Cite item

Full Text


The article is devoted to the problem of systematization of speech material in teaching Russian as a foreign language. The purpose of the article is to show the importance of different approaches to the description of speech means and special productivity of their systematization in communicative and pragmatic complexes the idea of which is proposed by the author. It demonstrates the specificity of goals and research programs of the most common paradigms: system-centric, functional, cognitive, communicative, pragmalinguistic. The originality of principles of systematization and description of linguistic units in different linguistic paradigms is shown on the material of means of expression of motivation. It is concluded that at present there is no one, generally accepted, universal strategy of systematization of speech means, the search is conducted by researchers from different sides: the paradigms of language means of different levels, functional and semantic fields, conceptospheres, typical speech models, communicative and pragmatic fields, communicative intentions, speech acts, dialogical unities, etc. Modern methods of teaching Russian as a foreign language is based on an integrated approach to the analysis of speech activity, assessing as a leading communicative approach and the resulting from this approach methodological principles of communicative orientation of learning. The principle of dynamic deployment of speech activity, justified by the author, involves consistent expansion and complexity of educational material, coordinated multiplication of skills and abilities of speech communication. The article traces the gradual increase in the content of speech competences at different levels of Russian as a foreign language in the State standards in this area. The idea of productivity of systematization of speech material in communicative and pragmatic complexes, which are illustrated by the example of means of expression of a number of intentions, is put forward and justified. The features of originality of Russian speech models revealed in comparison with the English and Bulgarian languages are shown.

About the authors

L. B. Karpenko

Samara National Research University

Author for correspondence.
ORCID iD: 0000-0002-7045-4310

Doctor of Philological Sciences, professor, Department of Russian Language and Mass Communication


  1. Peshkovsky 2001 – Peshkovsky A.M. Russkii sintaksis v nauchnom osveshchenii. 8-e izd., dop. [Russian syntax in a scientific light. 8th edition]. M.: Yazyki slavyanskoi kultury, 2001, 544 p. [in Russian].
  2. Gusev 2005 – Gusev V.Ju. Tipologiya neregulyarnykh imperativnykh form [Typology of irregular imperative forms]. Voprosy yazykoznaniya [Topics in the study of language], 2005, no. 2, p. 65–81. Available at: [in Russian].
  3. Bondarko 1976 – Bondarko A.V. Teoriya morfologicheskikh kategorii [Theory of morphological categories]. L.: Nauka, 1976, 255 p. [in Russian].
  4. Arutyunova 1990 – Arutyunova N.D. Rechevoi akt [Speech act]. In: Lingvisticheskii entsiklopedicheskii slovar’ [Linguistic encyclopedic dictionary]. M.: Sovetskaya entsiklopediya, 1990, pp. 412–413 [in Russian].
  5. Formanovskaya 2002 – Formanovskaya N.I. Rechevoe obshchenie: kommunikativno-pragmaticheskii podkhod [Speech communication: communicative and pragmatic approach]. M.: Russkii yazyk, 2002, 216 p. [in Russian].
  6. Passov 1991 – Passov E.I. Kommunikativnyi metod obucheniya inoyazychnomu govoreniyu [Communicative method of teaching foreign language speaking]. M.: Prosveshchenie, 1991, 223 p. [in Russian].
  7. Karpenko 2016 – Karpenko L.B. Printsip dinamicheskogo razvertyvaniya rechevoi deyatel’nosti v prepodavanii russkogo yazyka kak inostrannogo [Principle of dynamic development of speech activity in teaching Russian as a foreign language]. Vestnik Samarskogo universiteta. Istoriya, pedagogika, filologiia [Vestnik of Samara University. History, pedagogics, philology], 2016, no. 3, pp. 92–95. Available at: [in Russian].
  8. Karpenko 2017 – Karpenko L.B. Kommunikativno-pragmaticheskii kompleks v prepodavanii russkogo yazyka kak inostrannogo [Communicative and pragmatic complex in teaching Russian as a foreign language]. Rusistika bez granitsi [Russian studies without borders], 2017, no. 4,
  9. pp. 83–87. Available at: [in Russian].

Supplementary files

Supplementary Files

Copyright (c) 2019 Karpenko L.B.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

This website uses cookies

You consent to our cookies if you continue to use our website.

About Cookies