About effective methods of training in russian grammar

УДК 16.31.41

G. K. Ikhsangaliyeva

Zh. S. Nurzhanova

al-Farabi Kazakh National University, Almaty

g. *****@***ru

nur. *****@***ru

About effective methods of training in russian grammar

In the article the complex of manuals and technical adaptations by means of which control of activity of the teacher training in language and activities of students mastering the language is considered. They treat basic categories of the technique, facilitate process of language acquisition and make it more effective. It is accepted to allocate tutorials for teachers, for students, audiovisual and technical means. The last are to the same extent addressed both to teachers, and students.

The article is devoted to detailed analyze of graphic presentation as the component of the textbook. Tutorials for students include the textbook, books for reading, exercise books, reference books and dictionaries. In textbooks are widely used art and graphic presentation – in the form of drawings, reproductions from works of painting, photos, graphic presentation (tables and schemes), and also different ways of text font design. The preference is given to illustrations in color. Thus, at introduction of new material, an explanation of grammar it is desirable to use drawings, schemes and tables.

learning tools, Russian as foreign language, visual demonstration, grammatical form, speech pattern, illustration.

The complex of manuals and technical adaptations by means of which control of activity of the teacher training in language and activities of students mastering the language is carried out, is a tutorial. They treat basic categories of a technique, facilitate process of language acquisition and make it more effective. It is accepted to allocate tutorials for teachers, for students, audiovisual and technical means. The last are to the same extent addressed both to teachers, and students.

Tutorials for students include the textbook, books for reading, exercise books, reference books and dictionaries. It would be desirable to stop on presentation as a textbook component in more detail. In textbooks are widely used art and graphic presentation – in the form of drawings, reproductions from works of painting, photos, graphic presentation (tables and schemes), and also different ways of text font design. The preference is given to illustrations in color. Thus, at introduction of new material, an explanation of grammar it is desirable to use drawings, schemes and tables.

The special role of grammar in the course of learning any foreign language, including Russian as a foreign language, is that the grammar is exactly the necessary base, without which it is impossible to fully use the foreign language, use it as a means of communication. The grammar of the native language is built in consciousness of the carrier and is realized only at a reflection. Teacher teaching a foreign language stands in front of the most important task - to bring the system of forms and rules for using the target language to the level of the automatic use.

In our opinion, studying of noun gender in Russian is one of the most fundamental subjects in training in Russian. At an explanation of this material it is good to divide the board into three zones: the first zone for a masculine gender, the second – for female and the third – for an average gender. Color chalk or markers which in addition help students to remember the gender features are successfully used. Blue color means a masculine gender; red means female gender and yellow is average gender. The endings of pronouns (he, she, it) also serve for students as the help for definition of noun gender. Pronouns can be also selected by the appropriate color. As well as possessive pronouns мой, моя, моё entering them in the corresponding zones in the corresponding color and asking the questions Whose is the textbook? Whose is the handle? Who’s this window? form students' skills determine the kind of gender relying on visual image.

он мой	она моя	оно моё
consonant -б - в - д - з - л - м - н -п - р - с - т - ф - ц -к - г - ш - ж - ч - щ -й	-а	-я -ия	-о	-е -ье	-ие -мя
хлеб гомрод глаз стол брат шарф нос мемсяц телефомн уромк	парк друг оремх карандамш нож мяч плащ чай май геромй	румчка газемта книмга ламмпа бумква суммка камрта доромга водам странам погомда	недемля кумхня идемя семьям пемсня фамимлия профемссия стамнция	окном ямблоко пальтом рамдио кином яйцом сломво молоком мамсло	кафем момре сомлнце здоромвье счамстье пламтье	занямтие здамние времмя пламмя

Thus, we can work out the vocabulary of students on the scheduled topics and provide mastering of noun gender in Russian. Colored markers can be used for a long time.

Coordination of a noun with adjectives is shown by posters in the form of schemes and tables also with use of color.

Gender	Rule	Examples
Какомй?	- ый г, к, х ж, ш, щ, ч  - ий н’ под ударением  - ой	уммный студемнт, красимвый дом, тёплый шарф лёгкий стол, свемжий хлеб, хоромший врач, горямчий чай симн’ий карандамш, весемнн’ий день большомй стол, плохомй учембник, молодомй человек
Какамя?	- ая н’  - яя	уммная собамка, красимвая демвушка, тёплая веснам симн’яя шампка, весемнн’яя погомда
Какоме?	- ое ж, ш, щ, ч н’  - ее под ударением  - ое	красимвое момре, тёплое пальтом свемжее мямсо, хоромшее кафем, горямчее молоком симн’ее момре, весемнн’ее сомлнце [сонцэ] большоме окно, плохоме здоровье, молодоме дерево

This kind of table is desirable to fill with students (teacher on the blackboard, and students in notebooks). Gradually passing from one gender to another after this material is fulfilled, fixed by exercises and acquired. The practice of working together teachers and students becomes a habit and students better perceive and memorize new material.

Another means of presentation - special poster, which shows difficult for students using of grammatical forms. You can write on the separate poster nouns which in prepositional case end in - y:

В шкафум В лесум В садум В углум

В …. годум В аэропортум В портум

На берегум На мостум На полум На снегум

На краюм

Such poster can be used to explain the grammatical material, and also for repetition, constant reminder and correction of mistakes.

For fixing the new grammar it is possible to use texts from books for reading which contain additional texts are often intended for self-study at home. Materials of such books form interest in reading, acquaint with working methods over the foreign-language text, allow to make active the skills and abilities acquired during classroom lessons. For our work we use the poem Chubarova O. E. "Our House" from the book for reading "Casket" [2, 45]. The text is accompanied by additional tasks to it and the small dictionary that facilitates work of students.

НАШ ДОМ

(Prepositional case of nouns, exceptions)

мост – bridge чумдо – miracle рай – paradise бемрег – bank рыбамк – fisherman кун-фум – kong-fu сад – garden прозрамчный – transparent пруд – pond красотам – beauty мимлый – nice

Read the poem.

На мамленьком мостум стоюм.

Погомда – чумдо, как в раюм.

Сидямт на берегум реким

Мой сын и муж мой – рыбаким.

А на углум – красимвый дом.

Мы лемтом там всегдам живём.

Лежимт гитамра на полум,

Стоимт аквамриум в углум,

А в чемодамне, на шкафум,

Конемчно, книмги по кун-фум.

Деремвья и цветым в садум,

Водам прозрамчная в прудум…

Сидямт на берегум реким

Мой муж и сын мой, рыбаким.

А я на мамленьком мостум

Стоюм, смотрюм на красотум:

Там, на углум, наш мимлый дом,

Мы лемтом в нём всегдам живём…

Answer to the questions.
Где онам стоимт? Где сидямт рыбаким? Где их красимвый дом? Где гитамра? Где аквамриум? Где книмги по кун-фум? Где деремвья и цветым? А прозрамчная водам?
Find new verbs.
Tell on memory, what things and where does the author of the text see.

You can learn this poem by heart since learning of small poems, in which there is the necessary grammar, helps to consolidate and automate skills of using grammatical form.

Working with the text is one of the most important moments in training. It is therefore necessary to draw texts in which there studied grammar model. First, students should see the text, understand its meaning and learn new grammatical forms. Of the meaning of the text it becomes clear why in this case, use this new grammar form. To demonstrate grammatical model the text should be small, but bright and memorable. For this purpose it is appropriate using of proverbs, riddles or small poem.

After demonstration and preliminary explanation of meaning of the text the attention has to be concentrating on the studied grammatical form. The teacher has to show speech model and explain how it works through functioning in the speech. Learned grammatical form is necessary in the future to train many times in various kinds of speech activities (reading, writing, listening and speaking), to automate it.

As alternative tasks it is possible to suggest students to write the own poem, to think up other end of the story, to continue a plot. Can be challenged to give a task to draw the picture to the story, and then according to it to retell a plot. Introduction at an early grade level of creative tasks stimulates development of all types of speech activity and actively forms the students’ language, speech and communicative competence.

The task of the teacher of Russian as foreign, consists in organizing training on the basis of strict grammatical system which studying at the same time wouldn't be end in itself for the student, however would be realized as a necessary condition of understanding in the course of communication. The teacher skillfully selecting exercises for active assimilation of grammar have to bring the student to full possession of the Russian speech.

REFERENCES

1. Grammatika russkogo yazyka v illyustraciyax: Uchebnoe posobie / K. I. Pehlivanova, M. N. Lebedeva. – 10-e izd., stereotip. – M.: Rus. yaz., 2005 . – 352 s.

2. Shkatulka: Posobie po chteniyu dlya inostrancev, nachinayushhix izuchat russkij yazyk. – 3-e izd., stereotip. – M.: Rus. yaz. Kursy, 2008. – 224 s.

Мақалада тілді оқыту және студенттердің тілді меңгеру қызметі бойынша оқытушылық қызметін басқару оқу құралдары мен техникалық құрылғылар кешені зерттеледі. Олар әдістеменің базалық категориясына жатады, тілді меңгеру үдерісін жеңілдетеді және оны мүмкіндігінше әсерлі етеді. Оқыту құралдары оқытушыларға арналған, студенттерге арналған, аудиовизуалды және техникалық құралдар деп бөлінеді. Соңғысы оқытушыларға да студенттерге де бірдей деңгейде арналған.

Оқулықтарда көркем-бейнелі көрнекіліктер – сурет, сурет өнері шығармасының көшірмесі, фотосуреттер, графикалық көрнекіліктер (кестелер мен сызбалар) түрінде және де мәтінді қәріптік безендірудің түрлі тәсілдері кеңінен қолданылады.

В статье рассматривается комплекс учебных пособий и технических приспособлений, с помощью которых осуществляется управление деятельностью преподавателя по обучению языку и деятельностью студентов по овладению языком. Эти средства обучения относятся к базисным категориям методики, облегчают процесс овладения языком и делают его наиболее эффективным. Принято выделять средства обучения для преподавателей, для студентов, аудиовизуальные и технические средства. Последние в одинаковой степени адресуются как преподавателям, так и студентам.

Статья посвящена подробному анализу наглядности как компоненту учебника. В учебниках широко используется художественно-изобразительная наглядность – в виде рисунков, репродукций с произведений живописи, фотографий, графическая наглядность (таблицы и схемы), а также различные способы шрифтового оформления текста. Предпочтение отдается иллюстрациям в цвете. Таким образом, при введении нового материала, объяснении грамматики желательно использовать рисунки, схемы и таблицы.