EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
107
FEATURES OF SPEECH AND WRITING IN TEACHING THE RUSSIAN LANGUAGE IN
UNIVERSITIES OF UZBEKISTAN
Turaeva Shahida Egamberdievna
Karshi Engineering and Economic Institute, Uzbekistan
AB O U T ART I CL E
Key words:
Correctly organize, alphabet and
phonetics, hardness or softness, phonetic
exercises, phonetic dictations, stress, inflectional
language, case system of the Russian language,
“teacher
-student
–
means training", friendly
person, extracurricular communication, in the
learning process, calligraphy, graphic, spelling,
norms of Russian graphics and spelling, writing
skills, the role of writing.
Received:
19.11.2024
Accepted
: 24.11.2024
Published
: 29.11.2024
Abstract:
The article is devoted to the problem of
methods of teaching writing and written speech to
students in universities of Uzbekistan. It examines
groups of various written and speech exercises
aimed at developing students' writing skills and
abilities. It shows the role and close relationship
of the Russian language teacher to consider and
pay attention to communicative and educational
functions, important constructions of educational
lessons on a communicative-speech basis and
teaching the Russian language, pay great attention
to three main components: calligraphic, graphic
and orthographic.
INTRODUCTION
The Russian language is one of the most difficult languages in the world, therefore, when studying it,
foreign students have some problems. In order for foreigners to be taught Russian effective, the teacher
must competently organize educational classes, taking into account the typical difficulties that arise
during the educational process. Teaching Russian as a foreign language is a very complex, but at the
same time interesting process for both for students and for the teacher. For successful teaching it is
necessary to study in detail various methods of teaching Russian language as a foreign language, and
also take into account personal and cultural characteristics of students. It is important to note that the
Russian teacher language, special attention should be paid to communicative and educational functions,
which determines the importance of building a lesson on communicative-speech basis and allows him
to better interact with students. Students often have various problems when studying the Russian
language, due to the complexity of the material being studied. However this issue also becomes a
VOLUME04 ISSUE11
https://doi.org/10.55640/eijmrms-04-11-16
Pages: 107-111
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
108
problem for the teacher, since he it is necessary to find the best way to explain complex, problematic
linguistic phenomena. Problems in learning Russian may begin at the earliest stage in learning the
alphabet and phonetics. For students you need to remember how to pronounce each letter and each
sound.
It is important to explain the features of hard and soft signs, because they do not have a sound, but are
dividing signs and indicate the hardness or softness of the consonant sound in front. The peculiarities
of Russian phonetics pose a great difficulty for students of non-linguistic faculties of pedagogical
universities in Uzbekistan, so the teacher must pay attention to this aspect and regularly conduct
phonetic exercises, phonetic dictations, and practice various exercises for training and setting sounds.
Students need to learn to distinguish sounds by ear, since there are certain difficulties in recognizing
words by sound. When studying phonetics, the teacher must be guided by the reproductive method of
teaching; he must become an example of the correct pronunciation of sounds for students in non-
linguistic faculties of pedagogical universities in Uzbekistan.
Training of the articulatory apparatus should be constant at the initial stage of each Russian language
lesson. It should be noted that in the system of sounds of the Russian language there are sounds that
are not characteristic of others languages, for example, affricates (C, Ch) and fricative lingual-
anteropalatal (F, Sh, Sh). From work experience it is clear that when mastering articulatory affricates,
it is necessary to explain to students that these sounds are formed by merging two sounds, for example,
Ц = T + C; Ш = Т + Ш. Students can master the sounds Ж, Ш thanks to associative thinking: the teacher
should explain to students that the sound Z
h is similar the buzz of an insect, and the sound Ш is the hiss
of a snake. These features can be demonstrated using technical teaching aids or educational
illustrations. At the initial stage of the lesson, students can train the articulatory apparatus by reading
tongue twisters. The teacher must show foreigners an example of correct reading of a tongue twister
phrase, taking into account accentological norms, intonation, tempo and syntagmatic stress. Another
difficult problem to study Russian as a foreign language is the acquisition of grammatical laws and rules.
The Russian language is an inflectional language, that is, in expression grammatical meanings are
dominated by inflection using inflections.
Here special attention should be paid to declension (changing a word according to grammatical
categories of gender, number and case). Particular difficulties for students of non-linguistic faculties of
pedagogical universities of Uzbekistan is caused by the case system of the Russian language. Sequential
introduction grammar depends on the frequency of use in the language of certain grammatical forms.
In this case, the sequence of administration and studying cases is dictated by which of the case meanings
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
109
are found more often in the language. Students are encouraged to study the model with subject
expressed by one or another case of a noun or personal pronoun: Here is the table, it is here. Where is
the book? She's there. After that It is advisable to first introduce intransitive verbs in -at (play, dine,
etc.), then adjectives are given to express attributive relations, since possessive pronouns have already
been mastered on the models (my, my, mine, yours...). After studying the model with the nominative
case of a noun (in the meaning of the subject) and personal pronouns, a model with the prepositional
case (in the meaning of place - where?) is introduced, indicating the location of the object: The book is
on the table. The assignment is in the book. This corresponds to the frequency of use of the prepositional
case in this particular meaning.
The introduction to study verbs in the construction is determined by which of the case meanings is
studied at a given stage. The lexical diversity of the Russian language is presented in thematic groups,
for example: "Family", "City", "Spring", "Time", "Body Parts", "Professions". When studying vocabulary,
the teacher should constantly use various visual aids (illustrations, slide presentations, video clips), and
active work with the dictionary should also be organized.
The effectiveness of studying Russian words can be achieved when students find a given lexical
equivalent in their native language. It is more expedient to carry out such work on the basis of a finished
text according to the following plan: translation of a Russian text into Uzbek - retelling of the same text
in Russian. It is important to take into account that such work can be effective if students have the
necessary vocabulary of Russian words. The implementation of such tasks can also be organized using
leading questions about the text. In order to ensure greater interest of students in learning Russian, it
is necessary to use educational materials containing the following information: information about the
language, history, culture, lifestyle, traditions of Russia, as well as information related to the
professional field of students and their interests.
When teaching Russian as a foreign language, the teacher must take into account the national-cultural,
individual-psychological and personal characteristics of students, and his creative individuality should
contribute to the best conduct of classes. In modern methodology, there is an opinion that the basis of
teaching Russian as a foreign language is the scheme of relationships "teacher - student - teaching tools",
which is defined as pedagogical communication, implies a partnership between a foreign student and a
teacher.
A teacher of Russian as a foreign language should not only support the student in solving educational
problems, but also help him better adapt to a foreign culture, understand and accept new social
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
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foundations for him. A Russian language teacher should be an open and friendly person, capable of
positively influencing students and getting them interested.
Students learning Russian especially note the behavior of the teacher in his professional pedagogical
sphere, namely in the classroom, during which he most vividly reveals his creative individuality.
Educational work with students and extracurricular communication with them are of great importance
in mastering the Russian language. Conducting non-traditional classes (correspondence excursions,
discussions, games), organizing excursions and cultural events dedicated to significant dates,
contribute to the rapid adaptation of students to the language environment. Thus, intensive and high-
quality study of Russian as a foreign language is impossible without certain communication barriers,
which is a particular difficulty in the learning process.
However, with a detailed study of the similarities and differences of cultures, this problem becomes
quite solvable. When organizing the educational process, the teacher must take into account the
probable difficulties in assimilation of the educational material by foreigners and pay special attention
to each problem so that students studying in universities of Uzbekistan can fully use the assimilated
material in the communicative sphere.
CONCLUSION
Classes using communication technologies allow teaching foreign-language students a language as a
means of communication, a means of familiarization with culture; provide an opportunity to develop in
them the ability to actively, creatively and competently master all types of speech activity. As we know,
the role of writing in teaching the Russian language is gradually increasing, writing is beginning to be
considered as one of the types of methodology in improving the effectiveness of training. It is also
necessary to take into account the practical significance of written speech communication in connection
with the active development of modern means of communication, such as e-mail, the Internet.
REFERENCES
1.
L.P. Fedorenko “Principles of Teaching Russian Language (Moscow, 1973), “Patterns of Assimilation
of Native Speech” (Moscow, 1984) [1, p. 4].
2.
T. Yu. Abz
airov “Ways to Improve Spelling Literacy in Russian Language Lessons in Secondary
School”, Termez State Pedagogical Institute, Eurasian Journal of Academic Research: 2 pp. 57
-63 (5).
https://zenodo.org/record/6529280/files/V2I5-57. pdf?download=1
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
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3.
T. Yu.
Abzairov “Features and methods of teaching the Russian language in universities of
Uzbekistan”, State Pedagogical Institute, WWW.bestpublikation.uz ISSN: 2181
-3302, SJIF (2022):
4.621, 10/19/2022.
4.
S.I. Tursunova Development of oral speech of primary school students in extracurricular activities,
Termez State Pedagogical Institute, Eurasian Research Bulletin, November, 2022-11-30.
