Филологический класс (Feb 2018)
THE ETYMOLOGICAL ANALYSIS AT THE RUSSIAN LANGUAGE LESSONS AS ONE OF THE MEANS OF ORTHOGRAPHICAL LITERACY INCREASE OF MIDDLE-SCHOOL STUDENTS
Abstract
The article is devoted to one of the most important problems of teaching Russian — a problem of spelling competence of middle school students. As a means of increasing of the level of spelling literacy, it is offered to use a method including the elements of the etymological analysis of words at the lessons. The urgency of development and introduction of a new method is determined by insufficiency of traditional approach to teaching grammar. The concept of use of the etymological analysis at the lessons of Russian in middle school is offered and different variants of its implementation to teach students of different age groups are analyzed. The basic elements which are present, irregardless of the age of students: 1) acquaintance with the ethymology of a word or a morpheme (the etymology is explained by the teacher or the students search the information in dictionaries); 2) selection of words with a studied morpheme and definition of their semantics; 3) building of the diagram containing historically related words; 4) sentence building with the words. The description of experience of application of the developed method is presented in the article; the results have allowed to prove that students acquire the spelling competence and they do not need to consult a dictionary to properly spell the word. This fact confirms efficiency of the developed method. The use of the etymological analysis activates student’s attention, motivates them to learn the rules of Russian, expands their word stock and outlook, acquaints them with historical regularities of the language development, that affected modern Russian.
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