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Journal articles on the topic 'Russian language, grammar'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

Vlasov, Sergei V., and Leonid V. Moskovkin. "Categories of the name and the verb in Anfangs-Gründe der Russischen Sprache (1731)." Vestnik of Saint Petersburg University. Language and Literature 18, no. 3 (2021): 528–45. http://dx.doi.org/10.21638/spbu09.2021.307.

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The relevance of this study is due to the importance of Vasiliy Adodurov’s Anfangs-Gründe der Russischen Sprache as the first academic grammar of the Russian language written by a Russian scholar and published in Russia. The aim of the article is to show the innovations of Adodurov’s grammatical views and the relation of his grammar with Western European and Slavic grammatical traditions in the conceptual presentation of the name and the verb. The material of the research is the Russian grammar of Adodurov in comparison with the grammars by H.W.Ludolph, I.W.Paus, the Slavonic grammar by M. Smo

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Vvedenskaya, N. M. "Russian Grammar Framework." Uchenye Zapiski Kazanskogo Universiteta Seriya Gumanitarnye Nauki 165, no. 3 (2023): 67–78. http://dx.doi.org/10.26907/2541-7738.2023.3.67-78.

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This article provides an overview of the early stages in the development of children’s speech system. Its main features (specific ways of gender identification, simplified inflectional rules, and free derivation) constitute the backbone of Russian grammar, which in turn defines the functioning of the entire mechanism of the Russian language. These are the underlying linguistic patterns and the most general rules. Children learn them at the earliest stage of language acquisition and then modify them using more intricate and complex patterns as they continue to develop their language system. Bas

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3

Lukin, Oleg V. "Admiral Shishkov, General Akhverdov, Major Shchulepnikov and «Russian Grammar» by J. S. Vater." Verhnevolzhski Philological Bulletin 2, no. 25 (2021): 86–91. http://dx.doi.org/10.20323/2499-9679-2021-2-25-86-91.

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The article is devoted to the history of writing «Russian Grammar» by the famous German linguist J. S. Vater. It analyzes the peculiarities of his scientific activity and the prerequisites for the appearance of his Russian Grammar from the standpoint of narrative linguistic historiography. Modern narrative linguistic historiography pays particular attention to the periods right before the appearance of new linguistic paradigms. Such was the period of the late 18th and early 19th centuries, when the main experts on the Russian language in the Russian Empire, for various reasons, were Germans, a

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4

Pandžić, Zvonko. "Von Coimbra nach Tobol’sk." Historiographia Linguistica 44, no. 1 (2017): 72–134. http://dx.doi.org/10.1075/hl.44.1.03pan.

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Summary Worldwide missionary activities from the 16th century onward were not limited to the New World and overseas in general, but also in East Central Europe in the wake of sectarian struggles following the Reformation. Soon after the Tridentine Council (1545–1563), the Jesuits spread their activities to all countries between the Baltic and Adriatic Seas. Not only Catholic but also Lutheran and Calvinist missionaries went to Poland-Lithuania, Hungary, Slovenia, and other countries. The first Polish grammar (Statorius 1568) was published principally for the Calvinist mission in Poland, while

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5

Durst-Andersen, Per. "Towards a Multifunctional Grammar. 'Language, Reality and Mind' in a Grammatical Description." HERMES - Journal of Language and Communication in Business 9, no. 17 (2017): 75. http://dx.doi.org/10.7146/hjlcb.v9i17.25396.

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Previous grammars of the Russian language are written on the same methodological background and with the same purpose and may therefore be characterized in their entirety. It appears that they (1) are oriented towards the interpretive function, i.e. the hearer, (2) describe the different parts of the grammar in isolation without internal connection, (3) lack a contrastive element and finally (4) incorporate only written sources. In that respect previous grammars fail and cannot live up to what could be called modern standards. Against this background a new type of grammar is proposed -a gramma

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White, Anne, William Harrison, and Stephen le Fleming. "Intermediate Russian Grammar." Modern Language Review 96, no. 2 (2001): 592. http://dx.doi.org/10.2307/3737472.

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7

WANG, ZHIQIANG, and XINYI ZHAO. "Functional grammar and teaching of Russian grammar in China." Филология: научные исследования, no. 2 (February 2020): 119–29. http://dx.doi.org/10.7256/2454-0749.2020.2.32322.

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The subject of this research is the implementation of the theory of functional grammar in teaching of Russian language grammar to Chinese audience. The object of this research is the functional grammar of A. V. Bondarenko and communicative function of G. A. Zolotova. Studying the theory of functional grammar of the Russian language and its application among the Chinese audience allows deepening the understanding of grammar rules and increase the efficiency of teaching Russian grammar to Chinese students. The article analyzes the current situation regarding the teaching of Russian grammar in Ch

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8

Cronin, John D., and Terence Wade. "A Russian Grammar Workbook." Modern Language Journal 81, no. 1 (1997): 141. http://dx.doi.org/10.2307/329195.

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9

Ten, S.K., and A.I. Rahimova. "SIGNIFICANCE OF THE GRAMMAR IN TEACHING RUSSIAN LANGUAGE." International Journal of Education, Social Science & Humanities. FARS Publishers 11, no. 1 (2023): 256–58. https://doi.org/10.5281/zenodo.7516535.

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10

Savelyev, Victor S. "Personal Pronouns in Grammars of the Second Half of the 18th – Early 19th Centuries and the Anthropocentricity of the Russian Language." Вестник Пермского университета. Российская и зарубежная филология 17, no. 1 (2025): 53–61. https://doi.org/10.17072/2073-6681-2025-1-53-61.

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The article establishes the features of compatibility of personal pronouns and evaluative vocabulary in the Russian language of the second half of the 18th – early 19th centuries on the basis of material from Russian-language grammar books. Commenting on Mikhail Lomonosov’s Russian Grammar, Alexander Sumarokov noted an interesting feature concerning the illustration of the use of personal pronouns in this grammar book: the examples Lomonosov gives indicate positive qualities of the speaker (1st person) and negative characteristics of other people (2nd and 3rd persons). The present study has es

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11

Папилова, Е. В. "RUSSIAN ART IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." Russkii iazyk za rubezhom, no. 2(297) (May 10, 2023): 119–20. http://dx.doi.org/10.37632/pi.2023.297.2.020.

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Цель статьи – познакомить читателя с новым пособием по РКИ, вышедшим в июне 2022 г. в издательстве «Златоуст». Пособие направлено на развитие навыков устной речи и освоение русской грамматики учащимися уровней А1–А2. За основу авторами взяты шедевры русской живописи, к каждому из которых были разработаны тексты, грамматические упражнения и задания. The purpose of this article is to introduce a new guide for teaching Russian as a foreign language. This guide, published by Zlatoust in June 2022, aims at the development of speaking skills and grammar for students studying Russian from levels A1 t

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12

Ward, Dennis, and Terence Wade. "A Comprehensive Russian Grammar." Modern Language Review 88, no. 2 (1993): 534. http://dx.doi.org/10.2307/3733885.

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Mirzabekov, Ya M., and Sh B. Shihiev. "FORMAL GRAMMAR OF RUSSIAN LANGUAGE IN EXAMPLES." Prikladnaya diskretnaya matematika, no. 40 (June 1, 2018): 114–26. http://dx.doi.org/10.17223/20710410/40/10.

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Sturikova, Marina. "Teaching Russian Language Grammar to Foreign Students." Social and cultural space of Russia and abroad: society, education, language, no. 4 (2015): 224–32. http://dx.doi.org/10.17853/2312-3281-2015-4-224-232.

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15

Koseska-Toszewa, Violetta, Joanna Satoła-Staśkowiak, and Maksim Duszkin. "Polish-Bulgarian-Russian, Bulgarian-Polish-Russian or Russian-Bulgarian-Polish dictionary?" Cognitive Studies | Études cognitives, no. 12 (November 24, 2015): 27–38. http://dx.doi.org/10.11649/cs.2012.002.

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Polish-Bulgarian-Russian, Bulgarian-Polish-Russian or Russian-Bulgarian-Polish dictionary?The trilingual dictionary (M. Duszkin, V. Koseska, J. Satoła and A. Tzoneva) is being elaborated based on a working Polish-Bulgarian-Russian electronic parallel corpus authored by Maksim Duszkin, Violetta Koseska-Toszewa and Joanna Satoła-Staśkowiak, and works by A. Tzoneva. It is the first corpus comparing languages belonging to three different Slavic language groups: western, southern and eastern. Works on the dictionary are based on Gramatyka konfrontatywna bułgarsko-polska (Bulgarian-Polish confrontat

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Rafailevna, Galiulina Ilvira, and Byiyk Iana Arturovna. "Material systemization in russian as foreign language teaching." Laplage em Revista 6, Extra-B (2020): 25–30. http://dx.doi.org/10.24115/s2446-622020206extra-b586p.20-25.

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This study is devoted to the methodology of teaching Russian grammar based on teaching aids in Russian and foreign universities. The purpose of the study is to identify the features of modeling educational information in the classroom on grammar using visual teaching aids (training table). The paper describes the methodological foundations of modeling as a process of visualization of educational information, describes the specific features of sign-symbolic modeling in the classroom of Russian as a foreign language. It is concluded that it is necessary to rethink the traditional approach to mod

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Rafailevna, Galiulina Ilvira, and Byiyk Iana Arturovna. "Material systemization in russian as foreign language teaching." Laplage em Revista 6, Extra-B (2020): 25–30. http://dx.doi.org/10.24115/s2446-622020206extra-b586p.25-30.

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This study is devoted to the methodology of teaching Russian grammar based on teaching aids in Russian and foreign universities. The purpose of the study is to identify the features of modeling educational information in the classroom on grammar using visual teaching aids (training table). The paper describes the methodological foundations of modeling as a process of visualization of educational information, describes the specific features of sign-symbolic modeling in the classroom of Russian as a foreign language. It is concluded that it is necessary to rethink the traditional approach to mod

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18

Vrabie, Emil, and Terence Wade. "A Comprehensive Russian Grammar." Slavic and East European Journal 37, no. 1 (1993): 131. http://dx.doi.org/10.2307/308643.

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19

Bermel, Neil, and Terence Wade. "A Russian Grammar Workbook." Slavic and East European Journal 40, no. 4 (1996): 789. http://dx.doi.org/10.2307/310137.

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Медведева, Елена Юрьевна, and Светлана Евгеньевна Уромова. "LINGUISTIC ANALYSIS OF BILINGUAL STUDENTS’ DIFFICULTIES IN MASTERING THE SCHOOL CURRICULUM IN THE RUSSIAN LANGUAGE." Pedagogical Review, no. 5(39) (October 8, 2021): 58–66. http://dx.doi.org/10.23951/2307-6127-2021-5-58-66.

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Представлен теоретический обзор проблемы билингвизма как одного из факторов, определяющих специфические трудности усвоения русского языка обучающимися начальной школы. Рассмотрены лингвистические аспекты двух языковых систем: русского языка и татарского языка, занимающего второе место по степени распространенности в Нижегородской области. Произведена попытка объективно оценить причины трудностей овладения закономерностями русского языка на основе сравнительного анализа состава татарской и русской грамматики. Приведены примеры, касающиеся наличия закона сингармонизма в татарском языке, описаны

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21

Komovskaya, Elena V. "METHODS OF GRAMMAR MATERIAL PRESENTATION IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." Philological Class 26, no. 2 (2021): 234–44. http://dx.doi.org/10.51762/1fk-2021-26-02-20.

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The article deals with the specifics features of methodological approaches to teaching Russian grammar to non-Russian-speaking students. The author analyzes two leading principles of presentation of grammar material to such students. A third authored approach is suggested, which is based on the concept of a communicative metamodel, fixing both the grammatical form intended for acquisition and the communicative value of the vocabulary studied. The presentation of the Russian grammar material in teaching Russian as a foreign language is one of the problems solved in the article. The main methods

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22

Nesset, Tore, and Julia Kuznetsova. "Constructions and language change." Diachronica 32, no. 3 (2015): 365–96. http://dx.doi.org/10.1075/dia.32.3.03nes.

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This article reports on a corpus study of ongoing language change in Russian, whereby genitive-governing verbs like bojat’sja “fear” combine with objects in the accusative in addition to the traditionally normative genitive. While the use of the accusative is still not very frequent in Contemporary Standard Russian, we demonstrate that it is increasing and that a number of factors such as individuation (animacy), grammatical voice, frequency and verb semantics (intensionality and directionality) promote the use of the accusative. Our analysis is couched in Construction Grammar, and we show tha

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Salanki, Zsuzsanna, and Natalia Vladimirovna Kondratieva. "MORPHOSYNTACTIC INTERFERENCE IN THE UDMURT-RUSSIAN BILINGUALISM." Yearbook of Finno-Ugric Studies 13, no. 3 (2019): 380–89. http://dx.doi.org/10.35634/2224-9443-2019-13-3-380-389.

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The article deals with the morphosyntactic interference in the Udmurt-Russian bilingualism, which is the result of interaction between structures and structural elements of these languages throughout centuries long contacts. On the one hand, interference increases the number of the communicative functions of Udmurt; on the other hand, it narrows the distributive properties of certain linguistic phenomena with different degrees of interference in different levels as a result of interaction and mutual influence. Like in other languages, in the Udmurt-Russian bilingualism there is more interferen

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Mengel, Swetlana, and Cristina Bragone. "“… Imprimi sicut nationi russicae decori & utilitati foret …”: The role of German Pietists’ educational activities in the early eighteenth-century Russia and their contribution to the formation of Russian professional terminology." Juznoslovenski filolog 79, no. 2 (2023): 29–62. http://dx.doi.org/10.2298/jfi2302029m.

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The movement of Pietism, which emerged in Germany in the progressive Protestant milieu in the late 17th century, called for a reform of the Reformation. In order to make the idea of ?true Christianity? and ?true piety? accessible and understandable to every ordinary believer, it set as its primary goal the universal enlightenment of the nations necessary for every Christian to read and understand the full text of the Holy Scriptures. The realization of this goal included the translation of the full text of the Bible into the national languages and its distribution in the form of printed editio

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Suvorova, A. G. "PRACTICAL COURSE CONTENT OF RUSSIAN GRAMMAR FOR CHINESE STUDENTS." Arts education and science 1, no. 3 (2020): 29–34. http://dx.doi.org/10.36871/hon.202003004.

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The article discusses the role and place of grammar in the practical course of teaching Russian as a foreign language. It analyzes the difficulties faced by Chinese students in learning Russian and provides ways to overcome them. The article gives recommendations on reading and understanding the text content based on familiar lexical and grammatical material, and pays great attention to how Chinese students acquire the necessary level of communicative competence using intensive teaching method. The purpose of the article is to show how students learn Russian as a foreign language in the proces

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Kamolidinovna, Sayfiyeva Komila. "The Role of Teaching Grammar in Legal English." European Journal of Higher Education and Academic Advancement 1, no. 2 (2023): 239–42. http://dx.doi.org/10.61796/ejheaa.v1i2.193.

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In this article, the educational goal of teaching a foreign language at the level of our country is considered, in the process of teaching a foreign language, to develop the worldview, thinking ability of students, to improve the knowledge acquired in their native language by mastering this language. In this case, knowing the similarities and differences between the mother tongue, Russian and foreign languages will further increase the knowledge level of language learners.

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ИСМАИЛОВА Х.Э., ИСМАИЛОВА Х. Э., and КАЭДЭ АРАКАВА. "THE STUDY OF GRAMMAR OF RUSSIAN AS A FOREIGN LANGUAGE IN A COMPARATIVE ASPECT BY JAPANESE STUDENTS." Международный аспирантский вестник. Русский язык за рубежом, no. 4 (December 25, 2023): 6–11. http://dx.doi.org/10.37632/pi.2023.37.25.001.

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Статья посвящена языковым особенностям русского языка как иностранного в сопоставлении с японским языком. Рассматривается грамматическая система русского языка в сравнении с японским языком. Раскрывается система послелогов японского языка для объяснения предложно-падежной системы русского языка как иностранного. В сравнении даются словоизменительные окончания русского и японского языков. Приведены примеры для демонстрации разницы между падежными системами русского и японского языков. Описывается использование грамматического материала при изучении русского языка как иностранного японскими студ

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28

Bayer, Daniel L., Olga Kagan, and Frank J. Miller. "V Puti: Russian Grammar in Context." Modern Language Journal 82, no. 4 (1998): 604. http://dx.doi.org/10.2307/330250.

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29

Rakova, Alya, John L. Watzke, and James W. Sweigert. "The Russian Reference Grammar/Core Grammar in Functional Context." Slavic and East European Journal 43, no. 2 (1999): 417. http://dx.doi.org/10.2307/309581.

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30

Ilchenko, О. S. "The heart does not sink or Runglish in modern Russia." Russian language at school 84, no. 3 (2023): 91–98. http://dx.doi.org/10.30515/0131-6141-2023-84-3-91-98.

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The article raises sociolinguistic and cognitive issues of the interaction between the Russian and English languages in modern Russia. The study aims to show how blending of two different language codes affects thinking, consciousness, culture, the spiritual state of individuals and the entire nation. The article highlights objective and subjective factors contributing to the emergence of a hybrid language or the so-called Runglish. I identify the stimuli motivating Russian speakers to use it. The paper draws attention to the lack of conditions in modern Russian society for forming a protectiv

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31

Bhatti, Natalia, Ekaterina Kovsh, Elena Kharitonova, and Irina Sapranova. "Grammar aspect of English and German acquisition in Russian medium." E3S Web of Conferences 210 (2020): 21005. http://dx.doi.org/10.1051/e3sconf/202021021005.

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Bilingualism and multilingualism in education has become a reality in the modern multi-cultural world. In recent years, there have been numerous studies proving benefits from bilingual and multilingual approaches in education. Proficiency in second or third languages has many benefits starting from excellence in academic studies and easier access to global information resources and ending with personal awareness of cultural diversity of the world and global mobility. There is overwhelming evidence that English and German are the most popular languages chosen for the Unified State Exam in a for

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32

Patroeva, N. V. "The interconnection between syntax and the theory of eloquence in the Russian linguistic tradition: rhetorical devices in grammars of the 18th–19th centuries." Russian language at school 84, no. 6 (2023): 100–109. http://dx.doi.org/10.30515/0131-6141-2023-84-6-100-109.

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The idea that until the beginning of the nineteenth century the sentence theory was considered in writings about the theory of eloquence has long been a locus communis in works on the history of Russian linguistics. Russian grammars contained «slovosochinenie» (i. e. syntax) as a syntactic section which stated the rules for connecting different parts of speech into combinations built according to the type of agreement and government. This «commonplace» of syntax historiography deserves a new addition. It is necessary to study the reverse influence issue and answer the question what role the fi

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33

Bredneva, V. "Problematic Aspects of Studying Russian Language Abroad." Standards and Monitoring in Education 8, no. 1 (2020): 12–18. http://dx.doi.org/10.12737/1998-1740-2020-12-18.

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Russia has a rich experience of cooperation with diff erent countries in the fi eld of culture, science, and education. The strategic goal of foreign policy is to popularize the Russian language. The most urgent problems of studying the Russian language abroad (in China, Turkey, Cyprus, Mongolia, Tajikistan, Belgium, Holland) have been analyzed: the complexity of the educational process, the necessity of logical thinking in the learning process, the essential features of the phonetic system and grammar. The modern approaches of teaching Russian language have been analyzed, including the use of

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34

Rifkin, Benjamin, Natasha Alekseyeva, Elza Ivanova, Natasha Defye, and Munir Sendich. "Russian Review and Expansion Grammar." Slavic and East European Journal 39, no. 2 (1995): 323. http://dx.doi.org/10.2307/309409.

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35

Normurodova, Dilfuza Abduhakim qizi. "ENHANCING LANGUAGE PROFICIENCY: A COMPREHENSIVE APPROACH TO TEACHING RUSSIAN GRAMMAR." JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN UZBEKISTAN 2, no. 1 (2024): 352–55. https://doi.org/10.5281/zenodo.10521680.

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This scientific article explores the intricacies of teaching Russian grammar and proposes a comprehensive approach to enhance language proficiency. Russian, with its rich linguistic heritage, presents unique challenges for learners, particularly in mastering its complex grammatical structures. The article discusses effective pedagogical strategies, modern technology integration, and the importance of cultural context in facilitating a holistic understanding of Russian grammar. The proposed approach aims to create an engaging and immersive learning environment, fostering not only grammatical ac

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Chxetiani, Temurbek Lerivich. "APPLICATION OF LINGUISTIC ANALYSIS FOR DEVELOPING RUSSIAN SPEECH IN STUDENTS WITH UZBEK LANGUAGE INSTRUCTION." INTERNATIONAL SCIENTIFIC JOURNAL: LEARNING AND TEACHING 2, no. 1 (2025): 48–52. https://doi.org/10.5281/zenodo.15397979.

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<em>This article examines linguistic analysis as an effective method for teaching Russian in secondary schools with Uzbek as the language of instruction. The main focus is on methodological strategies aimed at developing students’ language skills and overcoming language barriers. The syntactic and lexical structures of Russian and Uzbek languages are investigated, which contributes to a deeper mastery of Russian grammar. Recommendations for teachers on the effective use of linguistic analysis in the educational process are also provided.</em>

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Chorozoglou G, Chorozoglou G., Zacharis N. Zacharis N, Mikros G. Mikros G, and Papakitsos E. Papakitsos E. "Parsing Greek Language with Link Grammar." Journal of Software Engineering and Simulation 10, no. 12 (2024): 51–61. https://doi.org/10.35629/3795-10125161.

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Link Grammar is a computational approach-method for syntactic parsing developed in 1991 at Carnegie Mellon University, initially for the English language. It is a Context-Free Grammar according to Chomsky’s classification. For a sentence to be syntactically parsed correctly by Link Grammar, links (connections) between adjacent words must have been declared and established, in terms of coding. Besides English, Link Grammar has been implemented in Arabic, German, Hebrew, Indonesian, Kazakh, Lithuanian, Persian, Russian, Thai, Turkish, and Vietnamese. In this paper, an initial attempt is presente

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38

Petrova, S. M. "Russian literature in teaching Russian as a foreign language." Philology and Culture, no. 3 (October 5, 2023): 248–56. http://dx.doi.org/10.26907/2782-4756-2023-73-3-248-256.

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The promotion of the Russian language in the world is one of the main goals of the modern Russian education strategy. An important part of this problem is teaching Russian to foreigners in Russian universities. The current problem of modern Russian studies is the search for the most effective forms, methods and means of Russian language learning. Teaching Russian to foreigners should be built on an interdisciplinary basis. The most important component of teaching Russian to foreign students is literature. Turning to it, foreigners get acquainted with the history, culture and traditions of Russ

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ИСКАНДАРИ, М. П. "ON TEACHING RUSSIAN GRAMMAR TO AN IRANIAN AUDIENCE: APPROACHES, METHODS AND PROBLEMS." Известия СОИГСИ, no. 53(92) (September 16, 2024): 114–23. http://dx.doi.org/10.46698/vnc.2024.92.53.007.

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Преподавание русской грамматики в иранской аудитории считается одним из важнейших аспектовобучения русскому языку в Иране. В статье рассматриваются подходы и методы, применяемые к обучению грамматике русского языка, а также причины использования таких методов на занятиях с персоговорящими студентами. Автор акцентирует внимание на путях повышения эффективности обучения русской грамматике в иранской аудитории, также рассматривает некоторые возникающие в связи с этим барьеры. Делается вывод о том, что, учитывая ограничение в количестве выделяемого времени для обучения русской грамматике, языковой

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Licari, Camilla, and Monica Perotto. "A study of the speech of bilingual children of Russian Germans living in Germany." Russian Language Studies 19, no. 2 (2021): 180–90. http://dx.doi.org/10.22363/2618-8163-2021-19-2-180-190.

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The article presents the relevant issue of analysing the common features of the grammar of Russian as language inherited by the second or third generation of migrant children in Europe and in the world. The novelty of the study is in the fact that it compares the speech of children with different dominant languages and, in particular, studies the speech of a group of children from families of Russian Germans living in Germany under dual language inheritance. Their parents have a very rich migration history, as they are, in turn, also heritage speakers of German, the language, which they spoke

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Kiryukhina, Lyubov V. "N. YA. BICHURIN’S СHINESE GRAMMAR: A RETROSPECTIVE VIEW". World of Russian-speaking Countries 5, № 3 (2020): 74–86. http://dx.doi.org/10.20323/2658-7866-2020-3-5-74-86.

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The article is devoted to the first in Russia (and in Russian) textbook of Chinese – “Chinese grammar by Fr. Hyacinth”. The article describes the content of this grammar book according to modern grammar studies. It is shown the following issues: 1) there were no special books for the purpose of teaching Chinese in Russia, so it was necessary to make such a textbook; 2) for a long time this “Grammar…” was the only textbook to teach the Chinese language; 3) when N. Ya. Bichurin came to China, European missionaries had already created an impressive number of works describing the Chinese language,

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Dashkina, Alexandra, and Margarita Soloshenko. "Advantages of Russian-to-English Translation Exercises: Developing Grammar Skills in University Students of Linguistics." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2022, no. 4 (2022): 297–305. http://dx.doi.org/10.21603/2542-1840-2022-6-4-297-305.

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The article deals with the grammar translation method in teaching English to university students. The constantly developing English language syllabus requires additional didactic materials, and the grammar translation method can be an excellent source of Russian-to-English translation exercises. The authors highlighted the relevance of certain competences for university students that major in foreign languages, as well as the related teaching approaches. They reviewed various definitions of grammar competence and its criteria. The article introduces a typology of mistakes, each type provided w

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Ubaydullaeva, Feruza Xamidullaevna. "Teaching methods of the uzbek language for russian speakers." Multidisciplinary Journal of Science and Technology 5, no. 4 (2025): 495–97. https://doi.org/10.5281/zenodo.15211881.

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Teaching uzbek to russian speakers is a crucial topic in Uzbekistan and other Central Asian countries, where a significant portion of the population speaks Russian as their first or second language. Since uzbek and russian belong to entirely different language families—uzbek being a turkic language and russian an indo-european language—the process of learning uzbek can be challenging for russian speakers. These languages differ significantly in phonetics, grammar, sentence structure, and vocabulary. For example, russian has six grammatical cases and relies on inflection, while uzbe

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Shcherbak, Antonina S., and Saida Z. Atavullaeva. "Pedagogical grammar of the Russian language in onomastic and cognitive aspects." Tambov University Review. Series: Humanities, no. 1 (2023): 39–47. http://dx.doi.org/10.20310/1810-0201-2023-28-1-39-47.

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The main features of pedagogical grammar are outlined, which make it possible to use the educational potential of proper names in teaching the Russian language to Uzbek students, to carry out educational activities – to expand the horizons and range of onomastic knowledge, to promote the formation of onomastic culture. It is proved that the existing anthropocentric model in the system of modern philological education should include the pedagogical aspects of onomastics. The structure of obligatory knowledge about the category of masculine and feminine nouns in the Russian language is associate

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Papilova, Elena Vyacheslavovna. "Vlasov S. V., Moskovkin L. V. The first tutorial of Russian as a foreign language printed in Russia: Investigation and the text. St. Petersburg: St. Petersburg University Press, 2023. 196 p.: Book review." Pedagogy. Issues of Theory and Practice 8, no. 11 (2023): 1209–11. http://dx.doi.org/10.30853/ped20230170.

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The monograph under review is devoted to the first tutorial of Russian as a foreign language that was actually printed in Russia, “French and Russian Grammar”, published by the Imperial Academy of Sciences, St. Petersburg, in 1730. This anonymous tutorial, composed and compiled as a French-Russian phrasebook, was for a long time regarded as a tutorial of French for Russian speakers and was, therefore, poorly studied. The authors of the book conduct a detailed investigation of the history of the tutorial’s creation, its linguistic and pedagogical peculiarities; they also define its prototype an

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Южакова, Ю. А. "Russian Grammar: System — Language Usage — Language Variation, the Fifth International Symposium." Вестник Рязанского государственного университета имени С.А. Есенина, no. 4(73) (February 7, 2022): 130–32. http://dx.doi.org/10.37724/rsu.2021.73.4.014.

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Boyko, I. V. "CONSIDERATION OF MORPHOLOGICAL DIFFERENCES IN TEACHING RUSSIAN GRAMMAR TO MONGOLIANS." Siberian Philological Forum 16, no. 4 (2021): 20–30. http://dx.doi.org/10.25146/2587-7844-2021-16-4-89.

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Statement of the problem. Russian and Mongolian languages are unrelated, multi-structured, differing from each other in all linguistic aspects, first of all, in grammar. However, unfortunately, their systemic comparative description is still lacking. Besides, the Russian language which used to be compulsory for study as a foreign language in all educational institutions nowadays is studied only in the 7th-9th grades of comprehensive schools. All this negatively affects the Russian language teachers training, many of whom have linguistic and speech competencies insufficiently formed; therefor

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Pankov, Fedor I. "The epoch in functional and communicative grammar: in memory of Professor Maya Vladimirovna Vsevolodova (her life and work)." Professor’s Journal. Series: Russian and Literature: studying and teaching 3 (August 20, 2020): 43–54. http://dx.doi.org/10.18572/2687-0339-2020-3-43-54.

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On 5 February 2020 died Maya V. Vsevolodova (1928–2020), professor of the department of didactic linguistics and theory of teaching Russian as a foreign language, honored professor at Lomonosov Moscow State University, honorary professor at Shanghai foreign languages University, major linguist, a distinguished scientist who laid the foundations for a linguodidactic model of Russian language in general, and functional-communicative grammar in particular.

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Farxodovich, Bozorov Po‘lat. "Reforms and Initiatives Applied to The Field of Higher Education and CLIL Integrated Learning." European International Journal of Pedagogics 5, no. 4 (2025): 182–84. https://doi.org/10.55640/eijp-05-04-43.

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The comparative analysis begins by examining the distinct teaching approaches employed in Russian and English language instruction. In Russian educational settings, the grammar translation method remains prevalent, emphasizing rigorous grammatical instruction and the translation of texts between languages. This approach is deeply rooted in the Russian educational tradition, where accuracy and depth of knowledge are highly valued. Conversely, English language instruction, particularly in English-speaking countries, is often dominated by Communicative Language Teaching (CLT) and Task-Based Learn

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Ousseynou, T. "WORD COMBINATION IN RUSSIAN GRAMMAR." POLISH JOURNAL OF SCIENCE, no. 52 (July 13, 2022): 42–43. https://doi.org/10.5281/zenodo.6825869.

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Words combination is tightly part of Russian grammar for they play the most important role in sentence building. In this paper, the meaning, definition and syntaxical role of word combination is broadly given. After having analyzed the formation and characteristics of word combination, we sorted out their meaning and the important role they play in Russian grammar.

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