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Abstract: The paper describes the experience of teaching Russian indefinite pronouns to Slovak students. Much attention is paid to the linguistic substantiation of the system of teaching Russian independent pronouns, which is designed on the basis of their specificity in the two contacting languages. This allows the authors to carry out a differential selection of the content and methods of teaching, to predict the possibility of transposition, establishing certain links between identical and similar grammatical characteristics of this lexicogrammatical category of pronouns in the Slovak and Russian languages, and to organize work on prevention and overcoming of interlingual interference. To determine the current state of teaching how to use Russian indefinite pronouns, the authors analyze the educational materials currently used in education and come to the conclusion that they do not fully meet the needs of Slovak students, for whom it is very important to be able to choose the language means consciously and correctly use them in accordance with the communication goals of the text. It is primarily important to identify the principal essential stage of teaching the correct and precise usage of indefinite pronouns, and to single out the components in the structure of their meaning that play the core role in constructing a coherent text. Based on the results of the study, the authors suggest a three-stage approach to learning, including 1) classroom learning of the general principles of the use of Russian indefinite pronouns, 2) doing passive sentence construction exercises that contribute to the internalization of the rules of usage of Russian indefinite pronouns, and 3) active generation of spoken and written texts that demonstrate the correct understanding of the usage of Russian indefinite pronouns to the students in different contexts. This approach allows the students to form the skills of spontaneous productive speech, and the foundations of potential combinability of indefinite pronouns are created in their linguistic consciousness. At the same time, the students independently regulate their learning process, and the teacher is assigned the role of a coach or a consultant.

About the author(s) :

Nina Cingerova

Comenius University in Bratislava (Bratislava, Slovak Republic)

ORCID ID: https://orcid.org/0000-0003-1271-4687 

 

Marina Vazanova

University of Economics in Bratislava (Bratislava, Slovak Republic)

ORCID ID: https://orcid.org/0000-0002-1982-9615

Publication Timeline:

Date of receipt: 25.10.2021; date of publication: 30.03.2022

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