Research work on the Russian language. Research work: interesting topics for school

PEDAGOGICAL UNIVERSITY "SEPTEMBER FIRST"

S.V. ABRAMOV

Organization of educational and research work in the Russian language

Course Curriculum

Lecture No. 4. Choosing a topic for educational and research work in the Russian language

Principles for choosing a topic: voluntariness, personal interest, scientific character and connection with basic education, accessibility, feasibility, problematic nature, ethics, etc. Connection between the topic of a school course, a conference of students and research work on the Russian language. Influence of scientific interests of the teacher on the choice of the topic of the course.

The choice of a research topic is a very serious stage, which largely determines future educational and research work.

Research work is a manifestation of creativity. Psychologists note that creative activity is based on internal cognitive motives, and not on external stimuli. Therefore, educational research work implies the principle voluntariness.

The principle of self-interest is fundamental in the organization of SCPI. At the stage of choosing a topic, personal interests and preferences of students are revealed. The most convenient way to find out about them is from a questionnaire or conversation, which must necessarily include the questions: “What do you like to do in your free time?”, “What would you like to know more about?”, “What is of interest to you when meeting different languages? etc.

You can use the experience of colleagues from the Moscow gymnasium No. 1541 (the organizers of the conference "Linguistics for All"). At the School of Linguistic Studies, students working on research in the Russian language talked about how they choose topics and prepare papers. It turned out that their work begins with an interview with a supervisor, a school psychologist and a class teacher, which helps them navigate the choice of topic. At such a "concilium" are born original ideas research, always associated with hobbies, personal inclinations and interests of researchers. So, for example, the topic “Change in the thematic group of vocabulary with the meaning “food”” attracted a schoolgirl who is fond of cooking; “Similarities and differences in the names of dances in the explanatory dictionaries of V.I. Dahl and S.I. Ozhegova” – a schoolgirl who has been seriously fond of ballroom dancing for a long time. Fans of Russian rock chose topics that were close to them: "Rock Revolution in Russia: Mutual Influence of Rock Poetry and Russian History at the End of the 20th Century"; "Russian rock: the idea of ​​protest and its linguistic embodiment".

Personal interest is easily detected in the texts of research papers.

Examples

The work of Nastya G. “Phraseological units as a reflection of history and national identity (on the example of a group of Russian and French phraseological units)” begins with the justification of interest in the subject of research: “I really like history, so phraseological units connected with the history of my country are of particular interest to me. I'll take just a few of them..."

Julia K. “Dialectisms of the Vologda region in the dictionary of V.I. Dalia": "During the New Year holidays, I went to the homeland of Santa Claus, to the Vologda region. And what was my surprise when I heard Russian people talking to each other on the streets, in shops, buses, and sometimes I didn’t understand them at all ... Russia is a huge country,<…>Each region has its own traditions, customs, dialects. In such cases, in order to understand the local dialect, one must refer to the Explanatory Dictionary of the Living Great Russian Language. During the trip, Yulia drew attention to dialect words, the meaning of which, returning to Moscow, looked up in the dictionary of V.I. Dalia: just now- recently; wire rod- felt boots.

Young researchers often show interest in the speech of their peers, this is especially characteristic, as we showed in the last lecture, of schoolchildren with developed language reflection. Sometimes personal interests, affections are reflected even in the title of the study, for example, sixth-graders N. Kurysheva and N. Belousova titled their work as follows: “Why do we love quotes from the novels by V. Ilf and I. Petrov “The Twelve Chairs” and “The Golden Calf "".

Scientific principle implies an appeal to the scientific and conceptual apparatus of linguistics (terms, theory), the use of scientific methods for the study of linguistic material, moreover, within the framework of a certain theory and scientific school. Eclecticism in research can lead to blunders and conclusions contrary to the scientific approach.

Example

Formulation of the theme "The concept of royal power in the Indo-European picture of the world" due to the use of terms established in linguistics Indo-European(usually - language family) and language picture of the world gives the impression of success. However, the combination of these terms is unjustified, because the Proto-Indo-European language is rather a language model, rather than the language of a single nation, and the concept of “linguistic picture of the world” implies a specifically national view of the world, fixed in the language (grammar, vocabulary, phraseology). Thus, the unconnected is connected in the topic.

It is also unscientific to replace research with a journalistic article, for example, on the ecology of language.

If students use scientific linguistic methods, they will not want to turn to such "beautiful" but not in the slightest relation to science phrases as word magic or positive energy, the destruction of the aura of the word and the like. Note: the principle of scientificity does not imply that schoolchildren-researchers are obliged to solve problems that are relevant to modern Russian studies.

Let us give examples of educational and research works (URI), already in the titles of which you can see the principle of connection with the course of the Russian language.

Role personal pronouns in the lyrics of M. Lermontov.

From green before awesome (synonymous series adverbs very in historical terms).

Use Old Slavonicisms modern native speakers of the Russian language.

Story loanwords from French Russian.

Dash and colon in the works of A. Chekhov in comparison with modern rules for their use.

On the question of history punctuation marks.

Grammatical terms in Russian language textbooks of the beginning and end of the 20th century.

Availability- the principle associated with taking into account the age characteristics of students. Schoolchildren who are first joining research work in high school can be offered topics that are simpler in theoretical terms, for example, “Spelling e/i in the roots -sed-/-sid»; “A lexical commentary on the tragedy of A.P. Sumarokov "Sinav and Truvor"; "Slang in youth magazines". These topics involve the description of one language phenomenon already known from the school course, but on new material. It will attract to the research work and make it accessible entertaining material, as, for example, in the works: “Language and humor in the novel by Ilf and Petrov “The Twelve Chairs”. Surprise of visual means”; "'Meaningful' names and surnames of literary characters in Chekhov's early humorous stories"; “Means of expressing the comic in L. Filatov’s fairy tale “About Fedot the archer…””; "Language of entertainment TV programs (on the example of the programs "Greed", "The Weak Link", "Who Wants to Become a Millionaire"; "Such different Carlsons (on the example of translations into Russian of A. Lindgren's fairy tale)"; "The etymology of the names of the months in the calendars of different peoples”; ““What is in my name to you” (about proper names)". The topics named above can be conditionally called monothemes, because one phenomenon is in the center of attention.

It makes sense for high school students to offer more complex topics for research: “Examples of language manipulation in 2002 election materials”; “The specifics of the language and its role in the formation of the readership of periodicals (magazine Kommersant-Vlast, newspaper AIF)”; "Formation of the image of political parties by means of print media"; "Speech characteristics of the participants in the project "Behind the Glass"". It is obvious that speech characteristics require a comprehensive analysis of various language levels (from the features of intonation and the correctness of stress to specific vocabulary and colloquial syntactic constructions) is more difficult than describing the typical vocabulary used by entertainment presenters.

feasibility This is the principle of taking into account the possibilities of students. Experience shows that when choosing a topic on their own, students have a poor idea of ​​the limits of their capabilities and the depth of the chosen subject of research. So, one of the young participants of the conference "Linguistics for All" expressed her desire to explore the current trends in the development of the Russian language. At city conferences, papers on such exorbitantly broad topics as, for example, "The language and style of modern media" are often presented; "International communication, language difficulties in communication between representatives of different peoples". The scale of the problem, which does not correspond to school research, is one of the main reasons for failures. Much more fruitful are independent observations on linguistic material of a small volume. Therefore, it can be advised to limit the study to certain limits, as is done in the topics “The language that we have lost. (On the example of private ads in the newspaper "Russian Word" for 1907)"; “Changes in Russian graphics and grammar (according to an article dedicated to the 100th anniversary of the birth of A. Pushkin, published in the journal “Young Reader” for 1899)”; “Speech errors of the sports commentator of the NTV + channel Elizaveta Kozhevnikova”; "Substantiation in the Russian language (on the materials of N. Gogol's poem "Dead Souls")".

It happens that in a work whose topic is stated extremely broadly, a specific linguistic phenomenon is sufficiently fully disclosed as a special case; then the error in the formulation of the topic seems especially annoying. With a narrow formulation of the topic, the dignity of the work is more noticeable.

Example

Alexander S. drew attention to the specifics of the use of phraseological units in Belarusian and Russian newspapers. His work would only benefit if it were called not “Phraseologisms as a means of expression on the pages of newspapers”, but “Phraseological units as a means of expression on the pages of modern Russian and Belarusian newspapers”.

The work of Nastya R. "Journey of the word crib from one language to another” is dedicated to the history of linguistic borrowing of the word crib. Serious work with dictionaries, word-formation analysis and a survey of modern schoolchildren made it possible to create an exhaustive portrait of a word that has been living in the lexicon of Russian schoolchildren for more than a hundred years.

If the topic is formulated too generally, the student has nothing to research, but can only review existing works (most often incomplete); topics such as, for example, "The role of A. Pushkin in the formation of the Russian literary language" clearly provoke the writing of an essay, not a study.

When choosing a topic, it is important to adhere to the principle problems:“Research always begins with a question, with the formulation of a new problem, which allows us to clarify the old one or reveals a new truth”, and the problem should be precisely linguistic, and not philosophical, ethical, etc. Topics are successfully formulated: “How we are forced to buy (the language of TV advertising) »; Freedom of speech on television. Language aspect”; "The influence of the Internet on the media and on our speech"; "Violation of the norms of the literary language in television advertising"; "Comparative analysis of linguistic means in the texts of economic documents of the beginning and end of the 20th century". And here are examples of unsuccessful formulations that do not reflect the connection of the study with the problems of the Russian language: “Advertising in the modern subway”; "Joke Phenomenon"; "Humor at school"; "Features of representatives of various professions in anecdotes".

Helping a student choose a topic for OIR can lead to an ethical problem. Can any language material that is interesting from a linguistic point of view be recommended for OIR?

Studies of the modern Russian language are often impossible without live recordings of texts. colloquial speech, which is replete with speech errors, vernacular, obscene vocabulary, almost always slang and, especially in recent years, criminal jargon. On the one hand, it seems very useful to "vaccinate": through research work to give an idea of ​​the functions of criminal jargon, which determine the miserable asymmetry of the main lexico-semantic fields. On the other hand, they stop the monstrously inflated synonymous rows with the meaning of violence.

And is it worth approving such an object of study as school wall graffiti, which a student collected on desks and in toilets in order, in her words, “to classify them, to trace the correspondence between the age of the writer, motivation and result”?

Isn't such perseverance worthy of a better application? However, this material will be described almost for the first time, and over time, obviously, will be of scientific interest.

From the educational and research work of schoolchildren it is not necessary to require mandatory practical significance- opportunities to fruitfully use its results in practice. But there are studies that have practical applications.

Example

In the work of the ninth-grader Kruchinina E. “Understanding of the vocabulary of classical literature by modern schoolchildren (on the example of N. Gogol’s poem “Dead Souls”)”, it turns out which lexical units in the text of the 19th century make it difficult to perceive the work. Given the results obtained, the teacher can make the study of the text of the poem more effective, and it will be easier for students to understand the classic work.

The conditions of bilingualism (there are two state languages ​​in Belarus - Belarusian and Russian) prompted Katya A. from Minsk to do a really necessary work - a unique concise bilingual dictionary of homonyms, which can be widely used in school language teaching and for reference. The researcher realized from her own experience that schoolchildren really need such a dictionary. The only comment that could be made about this work is related to the insufficiently precise wording: it is better to replace the unreasonably broad topic “Interlingual homonyms: causes and difficulties of use” with a more specific one: “Interlingual homonyms in Russian and Belarusian languages: causes and difficulties in use.

The choice of SCPI topic is determined not only by the listed principles. Research work is most often carried out as part of an elective or optional course. Their focus depends on the profile of the school. Obviously, a liberal arts school or gymnasium will offer its students a greater variety of liberal arts courses. In addition, modern schools cooperate with universities, whose teachers and graduate students contribute their scientific interests to school research work.

Today, more and more educational and research work is led by a school teacher. This gives him the opportunity to realize his creative potential, use knowledge that is not in demand in the classroom, and finally, show his individuality. It seems that under such conditions an infinite variety of courses should have arisen. In practice, however, a very different picture emerges. In questionnaires and conversations, most of the interviewed teachers who are ready to engage in scientific guidance named the following topics: "Vocabulary and phraseology", "Etymology", "Borrowings in the Russian language", "Culture of speech", "Syntax of a simple sentence".

Increased attention to vocabulary, including profanity (swear words, youth slang, jargon), is typical not only for schoolchildren-researchers, but also for modern linguists. According to L.P. Krysin, many works on these topics have appeared since the mid-1990s, which is explained by “delayed interest”: in Soviet Russian studies, jargons, being evidence of the existence of their carriers (drug addicts, hippies, beggars, etc.), were a taboo subject for researchers. Another thing is also significant: by drawing attention to youth slang, high school students put themselves at the center of the problem: their speech experience, their linguistic personality.

In the topics formulated by the students, the systematic approach to language learning was practically not reflected, while in the topics listed by the teachers, it obviously prevails. This is natural: in the modern teaching of the Russian language, the structural-systemic approach dominates: since the middle of the last century, it has become the main one in linguistics, and “when building any training course for secondary school, it is primarily established knowledge accepted by the scientific community. Its content usually consists of the foundations of a particular science - "textbook" information. Thus, the “all-penetrating despotism of systemicity” (Yu.N. Karaulov) in the topics of optional courses proposed by teachers is evidence of a certain conservatism of the teacher’s view of the language. High school students are interested in linguistic phenomena from a different point of view, they want to understand the patterns of their functioning, for example: under what conditions and why are foreign borrowings and slang used; how Internet communication written in form dictates the spelling of words that imitate their sound, and “utterance” (also written) dictates the intonation of spontaneous oral speech.

There is a kind of conflict between the established tradition of teaching the Russian language and the need for students in a new, more flexible approach, which, in particular, would put the "user" of the language, the linguistic personality, in the center of attention. Educational and research work creates the most favorable conditions in order to overcome this contradiction: the teacher has an excellent opportunity to gain new knowledge, new research experience.

If a language specialist is ready to engage in, for example, self-education in the field of linguistics, he must first of all choose one of the elective courses already developed or compose his own course, read the literature for it, and develop topics for research. We offer, for example, such a complex: a curriculum, literature for the student and teacher, the topics of the teaching and learning.

Example

Elective program "Sociolinguistic view of the language"

1. Introductory lesson. What does sociolinguistics study? The study of the languages ​​of social groups, the speech behavior of a person as a member of a certain group, social conditions that affect the choice of forms of personal communication.

2. Basic concepts of sociolinguistics: language community, language code, language situation, language norm, speech and non-verbal communication, communicative competence, etc.

3. Sociolinguistic research methods: observation, conversation, questioning, statistical processing of the data obtained.

4. Language norm. Correlation between the literary Russian language and the modern Russian language.

5. Dialect, sociolect, slang, jargon, slang. Collection and analysis of materials of modern living speech. Modern jargon dictionaries.

6. Urban vernacular. Collection and analysis of materials of modern living speech.

7. Influence of various factors (age, education, place of birth, gender) on human speech behavior.

8. A generalized speech portrait of representatives of a certain social stratum (on the example of L.P. Krysin's work "Modern Russian intellectual: an attempt at a speech portrait").

9. Practical lesson: an attempt to create a speech portrait of a lyceum student.

10. Specificity of female and male speech behavior.

11. Non-verbal communication. Features of non-verbal communication of men and women.

12. Themes and situations of communication and their influence on the choice of language means. Speech genres in family, official and friendly communication.

13. Features of family speech communication, communication in small social groups.

14. Language features of family communication. Occasionalisms and precedent statements. Collection and analysis of materials of live speech communication in the family.

1. Belikov V.I., Krysin L.P.. Sociolinguistics. M., 2001.

2. Vinogradov V.V.. History of the Russian literary language. M., 1978.

3. Gorbachevich K.S.. Norms of the modern Russian literary language. 3rd ed. M., 1989.

4. Live speech of the Ural city. Texts. Yekaterinburg, 1995.

5. Zemskaya E.A.. Russian colloquial speech. Linguistic analysis and learning problems. M., 1987.

6. Zemskaya E.A., Kitaygorodskaya M.V., Rozanova N.N.. Features of male and female speech // Russian language in its functioning. Communicative-pragmatic aspect. M., 1993.

7. Kitaigorodskaya M.V., Rozanova N.N.. Modern urban communication: development trend (on the material of Moscow). Application. Texts. In book. "Russian language of the end of the XX century". M., 1996.

8. Kostomarov V.G.. Language taste of the era. SPb., 1999.

9. Kreidlin G.E. Men and women in non-verbal communication. M., 2005.

10. Krysin L.P.. Modern Russian intellectual: an attempt at a speech portrait // Russian Language, 2001, No. 1.

11. Karaulov Yu.N. The role of precedent texts in the structure and functioning of a linguistic personality // Scientific traditions and new directions in teaching the Russian language and literature. M., 1986.

12. Linguistic encyclopedic dictionary. M., 1990.

13. Panov M.V.. History of Russian literary pronunciation of the 18th–20th centuries. M., 1990.

14. Russian colloquial speech. Texts. Ed. E.A. Zemskoy. Moscow: Nauka, 1978.

15. Russian language. Encyclopedia. M., 1997.

16. Sannikov V.Z. Russian language in the mirror of the language game. M., 2002.

17. Modern Russian language: Social and functional differentiation / Institute of the Russian language. V.V. Vinogradov. M., 2003.

18. Sirotinina O.B.. Modern colloquial speech and its features. M., 1974.

19. Formanovskaya N.I.. Russian speech etiquette: normative sociocultural context. M., 2002.

20. Encyclopedia for children: Linguistics. Russian language. M., 1998. T. 10.

Russian family names and nicknames: history and modernity.

Precedent phenomena and similar phenomena in the speech of modern youth.

Repertoire of precedent phenomena in the speech of various social groups.

SMS as a new speech genre.

An attempt at a speech portrait of a lyceum student. lexical level.

Features of phatic statements in direct youth communication.

Features of the functioning of criminal jargon (on the example of the feature film "Gentlemen of Fortune").

Another important guideline in choosing a research topic is conference topics, participation in which, as a rule, is planned by the supervisor and researchers. If the theme of the conference is stated very broadly, for example, “Man and Society. XXI century” or “Youth. The science. Culture”, it is unlikely to help the student choose the topic of research work. There are also correct good decisions. The organizers of one of the leading linguistic conferences - the open urban scientific-practical conference "Linguistics for All" in Moscow - annually change the theme of their conference, detail the direction of possible research.

Examples

Language and Politics (2004)

Political terms of different times and peoples, their etymology.

Features of the language of political documents among different peoples.

Linguistic portrait of political figures (including comparison of literary characters and prototypes).

Creation of a linguistic image of a politician.

The specificity of the language of specific political observers or programs (publications).

Language policy of the state, languages ​​of interethnic and international communication.

Linguistic manipulation in politics, political correctness.

Humor in the language of politicians and in the description of political life.

Language and History (2005)

Historical changes in the literary norm in various languages, the process of formation of the literary language, the path from the dialect to the literary language.

Historical changes in phonetics, grammar, vocabulary of the languages ​​of the peoples of the world, the history of borrowings, the etymology of words from certain areas of culture, the history of punctuation marks, the evolution of proper names in various languages.

The history of linguistic discoveries (teachings), the history of the creation of textbooks and dictionaries of various languages.

Historical and linguistic commentary on works of art, comparison of the language of the early and late periods of the writer's work, modern perception of the language of the classics, comparison of their linguistic means with the language of modern writers.

The influence of dead languages ​​on modern ones (Old Church Slavonic on Russian, Latin on European, etc.).

Modern trends in the development of Russian and other languages.

Language Contacts (2006)

Correspondence of linguistic means of the situation of communication, the specifics of different functional styles language.

Transfers from foreign languages into Russian and vice versa, the search for adequate language means, taking into account the national mentality.

Influence of languages ​​on each other, borrowings.

Dialogical communication in works of art (literature, cinema, performances); language means in describing the situation of communication by different authors (first date, duel, etc.); foreign inclusions in the Russian literary text.

language manipulation. Language means used in polemics by famous people, the language of correspondence of historical figures.

Language means of everyday communication, typical communicative situations, everyday language creativity, communication failures.

Intercultural communication, language difficulties in communication between representatives of different peoples.

Non-verbal languages ​​of communication among different peoples (facial expressions, gestures, etc.), their relationship with traditional ones language means.

Languages ​​of virtual communication, specifics of communication on the Internet, human-computer communication.

Sociolinguistic problems: confusion of languages, correlation of several state languages, bilingualism and diglossia, pidgins, creole languages.

Linguistics at the intersection of sciences (2007)

Linguistics and psychology. Problems of language acquisition by children, psycholinguistic aspects of learning foreign languages, compilation and use of associative dictionaries, study of the mechanisms of influence of media texts, etc.

Linguistics and sociology. The language of different social groups (including the specifics of communication in small social groups), a generalized speech portrait of representatives of a certain social stratum, problems of bilingualism, issues of language policy, gender (gender-related) differences in speech.

Linguistics and informatics. Linguistic problems of information retrieval, analysis of language means of new types of communication, etc.

Linguistics and science. Linguistic analysis of terminology, as well as scientific and popular science texts in various subject areas (including texts from school textbooks).

Linguistics and poetics. System-structural methods in the analysis of the language of literary texts: the method of component analysis, the method of opposition, the method of "semantic fields", statistical methods, etc.

Linguistics and translation theory. Linguistic problems of "natural" and machine translations, including the difficulties of translating literary and scientific texts, as well as the selection of adequate language means in simultaneous translation.

In order to show how the proposed directions are embodied in specific topics, here are some of the topics of research presented at one of the sections of the conference "Linguistics for All" -2006 ("Language Contacts").

Example

Section number 2.
Non-verbal and virtual communication

1. Elements of non-verbal communication and their relationship with traditional language means on the example of the poem by N.V. Gogol "Dead Souls".

2. The language of tea drinking.

3. Comparison of non-verbal means of communication in specific language situations (on the example of French and Russian languages).

4. Languages ​​of virtual communications as a special artistic tool in modern literary works.

5. Non-verbal accompaniment of communication in I. Turgenev's novel "Fathers and Sons".

6. The specifics of communication on the Internet among young people in the field of music.

We emphasize once again that the directions of research proposed by the organizers of the conference are only the starting point for posing the problem, which you and your students will refine and concretize.

So, we talked about the difficulties of the stage of choosing topics for research, the principles of their choice, the advantages and disadvantages of topics. Let's try to summarize what should be good topic.

Good topic:

interesting to the researcher and meets the task of developing his personality;

interesting to the supervisor;

relies on the knowledge gained on the basis of basic education, deepens and expands them;

corresponds to the principle of scientific character;

available: corresponds to the age, knowledge, abilities of the researcher;

feasible in terms of volume and time required for its implementation;

contains a problem to be solved.

At the initial stage, the main direction of the research is usually singled out, the refinement of the topic and its final formulation occurs later, when the text of the work is written and preparations are being made for the presentation of the research. Therefore, we will return to this issue later.

Questions and tasks

1. Remember the basic principles for choosing a topic for educational and research work.

2. What are the most common mistakes in formulating the topics of educational and research papers?

Problems of the Russian language in present stage.

New nouns in the modern Russian literary language as a reflection of changes in social life.

Language of Internet communication.

Knot letter among the Slavs.

Change in the thematic group of vocabulary with the meaning "food".

Russian culinary vocabulary and its origin.

Violation of the norms of the literary language in television advertising.

Slang as an independent phenomenon in the Russian language.

Surnames of students of the Physics and Mathematics Lyceum No. 27 in Kharkov.

The phenomenon of paronymy and paronomasia in the Russian language.

Proper names of the city of Sarov.

Modern Russian family names and nicknames.

Associative dictionary of the student.

Youth jargon of the 21st century as a segment of everyday language on the example of the speech of students of gymnasium No. 1514.

Graffiti near Elbrus. An attempt at classification.

Classification of borrowings in Russian.

The language we have lost (comparison of the language of advertisements of the newspaper "Russian Word" for the 1900s and modern newspapers).

This sonorous name is Russia, Russia.

Understanding by modern schoolchildren of the vocabulary of classical literature (on the example of N.V. Gogol's poem "Dead Souls").

Speech portrait of a modern lyceum student. lexical level.

The problem of the protection of the modern Russian language.

4. Choose the most interesting for you direction in the study of the Russian language and try to formulate 3-4 topics for LSI that meet the principles outlined in the lecture.

Publications about the conference of educational and research works of schoolchildren

Drozdova O.E.. School Linguistic Conference // РЯШ, 1997, No. 4.

Drozdova O.E.. Conference "Linguistics for All": a story with a continuation // РЯШ 2003. No. 3.

Abramova S.V.. "Linguistics for all" -2004 // Russian language and literature for schoolchildren, 2004, No. 3.

Pazynin V.V.. Designing the research activities of students in the field of the Russian language // Research activities of students in the modern educational space: Collection of articles / Ed. ed. k. psychol. n. A.S. Obukhov. Moscow: Research Institute of School Technologies, 2006, pp. 473–478.

Programs of elective and optional courses in the Russian language

Baranov M.T.. The program of the course "The life of words and phraseological units in language and speech" for grades 8-9. (At the choice of students) // РЯШ, 1991, No. 4.

Bystrova E.A. The program of the elective course "Russian language and culture" for schools of the humanitarian profile // World of the Russian Word, 2003, No. 4.

Vartapetova S.S.. Stylistics of the Russian language (for grades 10–11 of schools with in-depth study of the Russian language) // Program and methodological materials: Russian language. 10-11th grades / Comp. L.M. Rybchenkov. 4th ed., revised. and additional M.: Bustard, 2001.

Maksimov L.Yu., Nikolina N.A.. The program of the course "Language of Fiction". (At the choice of students). // RYASH, 1991, No. 4.

Pakhnova T.M. Pushkin's word. The program of an optional (elective) course for grades 9–11 // РЯШ, 2004, No. 3.

Tikhonova E.N.. Dictionaries as a means of understanding the world (an optional course for grades 10–11 in the humanities) // Program and methodological materials: Russian language. 10-11th grades / Comp. L.M. Rybchenkov. 4th ed., revised. and additional M.: Bustard, 2001.

Uspensky M.B. In situations of verbal communication 7 // RYaSh, 2001, No. 1.

Khodyakova L.A.. Word and painting (elective course) 8 // РЯШ, 2005, No. 6.

This school was held as part of an open city seminar on the problems of gymnasium education in February 2005 at humanitarian gymnasium No. 1541.

One should not confuse scientific character and scientism, which is manifested in an abundance of terms and heavy grammatical constructions inherent in the scientific style of speech, in the formulation of the topic of UIR.

The word language in the study is understood very narrowly: vocabulary and phraseology.

K.G. Mitrofanov, E.V. Vlasova, V.V. Shapoval. "Friends and Others in Language, History, Traditions..." Recommendations for Authors and Scientific Supervisors of Competitive Works.
(The fourth international open competition of school research papers on the humanitarian problems of our time in Russian (integrative international megaproject). M .: Prometey, 2002.

Some developed in last years course programs are listed in the bibliography after the lecture.

When compiling the program, materials from the article by M.B. Uspensky "In Situations of Verbal Communication" // РЯШ, 2001, No. 1; as well as the textbook Belikov V.I., Krysina L.P. "Sociolinguistics". M., 2001.

7 The paper presents a program of classes on the problem of verbal and non-verbal communication, but does not specify its addressee and place in the system of classes in the Russian language.

8 The course is designed for university students, but the author believes that it is also possible to use it in a school setting.

Nabiullina Elina Ilshatovna

In the student's research work, the problems of the culture of speech at the present stage are considered. A study of the quality of speech of school adolescents was carried out and appropriate conclusions were made, ways to solve the problem of language education of adolescents were proposed…………………………………………………………

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Research work on the Russian language.

Topic: "Problems of speech culture of adolescents"

Completed by: Nabiullina E.I., 10th grade student

Head: Dimukhametova M.R., teacher of Russian language and literature

1. Introduction………………………………………… .. ……………3

2. Main body

Chapter 1. Problems of speech culture at the present stage ------5

Chapter 2. Study of the speech quality of school adolescents ----10

Chapter 3. Ways to solve the problem of language education of teenagers………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

3. Conclusion…………………………………………………… 13

4. List of used sources and literature……… 14

Introduction

And we have no other property!

Know how to save

At least to the best of my ability

In days of malice and suffering,

Our priceless gift is speech.

I. Bunin

“The greatest value of a nation is its language, the language in which it writes, speaks, and thinks.

The surest way to know a person - his mental development, his moral character, his character - is to listen to how he speaks.

So, there is the language of the people as an indicator of their culture and the language of an individual who uses the language of the people,” academician Dmitry Sergeevich Likhachev writes in his “Letters about the Good and the Beautiful”.

I suggest for a moment to listen to the speech of the people around us, to your own speech. I think each of us will hear this: “hi”, “buy”, “Kick!”, “Krutyak!”, “Vosche rushing!”, “Tusnyak!”, “Wow!”. When you hear this, you start to wonder what happened to the “great and mighty” Russian language?! Who turned the language of our ancestors into a kind of language? Why did we begin to speak the "bird" language?

I consider this problem relevant, because every day I encounter foul language, swear words, and excessive borrowing. It is no coincidence that D.S. Likhachev owns the term "ecology of culture". He attributed the impoverishment of the Russian language to cultural and environmental disasters.

The purpose of my work- to analyze what problems of speech culture exist in the teenage environment.

Tasks:

1) study general provisions speech problems, using various sources of information;

2) to study the quality of speech of adolescents at school;

3) find ways to solve the problem of language education of adolescents;

4) create a multimedia presentation

Research methods:

1) Descriptive;

2) Statistical.

3) Object of study:

• various sources of information;
• speech of students in grades 8-11 of the school;
• questionnaires conducted with students in grades 8-11 of the school.

Stages of work:

1. Theoretical stage (determining the field of study, problems and topics, planning the structure and content of the work, searching and collecting information).

2. Practical stage (information processing, research of teenagers' speech culture).

3. Reflective stage (assessment and review of the work supervisor, defense of the work at the conference)

Chapter 1. Problems of speech culture at the present stage

Today, at the beginning of the 21st century, the question of the culture of speech is acute. And it is no coincidence. The Russian language has undergone many not the best changes over the past two decades. The alarm was sounded by scientists and cultural figures. Back in the early 90s, realizing that there was an ugly pollution of the Russian language, the writers of the St. Petersburg organization of the Union of Writers of Russia raised the issue of accepting state level Law on the protection of the Russian language. And only at the beginning of 1998 this Law was adopted, which refers to the mandatory introduction of the Russian language course, the culture of speech in all universities of the country and the adoption of special measures to increase the level of literacy of the Russian population. The current period in the life of our society can be characterized as a time of efficiency, active search, a time of "presenting oneself", a time of testing a person's personal qualities, and therefore, his skills talk - to communicate fluently and competently in their native language.

At present, the saying "The word is the visiting card of a person" is known. Indeed, by the speech of a person, by the way he speaks, one can say a lot: about the level of his education, intelligence, social success, emotional state etc.

Every person, especially young people who are just starting their professional career, wants to be successful, wealthy spiritually and financially, solve many life tasks and achieve their goals. However, few people think about the fact that all this is directly related to the culture of his speech.

What does the concept of "culture of speech" mean?

1. Culture of speech - This is a section of philological science that studies the speech life of society in a certain era and establishes on a scientific basis the rules for using language as the main means of communication between people, an instrument for the formation and expression of thoughts. In other words, the phrase "culture of speech" in this sense is the doctrine of the totality and system of communicative qualities of speech.

2. Culture of speech -these are some of its signs and properties, the totality and systems of which speak of its communicative perfection.

3. Culture of speech - this is a set of human skills and knowledge that ensures the expedient and uncomplicated use of the language for the purpose of communication, “possession of the norms of oral and written literary language (rules of pronunciation, stress, word usage, grammar, style), as well as the ability to use means of expression language in various conditions communication in accordance with the goals and content of the speech.

This work is focused on the last meaning of the concept of "speech culture".

Let us dwell on the problems in oral speech and the main types of violation of the norms of speaking. The main negative phenomena in oral speech today are as follows.

1. Excessive borrowing

It is known that in the 80s of the XX century, with the development of a new type of economy, a huge number of foreign words came to Russia. Basically, these were words of Anglo-American origin: a) economic terms (marketing, management, broker); b) political terms (rating, electorate, consensus); c) the names of concepts from household sphere (snickers, cola; leggings); d) speech formulas (ok, no-problems, wow) and much more.

2. Jargon

Jargon is a non-literary form of language that characterizes the speech of certain social groups.

There is a certain fashion for the use of jargon in elite circles. For example, in speech

1) businessmen: bucks, thing, give on the paw;

2) TV presenters of variety and musical programs:drive, hangout, promote;

3) political leaders:mayhem, soak, showdown.

But the most massive jargon language is the language of youth. For example, expressions such as:waste! joke! I'm trudging! complete paragraph! cinema and the Germans!depending on the situation, they can express several meanings at once and cannot be accurately translated.

A characteristic feature of jargons is their fragility. Let's remember how quickly the names of banknotes changed. In the 1950s and 60s, tugriks, in the 80s - mani, in the 90s - grandmas, bucks, wooden, green.

3. "The office virus

As you know, bureaucracy - these are words and phrases characteristic of official business documents (event, if any, is hereby certified). However, in other styles of speech, clericalism is inappropriate.

4. Speech stamps

A stamp is a speech sample (word or phrase), which, due to too frequent and constant use, has become a standard, running and boring unit. These are such hackneyed expressions as, for example,clarification work, we have to date, consider from the angle etc.

6. Companion words

Close to speech stamps are the so-called companion words - paired words that, due to repeated repetition, have lost their expressiveness and gradually turned into stylistically flawed phrases, for example: if criticism, then harsh; if the scope, then wide.

7. Verbosity

Verbosity - this is a phenomenon of speech redundancy, associated with the inability to accurately and concisely express an idea.

For example: Our commander was still alive 25 minutes before his death; everyday routine, dark darkness.

8. Incorrect word usage

Speech can be distorted by the wrong choice of a particular word (lexical errors) or the form of a word (grammatical errors), for example:

Lexical errors:

* I'll put on a coat (correct: put on)

Grammatical errors:

* I'm sorry (correct: I'm sorry)

Some people like to invent their own words, trying to somehow express their thoughts in a special way. For example: book unit, underrest, paying passengers, man-bed.

Wrong word choice is often associated with the use of a polysemantic word. For example:

* The players left the field without heads.

* The doctor's duty is to bring the patient to the end.

9. Wrong arrangement of words

It happens that, from the point of view of vocabulary and grammar, the sentence is built correctly, butword arrangementsuch that the meaning of the statement is distorted. These are the so-called brain teaser errors. For example:

* Baby strollers on sale of blue color (blue strollers or babies?)

* Our people will live badly, but not for long(Is it bad to live a short time or not to live long at all?)

* The goalkeeper missed the ball, but there was no one to finish it(who to finish off: the ball? the goalkeeper?)

10. Low level of general speech culture

The current problem for today islow level of general speech culture, poor vocabulary, inability to express an idea.

11. Abbreviations

Significantly impoverish our speech abbreviations : communal, cashless, telly;phonetic contractions (abbreviations) of words:Che? What! Pa-a-look,as well as truncated or simply profanity phrases:At what price... Skoka-Skoka? Hang a pound! ("Dap to hang in grams?").

12. Spelling errors

They impoverish and distort our speechspelling errors(i.e. errors in accents):

* contract (correct: contract),

* let's call (correctly: let's call),

* funds (means).

Using various sources of information, I studied some aspects of the problem of speech, such as: excessive borrowing, "viruses" of jargon and bureaucracy, verbosity, incorrect word usage, etc.

The next step in my research is to study the quality of speech of teenagers in our school.

Chapter 2

In connection with the description of the quality of speech, it was important for me to know how students imagine correct speech, what is good in speech, what is bad, how they evaluate their own speech and someone else's. To do this, I conducted a survey. I offered the students two questionnaires, one of which contained questions that required a detailed answer, and the second was compiled in the form of a test.

The first questionnaire showed that only 20% of respondents know some qualities of good speech, name them, characterizing speech in terms of pronunciation (easy, calm, clear,), in terms of general requirements to written and oral speech (clear, correct, accurate).

40% have ideas about the qualities of a good speech, define some of them. 40% have no idea about the qualities of good speech, their answers are something like this: “Good speech is good conversation” or “Good speech is beautiful, distinct, correct speech.” Assessing one’s own speech and the speech of others makes it difficult for adolescents: only 10% of respondents were able to give a definite answer, which boils down to the following: “I don’t like the verbosity in the speech of those around me, the excessive use of jargon and swear words.” (Slide 16)

The answer to the fourth question of the questionnaire showed that 70% prefer the oral form of speech and only 30% like to write. They speak quite confidently about their difficulties in writing and speaking: 10% do not experience difficulties, 25% experience difficulties due to ignorance of spelling rules, 65% find it difficult to choose the right word. (Slide 18)

Judging by the answers to the sixth question, only 10% of them work on what they have written. Students' monosyllabic statements on the last question of the questionnaire boil down to the following: 55% understand corrections, 30% do not always understand, 5% do not understand. (Slide 19)

After analyzing the results of the survey, I conclude that the majority of students find it difficult to conduct a substantive conversation about the culture of speech, because. have the most superficial knowledge in this area.

Then the next survey was carried out. She helped me understand the reasons why teenagers use words that clog their speech, find out what these words are and how others and parents treat such speech, whose speech is the standard for my peers.

When answering question 3, the respondents were cunning. Some wrote that they do not use obscene jargon in their speech, but life experience proves the opposite. The majority of adolescents admitted that the use of certain jargons depends on the situation, writing that both obscene and humorous jargons are found in their speech (50%).

It is also unpleasant to realize that the majority of those around are indifferent to the way teenagers speak (46%). Their speech excites only a few (9%), and some generally have a positive attitude towards the incorrect speech of my peers (45%). Parents also almost do not attach any importance to how their children speak (11%), and only occasionally make comments to them (57%). Most often, adults do not know what words children use in their speech. (Slide 21)

Nevertheless, students consider the speech of their parents (61%) and teachers (52%) as the standard of correct speech, the speech of friends (21%) and the media (14%), in their opinion, is far from perfect.

The results of the study are reflected in the diagrams. (Slide 23)

The purpose of the survey was to study the speech of modern schoolchildren adolescence. The analysis of the obtained results makes it possible tothe following conclusions:

1. All the students surveyed noted that they consider the use of words that clog speech as an integral part of communication among peers. Such words allow them to assert themselves, support a good relationship with schoolmates, exchange information and give liveliness and humor to your speech.

3. Most people around are indifferent to the speech of teenagers.

4. The main part of the parents only occasionally makes a comment about the speech.

5. The standard of speech for most students is the speech of parents and teachers.

I believe that the reasons for negative phenomena in speech practice include the following:

• the influence of illiterate speech of persons with authority in society (politicians, artists, athletes, TV presenters);
• people's trust in the printed word (the habit of considering everything printed and said on television as a model of the norm);
• reduction of editorial exactingness to journalists regarding the observance of language norms;
• the confusion and vagueness of the thoughts of the authors of journalistic articles, political statements and laws, and, as a result, the ambiguity of the language of their works;
• the gap between the complicated requirements of the new school curriculum in the Russian language and real opportunities;
• a decrease in the interest of schoolchildren in classical literature;

problems in replenishing the fund of libraries;

• the transformation of the "Rules of Spelling and Punctuation" of 1956 into a bibliographic rarity and the absence of their new edition;
• disrespect for the humanities;
• disrespect for addressees of speech;
• disregard for mother tongue

Chapter 3. Ways to solve the problem of language education for teenagers ov

I studied the problems of the speech culture of my peers and came to the conclusion that these problems need to be addressed. It seems to me that no commissions and federal programs will change anything if the people themselves do not begin to respect their native language, feel their responsibility for every word they say, and think about the meaning of their words. In order for the state of the language not to cause anxiety, I want to suggest ways to improve the speech culture of adolescents. If we take them into account, then it is quite possible to improve the state of affairs with the culture of speech.

Ways to improve the speech culture of adolescents:

• promote classical literature;
• provide libraries with new dictionaries and textbooks on the Russian language and culture of speech;
• promote respect for the Russian language through extracurricular activities and cool watch, for example: “Russian Language Day” or “Russian Language Week”, “How our word will respond ...”, “Living word”, “Speech etiquette”, etc .;
• regularly hold competitions of readers;
• practice training lessons "Speak correctly";
• organize eloquence contests;

• publish newspapers on linguistics;

conduct oral journals, for example: “My language is my friend”, “Native word”;

As mentioned above, the main role in the preservation of the native language belongs to the person himself. For this reason, methods of self-improvement of language culture will not be superfluous:

• reading classical fiction (this is the most important and effective method);
• careful study of the necessary sections in grammar reference books;
• use of dictionaries;
• seeking advice from philologists.

Conclusion

The changes taking place in the social world, in the spiritual world, could not but affect the state of our common culture, which for a long time was catastrophically destroyed and continues to collapse, degrade and die, and with it the only one, according to Ivan Sergeevich Turgenev, "support and support "- the great Russian language.

Rough, jargon, mutilated at the whim of its speakers, the non-literary language takes over, enters into all spheres of our life, including the sphere of culture.

Today, speaking in an elegant and refined language that brings to life a stream of beautiful human feelings has, unfortunately, become unfashionable, inappropriate and unnecessary.

The media, designed to create samples of oral speech and be the guardians of its culture, have lost this high mission.Therefore, we need a nationwide program to save our great language,which would cover all spheres of our life (political, economic, social, cultural), the entire population (from toddlers to adults).

List of used sources and literature

1. Skvortsov L. I. "Ecology of the word, or let's talk about the culture of Russian speech" M., 2012

2. Skvortsov L. I. “On the assessment of the language of youth (jargon and language policy)” // Issues of the culture of speech, vol. 5, M., 2010

3. Shaposhnikov V. "Russian speech", 2000s. "Modern Russia in linguistic display, M: Malp,

Russian language of the early 20th century.

Research work in the Russian language

I've done the work:

5th grade student

Danilkin Maxim

Work manager:

Danilkina Ludmila Valerievna,

Russian language and reading teacher

Kazan, 2014

Content

I. Introduction

II. Main part

Definition of the term

Reasons for use

MAOU Kazanskaya secondary school

4. Conclusion

III. Conclusion

Literature

Applications

Introduction

Research objectives :

Object of study : speech of students of MAOU Kazan secondary school

Research methods:

2. Observation of the speech of students in the classroom and outside the classroom;

3. Questioning;

4. Oral questioning

5. Analysis of the obtained results

Initial data : the main source of information was literature on the Russian language and culture of speech

II. Main part

1. Theoretical content of the study

1).Definition of the term

Pure speech - this is a speech in which there are no linguistic elements that are alien to the literary language, as well as words and verbal turns rejected by the norms of morality. The purity of speech implies the observance of not only linguistic, but also ethical norms.

There are different terms in the literature: “non-significant vocabulary”, extra words, “empty particles”, “weed words”

2). Reasons for use

Most linguists believe that “weed words” are used because of the poverty of the vocabulary and the regular hitches associated with it, but in some cases a kind of “fashion” appears for these words. Therefore, they can be used by people who do not have speech problems. Sometimes "weed words" are used to "buy time", for example, to think at least a few seconds about asked question and therefore, in some cases, can be used even by people with a rich vocabulary.

Insufficient vocabulary (the speaker is not always able to quickly find the right word):

Intentional filling of a pause between words or expressions;

Rapid, unprepared, spontaneous speech;

Fashion for some words

directly

pancake

as if

say

literally

as the saying goes

as a matter of fact

after all

how is it

do you see / do you see

how to say

So

actually

shorter

so here

somewhat

can/can you imagine

so to speak

generally)

can/can you imagine

there

in general (something)

in fact

type

here

in fig

something like that

basically

Togo

Indeed

No

only

all that

well

that is

generally

Here you go

already

The fact is that...

truth

this is

yoshkin cat

understand

this is the most / this is the most

do you know / do you know

Listen

I mean

means

count up

(I will say

so

simply

70s

80-90s

2000s

In fact

As if

Well, well, finally

Type

Yes?

Briefly speaking

So to speak

Crap

count up

Here, here, here

Exactly this

chic

Practically

Mmm

Kick-Ass

Actually

Yes, no question, no market

"Briefly speaking" - a person is not disposed to communication, he does not like conversations, therefore he wants to shorten his speech. However, because of this endless "shorter" effect, the opposite is achieved.

Young people have a word"as if". It means conditional. This is how the youth lives - how would we go, but how would we not go; how we will, and how we will not. Young people are not burdened with responsibility, this affects their speech.

The words "type", "shorter", "means" used by people who are somewhat aggressive.

"By the way" speaks just about the fact that a person feels awkward and out of place. But with the help of this remark, he tries to attract attention to himself and give meaning to the words.

"Exactly this" decorates the speech of people with poor memory or lazy people, who often do not even try to remember the right word. They shift the intellectual work of finding the right word to the interlocutor. However, they tend to shift the rest of their affairs and responsibilities to others.

"In fact » used by people who believe that their inner world is richer, their eyes are sharper, and their thoughts and guesses are more interesting than those of everyone else. These are people who constantly open their eyes to reality. Of course, they are firmly convinced that their worldview is the only true one.

"As if" is used equally by teenagers (along with "type" and "means"), and artistic natures, who value uncertainty in life situations.

"Practically" - management word. Sticks very quickly to people living specific goals, especially not thinking about the philosophical meaning of life. They, sorry, are not up to such trifles.

"Actually" - a word of people who are not self-confident, quickly losing self-control, always looking for a catch in everything that happens, and those who, even because of nonsense, are ready to start a verbal skirmish.

"So to speak" and "actually" - used in speech by intellectuals.

30 students of the 5th grade of the Kazan secondary school took part in the survey and oral survey (Appendix No. 1)

Silence is not to be feared. You are completely in vain trying to fill in the gaps, you are simply not used to being silent during a speech. Nothing wrong with that. In addition, you give the listeners time to absorb what you have said.

4. Conclusion

studied the literature on the research topic,

“Take care of our beautiful Russian language, this treasure, this property handed over to us by our predecessors… Treat this powerful tool with respect…”, wrote I.S. Turgenev

IV. Literature

2. Ilyash M.I. Fundamentals of speech culture. Kyiv - Odessa, 1984

3. Ozhegov S. I. "Explanatory dictionary of the Russian language", M. 2004.

4. Dictionary of the Social Sciences http://www/i-u/biblio/archive/kuitura%5Irehti/07/aspx.

5. "Encyclopedic dictionary of a young philologist", M. "Pedagogy", 1984

8. Zemskaya E.A. Russian colloquial speech: linguistic analysis and learning problems. - M., 1987.

9.Yu. Daragan "The rhetorical structure of the text and markers of speech production" // "Bulletin", issue 3(47). - T., 2005.

Attachment 1

Dear friend!

Please take part in this survey. Answer the following questions. Thanks in advance!

3. Which of these words do you use most often?

6. What ways of struggle can you offer?

Appendix 4

(booklet attached)

MOU Kirgintsevskaya secondary school

research project
In Russian

Passport of the word "head"

Performed:
6th grade student
Koneva Olga
Checked:
Teacher of Russian language
Maer I.A.

Kirgintsevo 2011

Table of contents………………………………………………………………..p. 2

Introduction…………………………………………………………………..p. 3

Passport of the word “head”……………………………………………...........page. four
§ 1. Etymology of the word………………………………………………… p. four
§ 2. Semantic properties………………………………………...........page. four
§ 3. Synonyms and antonyms of the word head……………………………….p. 5
§ 4. Related words…………………………………………………..p. 6
§ 5. The word "head" in phraseological units, proverbs and sayings .... p. 7
Conclusions……………………………………………………………………p. 9
References…………………………………………………p. ten

(Teks speeches to defend the work)

Competition for the defense of presentations "Encyclopedia of one word"

MBOU "Trunovskaya basic comprehensive school"

"Spring! How much

in this word...

Completed by: Anikaeva Elena

5th grade student

MBOU "Trunovskaya OOSh"

Head: Luzhbina S.V.

1. Introduction 3

2. Lexicographic page 4

3. Etymological page 6

4. Word building page 6

5. Synonyms Page 9

6. Antonyms Page 10

7. Phraseological page 11

8. Matching page 11

9. Folklore page 13

10. Literary page 16

11. Manual page 17

12. Art page 20

13. Conclusion 22

14. List of literature and Internet sources 23

15. Annex 1 24

16. Annex 2 33

Introduction.

Spring is in the yard - a time of awakening and flowering, joy and expectation of a miracle. At the mere pronunciation of this word, the soul becomes warm and light, like a warm spring day.

How much mysterious and mysterious, even magical, is heard in this word.

It is this word that we have taken for research, it is its secrets that we are trying to uncover.

The purpose of the study: using dictionaries, popular science literature and other sources, to collect a variety of information about the history, meaning, use of the word Spring in Russian language, folklore and literature.

Research objectives:

parse word Spring in the main explanatory dictionaries of the Russian language;

analyze the derivational nest with the original word Spring;

study the use of the word Spring in Russian phraseological units, proverbs and sayings;

consider the features of word compatibility Spring;

describe some of the features of the use of the word Spring in folklore and fiction.

Lexicographic page.

Word Spring known to every person from early childhood. This word is common and often used and we met in all the explanatory dictionaries used in the work.

In the Explanatory Dictionary of S.I. Ozheg's word Spring denoted as the time of the year following winter, a figurative meaning is also proposed, denoting the period of youth in a person's life:

A similar definition is placed in the Explanatory Dictionary of the Russian Language, edited by Dmitriev D.V., but spring as a period of youth is not noted here as a figurative meaning. There is another meaning of the word - "the initial period of any activity":

In the "Explanatory Dictionary of the Living Great Russian Language" V.I. Dalia spring is already characterized as the season between winter and summer:

We find the same meaning of the word in the Explanatory Dictionary of D.N. Ushakov. He also calls youth spring, as a time of hopes and dreams, marking this meaning as poetic:

The word spring has a figurative meaning: ‘time to flourish, youth’. Like other peoples, Russians call spring the time of love.

Thus, we see that in the explanatory dictionaries of the Russian language the word Spring denoted as a season, and often - as a period of youth in a person's life.

Etymological page.

Word Spring- common Slavic, that is, it is known in all Slavic languages:

In "Brief etymological dictionary Russian language” edited by N.M. The Shan origin of the word is explained by being formed from the same stem as "cheerful":

We find a similar explanation in the School Etymological Dictionary of the Russian Language:

Word building page.

Visually derivational connections of the word Spring can be represented as a word-formation nest. A word-formation nest is all single-root words arranged taking into account the sequence of their word formation.

Let's give an example of a word-formation nest with the original word Spring(according to A.N. Tikhonov’s “School word-building dictionary of the Russian language”):

Other word-building dictionaries (Z.A. Potikha edited by S.G. Barkhudarov; T.A. Fedorova, O.A. Shcheglova) offer a similar word-building nest.

The words in the analyzed nest can be combined into several thematic groups.

1. Adverbs associated with this season: spring, spring - "in springtime."

2. Words denoting characteristic spots on human skin: freckles - “reddish spots on the skin that appear in some people in the spring”, freckle - diminutive of “freckle”, freckled - “covered with freckles, with freckles”.

3. Words denoting signs characteristic of spring: spring (spring) - related to spring, in spring - “like in spring”, pre-spring - “preceding spring”.

Many dialect words with the original root are presented in the Explanatory Dictionary of the Living Great Russian Language by V.I. Dalia:

As the analysis showed, the derivational nest with the original word Spring is small, but in various regions of our country there are many dialect words with the same root, one way or another related to spring.

Synonyms page.

"A Brief Dictionary of Synonyms of the Russian Language" V.N. Klyueva (1956) does not provide synonyms for the word Spring.

More modern dictionaries that we found on the Internet offer interesting synonyms for this word:

Antonyms page.

Antonym for the word Spring antonym dictionaries suggest the word autumn for different reasons.

"School dictionary of antonyms of the Russian language" M.R. Lvova gives interpretations on the basis of which these words are contrasted:

"Dictionary of antonyms of the Russian language" M.R. Lvov, edited by L. A. Novikov, cites only proverbs and quotations from the works of various authors containing the words Spring and autumn in opposition to each other:

Phraseological page.

In Russian, there are few stable expressions with the word Spring. Much more often it is found in proverbs and sayings.

"School phrasebook Russian language "N.M. Shansky offers only one phraseological unit with this word:

In other phraseological dictionaries and dictionaries, phraseological units with this word were not found.

Compatibility page.

Words that can be combined with the word Spring, can be divided into three groups.

The first includes verbs denoting the onset of this season. They are presented in the "Dictionary of verbal compatibility of non-objective names:

The second group includes commonly used adjectives, often used with the word Spring:

The third group includes literary epithets used in works of art by writers and poets:

Interesting epithets that are used with the word Spring Perm residents:

Folklore page.

In Russian folklore, the word Spring has become widespread, the expression spring-red, that is, beautiful, is often used. In the life of the Russian people, this word is associated with warmth and light, joy and carelessness, and at the same time with sometimes hard work, when well-being and future prosperity depend on how you work in the spring. This is evidenced by numerous proverbs and sayings:

In riddles about spring, the main signs of this time of year are usually given, and you need to guess spring from them:

Many tongue twisters about spring are often consonant with sayings:

Folk songs - stoneflies - have received special distribution in ritual poetry.

Vesnyanki (also spring incantations) are ritual songs of an incantatory nature that accompany the Slavic rite of calling (cooking) of spring. Stoneflies are especially common among Ukrainians, Belarusians, Russians. Stoneflies include “calls of spring”, as well as spring songs, games and round dances. Calling stoneflies are characterized by repeated repetitions of melodic short phrases. Gradually, losing the former magical meaning, stoneflies-calls have been preserved as children's songs. In a number of localities stoneflies exist as lyrical songs of the awakening of nature. The melodies of stoneflies were repeatedly used in the works of Russian composers (the operas The Night Before Christmas and The Night of May by Rimsky-Korsakov, the 1st Concerto for Piano and Orchestra by P.I. Tchaikovsky, etc.)

March 22, according to the folk calendar, is the Day of the Lark. According to legend, the forty first birds arrive on this day and bring spring on their wings. On this day, figurines of birds were baked from the dough (kuchikov, larks), hemp seeds were put inside, and instead of eyes - raisins. The children put the baked birds on sticks and shouted out the incantations:

There is an image of spring in Russian folk tales. Many events take place in the spring. These are the fairy tales "Zayushkina's hut", "Snow Maiden" and others.

Literary page.

Many famous lines of Russian poets are dedicated to spring. The most famous of them belong to F.I. Tyutchev("Spring Waters", "Spring Thunderstorm", "Winter is angry for a reason..."), A.K. Tolstoy("That was in early spring") A.A. Blok(“Oh, spring, without end and without edge ...”).
Many poems about spring have been set to music and romances and songs, for example, "Spring Waters" S.V. Rachmaninoff to the verses of F.I. Tyutcheva, “That was in early spring” P.I. Tchaikovsky to the words of A.K. Tolstoy, the song "Starlings have arrived" AND ABOUT. Dunayevsky into words M.L. Matusovsky.
In classical music, spring motifs sound in the piano cycle of P.I. Tchaikovsky "The Seasons" and ballet I.F. Stravinsky"Sacred spring".
The lines of F.I. Tyutchev: “I love a thunderstorm in early May” and “Spring is coming, spring is the way!”; A.N. Pleshcheeva: “The grass is turning green, the sun is shining; Swallow with spring In the canopy flies to us "; lines from the song I.O. Dunayevsky to the words of M.D. Volpina from the movie "Spring": And even a stump On an April day, Birch dreams of becoming again.

The stories of children's writers about spring help children to present a complete picture of the arrival of this season. Reading them, you begin to believe that spring is the most beautiful time of the year. In these works, the authors describe all the main signs of spring: the appearance of the sun, melting snow, thawed patches, new bright green grass, the arrival of birds, the first flowers ... Here are some of these works: stories MM. Prishvin from the cycle "The Seasons" ("The Beginning of the Spring of Light", "Spring Frost", "Spring Stream", "Spring of Water", "Spring Cleaning", "Spring Revolution"); V.V. bianchi Forest Newspaper. Spring"; I.S. Sokolov-Mikitov“From Spring to Spring”, “Spring is Red”, “How Spring Came to the North”, “Spring in the Forest”, “Sounds of Spring”, “Spring”; G.A. Skrebitsky"Spring-Red", "In the Spring Forest", "On the Threshold of Spring", "Towards Spring"; A.S. Onegov"Spring on the lake"; A.S. Barkov"Spring is a sorceress"; Yu.I. Koval"Spring Evening"; K.D. Ushinsky"Spring".

Reference page.

The word has become widespread Spring in various reference books.

A detailed definition is presented in the linguistic and regional dictionary:

The encyclopedic dictionary gives not only the definition of the word, but also orthoepic norms, as well as examples of the use of this word in speech:

"Encyclopedia of Cinema" tells about the film "Spring" in 1947:

Other equally famous films are known, in the title of which there is the word Spring, but which, for some reason, were not included in this encyclopedia: “Spring on Zarechnaya Street”, “Spring, summer, autumn, winter and again spring”, “Spring on the Oder”, “Spring in December”, etc.

An interesting fact became for us that the first poem that appeared in print by M.Yu. Lermontov was called "Spring". We learned about this from the Lermontov Encyclopedia:

Artistic page.

Spring is one of the traditional themes of Russian visual arts. Frequently used word Spring in the titles of works of art. well-known paintings A.G. Venetsianova“On the arable land. Spring" , HER. Volkova"In the woods. In the spring, S. Zhukovsky"Spring in the Forest" IN AND. Kuvina"Spring came", I.I. Levitan"Spring. big water, V.G. Poppy"Spring came", I.S. Ostroukhova"Early spring", S. Roerich"Spring came", A. Savrasova"Spring", "Early Spring. High water", R.R. Falka"Spring in the Crimea", G. Myasoedova "Spring (Forest Stream)" and many others.

Each of the canvases shows the beauty of the surrounding world during the awakening of nature.

Conclusion.

Word Spring in modern Russian it is used as often as it was many centuries ago. As in ancient times, we associate all the best and brightest with this word.

This work showed how widely the use of the word Spring in various areas of human life. In different areas, cognate words with the original root live in the dialect speech of Russians.

Proverbs and sayings with the word are still actively used in live speech. Spring. In Russian fiction Spring remains one of vivid images reflecting the peculiarities of Russian culture.

Thus, although the word Spring a long time ago appeared in our language, the word is not outdated and has not lost its popularity and mystery. This word still lives in the life of the people, in their culture, in various types art.

Bibliography

1. Bazhutina G.V. etc. Dictionary of Perm dialects. - Perm, 2000.

2. Klyukhina I. V. Proverbs, sayings and popular expressions. Primary School

3. Lvov M.R. Dictionary of antonyms of the Russian language. Edited by L. A. Novikov. 1996.

4 .. Lvov M. R. School dictionary of antonyms of the Russian language: A guide for students.- M .: 1981

5. Ozhegov S.I. Dictionary of the Russian language. - M., 1983

6. Tikhonov A.N. School word-building dictionary of the Russian language. - M., 1987.

7. Fedorova T.L., Shcheglova O.A. Orthoepic dictionary of the Russian language.

8. Shansky N.M. School phraseological dictionary of the Russian language. M., 1997.

Internet Sources:

Application.

Volkov E.E. "In the woods. In the spring"

Zhukovsky S. "Spring in the forest"

Kuvin V.I. "Spring came"

Levitan I.I. "Spring. Big water"

Makova V.G. "Spring came"

Ostroukhov I.S. "Early spring"

Roerich S. "Spring has come"

Savvsov A. "Spring"

Falk R.R. "Spring in the Crimea"

Appendix 2

F.I. Tyutchev

SPRING WATER

Snow is still whitening in the fields,
And the waters are already rustling in the spring -
They run and wake up the sleepy shore,
They run, and shine, and say ...

They say all over the place:
"Spring is coming, spring is coming,
We are messengers of young spring,
She sent us ahead!

Spring is coming, spring is coming
And quiet, warm May days
Ruddy, bright round dance
Crowds cheerfully for her! .. "

I love the storm in early May,
When spring, the first thunder,
As if frolicking and playing,
Rumbles in the blue sky.

Thundering peals of the young!
Here the rain splashed, the dust flies ...
Rain pearls hung,
And the sun gilds the threads...

An agile stream runs from the mountain,
In the forest, the din of birds does not stop,
And the noise of the forest, and the noise of the mountains -
Everything echoes merrily thunders...

You say: windy Hebe,
Feeding Zeus' eagle,
A thundering cup from the sky
Laughing, spilled on the ground!

Winter is getting angry
Her time has passed
Spring is knocking on the window
And drives from the yard.

And everything got busy
Everything forces Winter out -
And larks in the sky
The alarm has already been raised.

Winter is still busy
And grumbles at Spring.
She laughs in her eyes
And it only makes more noise...

Wicked witch pissed off
And, capturing the snow,
Let go, run away
To a beautiful child...

Spring and grief is not enough:
Washed up in the snow
And only became blush
Against the enemy.

A.K. Tolstoy

That was in early spring
The grass barely sprouted
The streams flowed, the heat did not soar,
And the green of the groves shone through;

Shepherd's trumpet in the morning
Haven't sung yet
And in curls still in the forest
There was a thin fern.

That was in early spring
In the shade of birches it was
When with a smile in front of me
You lowered your eyes.

That is in response to my love
You lowered your eyelids -
O life! oh forest! Oh the light of the sun!
O youth! oh hope!

And I cried in front of you
Looking at your face, dear,
It was in early spring
It was in the shade of birches!

That was in the morning of our years -
Oh happiness! oh tears!
O forest! oh life! Oh the light of the sun!
O fresh spirit of the birch!

A.A. Block

Oh, spring without end and without edge -
Endless and endless dream!
I recognize you, life! I accept!
And I greet with the sound of the shield!

I accept you, failure
And good luck, hello to you!
In the enchanted realm of weeping,
In the secret of laughter - there is no shame!

I accept sleepless arguments
Morning in the veils of dark windows,
So that my inflamed eyes
Irritated, intoxicated spring!

I accept desert scales
And the wells of earthly cities!
Illuminated expanse of heaven
And the languor of slave labor!

And I meet you at the threshold -
With a violent wind in snake curls,
With the undeciphered name of God
On cold and compressed lips...

Before this hostile meeting
I will never drop my shield...
You will never open your shoulders...
But above us - a drunken dream!

And I look, and I measure enmity,
Hating, cursing and loving:
For torment, for death - I know -
It doesn't matter: I accept you!35