Филологический класс (Feb 2018)
EXERCISES THAT IMPLEMENT AN IDEOGRAPHIC APPROACH TO THE STUDY OF THE NATIVE LANGUAGE
Abstract
The article is devoted to the actual methodological problem — the formation of student’s ability to consciously use lexical and grammatical language tools to create statements that accurately reflect reality. The exercises that implement the ideographic approach to the study of the Russian language, which is based on the reflective function of the language system in relation to the objective reality, are proposed. This approach allows us to move from the classification of language units, which still prevails in school practice, to the study of the rules of their use in various types of speech activity. The linguistic basis of the proposed method was the research of Professor V. A. Zvegintsev, who considered the main features of the sentence completeness of meaning and attachment to the situation, and research in the field of semantic syntax, according to which the sentence is considered as a unit of speech, reflecting a fragment of reality. The developed exercises are a system of tasks for the development of productive and receptive speech activity, which form, firstly, the ability to analyze the language means of different levels that are part of the sentence-statements, and extract the necessary information about a fragment of reality, that is, to understand the meaning of the sentence, and secondly, the ability to analyze the situation and accurately select and use various linguistic means to describe this situation, a fragment of reality when creating your own text. Exercises can be used in schools and universities in the study of vocabulary and different sections of grammar, because the same word, reflecting on the language level, a significant component of the situation, can be included in different formal classifications. The experience of using the presented exercises in the practice of teaching the Russian language testifies to their effectiveness: in the course of the tasks, the close links between grammar and vocabulary are realized, the thinking of students develops, their vocabulary and grammatical structure of speech is significantly enriched, attention to the subtle shades of thought and feeling is developed, that is, literacy in the broad sense of the word is formed.
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