2.1. State symbols
2.2. Briefly about the country of Russia
2.3. Rich nature of Russia……………………………………….
2.4. Public holidays and memorable days in the calendar
of Russia
2.5. Outstanding Russian scientists
2.6. The wealth of the Russian language is its literature
2.7. The world of Russian artists
2.8. Russian classical music
2.9. Russian traditional dances and customs
Chapter 3. Common in the understanding of the world and life
among Russian and English-speaking people (proverbs)
Bibliography
1. Почему
нужно учить русский язык
1. Teaching language
to learners of other languages
(peer-review from a native speaker)
The overall strategy the author encourages and actually employs to teach Russian to speakers of other languages in this text is the Principled Eclecticism. She borrows best practices from the methodologies available and puts them to good use. Among the many techniques available to instructors of teaching language to learners of other languages, are the grammar translation method, the direct method, the audio-lingual method, the Immersion technique, the total physical response, the task based approach, the use of multimedia to enhance the learning experience and the communicative approach. I will endeavour to explain some of these techniques as and when need arises in my interaction with this text.
This text uses a variety of methods and approaches, choosing techniques from each method that she considers effective and apply them according to the learning context and objectives. There is no reliance on one «best method’. This is a plus for this text.
The structure of this text is perfect, language learning/teaching starts with the basics, the vocabulary. The learner is exposed to the preliminaries – the sounds (the presentation of the phonetics of the Russian language sets the goal to reduce the foreign accent to minimum when pronouncing Russian words and phrases), the words and phrases, but what is more, these words are placed in the context of the cultural space – the poems/songs at the start of the book are obligatory a necessary addition. How I wished these songs were given their English equivalents, this would have helped the learners more.
The author could have had her own reasons for leaving out the English print. The provision of Dictionaries at this stage could have been one such good reason. Translation though, is an option too early at this stage, but there is no harm in coming back to these texts, over and over again as the learner gains mastery of the language. The breaking down of teaching units into cultural thematic areas is another strategy the author uses to help with the translation. In terms of methodological application, called upon to bear here is the total immersion strategy (and of course the communicative approach suggested in the Immersion technique). As the name suggests, this is a situation where the learner is immersed in the milieu of the target language as well its culture. The learner is expected to operate in the target language at all times. This is a difficult feat to achieve, unless in a situation where the target language is also the language of instruction in the entire school system.
Aspects of the Audio lingua Method are called to bear in the early stages of the book. This methodology emphasises the use of repetition and therefore habit formation. During these early encounters with the language aspects of repetition to form habits is encouraged. It is important to memorise Russian sentences and phrases… which are supported by understanding in English. Comparison of Russian and English texts will definitely contribute to the expansion of the vocabulary for communication in Russian.
It is worth mentioning another positive characteristics to this text. The author includes all sorts of dictionaries, all to the advantage of the learner. We have among the dictionaries given the explanatory dictionary of the Russian language, dictionaries of synonyms as well as antonyms, the dictionary of phraseological units, the terminological dictionaries, which are in sections such as medical, technical etc. Learning how to use a dictionary is a good starting point to language mastery.
As they say, speaking a bit of the language of the country you are visiting is always a good idea. Locals will appreciate the effort and will respond positively. This text provides the language to use in various practical situations; these include the home situation where for example all the expected activities around the home are covered – from breakfast through to dinner. In between family time, the parents with the children at the play, in the garden – all aspects are covered and in such detail.
The dialogues suggested are phenomenon in their coverage, given both in Russian and in English with such details. Also given in both Russian and English is language as you would need to use at the Railway station, at the Airport and the shop… The learner is never left stranded in whatever situation they find themselves. That is how thorough the book is.
Having ploughed through the text, the course, and now armed with an appreciable knowledge of the Russian language, the learner is given interesting questions in English, but they are expected to answer them in Russian. The author here uses aspects of the communicative approach. This approach is in a way a culmination of the foregoing methods. In this approach focus is on learner ability to communicate various functions, such as asking and answering stated questions, making requests, describing certain actions, narrating given situations and making comparisons. The communicative approach is achieved through task assignment and problem solving – the two key components of critical thinking. The strength of this approach is that learning happens in a context. Grammar is not taught in isolation, but in practical situations. Error correction is not emphasised (and this removes anxiety from the learner), as the understanding is that learners will naturally achieve accuracy through frequent use of, and communicating in the language rather than analysing it.
Teach culture alongside the language. This is strength of this text. Teaching communication is not enough in itself, exposure to the culture from which the language springs, will help the learners not just appreciate the real meaning of the words they are learning, but learn the language with relative ease. The inclusion of the proverbs and sayings of the wise, and its comparison to counterpart proverbs and sayings of the wise in important English speaking countries – Britain and America is highly appreciated. This is the culturological strategy the author recommends. The textbook combines Russian language teaching and intensive acquaintance with the Russian culture.
This book, therefore, positions the teaching of the language in the firm foundation of its context – the Russian culture. With this comes all the beauty of Russia as a country, its beautiful landscape, its colour, its rivers and lakes, its beautiful people, its names, its animals, its beautiful Arts – music, paintings, its folklore and literature, its science and scientists, its seasons etc. The author sums it all when she says: «Immersed in such an exciting atmosphere of culture, the student will understand that one cannot but know the Russian language, and one must know it well».
The learner has no choice but to learn the language for the benefits are immense!
What more can one say, this is a bumper harvest for all you who would want to delve into the teaching of Russian as an international language, and you definitely cannot go wrong.
Enjoy it. Kanyampa Manda19/11/2020.
REFERENCES:
Baylis, P. (2007). Current