Language Units Secondary Functions of Spoken Language in Teaching Russian as a Foreign Language at the Initial Stage
DOI:
https://doi.org/10.30827/cre.v18.25125Palabras clave:
secondary functions of language units, spoken language, Russian as a foreign language (RFL), the initial stage of learning process, isosemicity and non-isosemicityResumen
In studying a foreign language, informal speech acquisition comes first in the target settings of students at the elementary and basic levels, i. e. at the initial stage of learning process. When studying Russian as a foreign language, students experience certain difficulties in perceiving language units in secondary functions. Such units, as a rule, are markers of the informal speech register.
The article is devoted to the study of the didactic potential of the language units of Russian spoken language used in secondary functions. The relevance of the topic is determined by the low degree of knowledge of the secondary functions in the didactic aspect. The difficulties encountered by foreign speakers in studying contexts with non-isosemic language units are described, and ways to overcome these difficulties are proposed. Cases of the use of the language units in the secondary functions in the Russian as a foreign language textbooks are considered; the perspectives for the use of the non-isosemic units in the practice of teaching Russian as a foreign language are indicated.
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