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УДК 378:811.161.1
doi 10.24411/2221-0458-2024-01-42-49
ТРУДНОСТИ УПОТРЕБЛЕНИЯ ПРИТЯЖАТЕЛЬНЫХ МЕСТОИМЕНИЙ 1-го и 2-го ЛИЦА У СТУДЕНТОВ-ИНОСТРАНЦЕВ
Тарыма А.В., Артына М.К.
Тувинский государственный университет, г. Кызыл
DIFFICULTIES IN USING POSSESSIVE PRONOUNS OF THE 1st AND 2nd PERSON BY FOREIGN STUDENTS
A.V. Taryma, M.K. Artyna Tuvan State University, Kyzyl
Аннотация. В статье дается описание работы с иностранными студентами на начальном этапе обучения русскому языку, предлагаются конкретные упражнения по русской грамматике и эффективные способы преодоления трудностей овладения притяжательными местоимениями 1 и 2 лица. Авторы статьи также рассматривают проблему лингвистического разнообразия на примере русского языка как иностранного как одного из факторов успешного межкультурного взаимодействия в современном мире.
Ключевые слова: притяжательные местоимения, род, сопоставление, сочетание, аналогичные предложения, морфология
Annotation. The article describes the work with foreign students at the initial stage of learning Russian, offers specific exercises in Russian grammar and effective ways to overcome the difficulties of mastering possessive pronouns of the 1st and 2nd person. The authors of the article also consider the problem of linguistic diversity using the example of Russian as a foreign language as one of the factors of successful cross-cultural interaction in modern world.
Keywords: possessive pronouns, gender, comparison, combination, similar sentences, morphology, initial level
In the 21st century, globalization is growing every year, it has penetrated into all spheres of life in modern society and it is
impossible to imagine the modern world without the English language, this linguistic hegemon, which has become a symbol of
technological progress, the language of the Internet and international trade. However, at the same time, scientists note that a kind of 'dominance' of one language has negative consequences in terms of cultural and linguistic diversity in modern society. As it turned out, the modern world is a complex whole, characterized by broad economic, political and intercultural ties, which, in turn, became the reason for the need for linguistic diversity, since it turned out that the lack or absence of linguistic diversity leads to the impoverishment of intercultural ties and the emergence of barriers in mutual understanding in a multicultural society and also has a negative impact on business relationships.
Awareness of this fact has forced the governments of many developed countries to reconsider their language policies. In the USA, since the early 2000s, several programs have been adopted aimed at studying, first of all, languages such as Arabic, Chinese, Hindi, Japanese, Russian, Swahili, Turkish, Urdu, etc., i.e. those languages that are not among the five traditionally most popular European languages such as Spanish, French, German, Italian. Students not only learn these languages in classes, but also purposefully travel to the countries of the language they are studying for a deeper and better mastery of it and to get acquainted with a foreign culture.
Since the beginning of the implementation of the programs, there has been a fairly steady annual interest in learning the Russian language among American university students, which is around 20,000 people across the country and is fourth in popularity only to Japanese, Chinese and Arabic, however, none of these languages is able to compete, for example, with Spanish (more than 700,000 people) or French (about 200,000 people). However, interest has remained steady over the years, demonstrating the attractiveness of the Russian language in terms of career and prestige.
Recently, there has been a growing role for other factors, such as research in the field of cognitive development and neuroscience, which indicates the benefits of intercultural diversity and experience on human behavior and mental processes, in particular, on creative approaches to solving situational problems. Researchers note the benefits of knowing two or more languages, "as the student compares linguistic constructions, lexical similarities and differences, cultural values and beliefs in the target language and the different mother tongue spoken by other students of the group [1, p. 14].
In the process of learning a foreign language, especially its written form, students begin to develop their cross-cultural patterns of linguistic skills intensively, while
simultaneously enriching their cultural knowledge base. In this article, we propose to consider one of these linguistic models, namely the possessive pronoun свой, the acquisition of which presents certain difficulties for a foreign language audience.
The use of possessive pronouns of the 1st and 2nd person for representatives of most nationalities comes down to mastering the coordination of these pronouns with the word being defined in gender, number and case: моя книга, в нашей стране, с моими друзьями, etc. At first glance, it seems that mastering immutable possessive adjectives of the 3rd person - его, её, их - should not present any difficulties for students. However, for speakers of, for example, French, Spanish, Italian, their use causes significant difficulties, consisting in the fact that the gender and number of these pronouns in the Russian language depend not on the gender and number of the word being defined, but on the gender and number of the object or gender and person-holder:
книга брата - его книга книга сестры - её книга фасад здания - его фасад клуб студентов - их клуб It is necessary to show students the difference between their use in their native language and the use of the 1st and 2nd person pronouns мой, твой, наш, ваш in Russian.
Я читал его книгу (журнал, письмо, статьи).
Я читал её книгу (журнал, письмо, статьи).
Я читал их книгу (журнал, письмо, статьи).
When dividing the examples, it is necessary to bring to the consciousness of students the following: the pronoun его shows that the owner of a book, magazine, letter, articles - objects that have different forms of gender and number, is он (he) - a male person; the pronoun её indicates that the owner она (she) is a female person; the pronoun их has many owners, regardless of gender.
The use of 3rd person pronouns is also complicated by the presence in Russian of the possessive pronoun свой, which is absent in many languages.
It is known that in the absence of a grammatical concept in the students' native language, its formation must be carried out especially carefully. Speech actions should not begin until the concept being studied is fully understood by the students. Otherwise, students' speech actions will be random and lead to repeated errors. The distinction between the pronouns его, её, их and свой can be made by comparing examples.
Он читает свой журнал. Он
читает его журнал. (The owner of the magazine
(He is the owner of the magazine.) is another male person.)
Она занимается в своей ком- Она занимается в её комнате. (The owner of the room
нате. (She is the owner is
another female person.)
of the room.)
Они занимаются в своей ау - Они занимаются в их аудитории. (The owners of the
дитории. (They are owners of classroom are other people of any gender.)
the classroom.)
In the column on the left, possessive pronouns identify objects that belong to the subject of the action (he, she, they); in the column on the right, the pronouns его, её, их indicate objects that do not belong to the subject (his magazine is the magazine of a friend, teacher; in her room - in room of a friend, sister; in their classroom - in the classroom of another group = его журнал -журнал друга, преподавателя; в её комнате - в комнате подруги, сестры; в их аудитории - в аудитории другой группы). The explanation will be complete if the use of the 1st and 2nd person pronouns and the pronoun свой is differentiated in such sentences, for example:
Мой друг учится в ТГУ. Я часто
вижу
моего(своего) друга.
Наша аудитория на пятом
Мы занимаемся в нашей(своей) этаже. аудитории.
Твой учебник на столе. Ты взял
твой(свой) учебник? Где учится ваш друг? Вы часто
видите вашего(своего) друга?
In the examples from the left column, possessive pronouns of the 1st and 2nd persons are combined with nouns that play the role of the subject of the action; the use of the possessive pronoun свой in such structures is impossible. In the structures of the right column, possessive pronouns are combined with nouns of objective or adverbial meaning. In these examples, the subject of the action is the person to whom this thing belongs (я -мой, ты - твой, мы - наш, вы - ваш). With this use, the following options are possible: мой - свой, твой - свой, наш -свой, ваш - свой, and with primary use, свой. In sentences where the owner is not directly indicated, the use of свой is excluded:
Моему другу 25 лет.
Моего друга зовут Николай.
У вашего друга есть магнитофон?
Нашему товарищу не разрешают заниматься спортом.
When establishing the boundaries of the use of possessive pronouns, students should pay attention to how the following statements may be perceived by native speakers:
1. * Я был у моего друга will be perceived as normative, but it is better to try to speak with the pronoun свой - Я был у своего друга (the possessor person is named in the sentence - я).
2. * Своего друга зовут Виктор - the statement is non-normative, but the speaker can guess its meaning from the previous context.
3. * Он читал его книгу (* его instead of свою) - incorrect use of the pronoun distorts the meaning of the statement.
We consider necessary to emphasize once again that when forming a concept that is not in the student's native language, one should not immediately begin speech practice. It will take some time to finally understand a new concept through observations, experiments, and even errors until an accurate idea of it is developed.
In order to prepare students for using complex rules for using possessive pronouns in speech, they should first be given the opportunity to observe the functioning of such pronouns in ready-made, specially composed texts, and then offered to make their first attempts at using them independently [2, pp. 19-21].
The grammatical unit in question is, for many categories of students, perhaps no less difficult than the types of verb. One can understand why the authors of some textbooks and teaching aids classify the study
of the pronoun свой at a rather late stage of learning. However, this also has its negative side - late familiarization of students with a grammatical unit that widely functions in spoken language impoverishes students' speech and damages its correctness. Therefore, despite the complexity of this phenomenon, it should be introduced at an earlier stage, at least for passive possession. The contradictions between the complexity of a phenomenon and the expedient need to study it for the implementation of communicative tasks must be resolved in favor of the latter.
You can offer students the following types of exercises to differentiate the use of possessive pronouns.
1. Read the texts. Make similar ones. Is it possible to replace highlighted possessive pronouns with the pronoun свой?
а) Я живу в общежитии. Моя комната находится на пятом этаже. В моей комнате есть радио, телевизор.
б) Моего друга зовут Виктор. Он учится в нашем институте. Он часто рассказывает мне о своей семье. Его семья живёт в Болгарии.
в) - Где живёт твоя семья?
- Моя семья живёт в Мали.
- Расскажи мне о твоей семье
2. Instead of periods, put one of the possessive pronouns.
её, своя
У Анны есть подруга. Анна очень любит ... подругу. ... подруга учится в Париже. Анна рассказывала нам о ... подруге.
их, своя
Это комната Николая и Жана ... комната на пятом этаже. Они поставили в ... комнату письменный стол, кресло, две кровати. Вчера они пригласили меня в гости. Когда я вошёл в ... комнату, я увидел, что они купили новый радиоприемник.
3. Tell me whose item I'm taking.
а) Вы берёте мой карандаш. б) Вы берёте мою ручку. в) Вы берёте его тетрадь. г) Вы берёте её линейку.
4. Answer the questions.
а) У вас есть друг? б) Как зовут вашего друга? в) Сколько лет вашему другу? г) Ваш друг работает или учится? и т.д.
5. Prepare a story on the topic "My family."
6. Write an autobiography.
7. Tell us about the educational institution where you studied before coming to Russia.
8. Tell us about your hometown.
Russian and foreign researchers,
according to Svetlana V. Nuss, Wendy W. Martelle [3], draw attention to the need to take into account such a factor as 'authenticity', which means either the
mandatory use of authentic materials during the educational process, or the creation of a certain 'situational authenticity' in the classroom, which refers to the creation of situations in a learning environment that imitate real situations in real life, outside the classroom. The latter include, for example, situations from the everyday sphere of a person's life, such as organizing trips, ordering food in a restaurant, communicating in the virtual world, etc. With this approach, accordingly, the correct one, in our opinion, is the requirement to introduce the pronouns as early as possible into the speech of foreign students as a unit of spoken language, in order to get used to natural speech already at an early stage of training.
Possessive pronouns: (твой,-я,-е,-и); его, ее, их: do not have the categories of gender and case; however, for speakers of, for example, French, Spanish, Italian, the use of these pronouns lies in the fact that the gender and number of these pronouns in the Russian language do not depend on the gender and number of the name being defined, but from the gender and number of the object or gender of the person of the owner, моих книг, его книгу, его книг.
Speech errors may occur when using pronouns. Consider the following example: Мальчик снял шапку с головы и подбросил вверх (The boy took his hat off his head and threw it up). In the sentence it is not clear
what the boy threw up: his hat or his head? Think about why there was such ambiguity? To avoid such speech defects, you need to remember the following rule: a pronoun often replaces the closest antecedent noun. Construct the sentence so that the meaning is not distorted.
An important role is played by creating a lively, non-boring atmosphere in the classroom; this will help correct errors in
students' speech in natural speech mode, 'invisibly' for students and without tedious repetition, thus it will be possible to obtain better results in mastering the Russian language. The teacher is constantly searching for the best approach to teaching students, constantly experimenting and finding a more effective approach to the practical application of pedagogical principles and innovations.
Библиографический список
1. Germain-Rutherford, A. The Art of Teaching Russian / A. Germain-Rutherford, A. Epsteyn et al. — Washington, D.C. : Georgetown University Press, 2020. 496 c.
2. Тихомирова Г. А. Русский язык. Фонетика. Лексика. Грамматика. Упражнения и справочные материалы : учебно-методическое пособие для иностранных студентов. Рязань : Рязанский государственный университет им. С. А. Есенина, 2011. 108 c.
3. Nuss, S. V. Instruction for Teaching Russian as a Foreign Language / S. V. Nuss, W. W. Martelle. New-York : Taylor & Francis, 2022. 258 c.
References
1. A. Germain-Rutherford, A. Epsteyn et al. The Art of Teaching Russian. Washington, D.C., Georgetown University Press, 2020, 496 p. (In English)
2. Tihomirova, G. A. and E. V. Korchagina. Russkij yazyk. Fonetika. Leksika. Grammatika. Uprazhneniya i spravochnye materialy: uchebno-metodicheskoe posobie dlya inostrannyh studentov [Russian language. Phonetics. Vocabulary. Grammar. Exercises and reference materials: educational and methodological manual for foreign students]. Ryazan', Ryazanskij gos. un-t im.S.A.Esenina, 2011, 108 p. (In Russian)
3. Nuss, S. V. and Martelle W. W. Instruction for Teaching Russian as a Foreign Language. New-York, Taylor & Francis, 2022, 258 p. (In English)
Тарыма Алефтина Викторовна, кандидат филол.н., доцент кафедры русского языка и литературы, Тувинский государственный университет, г. Кызыл, Россия, e-mail: tar-aleftina@yandex. ru
Артына Мира Кан-ооловна, кандидат филол.н., доцент кафедры иностранных языков Тувинского государственного университета, г. Кызыл, Россия, e-mail: mirartyna@yandex.ru
Aleftina Viktorovna Taryma, Candidate of Philological Sciences, Associate Professor, Department of Russian Language and Literature, Tuvan State University, Kyzyl, Russia, e-mail: tar-aleftina@yandex. ru
Mira Kan-oolovna Artyna, Candidate of Philological Sciences, Associate Professor, Foreign Languages Department, Tuvan State University, Kyzyl, Russia, e-mail: mirartyna@yandex.ru
Статья поступила в редакцию 21.03.2024
