Keyword: «russian language»

the article substantiates a methodological model for the development of orthographic vigilance of fourth-graders in Russian language lessons through a system of exercises when working with words with unverified spellings. It is shown that the use of mnemonics, etymological analysis and orthographic self-control allows the process of memorizing vocabulary words to be transferred from mechanical cramming into conscious analytical activity. The levels of formation of orthographic vigilance are revealed and examples of tasks are given.

In this article, the authors describe in sufficient detail and in a reasoned manner: the essence of cognitive interest in the Russian language and its development in younger schoolchildren; criteria, indicators of levels, diagnostic techniques are defined. The program of the Smart Solutions circle and methodological support for its implementation for the development of cognitive interest in the Russian language in children aged 10-11 have been developed and tested.

Using Russian-language texts from Grodno region newspapers included in the Corpus of Regional and Foreign Press (a module of the National Corpus of the Russian Language), this article presents a linguistic analysis of causal constructions using the preposition “iz-za”. The semantic features of the causal and effect components of a causal situation, as well as the pragmatic properties of such constructions in regional newspapers, are examined.

The article analyzes the paradox of contemporary language policy in Russia: the growing expansion of Anglicisms amid the consistently strengthening legislative protection of the Russian language. Drawing on material from the practical use of Russian in both official and everyday spheres, the article demonstrates that the process of borrowing has become irreversible, and legal mechanisms prove powerless against linguistic fashion. In conclusion, the author proposes shifting the focus from legal instruments to cultural and educational alternatives.

The article deals with the problem of developing students' skills in morphemic and word-formation analysis. The complexity of mastering these sections of the Russian language in school practice is emphasized. The use of dialect material is proposed as an effective tool for developing linguistic analysis. It is substantiated that working with dialect vocabulary helps students understand word-formation relationships, identify motivating bases of words, and develop linguistic intuition. The article presents examples of dialect material and tasks aimed at forming skills of morphemic analysis and building word-formation chains.