Intonation Constructions Teaching for Dagestan Students
https://doi.org/10.31161/1995-0675-2021-15-1-54-60
Abstract
The aim of our study is to develop methods and techniques aimed at intonation improving of Dagestan students’ Russian speech.
Methods. We used the next methods: the theoretical analysis method, the experimental method, the sociological and pedagogical method, enabling a comprehensive consideration of the research topic.
Results. An analysis of the students’ level of Russian language proficiency in Dagestan school shows that at all stages of their education they experience difficulties in the intonational design of a Russian phrase.
Conclusions. Our observations show that in the practice of the Russian language teaching, teachers in Dagestan schools pay the main attention to teaching the lexical and grammatical aspects and, to some extent, the pronunciation of sounds. Issues of teaching intonation are not given due attention in the learning process. Meanwhile, awareness of intonation is a matter of prime necessity. The need to study intonation is primarily due to the fact that the intonational accent, unlike others, is the most stable and almost irresistible.
About the Author
Z. Sh. Omarova
Dagestan State Pedagogical University
Russian Federation
Russian Federation
Zaira Sh. Omarova - Ph. D. (Pedagogy), assistant professor, the chair of Theory and Methods of Teaching Russian Language and Literature.
Makhachkala
References
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Review
For citations:
Omarova Z.Sh. Intonation Constructions Teaching for Dagestan Students. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2021;15(1):54-60. (In Russ.) https://doi.org/10.31161/1995-0675-2021-15-1-54-60
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