, everyday.
Modern RFL methods emphasize the need to develop
students' linguistic competence, as well as cognitive
abilities, such as critical thinking, analysis, synthesis and
argumentation. A special place in this process is occupied
by the development of written speech, since it allows the
student to fully reveal his or her intellectual potential, and
contributes to the formation of a coherent, logically
organized and stylistically correct statement.
At an advanced stage of learning, when students have
already mastered the basics of grammar and active
vocabulary, there is a need to move from reproductive
forms of speech to productive and creative ones. In this
context, the essay method becomes not only an effective
tool for language practice, but also a powerful means of
developing
students'
analytical,
semantic
and
communicative independence. The essay genre gives
students the opportunity not only to reproduce learned
constructions, but also to express personal opinions,
interpret texts, build arguments and engage in written
dialogue with the reader. This makes the essay method
especially relevant at an advanced stage, when the
emphasis of learning shifts toward developing high-level
thought processes and academic writing skills.
Thus, the use of the essay method corresponds to the
principles of the competence-based approach in teaching,
ensuring the integration of linguistic, cognitive and
creative components in a single educational space. The
purpose of this article is to substantiate the effectiveness of
the essay method in teaching Russian as a foreign language
ABSTRACT
This article examines the essay method as an effective tool for developing students’ speech, cognitive, and creative skills a t the
advanced stage of learning Russian. The didactic potential of essays is analyzed, along with their role in fostering critical thinking
and independent language activity. The article also provides sample tasks and methodological recommendations for using essays
in Russian as a foreign language (RFL) classes.
Keywords:
Essay method, advanced stage, Russian language learning, RFL, speech activity, critical thinking, creativity.
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at an advanced stage, analyze its didactic capabilities and
present
methodological
recommendations
for
its
implementation in educational practice.
Theoretical Foundations of the Essay Method
The essay method occupies a special place among
productive forms of speech activity that contribute not only
to the mastery of linguistic means, but also to the formation
of the student's personality. Its theoretical foundations are
rooted in the concepts of personality-oriented, activity-
based and communicative approaches, according to which
learning should not only impart knowledge, but also
develop
the
skills
of
self-determination,
critical
assessment, meaning generation and self-expression.
According
to
the
personality-oriented
paradigm
(Vygotsky, Leontiev, Elkonin), the student is considered
an active subject of learning, not a passive object. In this
context, the essay acts as a mediator between the inner
world of the student and the language being studied. By
writing an essay, students internalize the lexical and
grammatical material, giving it personal meaning and
cultural significance. In the methodology of teaching
Russian as a foreign language, the essay is considered not
only a genre of written speech, but also a powerful didactic
tool that ensures:
• Activation of lexical and grammatical skills: essay
writing requires a conscious choice of language tools,
which helps to consolidate grammatical structures and
expand active vocabulary;
• Formation of coherent monologue speech: the student
learns to build a logically organized statement, adhere to
compositional
principles
(introduction,
main
part,
conclusion);
• Development of interpretive and argumentative skills:
essay writing involves not only presenting facts, but also
interpreting them, analyzing them, expressing a position
and proving one’s point of view;
• Formation of motivation for linguistic and cultural
reflection: when working on an essay, the student
comprehends linguocultural differences, compares the
native and studied languages, reflects on cultural realities
and universals.
Researchers in the field of methods of teaching RFL, such
as I.L. Bim, M.V. Verbitskaya, I.A. Zimnyaya, emphasize
that writing an essay contributes to the formation of
complex speech skills that go beyond the simple transfer of
information. An essay is a form of written discourse that
requires cognitive depth, speech flexibility and cultural
awareness. In addition, the essay method is harmoniously
combined with the principles of the competence approach,
according to which training should provide not only a
knowledge component, but also the formation of key meta-
subject and communicative competencies. It is in the essay
that such skills as independent problem setting,
information search, content structuring, self-control and
reflection are realized.
Thus, the essay method has a powerful didactic potential,
which makes it indispensable at the advanced stage of
studying Russian as a foreign language. It not only deepens
the language training of students, but also contributes to the
formation of their intellectual and personal maturity.
Features of the application of the essay method at an
advanced stage
The advanced stage of teaching Russian as a foreign
language is characterized by the transition from operating
with basic lexical and grammatical units to mastering
complex forms of speech activity, in which the central
place is occupied by meaningful and creative use of
language. At this level, students have already formed stable
language automatisms, an expanded vocabulary, and
developed perceptual and productive skills. This creates
favorable conditions for the introduction of such forms of
training that contribute to the development of verbal
thinking, independence, and interpretive activity. The
essay method meets all these requirements, since it is
focused on productive language activity and the integration
of cognitive, emotional, and linguistic resources of the
student's personality.
At the advanced stage, the essay method performs a
number of key didactic functions:
• Communicative function — the essay creates a space for
written dialogue, where the student can not only express
his position, but also enter into a correspondence
discussion with the intended reader. This contributes to the
formation of discursive competence, as well as the
development of the ability to make a reasoned and targeted
statement.
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• Cognitive function — writing an essay requires the
student to organize the thought process: selection of
information, its analysis, classification and interpretation.
Thus, the essay stimulates the development of logical-
structural and abstract thinking, as well as metacognitive
strategies.
• Speech function — the essay method allows students to
consolidate and actively apply language tools in realistic,
contextually determined situations. This contributes to the
formation of flexibility in the choice of speech strategies,
stylistic adequacy and grammatical accuracy.
• Cultural function - the essay's subject often touches on
socio-cultural, ethical and intercultural aspects, which
encourages students to understand cultural differences, to
reflect on the norms and values of a foreign-language
society. Thus, intercultural competence is developed - one
of the key components of modern humanitarian education.
In addition to the above aspects, the essay method helps to
develop and strengthen meta-subject skills, such as:
• argumentation - the ability to logically and consistently
defend one's point of view;
• text structuring - compliance with the logic of
presentation, compositional integrity, transitions between
parts of the text;
• critical understanding of information - the ability to
analyze different points of view, identify hidden meanings,
make comparisons;
• reflection - awareness of one's own speech and thinking
strategies,
setting
goals
and
monitoring
their
implementation.
Thus, at the advanced stage of teaching Russian as a
foreign language, the essay method not only helps to
improve linguistic competence, but also integrates the
student into the space of academic and intercultural
communication. It becomes an effective tool for
developing personal and professional readiness to
participate in a multilingual and multicultural world.
Essay typology in teaching Russian as a foreign
language
One of the key factors for the successful implementation of
the essay method in the practice of teaching Russian as a
foreign language is the competent selection of its genre
forms and thematic content. The variety of essay types
allows taking into account the individual characteristics of
students, their language level, cognitive preferences and
socio-cultural context. In addition, genre variability
contributes to the holistic development of speech, logical-
analytical and intercultural competencies, which is
especially important at the advanced stage of language
acquisition.
In the practice of teaching Russian as a foreign language,
the following types of essays are the most productive and
didactically justified:
1. Problem essay
Example of the topic: "What does it mean to be a free
person?"
This type of essay is aimed at developing argumentative
and critical-reflective competence. The student learns to
formulate a problem, identify its relevance, put forward
theses, support them with logical arguments and examples,
which contributes to the development of academic writing
skills and dialectical thinking. The problem essay is ideal
for discussing philosophical, ethical and socially
significant topics, which, in turn, broadens the horizons of
students and strengthens the motivation to study the
language.
2. Comparative essay
Example of the topic: "Russian and my native culture:
points of contact"
A comparative essay develops the ability to identify
similarities and differences between two phenomena -
cultural, linguistic, behavioral. This genre contributes to
the formation of intercultural competence and skills in
interpreting cultural codes. Writing such essays requires
students not only to master the linguistic means of
comparison and contrast, but also to have the ability for
cultural reflection and a tolerant view of differences. In
addition, this genre helps to integrate the student's personal
experience into the learning process, enhancing his
subjective involvement.
3. Analytical essay
Example: Analysis of a fiction or journalistic text, article,
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film fragment. An analytical essay develops the skills of
critical analysis, interpretation, identification of subtext
and the author's position. It is relevant when working with
literary works, mass media, scientific or journalistic texts.
Within the framework of Russian as a foreign language,
this genre allows you to practice complex syntactic
constructions, terminological vocabulary, means of logical
connection and citation. In addition, it contributes to the
development of academic literacy, which is necessary for
studying at universities in the Russian-speaking area.
4. Personal (reflective) essay
Example of the topic
: "What surprised me in the Russian
language?"
A personal essay gives the student the opportunity to
express their subjective perception of the language being
studied, share discoveries, associations, impressions. It
develops the skills of self-presentation, emotional
expressiveness and spontaneous speech activity. This type
of essay is especially useful for creating a trusting
atmosphere in a group, developing language confidence
and removing psychological barriers. In the RKI
methodology, personal essays are often used as a means of
language diagnostics and self-assessment of progress.
Each of the presented essay types is aimed at developing
specific cognitive, speech and socio-cultural skills. Their
alternation and combination in the educational process
allows you to create a variable, personally significant and
meta-subject oriented learning environment. Thus, the
essay typology becomes not just a tool for genre diversity,
but also an effective mechanism for individualization and
differentiation of learning within the framework of the
competence-based approach.
Methodological recommendations for the use of the essay
method in teaching Russian as a foreign language
For the effective implementation of the essay method in
teaching Russian as a foreign language, it is necessary to
follow a step-by-step, systematic approach that provides
both linguistic and cognitive support for students. The
essay writing methodology should be integrated into the
educational process, taking into account the principles of
gradualism, awareness, and reflexivity. Below are the main
stages of working with essays, accompanied by specific
methodological instructions.
1. Preparatory stage (motivational and diagnostic)
The goal of this stage is to create basic conditions for
successful perception and subsequent completion of the
task. Here, the focus on genre specifics and mobilization of
relevant language resources are especially important.
• Introduction to the essay genre and its structure
Students are given a brief theoretical introduction to the
genre features of the essay: introduction - thesis, main part
- argumentation and examples, conclusion - generalization.
It is advisable to use graphic diagrams (mind-maps) and
tables to visualize the structure.
• Work with authentic samples
Analysis of real student essays or samples prepared by the
teacher is proposed. Joint analysis of the strengths and
weaknesses of the texts contributes to the formation of
genre sensitivity, awareness of errors and a better
understanding of the requirements.
• Targeted lexical and grammatical exercises
Before writing an essay, you should conduct a series of
exercises that activate vocabulary on a given topic, practice
means of logical connection (conjunctions, introductory
constructions),
argumentation
and
evaluation
(for
example, “in my opinion”, “therefore”, “one can assume”,
etc.).
2. Main stage (creative and productive)
This stage involves independent productive activity of
students, based on previous preparation.
• Group discussion of the problem (prescription)
Before individual essay writing, it is advisable to organize
a group discussion on the proposed topic, during which
students formulate the main theses, exchange opinions, and
clarify their position. This helps to reduce anxiety and
actively engage in the topic.
• Drawing up an essay plan
Individual or paired drawing up of a plan helps to structure
the future statement, organize the material logically and
consistently. The plan can be discussed in mini-groups and
receive feedback before writing.
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• Writing a draft of the text
At this stage, the main productive work is carried out. It is
important to emphasize the value of the draft version,
where errors are possible, since they serve as a basis for
subsequent editing and learning from your own examples.
3. Reflective stage (analytical and corrective)
This stage is aimed at understanding the result, refining it
and developing self-control skills.
• Editing and improving the text
Working on errors, lexical and stylistic editing, eliminating
logical gaps. It is possible to use “linguistic checklists” that
allow the student to systematize the check (grammar,
vocabulary, structure, logic, argumentation).
• Oral essay presentation
Oral defense or presentation of an essay forms the
integration of written and oral speech, promotes the
development of public speaking skills and confident self-
expression. It also enhances motivation and a sense of
responsibility for the result.
• Self-assessment and mutual assessment
Formative assessment using criteria (structure, logic,
originality, linguistic correctness, etc.) helps students
realize their strengths and weaknesses. Feedback can be
provided both orally and in writing.
CONCLUSION
The essay method occupies a special place in the system of
teaching Russian as a foreign language at an advanced
stage, combining linguistic, cognitive and cultural
components. Due to its genre flexibility, personal focus
and analytical potential, the essay allows not only to
improve the language competence of students, but also to
form meta-subject skills: critical thinking, logical
expression of thought, the ability to self-analysis and
cultural reflection.
An analysis of the theoretical foundations of the essay
method and its practical application showed that systematic
work with this genre facilitates the transition from
reproductive forms of language acquisition to productive
and creative ones. The essay acts as a means of
implementing a competency-based approach to teaching
Russian as a foreign language, allowing for the integration
of language knowledge with the student's personal
experience and stimulating his or her speech independence.
The introduction of the essay method requires careful
methodological support from the teacher: step-by-step
organization of the process, differentiation of tasks,
creation of a motivational environment and formation of a
culture of written reflection. Of particular importance is the
post-writing stage, in which editing, oral presentation and
formative assessment play a key role.
Thus, the essay method is a powerful didactic tool that
ensures not only the development of the student’s linguistic
personality, but also the formation of a humanitarian
worldview based on a dialogue of cultures, respect for the
other and the ability to express one’s position in a reasoned
manner.
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