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Current Issues of the Russian Language Teaching XIV Current issues of the Russian language teaching XIV Simona Koryčánková, Anastasija Sokolova (eds.) Current issues of the Russian language teaching XIV Simona Koryčánková, Anastasija Sokolova (eds.) Masaryk University Press Brno 2020 Sborník prací pedagogické fakulty mu č. 276 řada jazyková a literární č. 56 Edited by: doc. PhDr. Mgr. Simona Koryčánková, Ph.D., Mgr. Anastasija Sokolova, Ph.D. Reviewed by: Elena Podshivalova (Udmurt State University), Irina Votyakova (University of Granada) © 2020 Masaryk University ISBN 978-80-210-9781-0 https://doi.org/10.5817/CZ.MUNI.P210-9781-2020 BYBY NC NDND CC BY-NC-ND 4.0 Crea�ve Commons A�ribu�on-NonCommercial-NoDeriva�ves 4.0 CONTENTS METHODOLOGY ISSUES ............................................................................ 5 A Reading-Book in Russian Literature: The Text Preparation and the First Opinion of its Use ............................................................. 6 Josef Dohnal Poetic Text Of Vasily Shukshin – The Red Guelder Rose In Russian As A Foreign Language Class ....................................................................................................13 Marianna Figedyová Language Games in Teaching Russian as a Foreign Language ................................................21 Olga Iermachkova Katarína Chválová Specificity of Language Material Selection for Introduction of Russian Imperative Mood in “Russian as a Foreign Language” Classes ........................................................................... 30 Elena Kolosova Poetic Texts in Teaching of Russian on B1 Level (On the Example of Working with Vocabulary Denoting Perception in the Poems of O. Březina and V. S. Solovyov)............................................................................................. 39 Simona Koryčánková Speaking Accuracy of Russian Language Learners in Czech Lower Secondary Schools ......... 46 Janina Krejčí Use of Digital Technologies in Russian Language Teaching ................................................... 54 Miroslav Půža Integrating Poetry into the Foreign Language Classroom from the Point of View of Second Language Acquisition ........................................................ 62 Tatiana Savchenko Verbal Aspect in Teaching Russian as a Foreign Language ..................................................... 67 Liudmila Valova ISSUES OF LINGUISTICS .......................................................................... 76 Metaphoric Representation of the Concept “Creative Process” in V. Nabokov’s Novel “The Gift” .................................................................................................................................77 Yuliya Golovnyova Albina Novikova Polyprefixal Verbs of Silence in Russian and Polish ............................................................... 86 Tatiana Kopylova Liliia Kilina Images of Sound in Original and Translated Poems by Boris Pasternak ................................ 94 Larisa Kryukova Anna Khiznichenko -3- The Structure of Professional Knowledge and Construction of Terminological Dictionaries ..................................................................104 Anna Glogowska Piotr Michalowski Features of Word Formation in Contemporary Mass Media Texts (In Russian and Croatian Language) ..................................................................................... 112 Marina Radčenko The Language Component of The Film “Serf” as a Reflection of the Linguistic Features of Modern Russian Colloquial Speech (Russian as a Foreign Language) ..............................120 Evgeniya Rubtsova Tatiana Romanova Linguacultural Dominants in Modern Russian Media Word Creation ...................................128 Nadezhda Samylicheva Neuter Gender Diminutive Suffixes in Russian in Comparison to Czech ..............................137 Anastasija Sokolova Kateřina Strachotová The syntactic functioning of the infinitive in the Russian and Czech languages ...................145 Oxana Truhlarova ISSUES OF LITERARY SCIENCE .............................................................. 152 Fact and Allegory: Two Poles in The Representation of War (on the Example of “War’s Unwomanly Face” by S. Alexievich and “The Cursed and The Slain” by V. Astafiev) ............153 Olga Gubskaya Olga Jilevich The Space of Light and Darkness in the Context of the Creative History of M.A. Bulgakov’s Novel the Master and Margarita ........................163 Elena Kolysheva Thoughts on Boundaries in the Russian Linguistic Consciousness: Background and Traditions .................................................................................................... 174 Maria Milovanova Alexandra Matrusova Comparison of Tongue Twisters in Czech and Russian Languages .......................................182 Lenka Rozboudová Evgeniia Korneeva Formulations of Wishes in the Traditional Russian Folklore and in the Internet Communication .......................................................................................190 Oleh Tyshchenko Work With Metarealism/Neo-Baroque Poetic Texts in The Russian as a Foreign Language Classroom ..........................................................................................201 Andrea Grominová -4- METHODOLOGY ISSUES A READING-BOOK IN RUSSIAN LITERATURE: THE TEXT PREPARATION AND THE FIRST OPINION OF ITS USE Josef Dohnal https://doi.org/10.5817/CZ.MUNI.P210-9781-2020-1 Abstract Over the last two decades, students of the Russian language have tended to analyse and interpret the texts of literary works in an overly simplistic manner. Such analysis tends to refer only to the text itself, sometimes only to the plot. It was the recognition of this fact which provided us with the inspiration to prepare a new reading-book concerned with Russian literature, which motivates the students not only to read literary works, but also to gain knowledge on how to read, understand and interpret a literary work. Initial feedback concerning the use of the reading-book has shown the concept to be successful. Key terms Russian literature, reading-book, interpretation, complex understanding of the literary work -6- Introduction In this article, we address the process of preparing a reading-book for Russian literature. Specifically, we provide information about its primary rationale, about the circumstances which led to its development, about the selection process behind the included texts and about the formulation of questions which guide students during their encounter with the reading-book. We aim to acquaint the reader with some of the students’ and teacher’s initial experiences with using the reading-book. The initial idea and its origin Students of foreign languages at the university level should not only be able to speak the language, but should also learn about the cultures of those nations which speak the language as a mother tongue. Literature comprises a special part of the national culture – it is bound to a nation’s history, to its social life, to its art more generally, to its philosophy, to its ideological and cultural concepts and to the nation’s language as a basic means of expression as relating to all these categories. Therefore, the history of the development of Russian literature – including knowledge of the most prominent Russian authors and their most important works – plays a substantial role in the teaching of Russian as a foreign language (Dohnal, 2015, pp. 26-31). Over the last two decades, we have observed a clear trend towards a more visual way of perceiving of information in teaching-learning process, and this same tendency can be seen in the field of literature as well. Contemporary students prefer to watch films and to listen to audio books, and as such they read fewer books in the traditional, written form. This trend has resulted in a dangerous tendency towards a kind of ‘digital dementia’, with quite a lot of students having problems understanding more complicated texts (i.e. they are not used to appreciating all the layers of the literary texts which they are expected to read in order to get acquainted with the most important authors and literature of the nation whose language they are studying). (Dohnal, 2013, pp. 88-94) This is also the reality among students of Russian in Czech and Slovak universities. Although the teaching of literature is considered to be an important element of such language studies, the number of classes concerned with Russian literature has been cut significantly since changes to the teaching of Russian language were made after the social changes which took place in 1989 (Dohnal, 2007, pp. 126-128). Until that time, the Russian language had been a compulsory subject in both basic and secondary Czechoslovakian schools, so universities were not required to concentrate inordinately on teaching just the language itself, and could thus assign more time to the study of more theoretical subjects and of Russian literature. Classes at the university level should ideally build upon the abilities of students to understand literature – abilities already developed at secondary school – but our experience shows us that literature classes at secondary schools have lost their former position, such that many secondary school-leavers do not have a good command of the skills necessary for individual and independent reading, or for the understanding of literary works of art. Such a state of affairs is not restricted to Czech or Slovak schools – the same conclusions have been stated in the results of research conducted in Russian universities: “Исследования
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