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LINGUOCULTUROLOGY IN RUSSIAN LANGUAGE STUDY
Urinova Shoira Pulatovna
Lecturer, Fergana State University
Azizova Mukhnora Madaminjon kizi
Lecturer, Fergana State University
Pulatova Dilshoda Bakhtiyor kizi
Lecturer, Fergana State University
https://doi.org/10.5281/zenodo.11515307
Abstract:
This article examines the role of the precedent name in the
formation of linguistic and cultural competence of students in the classroom of
Russian as a foreign language. The authors analyze the methods and techniques
of using precedent names for a deeper understanding of Russian culture and its
features.
Keywords:
precedent name, linguistic and cultural competence, Russian
as a foreign language, cultural context, teaching methods, adaptation,
communication.
Linguistic and cultural competence involves the analysis and
systematization of manifestations of the material and spiritual components of
culture into a living spoken language, interpretation and correlation of the
meanings of words and expressions.
The cultural connotation of complex units of discourse involves a
comprehensive analysis of lexical units, taking into account their additional
meaning accepted in a certain cultural environment, as well as related semantic
functions arising under the influence of ethnic, geographical, professional and
other features.
Lexical units provoke the emergence of an associative series in a linguistic
personality, that is, the essence of a lexical unit becomes publicly available and
reproducible.
Any language has both neutral and emotionally colored lexemes. The
latter, most often, have a secondary nomination, which directly depends on the
cultural characteristics of native speakers. This creates certain difficulties when
learning foreign languages, because without immersion in the culture of native
speakers, students have completely different associations.
As a rule, the greatest difficulties are observed in understanding precedent
phenomena, the interpretation of which is impossible without an appropriate
linguistic and cultural commentary given by the educational material or
prepared by a teacher.
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Among the studied precedent phenomena, precedent names are singled
out separately, that is, "individual names associated: a) with a widely known
text, which, as a rule, belongs to the number of precedent; b) with a situation
widely known to native speakers and acting as precedent" [Gudkov 2003: 106].
Knowledge and understanding of case names indicates the level of knowledge of
a foreign language of the student. The use of precedent names in speech reflects
the characteristic features of the speaker, makes his speech clearer, richer and
more emotional. To achieve this level of linguistic personality, it is necessary to
use material closely related to Russian culture, ethnic and historical features of
the country of the language being studied in the RCT classes.
In colloquial speech, precedent names are most often used to give the
dialogue the greatest expression. Their correct selection reflects not only the
general emotional mood, but also demonstrates a wide range of relationships
between the interlocutors. In this case, another aspect of the precedent name is
manifested — the pragmatic one.
The precedent name allows you to convey the meaning of the message
with reference to the cultural heritage as vividly and figuratively as possible. It
appeals to the image that carries the primary nominative. For example, in most
cases, Cinderella is associated with an unhappy girl who works hard, the Snow
Queen can be called a person who is emotionless, Malvina causes the association
of a girl with bright hair, the Ugly Duckling is interpreted with a not very
handsome person, etc.
Learning and being able to correctly interpret a case name is important
for:
1. Preventing mistakes, misunderstandings and unpleasant situations
when communicating with native speakers.
2. Understanding authentic texts when reading.
3. Making your own speech more expressive.
The semantic load of the precedent name when reading becomes a symbol
reflecting the plot. It translates a precedent situation, which is directly related to
and, as a result, a precedent text, that is, the development of one precedent name
involves the development of significant cultural material.
Thus, the use of a precedent name is important for the formation of
linguistic and cultural competence of a foreign student in the structure of
communicative competence. The demonstration of precedent phenomena in
RCT classes contributes to the formation of a second language personality,
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allows you to adequately perceive the meaning of statements, to verbalize your
own epistles in an accessible and competent way.
Significant difficulties in RCT classes arise when structuring the
presentation of case material, which is due to the characteristic features of
individual lexical
units and ways to explain them. Precedent names in the study of the
Russian language by foreign students are very voluminous and difficult. They
require close attention and separate study. E.B.Ushakova in her article suggests
the following algorithm of actions when working with a precedent name:
1. Presentation of additional reference material containing an explanation
of the new case name, to non-diagnostic texts.
2. Analysis of the invariant of perception, concluded in the context of the
studied material, to focus on the distinctive features of a precedent name new to
students.
3. The use of the studied case names in further work in order to eliminate
errors in interpretation when using.
4. Consolidation of new material by separate exercises.
5. The use of precedent expressions directly in speech [Ushakova 2014:
16].
The gradual formation of a linguistic personality, which is based on certain
character traits, ways of thinking, is directly related to the co-study of the
language and culture
of its native speakers, culture in a broad sense. The task of the teacher is to
introduce foreign students
students' interest in Russian culture, history, and traditions. Here, a significant
role is assigned to precedent names as carriers of cultural information, giving
imagery and expressiveness to speech. Such knowledge contributes to a deep
immersion in Russian culture, an understanding of the national mentality and
the improvement of the language being studied.
Reference:
1. Gudkov D.B. Theory and practice of intercultural communication. M.: Gnosis,
2003. 286 p.
2. Krasnykh V.V. "One's own" among "strangers": myth or reality. Moscow:
ITDGC "Gnosis", 2003. 375 p.
3. Krasnykh V.V. Ethnopsycholinguistics and linguoculturology. Moscow: ITDGC
"Gnosis", 2002. 254 p.
DEVELOPMENT AND INNOVATIONS IN SCIENCE
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4. Ushakova E.B. The phenomenon of a precedent name in linguoculturology and
the aspect of teaching Russian language as a foreign language // Bulletin of the
Moscow State University. 2014. No. 2. 16 with
