Nabiullina Elina Ilshatovna

The student's research paper examines the problems of speech culture at the present stage. A study of the quality of speech of school teenagers was carried out and corresponding conclusions were drawn, ways to solve the problem of language education for teenagers were proposed………………………………………………………

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Research work on the Russian language.

Topic: “Problems of adolescent speech culture”

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

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

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

2. Main part

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

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

Chapter 3. Ways to solve the problem of language education for adolescents……………………………………………………… 12

3. Conclusion…………………………………………………… 13

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

Introduction

And we have no other property!

Know how to take care

At least to the best of my ability,

In days of anger and suffering,

Our priceless gift is speech.

I. Bunin

“The greatest value of a people is their language, the language in which they write, speak, and think.

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

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

I suggest that we listen for a moment to the speech of the people around us, to our own speech. I think each of us will hear this: “hi”, “buy”, “Kick-ass!”, “Cool!”, “Oh really!”, “Party!”, “Wow!”. When you hear this, you begin to involuntarily wonder what happened to the “great and mighty” Russian language?! Who turned the language of our ancestors into a semblance of a language? Why did we start speaking the “bird” language?

I consider this problem urgent because every day I come across foul language, swear words, and excessive borrowing. It is no coincidence that D.S. Likhachev coined the term “ecology of culture”. He also attributed the impoverishment of the Russian language to cultural and environmental disasters.

The purpose of my work– analyze what problems of speech culture exist among teenagers.

Tasks:

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

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

3) find ways to solve the problem of language education for 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;
• questionnaires conducted with schoolchildren in grades 8-11.

Stages of work:

1. Theoretical stage (defining the area of ​​research, problems and topics, planning the structure and content of the work, searching and collecting information).

2. Practical stage (information processing, study of the speech culture of adolescents).

3. Reflective stage (evaluation and feedback 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 speech culture is acute. And this is no coincidence. The Russian language has undergone many not-so-good changes over the past two decades. Scientists and cultural figures sounded the alarm. Back in the early 90s, realizing that there was an ugly pollution of the Russian language, writers of the St. Petersburg organization of the Union of Writers of Russia raised the issue of adopting a Law on the Protection of the Russian Language at the state level. And only at the beginning of 1998 this Law was adopted, which talks about the mandatory introduction of a course in the Russian language and speech culture in all universities in the country and about taking special measures to increase the literacy level 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 speak – communicate fluently and competently in your native language.

Currently, there is a well-known saying: “The word is a person’s calling card.” After all, by a person’s speech, by the way he speaks, one can tell a lot: about his level of education, intelligence, social success, emotional state, etc.

Every person, especially young people just starting their professional journey, wants to be successful, wealthy spiritually and financially, to solve many life problems and realize 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 “speech culture” mean?

1. Speech culture is a branch 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, a tool for the formation and expression of thoughts. In other words, the phrase “culture of speech” in this meaning is the doctrine of the totality and system of communicative qualities of speech.

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

3. Speech culture - this is a set of skills and knowledge of a person that ensures the expedient and easy use of language for communication purposes, “mastery of the norms of oral and written literary language (rules of pronunciation, stress, word usage, grammar, stylistics), as well as the ability to use means of expression language in various communication conditions in accordance with the goals and content of speech.”

This work is focused on the latter meaning of the concept of “speech culture”.

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

1. Excessive borrowing

It is known that in the 80s of the 20th century, with the development of a new type of economy, a huge number of foreign words. Basically, these were words of Anglo-American origin: a) economic terms (marketing, management, broker); b) political terms (rating, electorate, consensus); c) names of concepts from the everyday sphere (Snickers, cola; leggings); d) speech formulas (ok, know-problems, wow) and much more.

2. Jargons

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 pop and music programs:drive, party, promote;

3) political leaders:chaos, soak, showdown.

But the most widespread language of jargon is the language of young people. For example, expressions such as:waste! funny! I'm trudged! full 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 us remember how quickly the names of banknotes changed. In the 50-60s of the last century - tugriks, in the 80s - mani, in the 90s - grandmas, bucks, wooden, green.

3. "Clerical virus"

As is known, bureaucracy – these are words and phrases characteristic of official business documents (the event, if any, is hereby certified). However, in other styles of speech, bureaucratic language is inappropriate.

4. Speech stamps

A stamp is a speech pattern (word or phrase), which, due to too frequent and constant use, has become a standard, popular and boring unit. These are such hackneyed expressions as, for example,work on clarification, we have today, consider from the point of view and so on.

6. Companion words

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

7. Verbosity

Verbosity is a phenomenon of speech redundancy associated with the inability to accurately and concisely express a thought.

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

8. Misuse of words

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

Lexical errors:

* I will put on a coat (correctly: put on)

Grammatical errors:

* I'm sorry (correct: sorry)

Some people like to invent their own words, trying to express their thoughts in a special way. For example: bookworm, lack of rest, passenger check-in, person-bed.

Incorrect word choice often involves the use of an ambiguous word. For example:

* The football players left the battlefield without heads.

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

9. Incorrect placement of words

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

* Blue baby strollers are now on sale(blue strollers or babies?)

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

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

10. Low level of general speech culture

A problem that is relevant today islow level of general speech culture, poor vocabulary, inability to express thoughts.

11. Abbreviations

Significantly impoverish our speech abbreviations: communal, cashless, TV;phonetic contractions (abbreviations) of words:What? Now! Let's see,as well as truncated or simply obscene phrases:At what price...Skoka-Skoka? Hang half a kilo! (“How much is it to weigh in grams?”).

12. Spelling errors

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

* agreement (correct: agreement),

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

* means (means).

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

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

Chapter 2. Study of the quality of speech of school teenagers

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 that of others. For this purpose, 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 from the point of view of pronunciation (relaxed, calm, clear), from the point of view of general requirements for written and oral speech (clear, correct, accurate) .

40% have ideas about the qualities of good speech and define some of them. 40% have no idea about the qualities of good speech; their answers are approximately the following: “Good speech is a 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, excessive use of jargon and swear words in the speech of others.” (Slide 16)

The answer to the fourth question of the questionnaire showed that 70% prefer oral speech and only 30% like to write. They speak quite confidently about their difficulties when 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% are working on what they have written. The students' monosyllabic statements to the last question of the questionnaire boil down to the following: 55% understand the corrections, 30% do not always understand, 5% do not understand. (Slide 19)

Having analyzed the survey results, I conclude that most students find it difficult to have a substantive conversation about speech culture, because have the most superficial knowledge in this area..

After which the following questionnaire was administered. She helped me understand the reasons why teenagers use words that clog their speech, find out what words they are and how others and parents, whose speech is the standard for my peers, view such speech.

In answering question No. 3, the respondents lied. Some wrote that they do not use obscene jargon in their speech, but life experience proves the opposite. The majority of teenagers admitted that the use of certain jargons depends on the situation, writing that in their speech there are both obscene and humorous jargons (50%).

It is also unpleasant to realize that the majority of people around are indifferent to the way teenagers speak (46%). Only a few (9%) care about their speech, and some generally have a positive attitude towards the incorrect speech of my peers (45%). Parents also attach almost no importance to the way 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)

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

The research results are reflected in diagrams. (Slide 23)

The purpose of the survey was to study the speech of modern teenage schoolchildren. Analysis of the results allows us to makethe following conclusions:

1. All students surveyed noted that they consider the use of words that clog speech to be an integral part of communication among peers. Such words allow them to assert themselves, maintain good relationships with schoolmates, exchange information and add liveliness and humor to their speech.

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

4. The majority of parents only occasionally make comments about 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 an example of the norm);
• reducing editorial demands on journalists regarding compliance with language standards;
• the confusion and vagueness of the thoughts of the authors of journalistic articles, political statements and laws, and, as a result, the unclearness of the language of their works;
• the gap between the complicated requirements of the new Russian language school curriculum and real opportunities;
• decreased interest among schoolchildren in classical literature;

problems in replenishing library collections;

• the transformation of the 1956 “Rules of Spelling and Punctuation” into a bibliographic rarity and the absence of a new edition;
• disrespect for the humanities;
• disrespect for the addressees of the speech;
• disrespect for one's native language

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 solved. It seems to me that no commissions or federal programs will change anything unless people themselves begin to respect their native language, feel responsible for every word they say, and think about the meaning of their words. To ensure that the state of the language does not 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 situation with speech culture.

Ways to improve the speech culture of adolescents:

• promote classical literature;
• provide libraries with new dictionaries and textbooks on the Russian language and speech culture;
• promote a caring attitude towards the Russian language through extracurricular activities and classroom hours, for example: “Russian Language Day” or “Russian Language Week”, “How our word will respond...”, “Living Word”, “Speech Etiquette”, etc.;
• regularly hold reading competitions;
• practice training lessons “Speak correctly”;
• organize eloquence competitions;

• publish newspapers on linguistics;

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

As mentioned above, the main role in preserving the native language belongs to the person himself. For this reason, methods for independently improving 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 has been catastrophically destroyed and continues to collapse, degrade and perish, and along with it the only one, in the words of Ivan Sergeevich Turgenev, “support and support” - the great Russian language.

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

Today, speaking in an elegant and refined language that evokes a flow of wonderful human feelings has, unfortunately, become unfashionable, inappropriate and unnecessary.

The media, designed to create examples of oral speech and to be the guardians of its culture, have lost this high purpose.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 sources and literature used

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 assessments of the language of youth (jargon and language policy)” // Issues of speech culture, vol. 5, M., 2010

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

Russian language of the early 20th century.

Municipal educational institution 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

Introduction

Passport of the word "head"
§ 1. Etymology of the word
§ 2. Semantic properties

§ 4. Related words

conclusions
Bibliography
Content

Introduction

Each word is unique. Even words of functional parts of speech have many meanings and shades. In everyday life, we do not think about each individual word, but perceive them together. The relevance of this work lies in the fact that I will not analyze a new word that has not yet “got used to it,” but a word from everyday use. That word that you and I don’t even notice when pronounced.
The goal of the project: to compile a passport of the word “head”, that is, to carry out a complete linguistic-stylistic analysis of it.
Based on the goal, I identified the following tasks:
1. Determine the origin of the word “head”;
2. Analyze the semantic properties of a given word;
3. Check the implementation of the word in dictionaries of synonyms and antonyms, etc.;
4. Identify words related to the word “head”;
5. Check how often the word is used in phraseological units, as well as in proverbs and sayings;
6. Consider whether such a word exists in other languages.
Thesis: every word can be given a passport. This can only be done after a thorough linguistic analysis.
Have you ever looked at a person's passport? It contains a lot of information: where and when its owner was born, what his name is, whether he has a family, where he lives. Passport is the main document for everyone
Not only people have a passport. For example, cars have passports - they indicate the most important specifications cars Passports are also attached to household appliances, audio and video equipment: they tell you what this or that device is intended for and how to use it correctly.
Each word of the language can also be given its own passport. What will be written in it?
First, you can indicate the origin of the word. Some words have been living in the language for a long time, they were born in it and belong to it (they are called original), some came from other languages ​​(these are borrowed words).
Secondly, the word has age. There are words - pensioners (outdated words), and there are words that have only recently appeared - youngsters (they are called neologisms).
Thirdly, words can have different areas of use. Some words are known to everyone, they are understandable to everyone (they are called commonly used words). Others are known only to residents of a certain territory (dialectisms) or to people of one specific profession (terms and professionalisms).
Finally, words can have a certain stylistic connotation. Some words appear only in colloquial speech(they are called colloquial words), some can rarely be heard, since they are used mainly in books (book words).
If we sum up all the information about the word, then we will get its passport. However, in order to correctly indicate one or another feature of a word, a lot of preliminary work needs to be done.

Passport of the word "head"
§ 1. Etymology of the word
Derived from the Proto-Slavic form *golva, from which, among other things, came: Old Slavic glava, Russian, Ukrainian glava, Bulgarian glava, Serbo-Croatian glava, Slovenian glâva, Czech, Slovak hlava, Polish głowa, Lithuanian galvà, Latvian galva, ancient Prussian gallū. Presumably related to the Armenian գլռւխ (gluẋ) “head” from *ghōlū-. Proto-Slavic *golva could be related to zhelv “turtle, zhelvak.”
§ 2. Semantic properties
1. part of the body of a person, or another vertebrate animal or insect, in which the organs of vision and mouth are located ◆ The table lamp brightly and habitually illuminated part of the table littered with papers, Skvarish’s head and face were drowned in the shadows. Vasil Bykov, “Poor People”, 1998
2. transfer smart, intelligent person ◆ - Have you read what speech Snowden gave at a meeting of voters in Birmingham, this stronghold of conservatives? - Well, what can we talk about... Snowden is a head! Ilya Ilf, Evgeny Petrov, “The Golden Calf”, 1931
3. transfer mind, intellect ◆ You need to work not only with your hands, but also with your head.
4. transfer the front part of something long ◆ The head of the train appeared at the border of the station, and we went to the village, and Capercaillie never said a word, he thought all the way, as if he was deciding what to do. Vladimir Chivilikhin, “About Klava Ivanova”, 1964
5. transfer livestock recording unit ◆ Two thousand head of cattle will be brought to Sakhalin in the summer.
6. transfer big piece food product spherical or cone-shaped ◆ That day I had already exchanged all the skins for a couple of bunches of arrows and several heads of cheese. ◆ The sugar loaf, removed from the mold, was wrapped in a special thick blue paper, which was called sugar paper.
§ 3. Synonyms and antonyms of the word head
Synonyms
noggin, pumpkin, noggin, mind, intelligence, brains, brain, memory, beginning, round, head
Antonyms
tail
§ 4. Related words
diminutive forms: head, glavka, glavitsa, little head, heading
derogatory forms: little head
magnifying forms: head, head
proper names: Glavlit
surnames: Golovin, Golovnin, Golovanov
toponyms: Chernogolovka
Simple nouns: warhead, Boligolov, Vertoglovka, Vlasov, head, chapter, leader, chief accountant, chief physician, Glavnism, Glavk, Glavkom, Glavkom, Glavnachpupps, Glavnachpups, Glavnachpups, Glavnachpups, General, Commander -in -Chief, Commander -in -Chief, Chief Management, Ground -Managing, Glavnozhka, Chief, Radia, Golop , smut, little head, head, head, head, head, head, head, head, head, head, head, head, head, head, head, head, dizziness, head, puzzle, head, headwash, cephalopod, head, head, head, head, head , bungling, head, head, head, head, head, head, head, head, title, title, deputy head, snakehead, snakehead, snakehead, needle head, head, head, shoebill, round head, head, head, head, decapitation, table of contents, head Headband
adjectives: headless, headless, white-headed, big-headed, shaven-headed, chief, main, big-headed, head-headed, dizzying, head-scratching, head-footed, cutthroat, headless, head-headed, capitate, two-headed, two-headed, long-headed, club-headed, yellow-headed, capital, heading, green-headed, golden-headed, golden-headed, snake-headed, short-headed, strong-headed, round-headed, large-headed, multi-headed, single-headed, sharp-headed, pointed-headed, flat-headed, universal, subheaded, subheaded, dog-headed, empty-headed, five-headed, light-haired, light-headed, pig-headed, gray-headed, seven-headed, gray-headed, gray-headed, blue-headed, hidden-headed, weak-headed, silver-headed, hundred-headed, solid-headed, three-headed, three-headed, three-headed, blunt-headed, criminal, black-headed, four-headed, six-headed
verbs: to lead, to be headed, to lead, to be headed; head; to dominate; to be headstrong, to be headstrong; behead, behead, behead, behead; title, title
adverbs: puzzlingly, completely, completely.
§ 5. The word “head” in phraseological units, proverbs and sayings
Phraseologisms and stable combinations
puzzle over
fool one's head
hang your head
keep your head up!
can't get my head around it
you can't jump over your head
headlong
the fish rots from the head
get it out of your head
wind in my head
Horsehead Nebula
sick in the head
from head to toe
upside down
don't mess with your head
mess in my head
garden head
out of the blue
a head taller
shorten by a head
answer with your head
take into account
giddy
lose your head
knock it out of your head
get it out of your head
headlong
don't lose your head
give away your head
without a king in my head
lay down your head
get off your sick head and onto your healthy head
hang your head
hang your head
cut off the head
at least a stake on your head
sprinkle ashes on one's head
Proverbs and sayings
bread is the head of everything
One head it's good, but two better
the sword does not cut a guilty head
or chest in crosses, or head in bushes
conclusions
In the course of the work done, I was able to collect a lot of information about the word “head”. Of course, the lack of resources, and most importantly, experience, did not allow us to do all the work on our own: we had to turn to the work of linguists, as well as resort to the help of Internet resources. As a result, I managed to create a passport for the word “head”. This isn't all the information about the word, but like any passport, this one will have blank pages that I hope to fill out over time.

Content:

Contents……………………………………………………………..p. 2

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

Passport of the word “head”…………………………………………………………………….p. 4
§ 1. Etymology of the word……………………………………………………………p. 4
§ 2. Semantic properties……………………………………………..p. 4
§ 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……………………………………………………………………pp. 9
References……………………………………………………………………pp. 10

Most modern teachers are inclined to believe that school students should receive practical knowledge that will later help them successfully integrate into society. For this purpose, it is recommended to move away from the classical formation of skills and abilities and provide children with a different model of education related to the formation of personality and the development of their creative skills.

It is natural that to introduce forms of such education should still be in elementary school. Research activities are one of them. Many topics of research work in various subjects (English, Russian language, literature, mathematics and other disciplines) are aimed mainly at high school students. However, it is best to implement its basics already in primary school so that children can learn to independently collect, analyze and evaluate their work as early as possible. Of course, the child should have a wide choice of topics for analysis, we will also talk about this below.

Objectives of research work in primary school

The goal of involving primary school students in research work is to stimulate their creative and intellectual potential in an interesting way.

The tasks of this work are as follows:

Specifics of research activities in primary school

Research work includes the following stages:

• selection of topics;
• setting tasks and goals;
• conducting research;
• preparatory work to defend your topic;
• job protection.

The peculiarity of conducting research in elementary school lies in the special role of the teacher. He must guide, stimulate and engage children, show them the importance of carrying out such work, and also actively involve parents as assistants.

There are many parents whose work is not related to pedagogical activity, almost do not engage in children’s lessons and assignments. And research work - great chance to bond with kids in order to help them solve certain problems - choose an interesting topic, select literature, update their knowledge of English or mathematics, etc.

Basically, from the first to the third grade, research work at school is of a collective nature, the topic is determined by the teacher himself. But already in grades 3-4, the child can choose a topic depending on his inclinations and hobbies. Some people like it better English language, someone is attracted to natural history or world literature.

Below we present the names of the most fascinating research topics primary school. They can be supplemented, modified or expanded at your discretion.

List of general topics for primary school students

We offer a list common research topics that can be offered to primary school students:

Of course, the above list of topics is far from complete. The child can choose the most interesting one for himself, taking into account his hobby.

Below we provide lists of topics for research work in school for both primary and secondary school students.

Topics for scientific work on Russian literature

School students from 1st to 7th-8th grade You can suggest the following topics on Russian literature:

Topics of research papers on the Russian language for students in grades 4-5

For upper primary school You can choose the following research topics if your child is interested in the Russian language:

Topics of scientific papers in English

In this case, it is difficult to say for which students of which classes the topics will be designed, since in different schools they begin to teach English in different ways. Some already teach it in the first grade, while others only from the fifth grade. We offer the most interesting topics that will allow children go deeper into learning English:

How to organize a study correctly

Working on the chosen topic will not be easy for children. For the first time, the child will be somewhat confused, because even if the topic is close to him, he probably will not know how to start researching it, even if he has a plan.

But everything is very simple. At first You need to ask yourself a few questions and write down your answers to them:

• what do I know about this topic;
• how can I evaluate it;
• What conclusions can I draw?

Next, you should collect material on the topic of interest. Previously, students only used libraries for this, but now, with the development of the Internet, the possibilities are much wider. After all, on the Internet you can find not only articles on certain topics and literature itself, but also archives of various magazines and television programs different years.

There is no need to be embarrassed to ask something from teachers, parents and other senior comrades.

All data received should record, photograph, make video. Opportunities in this regard are now also much greater than those of schoolchildren who studied 20 years ago and earlier.

Don't be afraid to experiment and comparative analyzes. All conclusions made by a child independently are worth much more than a text memorized from a textbook on a particular issue. Even if they are naive and poorly founded, this is the beauty of creative work.

The more children of a modern school are involved in creative activities, starting from the first grades, the wider their horizons will be, they will not be afraid modern world, will learn to draw conclusions on each issue, and not be guided by certain dogmas, which are often already morally outdated.

PEDAGOGICAL UNIVERSITY "FIRST OF SEPTEMBER"

S.V. ABRAMOVA

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, ethical, etc. Relationship between the topic of a school course, student conference and research work on the Russian language. The influence of a teacher's scientific interests on the choice of course topic.

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

Research work - manifestation creativity. Psychologists note that creative activity is based on internal cognitive motives, and not on external stimuli. Consequently, educational and research work presupposes the principle voluntariness.

The principle of self-interest is fundamental when organizing research and development activities. At the stage of choosing a topic, students’ personal interests and passions are revealed. The most convenient way to find out about them is from a questionnaire or conversation, which must include the following questions: “What do you like to do in your free time?”, “What would you like to know more about?”, “What interests you when meeting different people?” tongues? and so on.

You can use the experience of colleagues from Moscow gymnasium No. 1541 (organizers of the conference “Linguistics for All”). At the School of Linguistic Research, 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, school psychologist and class teacher, which helps to navigate the choice of topic. At such a “consultation” people are born original ideas research, always related to the hobbies, personal inclinations and interests of the researchers. For example, the topic “Changes in the thematic group of vocabulary with the meaning of “food”” attracted a schoolgirl who is interested in cooking; “Similarities and differences of dance names in the explanatory dictionaries of V.I. Dahl and S.I. Ozhegova” is a schoolgirl who has been seriously interested in ballroom dancing for a long time. Fans of Russian rock chose topics close to them: “Rock revolution in Russia: mutual influence of rock poetry and Russian history of the late twentieth century”; "Russian rock: the idea of ​​protest and its linguistic embodiment."

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

Examples

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

Yulia K. “Dialectisms of the Vologda region in the dictionary of V.I. Dalya”: “During the New Year holidays, I went to the homeland of Father Frost, in the Vologda region. And what was my surprise when I heard Russian people talking to each other on the streets, in shops, on 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, to understand the local dialect, you need to contact " Explanatory dictionary living Great Russian language." During the trip, Yulia paid attention to dialect words, the meaning of which, upon returning to Moscow, looked up in V.I.’s dictionary. Dalia: just now- recently; wire rod- felt boots.

Young researchers often show interest in the speech of their peers; this is especially typical, as we showed in the last lecture, of schoolchildren with developed linguistic reflection. Sometimes personal interests and attachments are reflected even in the title of the study, for example, sixth-graders Kurysheva N. and Belousova N. entitled their work like this: “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, theories), the use of scientific methods for studying linguistic material, and within the framework of a certain theory and scientific school. Eclecticism in research can lead to gross errors and conclusions that contradict the scientific approach.

Example

The formulation of the topic “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 linguistic picture of the world gives the impression of being successful. However, the combination of these terms is unjustified, because Proto-Indo-European language is more of a linguistic 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 language (grammar, vocabulary, phraseology). Thus, the theme combines the incompatible.

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

If schoolchildren use scientific linguistic methods, they will not want to turn to such “beautiful”, but not the slightest relation to science, phrases such as magic of words or positive energy, destruction of the aura of the word and the like. Note: the scientific principle 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 (ERW), already in the titles of which you can see principle of connection with the Russian language course.

Role personal pronouns in the lyrics of M. Lermontov.

From very much before awesome (synonymous series adverbs Very from a historical perspective).

Use Old Slavonicisms modern Russian speakers.

Story loanwords from French to 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 at the beginning and end of the twentieth century.

Availability– a principle related to taking into account the age characteristics of students. Schoolchildren who are new to 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"; “Lexical commentary on the tragedy of A.P. Sumarokov “Sinav and Truvor”; "Slang in youth magazines." These topics involve a description of one linguistic phenomenon already known from the school course, but using new material. It will attract entertaining material to the research work and make it accessible, as, for example, in the works: “Language and humor in the novel “The Twelve Chairs” by Ilf and Petrov.” Surprise visual arts"; ““Meaningful” names and surnames of literary characters in Chekhov’s early humorous stories”; “Means of expression of the comic in L. Filatov’s fairy tale “About Fedot the Archer...””; “The language of entertainment television programs (using the example of the programs “Greed”, “The Weakest Link”, “Who Wants to Be a Millionaire”; “Such different Carlsons (using the example of translations into Russian of A. Lindgren’s fairy tale)"; “Etymology of the names of months in different calendars peoples"; "What's in my name for you" (about proper names). The themes mentioned above can be conditionally called monothemes, since the focus is on one phenomenon.

It makes sense for high school students to propose more complex topics for research: “Examples of language manipulation in election materials of 2002”; “The specifics of language and its role in the formation of the readership of periodicals (Kommersant-Vlast magazine, AIF newspaper)”; "Image formation political parties by means of print media"; “Speech characteristics of participants in the project “Behind the Glass”.” Obviously, speech characteristics require comprehensive analysis different language levels (from the peculiarities of intonation and the correctness of stress to specific vocabulary and colloquial syntactic structures), this is more difficult than a description of the characteristic vocabulary used by the hosts of entertainment programs.

Feasibility- This is the principle of taking into account the capabilities of schoolchildren. Experience shows that when choosing a topic on their own, students have little idea of ​​the limits of their capabilities and the depth of the chosen subject of study. Thus, one of the young participants in the “Linguistics for All” conference expressed a desire to explore modern trends in the development of the Russian language. At city conferences, papers are often presented on such prohibitively broad topics as, for example, “Language and style of modern media”; “International communication, language difficulties in communication between representatives of different nations.” The scale of the problem that does not correspond to school research is one of the main reasons for failure. Independent observations of small amounts of language material are much more fruitful. Therefore, it can be advised to limit the study to a certain framework, as was done in the topics “The language that we have lost. (On the example of private advertisements in the newspaper “Russian Word” for 1907)”; “Changes in Russian graphics and grammar (based on an article dedicated to the 100th anniversary of the birth of A. Pushkin, published in the magazine “Young Reader” for 1899)”; “Speech mistakes of NTV+ channel sports commentator Elizaveta Kozhevnikova”; “Substantivization in the Russian language (based on materials from N. Gogol’s poem “Dead Souls”).”

It happens that in a work whose topic is stated extremely broadly, a specific linguistic phenomenon as a special case is revealed quite fully; then the error in the formulation of the topic seems especially annoying. With a narrow formulation of the topic, the merits of the work are 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 “Phraseological units as a means of expressiveness on the pages of newspapers,” but “Phraseologisms as a means of expressiveness on the pages of modern Russian and Belarusian newspapers.”

Nastya R.’s work “The 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 a comprehensive portrait of a word that has lived in the vocabulary of Russian students for more than a hundred years.

If the topic is formulated too generally, the student has nothing to research, but can only make a review of 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 research.

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 makes it possible to clarify an old one or reveals a new truth,” and the problem should be linguistic, and not philosophical, ethical, etc. The topics are successfully formulated: “How we are forced to buy (the language of television advertising) "; “Freedom of speech on television. Language aspect"; “The influence of the Internet on the media and on our speech”; “Violation of literary language norms in television advertising”; “Comparative analysis of linguistic means in the texts of economic documents at the beginning and end of the twentieth century.” Here are examples of unsuccessful formulations that do not reflect the connection of the research with the problems of the Russian language: “Advertising in the modern metro”; “The phenomenon of anecdote”; "Humor at school"; "Traits of representatives of various professions in jokes."

When helping a student choose a topic for a research project, we may encounter an ethical problem. Can any language material that is interesting from a linguistic point of view be recommended for educational research?

Research into the modern Russian language is often impossible without recording texts of live spoken language, which is replete with speech errors, colloquialisms, obscene language, 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 that determine the wretched asymmetry of the main lexical-semantic fields. On the other hand, they stop the monstrously inflated synonymous series with the meaning of violence.

And is it worth approving such an object of study as school wall graffiti, which the 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 persistence worthy of better use? However, this material will be described almost for the first time and, over time, will obviously be of scientific interest.

Schoolchildren’s educational and research work should not be required to be compulsory practical significance– opportunities to fruitfully use its results in practice. But there are studies that have practical applications.

Example

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

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

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

Today, educational and research work is increasingly led by a school teacher. This gives him the opportunity to realize his creative potential, take advantage of 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 would arise. However, in practice a completely different picture emerges. In questionnaires and conversations, the majority of teachers surveyed who were ready to engage in scientific supervision 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 (expletive, youth slang, jargon), is typical not only for schoolchildren-researchers, but also for modern linguists. According to the observations of L.P. Krysin, since the mid-90s of the twentieth century, many works on these topics have appeared, which is explained by “deferred interest”: in Soviet Russian studies, jargons, being evidence of the existence of their carriers (drug addicts, hippies, beggars, etc.) were a taboo topic for researchers. Another thing is also important: by drawing attention to youth slang, high school students put themselves at the center of the problem: their speech experience, their linguistic personality.

It was practically not reflected in the topics formulated by the students. systems approach to language learning, while in the topics listed by teachers it clearly predominates. This is natural: in 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 constructing any educational course for secondary school, it is primarily based on established knowledge accepted by the scientific community. Its content usually consists of the foundations of a particular science - “textbook” information.” Thus, the “pervasive despotism of systematicity” (Yu.N. Karaulov) in the topics of elective courses proposed by teachers is evidence of a certain conservatism of the teacher’s view of 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 foreign language borrowings and slang are used; how written Internet communication dictates the spelling of words that imitate their sound, and “utterance” (also written) dictates the intonation of spontaneous oral speech.

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

If a linguistics specialist is ready to engage, for example, in self-education in the field of linguistics, first of all he must choose one of the already developed elective courses or create his own course, read the literature for it, and develop topics for research. We offer, as an example, the following complex: lesson program, literature for students and teachers, topics for teaching and learning activities.

Example

Program for the elective “Sociolinguistic view of 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 influence 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. The relationship between the literary Russian language and the modern Russian language.

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

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

7. The influence of various factors (age, education, place of birth, gender) on a person’s speech behavior.

8. A generalized speech portrait of representatives of a certain social stratum (using 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. Specifics of female and male speech behavior.

11. Nonverbal communication. Features of nonverbal communication of men and women.

12. Topics 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. Linguistic features of family communication. Occasionalisms and precedent statements. Collection and analysis of materials from live speech communication in the family.

Literature for students and teachers

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 modern Russian literary language. 3rd ed. M., 1989.

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

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

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

7. Kitaygorodskaya M.V., Rozanova N.N.. Modern urban communication: development trend (based on Moscow). Application. Texts. In the book. "Russian language of the late twentieth century." M., 1996.

8. Kostomarov V.G.. Linguistic taste of the era. St. Petersburg, 1999.

9. Kreidlin G.E. Men and women in nonverbal 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 the linguistic personality // Scientific traditions and new directions in teaching 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. M.: 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 Russian Language. V.V. Vinogradova. 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.

Topics of educational and research work

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 (using the example of the feature film “Gentlemen of Fortune”).

Another important guideline in choosing a topic research work – conference topic, 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 a student choose a topic for research work. There are also correct, successful decisions. The organizers of one of the leading linguistic conferences - the open urban scientific and practical conference "Linguistics for All" in Moscow - annually change the theme of their conference and detail the direction of possible research.

Examples

Language and Politics (2004)

Political terms of different times and peoples, their etymology.

Peculiarities of the language of political documents among different nations.

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

Creating a linguistic image of a politician.

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

State language policy, languages ​​of interethnic and international communication.

Language 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 literary norms in various languages, the process of formation of a literary language, the path from dialect to literary language.

Historical changes in phonetics, grammar, vocabulary of the world's languages, history of borrowings, etymology of words from certain areas of culture, history of punctuation marks, 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 writer's creativity, 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 Slavonic on Russian, Latin on European, etc.).

Modern tendencies development of Russian and other languages.

Language Contacts (2006)

The correspondence of linguistic means to the communication situation, the specificity of different functional styles of language.

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

The influence of languages ​​on each other, borrowing.

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

Language manipulation. Linguistic 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, communicative failures.

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

Nonverbal languages ​​of communication among different peoples (facial expressions, gestures, etc.), their relationship with traditional linguistic 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 Crossroads of Sciences (2007)

Linguistics and psychology. Problems of language acquisition by children, psycholinguistic aspects of learning foreign languages, compilation and use of associative dictionaries, research into 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 (sex-related) differences in speech.

Linguistics and computer science. Linguistic problems of information retrieval, analysis of linguistic 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 and etc.

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

To show how the proposed directions are embodied in specific topics, we present some research topics presented at one of the sections of the conference “Linguistics for All” 2006 (“Language Contacts”).

Example

Section No. 2.
Nonverbal and virtual communication

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

2. The language of the tea party.

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

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

5. Nonverbal accompaniment of communication in I. Turgenev’s novel “Fathers and Sons.”

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

Let us emphasize once again that the areas of research proposed by the conference organizers are only a starting point for posing a problem, which you and your students will clarify and specify.

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

Good topic:

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

interesting to the scientific supervisor;

relies on knowledge acquired through basic education, deepens and expands it;

corresponds to the scientific principle;

accessible: appropriate to the age, knowledge, and abilities of the researcher;

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

contains a problem that needs to be solved.

On initial stage usually the main direction of the research is highlighted, the topic is clarified and its final formulation occurs later, when the text of the work is written and preparations are made for presenting 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 mistakes are most common when formulating topics for educational and research works?

Problems of the Russian language at the present stage.

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

The language of Internet communication.

Knotted writing among the Slavs.

Change in vocabulary with the meaning “food” in the thematic group.

Russian culinary vocabulary and its origin.

Violation of literary language norms in television advertising.

Slang as an independent phenomenon in the Russian language.

The names 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 for schoolchildren.

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

Graffiti of the Elbrus region. An attempt at classification.

Classification of borrowings in the Russian language.

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

This sonorous name is Russia, Rus.

Modern schoolchildren’s understanding of the vocabulary of classical literature (using the example of N.V. Gogol’s poem “Dead Souls”).

Speech portrait of a modern lyceum student. Lexical level.

The problem of protecting the modern Russian language.

4. Choose the most interesting direction for you in studying the Russian language and try to formulate 3-4 topics for the URI that meet the principles set out in the lecture.

Publications about the conference of educational and research works of schoolchildren

Drozdova O.E.. School linguistic conference // RYAS, 1997, No. 4.

Drozdova O.E.. Conference “Linguistics for everyone”: a story with continuation // RYAS 2003. No. 3.

Abramova S.V.. “Linguistics for everyone” - 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. candidate of psychology n. A.S. Obukhova. M.: Research Institute of School Technologies, 2006. pp. 473–478.

Programs of elective and optional courses in the Russian language

Baranov M.T.. Course program “The Life of Words and Phraseological Units in Language and Speech” for grades 8–9. (At the choice of students) // RYAS, 1991, No. 4.

Bystrova E.A. Elective course program “Russian language and culture” for humanitarian schools // World Russian word, 2003, № 4.

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

Maksimov L.Yu., Nikolina N.A.. Course program “Language of Fiction”. (At students' choice). // RYAS, 1991, No. 4.

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

Tikhonova E.N.. Dictionaries as a means of understanding the world (optional course for grades 10–11 in the humanities) // Software and methodological materials: Russian language. 10–11th grades / Comp. L.M. Rybchenkova. 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 // RYAS, 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 scientificity and scientism, which is manifested in the abundance of terms and ponderous grammatical constructions characteristic of the scientific style of speech, in the formulation of the topic of scientific research.

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.
(Fourth international open competition of school research works on humanitarian problems of our time in Russian (integrative international megaproject). M.: Prometheus, 2002.

Some developed in last years Course programs are indicated in the list of references after the lecture.

When compiling the program, materials from an article by M.B. were used. Uspensky “In situations of verbal communication” // RYASh, 2001, No. 1; as well as the textbook by V.I. Belikova, L.P. Krysin. "Sociolinguistics". M., 2001.

7 The work presents a program of classes on the problem of verbal and nonverbal communication, but its addressee and place in the system of classes in the Russian language are not specified.

8 The course is designed for university students, but the author believes that it can also be used in a school setting.

Berestovaya Anna

Study of oral speech of modern schoolchildren.

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MBOU Krylov Basic Secondary School

Project on:

Work completed:

Berestovaya Anna, 6th grade student

Head: Klimenko L.V.,

year 2012

Research work on the Russian language on the topic:

“Lexicon of students in grades 5-9 of my school.”

Performed: Berestovaya Anna, 6th grade student of the Krylovskaya Osh Municipal Budgetary Educational Institution

Project Manager:Klimenko Lyubov Vasilievna,

Teacher of Russian language and literature

Subject: Russian language

Objective of the project:

Project objectives:

1. Determine the place of non-common vocabulary - dialectisms and professionalisms - in students’ speech.
2. Define the concepts of “jargon” and “slang”.
3. Conduct a sociological study (questionnaire) among middle school students to determine:

1. reasons for schoolchildren’s use of jargon.

1. Systematize the material.

Hypothesis: jargon -

Working methods and techniques:reading and analysis of scientific literature, questionnaires, analysis of questionnaires, collection of frequently used profanity.The results of the study will be presented in the form of a report at a Russian language lesson.

Object of study: students of grades 5-9 of the Municipal Budgetary Educational Institution Krylovskaya Osh.

Introduction
1. Explanatory note
1.1. Area of ​​study, object of study.
1.2.Relevance of the topic.

1.3. Formulation of the purpose and objectives of the study.
1.4. Stages of research. Research methods.

2. Theoretical research
2.1. Dialectal vocabulary. What place do dialectisms occupy among other groups of words? Are they in demand nowadays?

2.2.Professional words in students’ vocabulary.
2.3.What is slang?

2.4. Youth slang.

2.5. Reasons for using slang.

3. Case studies
3.1. Conducting a survey of students to determine:

1. circle of the most common slang words,
2. frequency of jargon use,
3. clarifying the attitude of schoolchildren to youth slang.

4. Conclusion

5. List of references used

6. . Applications

Introduction

From first to eleventh grade we study Russian. This is one of the most difficult school subjects. But no one doubts that it is necessary to study Russian. Who needs? For me, my friends and classmates, those who will come to school after us. To my children, grandchildren. To all of us, Russian people. I sincerely believe that the Russian language is “great and powerful” because it is the language of Pushkin, Gogol, Chekhov and other classics of Russian literature.

However, what do we hear today from the lips of modern youth? “You have a cool outfit,” “We had a great time hanging out today.” What is the “greatness” and “power” of the language of modern youth and schoolchildren? Fight them or accept them? This contradiction contributed to the emergence of interest in the study of students’ vocabulary and determined the problem of my research.

1. Explanatory note

1.1. Field of study– jargon and youth slang as a layer of vocabulary closely related to the life of a modern schoolchild.
Object of study – oral speech of students at my school
Research base– students of grades 5-9

MBOU Krylovskaya basic secondary school.
1.2. Relevance :
- limited vocabulary is common among schoolchildren, but its origin is not sufficiently represented in Russian language school textbooks;
- youth slang and jargon are phenomena that are present everywhere, and familiarity with them will help expand knowledge about the lexical composition of the language and deepen knowledge of the Russian language in general;
- the study of vocabulary that is limited in use allows you to connect linguistic knowledge with life, increases observation and teaches you to find interesting and unexplored things around you;
- work on the topic makes it possible to find out the attitude of schoolchildren towards youth slang, as well as to identify the reasons for the use of such vocabulary by students.
1.3. Purpose of the study:analyze the speech of modern schoolchildren from the point of view of their use of commonly used and restricted vocabulary and determine ways to replenish the vocabulary of students at my school.

Hypothesis:

in the speech of students, vocabulary that is limited in use predominates: slang, jargon - frequently used means in the speech of schoolchildren, their use is associated with the desire to stand out among people, to be modern; slang words form semantic groups associated with the life and activities of schoolchildren. Is it so?

Tasks:

1. Determine the composition of groups of commonly used vocabulary in the speech of schoolchildren.
2. Define "slang".
3. Conduct a sociological study (questionnaire) among schoolchildren in grades 5-9 in order to determine:

Are dialect and professional words used in schoolchildren’s speech?

A range of the most common words of youth slang and slang words;

Reasons for schoolchildren using slang and jargon.

1. Analyze the survey results and place conclusions in diagrams.
2. Draw conclusions on the research topic.
3. Make a computer presentation.

1.4. Research stages:

Studying scientific literature, selection of theoretical material.

Conducting surveys, processing results.

Writing a project.

Creating a Computer Presentation

Research methods:
- method of collecting information (studying popular scientific literature, observation);

Collection of vocabulary;
- survey;
-analysis, comparison;
- statistical research (counting, calculations).

2. Theoretical research.

2.1. Dialectal vocabulary. What place do dialectisms occupy among

Other groups of words? Are they in demand nowadays??

VOCABULARY

The vocabulary of the Russian language in terms of the scope of its use can be displayed in the table:

If the word in modern Russian

used freely

unlimited

not included freely

vocabulary used

used in a certain field of activity (science, office work, etc.):hyphen, rasp, overlap, scalpel, easel

used by a certain group of people to name objects that have in the literary language their names: packed (rich), wheelbarrow (car), computer ( computer )

used in a certain territory:

golitsy (mittens), beetroot (beets), gai (forest)

Common vocabulary

Professional vocabulary

Dialectal vocabulary

Slang vocabulary

Many words in the Russian language are known to all the people and are used by everyone. These words arecommonly used, For example : water, earth, sky, bird; green, blue, long; walk, think, talk.

But there are words in the Russian language that not everyone knows and uses in their speech. Thisuncommonwords. Commonly used vocabulary includesdialectal, professional, slang words and words of youth slang.

Dialect vocabulary includes words whose distribution is limited to a particular territory. They have phonetic, morphological and syntactic features, as well as specific vocabulary. Based on conversations with parents, grandparents, and communicating with my peers, I came to the conclusion that there are dialectisms in the speech of students at my school. They penetrate into the speech of schoolchildren through communication with elders. In an official setting (in the classroom), children tend to speak the standard language, and at home, some of them also use a dialect. These are words like: kurchata (chickens), koshelka (basket), tsibarka (bucket), beetroot (beets), dite (child)and others. However, there are not so many dialect words in the speech of our schoolchildren. As a result of the survey, it was revealed that dialect vocabulary is very rare in the vocabulary of students in grades 5-9. I have identified several reasons for the rare use of dialects:

1. Some argue that dialectisms are the vocabulary of the older generation, older people;
2. Others believe that nowadays using dialecticisms is irrelevant, funny and, as the guys say, “old-fashioned”;
3. Some answered “I don’t know” what dialectisms are.

Of course, it’s a pity that in our speech there are fewer and fewer dialect words, but what expressiveness and emotionality they give to the language! For example, M.A. Sholokhov’s story “Nakhalenok”. In this story, the writer uses a lot of dialect words used by the Don Cossacks. And when we read how Mishka or his grandfather, mother or father speak, we find it funny, and we are transported to the Cossack village of the beginning of the last century. And I think that we should not completely forget those words and expressions, the language that our grandfathers and great-grandfathers used.

The meaning of an incomprehensible dialect word can be found out from the Explanatory Dictionary

2.2.Professional words in students’ vocabulary.

To special vocabularyterms and professionalisms of limited use. Words associated with the characteristics of the work of people in a particular specialty or profession are calledprofessionalism. For example , hyphen, carburetor, stamp, turnover, scalpel.

Term - this is the scientific designation for the concept(syntax, inequality, climate, island, monitor, subject and others.

In the speech of parents engaged in different types activities, there are names of different objects. Such words pass from the parents' vocabulary into the children's vocabulary. As a result of the survey, some professional words and expressions that students know and use in speech were identified. For example,, battery, radiator, gearbox, crop rotation, agricultural technology, medicines, pediatrician, ophthalmologist, ENT.

2.3 What is slang?

There are several definitions of slang.

Slang - the speech of a group united by common interests, containing many words and expressions that differ from the common language and are not completely understandable to others.

Slang - this is a variant of colloquial speech that does not coincide with the norm of the literary language. What is slang for?

Slang makes speech more concise, emotionally expressive, the speaker can more fully and freely express his feelings and emotions. (Let’s compare two expressions. In bookish, literary language: “I feel a strong pleasant feeling from this song.” In slang: “I’m just in awe of this song!”) The most successful definition of slang, in my opinion, is this:

Slang - words that live in modern language full life, but considered undesirable for use in literary language.

2.4.Youth slang

Youth slang- a social dialect of people aged 13 - 30 years old, which arose from opposition to the older generation and the official system, and is distinguished by a colloquial and sometimes rudely familiar coloring

In my opinion, the concept school slang - a type of speech that does not coincide with the norm of the literary language, used by a narrow circle of people united by common interests, occupations, and position in society. From this definition it follows that slang refers to vocabulary of a limited scope of use and

used primarily in oral communication. Slang was, is and will be in school vocabulary. It can neither be prohibited nor abolished. It changes over time, some words die, others appear, just like in any other language. Of course, it’s bad if slang completely replaces a person’s normal speech. But it’s impossible to imagine a modern schoolchild without slang at all. The main advantages here are expressiveness and brevity.

It is no coincidence that slang is currently used in the press and even in literature (and not only in the detective genre) to add liveliness to speech. Even high-ranking government officials use slang expressions in their speeches. Therefore, one cannot treat slang as something that only pollutes the Russian language. This is an integral part of our speech.

2.5 Reasons for using slang.

Slang is a type of non-literary speech. Slang is most often used by teenagers and young adults.

Let's assume that slang in students' speech is a means of everyday speech. The question arises: why do schoolchildren talk this way, why has slang become firmly established in everyday life?

To answer this question, I conducted a language study: I ​​surveyed students and conducted observations (in lessons, during breaks, and outside of school). I found out that students in grades 5-9 at my school actively use slang in their speech, which is characterized by a bright expressive and stylistic coloring, so it easily turns into everyday speech, into vernacular speech.

In the questionnaires, I asked to indicate the words that the guysused most often. Analysis of the research work and my observations made it possible to identify the following semantic groups of slang in students’ speech:

	Group name	Examples
	Body parts	Rake, blanks (hands), pack, tower (head), countersinks, eyesores (eyes), mittens (mouth), locators (ears);
	Words denoting people by profession	teacher (teacher), driver (driver), historian (history teacher), cop (policeman);
	Appliances	box, telly (TV), mobile, cell phone ( mobile phone), computer (computer), video recorder (video recorder), video recorder (DVD);
	Transport	motik, motak (motorcycle), bike (bicycle), wheelbarrow (car), nine, ten, fifteen (car models)
	Words denoting people by kinship	ancestors, relatives, rodok (parents), papan, papa (dad), maman (mother), sister (sister), bratva (friends), bratukha, brother (brother), men (boyfriend)
	Studies	homework ( homework), deuce (score “2”), nickel (score “5”), kontroshka
	Food	havka, havat, havchik, zhrachka (food), shop, shop (shop), canteen (dining room)
	Money	grandma, loot, bucks, thing
	Words of evaluation	cool, cool, lafa, good, awesome, thrill (good, excellent), cool (interesting), cool (excellent), a hundred pounds, specifically (accurate), by nature, real (true), vosche (admiration), shameful, dumb, lame (bad, ugly), lucky (lucky), garbage (very simple)
	Verbs	fuck off, get off, get off, get off (go away, leave me alone), talk (talk), make fun of (joke), load (bother), break off (failure), go crazy, be stunned (surprised), stir up, prick (deceive), tear off (get ), have fun (relax), goof off, trudge (very well), fade away, wind up (run away), stare, stare (look), smile (smile), load (bother, pester), sew, hammer (kill), disappear, run away (go away), run over (threaten);
	Words that designate people by their quality of character	rat, ram, pig, dog, elk, sucker, loshara, brake, six, woodpecker, goat, schmuck, big guy, cow

As a result of the study, it was found that students actively use slang in their speech. The use of non-literary vocabulary is most often observed when schoolchildren communicate with each other and when expressing any feeling (surprise - cool!, delight - wow!, irritation - back off, etc.) But an interesting fact is that sometimes without context , very often these words and expressions are accompanied by facial expressions and gestures. Because without them it can be difficult to understand the meaning of a statement. This is confirmed by the fact that 7th grade students were not able to find all the matches to slang words and expressions (for example, the word “go crazy” without application to some situation turned out to be difficult to explain). Depending on the situation, words can express a variety of, even opposite, emotions: disappointment, irritation, surprise, joy. For example: Well, damn it, come on! (surprise), Don't bother me, damn it (irritation), Great, damn it! (delight), etc. Students believe that the emotions and feelings that overwhelm them cannot be expressed literary language(one of the reasons for using slang).

3. Case studies

3.1. Conducting a survey of students to determine

The question I asked the students seemed logical: “Why do you use slang?” It turned out that the most popular answers were “It’s fashionable, modern”, “It helps to assert oneself.” I realized that the guys, using slang, follow fashion, they are afraid of seeming funny, a “black sheep” if they start speaking in literary language. In addition, there is an element of self-affirmation, a kind of protest against the surrounding reality.

The second most popular answer: “Slang makes speech clearer to friends.” Several people responded that slang adds liveliness and humor to speech. To the question: “When you grow up, will you use slang?”, many answered no. This suggests that the use of slang by adults is unacceptable, in their opinion, and at the same time seems to confirm the thesis that slang is largely a youth phenomenon. At the same time, I found it interesting to observe the qualitative use of slang: fifth- and sixth-graders most often use words expressing emotional assessment (cool, cool, cool) and words related to school life (fizra, liter, German); high school students expressed the idea that when strangers(adults, teachers) try not to use slang in their speech.

From conversations with adults, I found out that before, when they were at school, slang was present. They named the following words: damn it, state assessment, bullshit, spur, but the use of these expressions was low, these words were not “thrown around” openly, it was considered shameful to utter an unliterary word out loud in front of an adult. The teachers at our school know a lot of modern slang words, some sometimes use them as a joke.

4. Conclusion.

In my work, I tried to explain the reasons for the use of slang as an element of students’ everyday speech. The kids at my school actively use non-literary vocabulary in their speech. The study of non-common vocabulary in speech proves the presence of slang, dialect, professional, slang words and expressions in the vocabulary of schoolchildren.

Most of all, the children of my school use slang as an expressive means in their speech, considering it fashionable. In this way they want to create their own world, different from the world of adults. It was also found that the use of slang is a kind of protest against the “gray” reality, it is an element of self-affirmation, the desire for independence and independence. An important factor is the influence of the media on a student’s speech. In addition, it has been established that schoolchildren treat slang as a temporary phenomenon in their speech. Some students did not think at all about how they spoke.

I found out that slang has existed for a long time (since the times of our mothers and grandmothers), but the degree of use of this phenomenon in the language has increased in our time. Therefore, the hypothesis that I put forward is correct - vocabulary that is limited in use predominates in students’ speech. In the first place are slang and jargon, and dialectisms and professionalisms are very rare. This means that our task is to learn to use this vocabulary appropriately in accordance with the communication situation. Be aware of the impossibility of its use in standardized speech. To get rid of the negative impact of limited vocabulary. You need to know the literary norms well language norms pronunciation, stress, inflection, pronunciation.

6. List of used literature

1. S. I. Ozhegov. – Dictionary of the Russian language. - (edited by N. Yu. Shvedova), - M.: “Russian Language”, 1989
2. V.V. Volina I learn the world, the Russian language. - M.: AST, 1998.

3. D. E. Rosenthal M. A. Telenkova – Dictionary linguistic terms(electronic variant).

4. L.I. Skvortsov. Jargons / Russian language: encyclopedia. - M., 1979.

5. O.L. Soboleva. School Student's Handbook. 5-11 grades. Russian language/ M.: AST. 2003.

6. V.V. Sokolova. Culture of speech and culture of communication. - M.: Education, 1995.

7. Internet materials

7. Applications

Survey questions for students:

1. What is youth slang?

1. Do you know the words of youth slang? (Not really)

1. Do you use these words in your speech? (often, rarely, never)

1. Highlight the ones you use most often.

1. For what purpose do you use them?

A) You think it’s fashionable and modern.

B) Needed in speech to connect words.

C) They help overcome the lack of words in my speech.

D) Make speech clearer for friends.

D) They help to assert oneself.

E) Add liveliness and humor to your speech.

7. Could you do without slang words and expressions?

A) Yes.

B) No.

B) I didn’t think about it.

8. Do you try to do without them?

A) Yes.

B) No.

B) I didn’t think about it.

Answer options	5th grade	6th grade	7th grade	8th grade	9th grade
Yes
No
Didn't think about it

The answers show that with age, students understand that their speech is incorrect and try to correct it. At the same time, students do not think about how they speak.

9. When you grow up, will you use slang?

a) Yes

b) No

c) I didn’t think about it

A sample survey of 6th and 7th grade students revealed their attitude to the use of jargon. A total of 14 people were interviewed.

When asked why students use jargon, the data presented in the table was obtained:

		6th grade	7th grade	Total
	Fashionable, modern
	Needed in speech to connect words
	Make speech clearer
	Something other

Having considered this issue, we can draw the following conclusion: the main reason for using jargon is to organize communication among peers, and it is also a “pursuit” of fashion and modernity. The everyday speech of schoolchildren is full of jargon and it is almost impossible to eliminate them. However, it must be remembered that slang vocabulary is not the vocabulary of cultural, educated person and you always need to remember in what area of ​​speech communication it is permissible to use.