Methods of creating language games in Russian children’s poetry
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В связи с развитием коммуникативных методик преподавания иностранных языков актуальными становятся исследования, посвященные лингвистическому анализу литературных текстов, способных формировать и поддерживать интерес студентов к сложным явлениям изучаемого языка. Одним из направлений русской поэзии ХХ века, построенным на осмыслении языковых явлений, становится детская игровая поэзия. Данное исследование посвящено анализу арсенала лексических средств, используемых при создании языковой игры в произведениях русской детской поэзии. В диссертации на материале произведений С. Маршака, Рената Муха, Тим Собакин, Владимир Степанов и др. рассматриваются случаи использования полисемии, антонимов, синонимов в целях создания языковой игры. Анализируются центральные способы создания языковой игры в детской поэзии такие, как прием реализации метафоры, различные виды антитезы, фигура контрастного использования синонимов и др.
Делается вывод о том, что приемы языковой игры в русской детской поэзии демонстрируют эффект юмористического или экспрессивного усиления, что вызывает интерес у изучающих русский язык, и в то же время его реализация (например, средствами семантического уровня) способствует восприятию и пониманию сложных языковых явлений в процессе изучения русского языка. Применение учебных материалов на основе языковых игр в РКИ может повысить качество обучения иностранному языку.
In connection with the development of communicative methods of teaching foreign languages, studies devoted to the linguistic analysis of literary texts capable of forming and maintaining students' interest in the complex phenomena of the studied language become relevant. One of the directions of Russian poetry of the twentieth century, built on the comprehension of linguistic phenomena, is children's play poetry. This study is devoted to the analysis of the arsenal of lexical means used in the creation of language play in the works of Russian children's poetry. The dissertation examines the use of polysemy, antonyms, synonyms and synonyms to create language play in the works of S. Marshak, Renata Mukha, Tim Sobakin, Vladimir Stepanov and others. The central ways of creating language play in children's poetry are analysed, such as the technique of metaphor realisation, various types of antithesis, the figure of contrastive use of synonyms, etc. The authors also analyse the use of polysemy, antonyms, synonyms, etc. in the poetry of children. It is concluded that language game techniques in Russian children's poetry demonstrate the effect of humorous or expressive reinforcement, which arouses interest among Russian language learners, and at the same time its implementation (for example, by means of the semantic level) contributes to the perception and understanding of complex linguistic phenomena in the process of learning Russian. The use of teaching materials based on language games in Russian language learning can improve the quality of foreign language learning.
In connection with the development of communicative methods of teaching foreign languages, studies devoted to the linguistic analysis of literary texts capable of forming and maintaining students' interest in the complex phenomena of the studied language become relevant. One of the directions of Russian poetry of the twentieth century, built on the comprehension of linguistic phenomena, is children's play poetry. This study is devoted to the analysis of the arsenal of lexical means used in the creation of language play in the works of Russian children's poetry. The dissertation examines the use of polysemy, antonyms, synonyms and synonyms to create language play in the works of S. Marshak, Renata Mukha, Tim Sobakin, Vladimir Stepanov and others. The central ways of creating language play in children's poetry are analysed, such as the technique of metaphor realisation, various types of antithesis, the figure of contrastive use of synonyms, etc. The authors also analyse the use of polysemy, antonyms, synonyms, etc. in the poetry of children. It is concluded that language game techniques in Russian children's poetry demonstrate the effect of humorous or expressive reinforcement, which arouses interest among Russian language learners, and at the same time its implementation (for example, by means of the semantic level) contributes to the perception and understanding of complex linguistic phenomena in the process of learning Russian. The use of teaching materials based on language games in Russian language learning can improve the quality of foreign language learning.