Issues of Russian language teaching and differentiated exercises for
the development of written speech of non philology students
Muyassar Komilova
1
1
Tashkent University of Applied Sciences, Gavhar Str. 1, Tashkent 100149, Uzbekistan
, independent researcher of the Research Institute of Pedagogical Sciences named after T. N. Kary Niyazi Email email:
https://doi.org/10.5281/zenodo.10449232
Keywords:
Russian language, differentiated approach, improvement of methodological apparatus, “Self-test”
(«Самопроверка»), “Golden Five” («Золотая пятерка»), “Visual dictation” («Зрительный диктант»),
“Mute” (Немой), visual and graphic dictations, evaluation criteria.
Abstract:
The article analyzes the issue of a differentiated approach to education and the types of differentiated education
in secondary specialized education. The profile and level differentiation in education is proposed as a means
of improving the quality of professional education in military academic lyceums. The features of teaching
Russian as a foreign language in military academic lyceums are highlighted.
1 INTRODUCTION
The world experience of providing educational
services shows that ensuring their competitiveness
requires a differentiated approach to the training of
specialists with deep knowledge and potential,
meeting the requirements of the time and at the same
time speaking several foreign languages, including
Russian. According to the research of the Russian
State Institute of Russian Language named after A.
S. Pushkin [1], the Russian language ranks 8th in the
number of speakers in the world, and 8th in the
number of speakers in the world, 8th place, 4th place
by the number of official languages of international
organizations, 5th place by the number of
publications in international scientific databases, 7th
place by the number of periodical mass media, 2nd
place by the number of sites on the Internet, 5th total
on the global competitiveness of languages.
The issues of differentiated approach to teaching
Russian as a foreign language in the general
education system are considered by I.A. Belova [2],
K.S. Bazhin [3], E.M. Vinokurtseva [4], A.V.
Makarkin [5], V.K. Shishmarenkov [6], A.V.
Perevozny [7] and others.
Modern local scientists L.T. Akhmedova, O.V. Kon
[8], R.T. Tolipova [9], D.I. Ruzieva [10], V.I.
Andriyanova [11] and others have widely analyzed
the issues of Russian speech development of
students and contributed to the improvement of the
methodological apparatus of Russian language
teaching.
According to the teachings of L. V. Shcherba (Л. В.
Щербы), there are three aspects of linguistic
phenomena:
1) language activity, containing understanding and
speaking;
2) languages and language systems, characterized by
dictionaries and grammar;
3) linguistic material - the totality of everything
spoken and understood
in a particular environment of a given social group's
life [14].
Currently, methodologists and practicing teachers
have developed various approaches to the
differentiation of Russian language teaching. A
number of textbooks, teaching aids, audio and video
materials have been published to help subject
teachers who teach Russian as a foreign language to
non philology students where there is no Russian
language environment. Experienced teachers in
search of optimal ways to solve the problems
associated with the continuously increasing
requirements of society to the quality of knowledge,
create variants of methods and methods of teaching
Russian as a foreign language.
Scientists offer a number of methodological
recommendations for working with exercises.
Russian language teaching requires a special
approach both in secondary and specialized
secondary educational institutions and in higher
education. According to M.A. Berdieva, who dealt
with the issues of teaching Russian to non-philology
students in higher education institutions, the
development of each lesson should be aimed at the
development of professional vocabulary, it is
necessary to "give them ideas about the diversity of
spheres of language and speech use in professional
situations" [12]. When creating a set of exercises,
the scientist attributes the most important traditional
linguo didactic principles to systematicity and
consistency, solidity of assimilation, oral advance,
systematicity and consistency, accessibility, taking
into account the native language, individualization,
interaction of the main types of speech activity,
situational and thematic organization of teaching
material.
All the above requirements are interrelated. Only a
systematic approach to the implementation of these
requirements gives the expected result.
Observations and analysis of scientific works in the
field of methodology of teaching Russian language
give grounds to state that, today schools and higher
educational institutions face the same problem: non-
systematic and inconsistency in curricula and
programs in Russian language have led to the fact
that despite numerous works and efforts of
scientists, there are unresolved issues related to the
insufficient development of Russian speech among
young people.
It is known that in higher education institutions
successful assimilation of the provided educational
materials depends on both the experience of the
teacher, on the presentation of materials, and on the
perception ability and capabilities of students. It
follows that, with differentiated approach to learning
interaction between teacher and students ensures the
effectiveness of the learning process.
It is known that the level of knowledge of Russian
of students with the Uzbek language of instruction
is different, which requires from the teacher a lot of
effort, deep knowledge, and, most importantly, an
individual approach to students, differentiated
approach to learning.
Recently, despite numerous open discussions made
by well-known scientists and practicing teachers,
grammatical mistakes are made in TV and radio
programs and textbooks. Expressing a personal
opinion in writing on this or that issue has become a
difficult process for the majority of young people.
In our opinion, the reason for the unwanted
circumstance was: 1) inattention to the written and
oral speech of students from the school desk to the
university; 2) lack of tact and inattention of teachers,
which leads to a decrease in the quality and content
of the lesson;
3) application of teaching and methodical material
in the educational process without careful
conclusion of the control commission; 4)
development of "free" style of communication (most
often dialecticism) among young people (especially
in mobile media and on the Internet); 5)
broadcasting of TV and radio programs without
control of a proofreader; 6) negligence in the
implementation of legal measures to eliminate
illiteracy and others [13].
2 Materials and Methods
Based on the above reasons, we tried to improve the
methodology of writing, namely, the methodology
of conducting some types of educational and
creative dictations.
What is a dictation? What types of dictation do we
know?
Dictation is a type of written work, in the process of
which the text intended for writing, preliminarily
listened to students in whole or in parts, and then
written down by them verbatim or with changes that
are conditioned by the teacher's assignment.
Dictation is generally regarded as one of the main
types of work in teaching spelling. Spelling
exercises alone are not enough to develop the skill.
Therefore, it is necessary to practice such types of
written work that simultaneously serve both spelling
learning and speech development. Certain types of
instructional dictation, which include vocabulary
dictation, also have such possibilities.
The difference between vocabulary dictation and
text dictation is that words are dictated, not
sentences or text. Vocabulary dictation can be used
to test students' memory when teaching them to
write complex or difficult words, parts of speech,
etc. at the beginning of class or when consolidating
new material. This type of dictation helps to save
teaching time, enrich and activate the learner's
vocabulary.
We have developed a method of conducting
vocabulary dictation "Self-check" on the topic
"Noun". After explaining the topic preferably on a
three-element board 3 students of different levels
(weak, intermediate and advanced) of knowledge of
the Russian language at one time write words under
the dictation of the teacher, the rest of the part writes
in workbooks the following words that require
special attention in spelling: flowers, plant,
downpour, rain, snow, trees, landscape, gorge, cliff,
animals.
Students working at the blackboard, after writing the
dictation, take turns checking each other under the
teacher's supervision. The teacher explains the rules
for writing words with mistakes. Usually, we offer
to write 10 words and each correctly written word is
evaluated with 10 points. This method helps us in a
short period of time, firstly, to evaluate the student
efficiently, easily and fairly according to the 5-point
system, and secondly, to determine the level of
mastery of the studied material. Based on the
verified work, the rest of the students
in the role of "teacher" at the same time check the
work of their comrades, exchanging notebooks, and
give them appropriate grades according to the
instructor's instructions.
To improve the quality of knowledge of written
speech we offer another type of dictation - "Visual
dictation" / «Зрительный диктант» with elements
of differentiation.
Based on the requirements of the "Visual Dictation"
/ «Зрительный диктант», the teacher writes a
quatrain or a short informative text on the
blackboard in advance. It is necessary to choose an
imaginative, easy and memorable text. In practice,
we applied this method using an excerpt from I.
Surikov/ И.Сурикова poem "Winter" / «Зима»:
Белый снег, пушистый
В воздухе кружится
И на землю тихо
Падает, ложится.
Students read the text twice in chorus and answer the
questions (What is the poem about? How does the
author describe the snow? What is winter like in
Russia and in our country? in Uzbekistan? etc.)
Translations of unfamiliar words are offered:
spinning - aylanadi,
falling - tushadi.
After the text is erased from the blackboard, students
are asked to write the text from memory in a
notebook and perform the following level tasks:
level A1 - recite the text from memory, level A2 -
find verbs, adjectives and nouns from the text,
underline them, level B1 - translate the text. All
students complete the tasks in stages. Students who
do not perform satisfactorily will be given the
opportunity to retake the assignments to improve
their performance.
Exercise with elements of dictation using the
"Golden Five" / «Золотая пятерка» method.
The main purpose of using this method is to further
improve the quality of knowledge and the result of
students with low levels of knowledge through the
performance of multilevel tasks.
This exercise teaches them to work quickly and
qualitatively,
to
be
competitive,
to
apply
grammatical rules in practice and to know the results
of their work in a short period of time.
We used this method for repetition and
consolidation of the topic "Name adjective" / «Имя
прилагательное» in groups with non-Russian
language of instruction
.
Students wrote the following word combinations in
their notebooks under the instructor's dictation:
higher
educational
building,
university
administration, famous scientist, experienced
teacher, talented student, informative lecture,
practical training, sports competition, reading
room, large library.
Then - completed the following level assignments
step by step:
Level A1 Assignment - Determine the gender of
adjectives
Level A2 Assignment - Determine the grade of
adjectives
Level B1 Assignment - Make 5 sentences using
the word combinations.
According
to
the
condition
of
the
task,
corresponding to the name of the exercise, the five
students who completed all tasks first received the
corresponding points from the instructor with an
automatic 1 point as a bonus. The rest of the students
exchanged notebooks and scored each other under
the supervision of the instructor according to the
following criteria: for correct spelling of all words
or for one grammatical error - 3 points, for 2-3 errors
- 2 points, for 4 errors - 1 point.
When writing a “silent”/
«Немого»
dictation, a
student prepared in advance demonstrates certain
actions, and the others observe him/her and describe
his/her actions in written words. Different words are
used to avoid repetition.
For example:
sit, write, sleep, get up, read, jump,
step, get, take, take, pour, get, then, further,
tomorrow, etc., and others.
Например:
сидеть, писать, спать, встать,
читать, прыгать, шагать, достать, брать,
взять, наливать, получить, потом, дальше,
завтра и др
.
For the development of creative speech activity of
students, a special type of dictation is used - pictorial
dictation.
Pictorial dictation is a written work, in the process
of which students listen to the text, represent the
described phenomenon. The dictation consists of a
word combination or text. For example:
Неохотно и несмело
Солнце смотрит на поля.
Чу! За тучей прогремело,
Принахмурилась земля.
This type of dictation gives students the opportunity
to see not only the specific features of the studied
material, but also to depict the subject. Pictorial
dictation develops students' logical thinking and
their creative approach to the Russian language.
Taking into account the level of students'
knowledge, it is possible to translate the text from
Russian into Uzbek together with students and read
it several times in the original version.
One of the most interesting types of creative
dictation is the graphic dictation. This is a type of
creative dictation. The teacher offers students to
compose words, word combinations or sentences
according to the proposed schemes. For example:
1.
2.
3.
………..
1. ………
2.
3.
〰〰〰〰
4.
1.
〰〰〰〰
2.
〰〰〰〰
………..
CONCLUSIONS
Such types of written work arouse exceptional
interest of students, help to avoid spelling and
stylistic errors in written and oral speech, develop
spelling skills, and, as a result, improve the culture
of communication in the Russian language.
In all the types of dictation we have considered, the
training of students is carried out on the material of
one rule. Automatization of skills is possible only if
the acquired language skills are used in more
complex conditions, are included in the culture of
communication in Russian.
Thus, it is possible to increase the level of students'
writing by improving the teaching technology.
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