Учебник русского языка для индийцев через посредство английского языка. Елена Александровна Тинякова
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без напряжения, как в обычных условиях разговора, пользования русским языком. «Быстрота» должна тренировать на как можно скорое извлечение из памяти того, что изучено.
При соблюдении этих трёх правил успех коммуникации на русском языке обеспечен, его объём только будет зависеть от количества усвоенной лексики.
Отличие методики русского автора от международных, более британских методик, преподавания английского языка в том, что тренировка языка не размельчена на многочисленные упражнения, которые идут от инициативы преподавателя. Русский автор представляет безошибочное употребление русского языка грамматическим, фонетическими схемами, логически организованными, а изучающий сам может придумывать себе различные упражнения. То есть инициатива учащегося не загружена упражнениями учителя, безусловно, упражнения русский автор даёт. И главное – решается труднейшая проблема обучения неродному языку: соответствие смысловых полей лексических единиц. Студент может сравнить одновариантный перевод слова в прилагаемом к тексту словаре с нахождением в переводе текста целиком—могут быть различия.
2. Methodical recommendations
The method of including the student into learning Russian sets the task to bring it to the wide space of the Russian language through the presentation of the key characteristics of the Russian language. This explains the new genre of the textbook – «a textbook with a culturological application», that is, the support of the practice of mastering the Russian language by a large culturological block, including the geographical and administrative representation of Russia, literature, painting and music from the depths of history. The textbook combines Russian language teaching and intensive acquaintance with Russian culture.
The practical side of learning the Russian language corresponds to the basic linguistic sciences: phonetics and orthoepy, morphology and partly spelling, syntax, punctuation. The culturological block also introduces Russian lexicography, that is, the types of dictionaries and briefly advises how to use them.
In the section «Introductory Course of Phonetics» the author compared variantsand explained options for representing the sounds of the Russian language by sings of Latin transcription. Here you need to pay attention to the Latin transcription recommended by the author. It is more exact to differentiate sounds that are difficult for foreigners to pronounce – Е,Ё,Я,Ю,И,Э and Й. Confusion in the use of Latin signs by linguists – J and Y – can interfere with the memorization of words. In a word, the presentation of the phonetics of the Russian language sets the goal to reduce the foreign accent tominimum when pronouncing Russian words and phrases. For this, tongue twisters, reading rules are given, and at the end of the book, proverbs, that is, firmly constructed phrases. With regard to orthoepy, the author teaches to focus the accent by loud oral pronunciation of a wordor consult the dictionary. And after enough practice, the stress in Russian words is already determined by the «sense of language», that is, it does not come from the rules. And it lends itself to a synergistic reception, that is, «self-setting».
The morphology is given in a short, basic way. The author of the book tries to load the learners with rules as little as possible, and think more by analogy from typical examples. After this, we can say «matrix representation of Russian grammar», there is a transition to short texts. And if the texts of culture studies are accompanied by translation (here, too, a combination of the translation of a fragment of the text and the submission of words for independent translation into Russian is used), short thematic texts are offered for understanding through application of words and phrases to translate the text. These texts establish the main thematic layers for everyday conversation. It is better to memorize them. And then repeat the sentences in a different order, changing for a possible projected situation. Words for short thematic texts are given in their original form. Therefore, Russian language learners can compare these original forms with those in the texts, and accompany this comparison with the rules from the Chapter on the basics of grammar.
Colloquial phrases are also offered for communicative situations. They are certainly best learned by heart. To strengthen memory, so that it is not just mechanical, in the construction of phrases, one must see the presented grammar. As you can understand, Russian grammar is given not from theoretical foundations, but from practical experience.
Stylistics, as a branch of teaching the Russian language, is not presented separately. Because this is a higher level of acquiring linguistic experience. However, reading texts with cultural information can provide some experience.
And in conclusion, the author gives three tips for intensifying memory when learning Russian. This is surprise, naturalness and speed. «Unexpectedness (surprise) ” involves remembering the assimilated material in an unprepared situation. «Naturalness» should give a tinge
of freedom of reproduction, that is, application without tension, as in ordinary conditions of conversation, using the Russian language. «Quickness (speed) ” should train for the quickest possible retrieval from memory of what has been learned.
If these three rules are observed, the success of communication in Russian is ensured, its volume will only depend on the amount of learned vocabulary.
The difference between the methodology of the Russian author and the international, more British, methods of teaching English is that language training is not detailed into numerous exercises that come from the teacher’s initiative. The Russian author presents the unmistakable use of the Russian language by grammatical, phonetic schemes, logically organized, and the student himself can come up with various exercises. That is, the student’s initiative is not loaded with the teacher’s exercises, of course the Russian author gives the exercises. And most importantly, the most difficult problem of teaching a foreign language is being solved: the correspondence of the semantic fields of lexical units. The student can compare the single-variant translation of a word in the list attached to the text with finding