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TEACHING FUNCTIONAL SPEECH STYLES IN RUSSIAN AS A
FOREIGN LANGUAGE LESSONS
Aripdjanova Sh.G.
f.f.n, associate professor of the Department of foreign philology
Tashkent International financial management and technology University
email:
Abstract:
The article explores the significance of teaching functional speech styles
in Russian as a Foreign Language (RFL) classes. It analyzes approaches to the
development of stylistic competence and provides recommendations for the effective
organization of style instruction within the context of students' academic and
professional training.
Keywords:
Russian as a Foreign Language, functional styles, stylistic competence,
style instruction, RFL methodology, academic writing.
Introduction
Modern methods of teaching Russian as a foreign language at an advanced stage
of learning require not only the formation of grammatical and lexical skills, but also the
development of stylistic competence as an integral part of communicative competence.
In the context of globalization and the expansion of academic and professional ties
between representatives of different countries, the mastery of the functional styles of the
modern Russian literary language is of particular importance.
Stylistic adequate speech practice is the ability of a student to select and use
language tools in accordance with the tasks of communication, the communicative
situation, the addressee of the speech and the genre features of the utterance. This
presupposes not only knowledge of lexical and grammatical norms, but also a deep
understanding of the functional differentiation of language.
Functional styles of speech - scientific, official-business, journalistic, colloquial
and artistic - reflect the diversity of speech situations and perform specific
communicative functions. For foreign students, scientific and official-business styles are
especially relevant, since they serve as the basis for academic writing, preparation of
scientific papers, participation in professional correspondence, creation of resumes and
other documents.
Teaching styles involves targeted work on developing the ability to distinguish
styles, understand their structure, goals and linguistic features, and independently
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reproduce texts within the given stylistic framework. In this context, there is a
need to develop a methodologically sound system for teaching functional styles based
on the principles of communicativeness, systematicity and interdisciplinary approach.
Thus, teaching functional styles within the framework of the RFL course is not just
an additional component of language training, but also a key factor in the integration of
foreign students into the academic and professional space of Russian-speaking society.
1. Theoretical foundations of functional styles
Functional styles are structurally and substantively designed subsystems of the
literary language, each of which serves a specific sphere of speech communication. They
are distinguished by a set of characteristic lexical and grammatical means, genre
features, communicative tasks and types of speech activity. The theoretical
substantiation of the concept of functional style is most fully presented in the works of
V. V. Vinogradov, M. N. Kozhina, as well as modern researchers of stylistics.
According to the traditional classification, the main functional styles of the Russian
literary language include:
*scientific style, focused on accuracy, logic and objectivity of presentation;
*official business style, characterized by standardization and normativity of
formulations;
*journalistic style, combining information content with emotional impact;
*conversational style, reflecting everyday informal communication;
*artistic style, possessing expressiveness and aesthetic orientation.
In the context of teaching Russian as a foreign language, priority attention is given
to scientific and official-business styles, as they are most in demand in the educational
and professional spheres. These styles form the foundations of academic writing in
students, the ability to format texts according to genre standards and effectively
participate in formal communicative situations. Formation of skills for perceiving and
producing texts of the specified styles is a key stage in mastering the functional side of
the language.
2. The Importance of Stylistic Competence in Teaching Russian as a Foreign
Language
Stylistic competence is an integral component of communicative competence and
represents the ability of a native speaker of a foreign language to adequately perceive,
interpret and reproduce texts of various functional styles, taking into account their
communicative goals, genre specifics and speech norms. In the context of teaching
Russian as a foreign language (RFL), the development of stylistic competence acquires
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special significance, since it ensures not only the correctness of speech, but also
its relevance and functionality in a specific communication situation.
The main components of stylistic competence include:
*knowledge of language means and typical constructions characteristic of each
functional style, including vocabulary, phraseology, syntax and methods of text
organization;
*ability to select adequate speech forms and structure of utterance depending on
the purpose, addressee and communication situation;
*skills in stylistic editing and text analysis, allowing to identify violations of
stylistic integrity, correct them and form stable speech models.
Without the proper level of stylistic training, it is impossible to form a full-fledged
linguistic personality of a foreign speaker capable of integrating into the academic and
professional community. This is especially relevant for students studying in Russian-
language educational institutions, where mastering the norms of academic and official
business style is the most important condition for successful learning and subsequent
professional activity. Thus, the development of stylistic competence should be
considered a priority task in the system of RFL methodology at the intermediate and
advanced stages of training, requiring a systematic approach, the use of authentic texts
and modeling of real communicative situations.
3. Methodological approaches to teaching functional stylesEfficient development
of stylistic competence in students of Russian as a foreign language is impossible
without a carefully thought-out methodological strategy based on modern didactic
principles and psycholinguistic features of mastering a foreign language. In the RCL
methodology, the most effective approaches are integrative, situational-communicative
and comparative-analytical to teaching functional styles.
3.1. Integrative approach
The integrative approach assumes the organic inclusion of teaching functional
styles into the general system of speech skills formation. It is based on the idea of parallel
development of all components of communicative competence - lexical, grammatical,
sociocultural and stylistic. Within the framework of this approach, elements of various
styles are introduced at all stages of training with a gradual increase in their complexity
and functional load. For example, at the initial stage, students become familiar with
cliched expressions of official correspondence, and at the advanced stage, they master
the stylistic structure of scientific articles and business documents.
3.2. Situational-communicative method
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The situational-communicative method is based on modeling speech
situations that are as close as possible to real professional or academic practice. Students
are offered tasks that imitate real communicative tasks: writing annotations, composing
resumes, preparing business letters, reports, reports, etc. Such organization of the
educational process allows students not only to master stylistic norms, but also to
develop skills in the pragmatic use of language in typical communicative contexts. The
method contributes to the formation of sustainable motivation, since students clearly
understand the applied nature of the acquired knowledge and skills.
3.3. Comparative-analytical approach
Comparison and analysis of texts belonging to different functional styles is an
important tool for developing stylistic thinking. This approach involves completing
tasks to compare lexical, grammatical, compositional and genre features of different
texts (for example, a scientific article and a journalistic note, a business letter and
informal correspondence). Students learn to recognize style markers, assess the
appropriateness of speech means, and identify typical errors associated with interference
of the native language or other stylistic violations. The comparative-analytical method
also promotes the development of critical thinking and text-centered analysis skills
.
4. Practical implementation in lessons
Practical implementation of teaching functional styles in the process of teaching
Russian as a foreign language requires a systematic approach, which is based on the
consistent formation of productive and receptive skills for working with texts of various
genres and stylistic varieties. The effectiveness of this process largely depends on the
quality and variety of learning tasks that correspond to real communicative tasks, as well
as the level of cognitive activity of students.
An important element is the use of authentic texts and tasks that are as close as
possible to real academic and professional situations. This contributes not only to the
development of stylistic competence, but also to the deepening of socio-cultural
understanding
.
Typical types of tasks that help develop skills for functioning within different
functional styles include:
*Writing an abstract for a scientific article, where students learn to briefly and
logically convey the content of the study while observing the lexical and syntactic norms
of scientific style.
*Drafting an official letter, application or request, including knowledge of the
structure of business correspondence, communication etiquette, the use of standard
speech formulas and officialisms.
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*Translating a journalistic text from the native language and adapting it to
the stylistic norms of the Russian language, which develops intercultural competence
and the ability to maintain style when translating.
*Stylizing a neutral text to fit a given functional style (for example, transforming
an information message into a scientific report or a journalistic note), which requires the
active use of knowledge about the style, genre, addressee and purpose of the statement.
When performing such tasks, special attention should be paid to reflection and
systemic feedback from the teacher. Regular analysis of typical errors associated with
violation of the stylistic norm and stylistic correction of students' texts are necessary
conditions for the formation of a conscious and sustainable skill of functioning in
different speech registers. In addition, it is advisable to introduce a portfolio of stylistic
tasks, which allows tracking the dynamics of competence development, and also
motivates students to independently work with texts and critically analyze their own
speech practice.
Conclusion:
Teaching functional styles of speech in the system of teaching Russian as a foreign
language is an integral part of the formation of a full-fledged communicative
competence of foreign language students. Mastering the features of various functional
styles is not only a sign of the student's linguistic maturity, but also the basis for his
successful integration into the academic and professional community. In the context of
globalization and increasing intercultural mobility, it is stylistic competence that allows
us to ensure the adequacy of speech behavior in various communicative spheres and
socio-cultural contexts.
Modern methods of Russian as a foreign language require a systematic and
differentiated approach to teaching styles: it is necessary to combine theoretical mastery
of stylistic norms with practice-oriented tasks aimed at developing the skills of analysis,
editing and production of texts. The key condition for the effectiveness of this process
is the integration of stylistic training into all aspects of language learning - lexical,
grammatical, textual and communicative.
Thus, the success of teaching functional styles largely depends on:
* methodological appropriateness and scientific validity of the approaches used;
* regular work with authentic genre samples;
* organizing active feedback and reflective activities of students.
The development of stylistic competence should not be considered as a by-product
of language learning, but as its priority goal at an advanced stage, ensuring the readiness
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of students for meaningful, competent and functionally appropriate use of the
Russian language in academic and professional среде.
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2. Kozhina M. N. Introduction to the stylistics of the Russian language. - M.: Flinta,
2003.
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Petersburg: St. Petersburg State University Publishing House, 2005.
4. Akishina A. A., Shchukin A. N. Methods of teaching Russian as a foreign language.
— M.: Russian language. Courses, 2012.
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Bulletin of Moscow State Pedagogical University. Series: Philology. — 2018. — No. 2
(32). — P. 58–65.
6. Vorontsova I. V. Stylization and editing of text as a means of forming stylistic
competence // Russian language abroad. - 2019. - No. 3. - P. 42-49.
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methodological aspect // Foreign languages at school. - 2020. - No. 4. - P. 12-18.
8. Khaleeva I. I. Fundamentals of the theory and practice of translation. - M.: URSS,
2001.
9. Savko N. S. Situational-communicative approach in teaching RFL // Modern
problems of science and education. - 2021. - No. 6. - URL: www.science-education.ru
10. Zimnyaya I. A. Key competencies - a new paradigm of educational results // Higher
education today. — 2003. — No. 5. — P. 34–42.
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15. Gafurova, S., & Sultonova, S. H. (2025, April). Russian Language – a Bridge
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