Keyword: «russian language»

The article is devoted to the urgent problem of developing the ability of younger schoolchildren to observe orthoepical norms in Russian language lessons. The article discusses the definitions of the concept of "orthoepy", "orthoepical norms". The components of the ability to observe orthoepic norms are highlighted, on the basis of which effective techniques aimed at developing the ability to observe orthoepic norms are identified.

The article analyzes the unique role of the Russian language as an instrument of unity, resistance and spiritual strength during the Great Patriotic War. Through the analysis of propaganda, front-line correspondence, poetry, radio reports and rear slogans, it is revealed how the word turned into a weapon that saves from despair and mobilizes for a feat.

The article deals with the problem of designing the course «Foreign Language (Russian)» at a military aviation university. The semantic content is proposed as a starting point for learning, and the goal is to develop the ability to express these semantic relations using all available language tools. Approaches to the formation of Russian speech among foreign military personnel at the initial stage of training are analyzed. The main attention is paid to the integrated use of topics, grammatical forms, syntactic constructions and speech skills to create a solid language base. The importance of including the material of the initial stage in the program of basic (advanced) training is emphasized, since it represents the most complex objects of assimilation and requires constant repetition and consolidation throughout the entire period of language learning.

In elementary school, the study of syntax plays a crucial role in developing students’ basic language competencies and speech skills. The article presents an analysis of didactic tools used in teaching syntax to primary school students. The aim of this research was to explore both theoretical and practical aspects of applying didactic tools for teaching syntax in elementary education. The paper outlines the most effective methods and techniques for instructing younger students in syntax.

The article examines the role of Russian as a pedagogical resource in learning English. It demonstrates that controlled reference to L1 helps reduce negative interference and enhance positive transfer. Typical risk zones for Russian-speaking learners are described at phonetic, orthographic, grammatical, lexical, and pragmatic levels. The effectiveness of contrastive analysis is justified for predicting and preventing errors related to determination, aspect-tense correlation, and control. The didactic value of brief Russian-language comments, instructions, and reflection while maintaining priority on oral practice in English is shown. Functions of translanguaging and code-switching as tools for operational explanation of categories without direct equivalents in Russian are analyzed. The role of translation is reconsidered: it is interpreted as a means of targeted control over meanings and correction of calques rather than an end goal itself. A model of “balanced” use of L1 is formulated, where system comparison, focused microlessons, and bilingual tasks ensure a managed balance between interference and transfer, thereby increasing the efficiency of teaching.