Keyword: «russian language»

The article discusses structural and semantic models of substantive-attributive constructions in the Russian language, in particular, the specifics of complex sentences with a determinative subordinate. Proper use and compilation of these constructions is important for proper written and oral speech.

The paper considers the category of impersonality and impersonal sentences, describes the differences in impersonal constructions in Russian and English, gives a classification of impersonal sentences in English, as well as comparative examples of the translation of impersonal sentences from Russian to English and vice versa. Impersonal sentences are not always translated by similar structures, because of this, the grammatical structure changes, but the identical meaning remains. The issue of translating impersonal sentences in Russian and English remains relevant.

The relevance of the study is determined, on the one hand, by the provisions of the Federal Law "On Education in the Russian Federation" in terms of the focus of primary general education on the formation of positive motivation in learning activitiy, the Federal State Educational Standard of Primary General Education on the formation of personal results associated with the manifestation of cognitive interest as a component of learning motivation in general and in Russian language lessons in particular. On the other hand, by the need to either revise the existing methods and techniques for developing learning motivation in Russian language lessons, or work out new ones that take into account the peculiarities of the mental processes of modern primary school students, their interest in modern information and communication technologies. The purpose of the study is to identify pedagogical conditions for the development of learning motivation in Russian language lessons in the second grade in the process of using a web quest. General logical methods (analysis, deduction, generalization) and empirical research methods were used. The works of domestic and foreign researchers on the problems of developing learning motivation, applying information and communication technologies in the pedagogical process, developing theoretical and practical aspects of web-quest use in Russian language lessons in primary school served as the methodological basis of the study. The main result of the article is generalization of information devoted to development of learning motivation in Russian language lessons in primary school. Particular attention is paid to application of web-quest as an effective means of learning motivation development. Different approaches to the concept of "web-quest", its structure, pedagogical conditions of application in Russian language lessons in primary school are considered, the results of creation of web-quest and its implementation in the educational process in the second grade are presented. The theoretical significance of the study is presented by the results that expand the understanding of pedagogical conditions necessary for learning motivation development of primary school students in Russian language lessons, an attempt to systematize knowledge about web-quest as a means of teaching. The practical significance of the study consists in the development and testing of a web quest as one of the means of developing the learning motivation of second-graders in Russian language lessons. The obtained practical results can be used by researchers for further study of the problem of developing learning motivation in Russian language lessons and searching for new methods of its solution, as well as by primary school teachers for use in the educational process in order to increase learning motivation in Russian language lessons.

The article deals with phraseological units of the Russian language with a somatism component. The author says that phraseological units with these components contain interesting lexical meanings and are actively used by Russian speakers.

The history of formation of the personal pronouns system in the Belarusian and Russian languages is considered, the similarities and differences at the phonetic and morphological levels are analyzed, and the issues of the personal pronouns functioning in the closely related languages are touched upon.