RUSSIAN PROVERBS IN SCHOOL (experience of educational lexicography)

Abstract

The paper deals with the problem of the introduction of proverbs and sayings in schooling native and foreign languages. Nescessity and feasibility of studying proverbs and sayings in the Russian language classroom is determined by many factors, the combination of which dictates the teachers and trainers the correct answer. These factors are considered in modern teaching aids, the analysis of which is proposed by the author. The following problems are regarded: selection of minimum or maximum material supplied to the dictionary; frequency of the described proverbs and sayings; goal orientation for passive or active using of the described paremiological material; focusing on the realities of national or international, integration values; translatability / untranslatability of the described proverbs and sayings. The author demonstrates a method of solving these problems in the “School Dictionary of Russian Proverbs”, where he was one of the compilers.

Keywords

• proverbs, paremiological minimum, didactics of the paremiology, frequency of proverbs, culturological aspect of paremiology, translatability, untranslatability