EIJP ISSN: 2751-000X
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METHODOLOGY OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE
Jo‘rayeva Nigina Aleksandrovna
Lecturer, Termez state university, Uzbekistan
AB O U T ART I CL E
Key words:
Teaching Russian as a second
language, educational and methodological
approaches, communication, linguistic
pragmatics, language games.
Received:
13.11.2024
Accepted
: 18.11.2024
Published
: 23.11.2024
Abstract:
Teaching the Russian language teaching
to the Uzbek students is used as an example to
substantiate the need for foreign students to
master the linguopragmatic side of the Russian
speech, customs and culture of modern Russia.
Exercises aimed at the development of language
flair, creative attitude to the language being
studied, and the replenishment of the lexicon are
given.
INTRODUCTION
The active migration, political and economic processes taking place between
Uzbekistan and Russia indicate that the discipline "Russian as a foreign language" in universities, and
they should acquire a serious methodological base. For several years, researchers from both countries
have been studying this problem. To date, there are already several good from a scientific point of view,
applied in practice educational and methodological complexes, including "East" and "Road to Russia".
METHODOLOGY
The book is really effective: Uzbek students learn the basic rules of Russian grammar, acquire a certain
vocabulary. But there is an aspect of speech that remains untouched in these textbooks
—
this is the
pragmalinguistic side of the communication process, that is, the orientation towards goals, the selection
of language tools and the effects of speech. Studying the tales of P. P. Bazhov undoubtedly helps to
understand the culture of the peoples of the Urals ("The Road to Russia", 4h.), but from a pragmatic
point of view, it would be much more effective study the topic "Personal hygiene products" or "Business
lunch in a restaurant", because in real language practice, it is the latter topics, and not literary works,
that become the basis of the dialogue between Uzbek and Russian. That is why we insist that the training
of students in the complex "Road to Russia" (understandable and accessible) should be accompanied
by reading texts and dialogues focused on real life, for example, the topic "The role of the Internet in
modern society". In our opinion, it is also necessary to provide students with real journalistic texts: to
invite them to read newspapers and magazines in Russian, to watch news releases-it is obvious that the
vocabulary from the textbook is not enough to understand the media texts, the student will have to turn
VOLUME04 ISSUE11
DOI:
https://doi.org/10.55640/eijp-04-11-38
Pages:191-193
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ISSN: 2751-000X
VOLUME04 ISSUE11
192
to the dictionary. This technique will allow you to expand the student's vocabulary. I would like to
discuss another aspect of the learning process. The training complexes used by teachers of Russian as
a foreign language contain a variety of exercises aimed at forming and consolidating the basic skills of
speaking, reading, writing and listening. Moreover, we note that these textbooks are also suitable for
independent learning, since the laws of the Russian language are explained quite easily. Although, in
our opinion, the lesson should not be built only on working with the textbook. The basis for motivation
to learn a non-native language should be an interest and love for another culture, which can be formed
by game, story-role exercises and individual tasks. Therefore, the teacher within the lesson can work
not only on the book, but also offer students additional educational materials. In this publication, I
would like to present some exercises developed by the author of this article and successfully tested in
practice. Exercise "Fourth-extra". Students are faced with the task of identifying a word in a row that
does not fit the meaning or grammatical category, or logic. As a rule, students do not know the meaning
of all the words and therefore turn to dictionaries during the exercise, The activity "Find synonyms".
Students are faced with the task of establishing synonymous relationships between the words that the
teacher suggests. But the difficulty is that one word in the pair is deliberately chosen unfamiliar to the
student. The exercise allows you to expand your vocabulary, strengthen the skill of determining
synonymous relations. pink noisy горячий синий решительный красный звонкий жаркий умный
смелый голубой начитанный Exercise "Spontaneous storytelling". The students 'task is to compose a
short story/sentence from the words written on the board in the shortest possible time, for example,"
ночь.
Фонарь.
Человек.
Одиноко. Собака.
Друг».
Here's what might happen: «Это была самая обыкновенная ночь. Улицу тускло освещал фонарь.
Не видя дороги перед собой, шел человек. Ему было очень одиноко. Навстречу ему брела собака,
такая же одинокая, как и он. «А ведь она может стать мне
другом, и нам двоим уже больше
никогда не будет одиноко», –
подумал человек и подозвал к себе пса».
The exercise strengthens the skill of monologue speech, checks the ability to build a sentence.
RESULTS
Exercise "Execution cannot be pardoned". The teacher tells the students about the phenomenon of the
phrase "Execute can not be pardoned", the meaning of which depends on the setting of the comma:
"Execute, you can't pardon" or "Execute, you can't pardon". And invites students to independently come
up with similar phrases consisting of infinitives-antonyms. For example, "to lose Weight you can't gain
weight", "Love not hate". The exercise reminds of the phenomenon of antonymy, demonstrates the fact
that in the Russian language, the meaning of the phrase changes from the punctuation mark, it forms a
love of language, introduces the concept of language play. Exercise "Edible-inedible". This game,
familiar to every Russian child, is popular with Uzbek students. Its essence is as follows. The teacher
throws a small (preferably rag) ball to one of the students and calls any word, for example, "jelly". The
student, throwing the ball back to the teacher, says "edible" is a word or "inedible".
ement. The team or the person who remembers more of these words wins. The activity "Find
synonyms". Students are faced with the task of establishing synonymous relationships between the
words that the teacher suggests. The difficulty of the exercise is that one word in the pair must be
unfamiliar. The training allows you to expand your vocabulary, learn to identify antonyms.
успех
пушистый
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
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колючий
прохладный
тусклый
позор
правильный
одиночка
жаркий
яркий
компанейский
ошибочный
Exercise "Chain of words". Students are asked to make a chain of words in a certain time (for example,
in 5 minutes). Words are set by a specific topic (plants, furniture, clothing, products, animal names).
The chain is formed according to the following principle: the next word must begin with the letter that
ends the previous word. If the word ends with "b", "b", " y "and other " complex letters", then the word
begins with the penultimate letter of the previous word.
CONCLUSION
This exercise teaches the student to feel natural in a dialogue with a doctor, to describe the symptoms
of the disease, to read the instructions correctly, to distinguish the forms of medicines, to know the
method of use, dosage, contraindications. Of course, this information will be useful to the student in real
speech practice. These are just some aspects of teaching Russian as a foreign language. In this article,
we would like to emphasize the importance of pragmalinguistic tasks and indicate the vector the
development of game learning, which, in our opinion, is of great practical importance.
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