DOI: 
http://dx.doi.org/10.15293/1813-4718.1904.02
UDC: 
372.016:811.161.1
Targonskaya Elena Petrovna
Кандидат филологических наук, Associate Professor, Head of Intercultural Communication and Theory of Languages Department, Novosibirsk State Pedagogical University, 2958757259@qq.com, Novosibirsk
Trufanova Marina Julievna
Кандидат филологических наук, Associate Professor, Head of Intercultural Communication and Theory of Languages Department, Novosibirsk State Pedagogical University, trymar@mail.ru, Novosibirsk
Azarova Inna Nikolaevna
Senior Lecturer of Intercultural Communication and Theory of Languages Department, Novosibirsk State Pedagogical University, inna.azarova.70@mail.ru, Novosibirsk

The study of lexical paradigms in teaching Russian as a foreign language: the ways to transfer information

Abstract: 
Problem and goal. The purpose of the article is to consider the specifics of teaching Russian as a non-native language to foreign students. The approach presented in the work is based on the results of research conducted by a team of practitioners of the Theory of Language and Intercultural Communication Department of NSPU. Methodology. On the example of lexical paradigms studying, the authors show the possibility of successful mastering the vocabulary of the Russian language and semantic connections of words by advanced students; they learn to define paradigmatic, syntagmatic and associative connections between the words of a foreign language. In the classroom, the teacher uses a variety of tasks for learning and securing lexical material. It is assumed that the sequential execution of all types of work: defining the meaning of the word, drawing up the phrases with it and transforming sentences using the learned vocabulary will lead to successful mastery of lexical paradigms by students, as well as intersectability of semantic sets. In addition, the analysis of the semantic structures of some multi-valued words, united by the basic meaning, allows clarifying the idea of the metaphorical meanings` patterns of development. In conclusion, it is considered that the formation of students’ ideas about the lexical paradigms and patterns of development of portable values implies a reliance on the communicative, semasiological and cognitive aspects of studying Russian as a foreign language and provides new insights and new knowledge about the world. The above said could help to engage the students in the dialogue of cultures of different languages in their structure and, therefore, the presented methodology provides a faster and deeper understanding of the vocabulary of the language being studied.
Keywords: 
Russian as a foreign language, lexical paradigm, semantic sets, synonymic rows
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References: 

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