Entertaining material on the Russian language. Philological games and tasks. Philological games and tasks in linguistics lessons in high school Linguistic games for children

A valuable method of stimulating interest in learning is the method of using various games and game forms of organization cognitive activity in classes with students and schoolchildren.

The most budget-friendly game form is a language game, part of which is verbal (not acting) and verbal role-playing games.

It is also advisable to highlight linguistic educational games.

What is the difference?

Word game is a game with words. The game takes place exclusively through verbal interaction between the players. Verbal play is aimed not only at developing linguistic flair, but also at developing attention and memory.
Verbal role-playing games-- variety role playing games with a complete absence of a material component: the game takes place exclusively through verbal interaction between the players, describing the actions of their characters, and the master, describing the realities of the surrounding world and the reactions of the master characters.
Linguistic game is a language game associated with the study of language and the enrichment of speech, with the development of logical thinking, communicative features of speech from the point of view of taking into account the lexical, grammatical, orthoepic, syntactic features of speech.

Therefore, linguistic games are: orthoepic, lexical, grammatical, syntactic.

Linguistic game “Hidden Motives”

Surely, in the life of every person there was a situation when he committed some action and could not explain why he did this or that way. Unraveling possible hidden motives is possible through a consistent analysis of previous events.

What we are working on: logic of speech.

Rules: We divide the group into pairs (sometimes it’s easier to unite not in pairs, but in triplets). In each pair, one of the participants tells a situation that he cannot explain. The partner, through leading questions, tries to find out the facts and connect them into syllogisms.

A syllogism is “a form of inference, reasoning, when a third, conclusion, is derived from two given premises or judgments.”
For example, everyone students take exams in the summer. I'm a student, which means I have exams in the summer.

In the second round, the interlocutors change places. Then comes reflection.

Word game “One day in the life”

The essence of the game: choose any profession with your students. Together, you compose a story from only nouns (verbs, adjectives) about the working day of a professional.

For example, a story about a teacher’s day: bell-breakfast-lesson-question-answer-A-grade-teacher’s-principal-scandal-lesson-bell-home-preparation-sleep.

Important condition: Before naming a new noun, each player must repeat everything that was named before him. Then the story will be perceived as a complete work. To better remember the named nouns, I advise you to carefully look at all the speakers, as if associating the word with a specific person.

Word game “New Dictionary”

We usually play in a circle with students as a warm-up for any lesson.

The essence of this game is to come up with new meanings for ordinary and all familiar words.

For example: a boyfriend is a fish soup lover, a monster is a volcano, a priestess is a woman who loves to eat, etc.

The one who selects the most interesting words will win. The time allocated for preparation is agreed upon in advance.

Word game “Taboo”

When I need to get listeners/students and pupils talking, or bring them to the topic of the lesson, or repeat previously studied material, I use word game"TABOO".
The rules are simple: the student/student receives a card with a word written on it. It needs to be explained. And under this word, or next to it, there are several more that cannot be used in the explanation.
Other students must guess this word.

It is better to prepare cards yourself - for a specific topic (for example, an essay-reasoning - for students, or general scientific terminology - for students).

Linguistic game “Sound Images”

The teacher reads/displays the words of the writer E. Zamyatin:
“Every sound of the human voice, every letter, in itself evokes certain ideas in a person, creates sound images. I am far from attributing a strictly defined semantic or color meaning to each sound, however
The sound [r] clearly tells me about something loud, bright, red, hot, fast.

[l] – about something pale, blue, cold, smooth, light.

The sound [n] is about something tender, about snow, sky, night:

The sounds [d] and [t] are about something stuffy, heavy, about fog, about darkness, about something musty.

The sound [m] is about sweet, soft, about mother, about the sea.

[a]- is associated with latitude, distance, ocean, haze, scope.

C [o] - high, blue, womb:

S [i] – close, low, squeezing.”

Assignment: come up with words starting with the letters RLNDTMAOI. Ask students to voice their sound images.

Word game “Letters-Letters”

One student thinks of a word for another, which he must explain to the others, but he can only use words starting with one letter, for example, “p” (any except those with the same root). That is, the word “house” will have to be explained, for example, like this: “built - I live.”

If you couldn’t guess right away, you can throw in additional associations: “building, room, space, the simplest concept...” And finally add, for example, “Perignon” - by association with Dom Perignon champagne.

If the guessers are close to winning, then the teacher will use comments like “approximately”, “approximately”, “almost correct” - or, in the opposite situation: “bad, wait!” Usually, after the word is guessed, the person explaining comes up with a new word and whispers it in the ear of the person who guessed it - he becomes the next leader.

Word and language games are in a great way increase the effectiveness of classroom training. They can be used at various stages of the lesson: at the beginning - to create a favorable atmosphere and repeat material that will be used in the future in speech, in the middle or end of the lesson - to relieve fatigue, at the end of the lesson, when there are a few minutes left before the bell and there is no point start some more serious exercise.

Linguistic game "Russian language experts" (for grades 10-11)

Target: attract the attention of schoolchildren to learning the Russian language, develop the ability to use knowledge in non-standard situations, and develop a sense of camaraderie.

Tasks:

educational - repeat and consolidate students’ knowledge on topics studied in middle school;

developing - to develop skills for the practical solution of assigned problems, to promote the development of students’ speech, thinking, memory, and creative activity;

raising - develop skills in working in groups by turning Special attention on issues of mutual assistance, control and self-control, instilling interest in the Russian language and subject.

Preparatory stage: The time for the quiz is announced a week in advance, teams are formed, and participants come up with a team name, motto, and greeting to their opponents.

Class design: statements about the Russian language,festive decoration, task cards, gong, music.

Implementation time: 45 minutes

Scenario

linguistic game “Experts of the Russian language” for grades 10-11.

Goals: hold an event dedicated to the Russian language; enhance knowledge of the Russian language; broaden the horizons of students; develop them Creative skills, ingenuity, dexterity; instill a love for the Russian language; contribute to the unity of the class team.

Preparation: decorate the class with statements about the Russian language famous people, for example: “In days of doubt, in days of painful thoughts about the fate of my Motherland - you alone are my support and support, oh, great, powerful, truthful and free Russian language!” (I.S. Turgenev)

I have the key to all sciences,

I am familiar with the whole universe -

It's because I own

Russian all-encompassing language.

Semyon Danilov

Presenter 1. Do you think we are familiar with the Russian language?

Presenter 2. That we know each other, I agree. After all, this is our native language - we speak it, read it, write letters, hear it on the radio and from TV screens. But how well do we know him? Are there many grammatical errors in your notebooks? You will say that few people know how to write completely without errors. But don't be upset. Remember, the great poet A.S. Pushkin believed that mistakes are common in Russian speech.He even confirmed this in his poetry, saying:
Like rosy lips without a smile,
No grammatical error
I don't like Russian speech .

Presenter 1. The great poet always appreciated a good joke. And in this case, he was undoubtedly joking. After all, by studying his manuscripts, scientists were able to find a completely insignificant number of errors. Oh, Pushkin was a great expert on the Russian language.

Now, friends, let's check if you speak Russian well. Let two teams enter the competition today, and we will determine experts in Russian speech.

Presenter 2. The floor is given to the teams.
Presenter 1. Today, the meeting participants will have to go through exciting tasks. And to judge who will complete the task faster and more accurately will be our respected jury, which includes...
So, let's start the game.

Competition "Warm-up"

Presenter 2.Assignment: answer the questions (whoever gives the correct answer faster from the team gets 1 point).
1. Let's turn to history. In 863, an important event occurred in the life of the Slavic peoples. Name it. (Two brothers, learned monks Cyril and Methodius compiled the Slavic alphabet). 1 point

3. What was the name of the ancient Slavic alphabet? (Cyrillic).1 point

And now questions for ingenuity.

1. What do they say when a fish gets off the hook? Determine the part of speech. (Eh! Interjection). 1 point

2. Which state begins with “A” and ends with three “I”s? (Austria). 1 point

3. They hang him, becoming despondent; he is bullied, arrogant; they shove it everywhere, interfering in things that aren’t their business. (Nose). 1 point

4. Not flowers, but withering; not their hands, but clapping them if they don’t understand something; not laundry, but they are hung out by overly gullible experimental subjects. (Ears). 1 point

5. It is in the head of a frivolous, frivolous person; it is advised to look for it in the field when someone has disappeared without a trace; words and money are thrown at him by those who do not value them. (Wind). 1 point

6.Do newspapers and books have legs? (Yes: they sometimes say that he took a book or a newspaper upside down). 1 point

7. Which verb has a hundred negatives?(Moans). 1 point

Captains competition

Presenter 1.Now we ask the captains to come out. To youThe next task needs to be completed. Try saying the tongue twister: “There is grass in the yard, there is firewood on the grass.”But this tongue twister is quite simple. Now each of you will have to complete a more difficult task. Tongue twisters are written on the sheets. You have to read them quickly and without errors.

1. Thirty-three ships tacked, tacked, but did not tack.

2. You can’t talk through all the tongue twisters, you can’t talk through them, you can’t talk through them all.

Competition “Guess the proverb”.

Presenter 2.Answer the question by remembering the famous proverb. For each correctly guessed proverb, the team receives 1 point.

1) what can’t you cut out with an axe? (What is written with a pen).

2) why is debt red? (By payment).

1) where are the devils? ( In the still waters).

2) what does money love? (Check).

1) what should you do when you call yourself a mushroom? (Climb into the back).

2) which sled should you not sit in? (Not yours).

Competition "Grammar Arithmetic".

Presenter 1.Three examples are given for each command. Assignment: solve examples.

First team: Ditch + pose = ? kind of transport. (Locomotive). 1 point

Kippah + satin = ? musician. (Pianist). 1 point

Melancholy + steam + seam = ? milk product. (Sour milk). 1 point

Second team: Ocher + under = ? view water transport. (Steamboat). 1 point

Paste + wedge = ? one type of music playback. (Plate). 1 point

Face + foam = ? a bird with a large crop. (Pelican). 1 point

Competition "Exemplary Speech".

Presenter 2.Task No. 1: put emphasis on the words:

catalogue, apply, facilitate, simultaneously, quarter, ripped off, award, cakes, provision, include, bows, blinds, facsimile.

For each correctly placed accent 1 point.

Presenter 1.Task No. 2: find speech errors and explain them:

1) opens inward 1) bought for free 1) unlikely

2) loaf of bread 2) cut in half 2) proud posture

For each correct explanation 1 point.

Competition “How do they talk about it?”

Presenter 2. Assignment: choose a phraseological unit that is suitable in meaning.

1. About someone who often changes his decisions.(He has seven Fridays a week). 1 point

2. About a person who is difficult to make believe or convince of anything.(Doubting Thomas). 1 point

3. About a meek and harmless person. (Wouldn't hurt a fly). 1 point

4. About a talkative person. (He has a tongue without bones). 1 point

5. About a situation where danger threatens from two sides. (Between two fires). 1 point

6. About a lazy person. (Eat and got tired, slept and got tired).1 point

Competition "Verb".

Presenter 1.Write down as many verbs as possible that without "no" are not used.

(Hate, be indignant, be perplexed, dislike, misunderstand, feel unwell, rage, lack sleep, feel unwell, feel unwell...)

1 point for each word

Competition “Do you know fables?”

Presenter 2. Determine what fables these winged words are from.

4. “And a flatterer will always find a corner in the heart.”("A Crow and a fox"). 1 point

2. “And the casket just opened.” (“Casket”). 1 point

3. “The jumping Dragonfly sang red summer.” (“The Dragonfly and the Ant”). 1 point

4. “It’s your fault that I want to eat.” ("The Wolf and the Lamb") 1 point

Competition "Money in Rus'".

Presenter 2.Assignment: in our country the main currency in circulation is the ruble. Do you know other names of monetary units that existed in Rus'? Name them in one minute. (Polushka, penny, denga, altyn, hryvnia, nogata, chervonets.)1 point for each word.

Competition "What's in common?"

Presenter 1.Task: Is it a coincidence that the first syllable in the words compote and composer coincides? Give me your answer in a minute. (Both words initially carry the general idea of ​​collecting, assembling. Compote is something that is cooked from different fruits or berries collected together; composer is the one who collects a melody from individual sounds).
2 points.

Summing up the game. The jury's word.

We communicate using words. Words describe all our feelings, the surrounding nature and everything created by human hands.

The word is a very gentle creature. Replacing, adding or subtracting one letter can completely change the meaning of a word. Words, like people, are born, live and die. But there are long-lived words that live for thousands of years (bread, water, air).

Even in early childhood, as soon as we learn to speak, we begin to change existing words and invent new ones.

At GOU Secondary School No. 832 of the Southern Administrative District of Moscow, the curriculum includes a number of non-standard academic subjects aimed at studying the word: linguistics, literacy courses, rhetoric. To form a modern linguistic personality, the lessons in the Russian language school course that are included in the program are not enough. True mastery of a language consists of more than just mastering spelling, punctuation, etc. Schools should develop in children an attitude towards human language as universal tool and the object of knowledge. The linguistics course, introduced several years ago, is designed to teach children to compare, analyze linguistic facts, and develop interest in language. Linguistics lessons are taught at our school in gymnasium grades 5-7; in grades 8-9 there is a creative laboratory “Linguist”, designed to support the project and research activities of students.

In these lessons, I often introduce word games to the children. These can be crosswords, chainwords, squares, linewords related to philological work, tasks on searching and constructing words. They contain a large amount of vocabulary and fragments of works of art. They illustrate the richness and possibilities of the Russian language. The vocabulary of such exercises is very diverse. Such different linguistic material contributes to successful mastery of words and an increase in literacy levels.

In linguistics lessons I pay special attention to problem solving. Precisely tasks, because, unlike various kinds exercises and tasks, it needs to be solved, i.e. the answer does not lie on the surface, but is achieved as a result of certain logical operations, while the solver can prove the correctness of the answer. The self-sufficiency of the problem is manifested in the fact that all the material necessary to solve it is contained in the condition and the solver is not required to have special knowledge or training. The linguistic task thus embodies the principle of problem-based learning, modeling in simplified conditions many elements of students’ creative activity. Students solving problems become familiar with the methods of analyzing linguistic material used in linguistics and independently “discover” many linguistic concepts, such as phoneme, morpheme, agreement and many others, although special terms are not used in the problem material itself.

Another feature of the tasks is also very important: they introduce students to a wide range of linguistic phenomena belonging to a variety of languages. Such tasks reflect the connection between linguistics and other sciences, for example, mathematics.

Problems on Russian language phenomena represent a special type. In addition to the data explicitly contained in the condition, the solver can use the information that he has as a native speaker.

Such phenomena allow us to gradually, sometimes unconsciously, solve a number of pedagogical problems:

• Develop skills and abilities to work with words, identify their meanings, look for the necessary concepts, determine spelling patterns, make anagrams, etc.;
• Actively expand the vocabulary of schoolchildren; actively use new vocabulary;
• Raise the level of culture of thinking and speech culture;
• Turn to literary works and thereby repeat material on literature and world artistic culture;
• Develop skills and the need to use explanatory and other dictionaries;
• Learn to clearly define specific goals in each case when solving a problem;
• To develop a taste for working with words, passion for solving intellectual problems, the ability to persevere in overcoming difficulties and not leave things unfinished.

I widely use such linguistic material in extracurricular activities when organizing quizzes, competitions, KVN, as well as in the above lessons. These engaging activities are age-appropriate and will arouse and maintain interest in the subject.

I will give examples of such tasks (various sources were used in their development: Alexandrova G.V. Entertaining Russian language. A fun textbook, 1998; Ladyzhenskaya T.A., Zepalova T.S. Develop the gift of speech, 1990; Rakov V.I. Philological crosswords and tasks, 2006; Zhurinsky A.N. Linguistics in tasks, 1995). The lesson topics below correspond to the thematic planning of the “Linguistics in Secondary School” program (

Fun questions that can be used in lessons on the topic “Homonyms”

Assignment: Answer the questions

1. What line can't any scientist read? ( Line, stitched on a typewriter).
2. Which forest never has leaves? ( Bor- chemical element).
3. Is all steam capable of rising? (Can't get up steam- arable land left without sowing).
4. Is every drum - musical instrument? (Drum also called parts that have the shape of a whole cylinder).
5. What kind of rocker can fly? ( Rocker- a genus of large dragonflies).
6. What key cannot open the lock? ( Key– source, musical sign).
7. What shoes don't have heels? (U shoes– devices for braking cars).
8. Which animal and which warship have the same name? ( Armadillo).

Exercises for use in the topic “Synonyms”

Task: Select the “third extra” word in each of the given groups of words, keeping in mind that the combination of two words in all groups is associated with the same lexical phenomenon (which?)

Fire, autumn, flame.

Alphabet, calligraphy, alphabet.

Naughty, cavalry, cavalry.

Throw, throw, jump.

Hurricane, rain, blizzard.

Task: Guess the joke riddles.

Which state is difficult to wear on your head? (Panama).

Which European capital stands on mown grass? (Paris on the Seine).

Which city flies? (Eagle).

Which river can you cut with a knife? (Rod).

What land never grows old? (New Earth).

Which wing never flies? (Airplane wing).

Game “Who is faster?” (used in the lesson “Phraseological Units”)

Assignment: choose phraseological units that begin with verbs:

Give (give the head to be cut off, give the floor, back up, hit the hat, give the heat).

Go (go uphill, keep up, go against the grain, go your own way).

Stand up (stand on your left foot, stand across your throat, stand in a dead end, stand across the road).

Take (pull yourself together, take over, take the bull by the horns, take over).

Get out (get away with it, get out of patience, go into orbit, get out into people, lose your temper).

Hold (keep a tight rein, keep a stone in your bosom, keep yourself in hand, keep your gunpowder dry, keep your eyes open).

Tasks used in the lesson “Grammar - the way language is structured.

Why do we need grammar?

Task: Phrase mother loves daughter usually understood as follows: “(who?) mother loves (who?) daughter.” But in some cases (for example, with special intonation or in context not the father, but the mother loves the daughter it can be understood differently: “(who?) mother loves (who?) daughter.” Come up with 5 other Russian phrases of the form “subject + predicate + object”, in which such ambiguity can also arise (i.e. the subject can be mixed with the object). All 5 phrases must have different grammatical parses (for example, differ from each other in gender or number of any of the members of the sentence); in this case, however, the predicate must be expressed by a verb in the present tense . (Answer: for example, seas surround continents. The sea resembles a steppe. Metal replaces wood. Haste increases fear. Silver replaces gold).

Tasks offered to students in the lesson

“Phonetic level of language. Sounds of speech"

Task: Determine whether the two words in the pair contain common consonant sounds and, if so, which ones:

1. row-yar
2. table-year
3. cat hatch
4. region-south
5. haystack guest
6. row-beast
7. pit-may
8. by her
9. royu-yar
10. mouth-shadow
11. tulle-south
12. spruce-net
13. awesome

Problems used in the Parts of Speech lesson

Assignment: given are complex numerals found in manuscripts and epics of the 12th-17th centuries: half a third hundred (250), half a hundred (55), half a fifth (4.5). What quantities were represented as numerals? half a hundred and half a third? Are there situations when we use this logic for denoting quantity when speaking in modern Russian? Are there any words in modern Russian that go back to complex numerals of this type? (550, 25. Designations such as half past six, quarter past two. One and a half).

Assignment: Try to come up with as many words as possible consisting of only prepositions. For example: the word SCOOP consists of five prepositions. To form words, use the following prepositions: in, to, for, on, over, about, from, by, under, with, for, with, at. ( Taste, wax, goat, bite, piece, bite, eye, slope, brace, pose, mow, blanket, taste, suction, radio, radius, skok, bevel, cattle, juice, sauce, bough, vinegar, bite, etc. d.)

Problem used in the topic “Slavic and Baltic languages”

Assignment: Russian words and phrases and their translations into Bulgarian are given in a mixed order: 1) rudder, awning, fan, brig, seine, sail, cobblestone, steering wheel, cherry jam, gear; 2) golyam kamak, ship paid, sail, old two-masted pay boat, stern kololo, helm, sweet from cherries, golyama ribarska mrezha, jagged kololo, canopy from toll. Set the translation of all Russian words and phrases.(rudder-helm, awning-canopy from the toll, fan-sail, brig-ancient two-masted toll boat, seine-golyama of the Ribarska mrezha, etc.)

Game “From Word to Word” (suggested for use in the lesson

“The word is the basic unit of language”)

Task: pairs of words are given. Having replaced two letters in any pair of words and formed new words, move on to another word. The order of letters cannot be changed.

WINTER-SUMMER (winter-strength-sieve-summer)

SPRING-AUTUMN (spring-mouth-lash-deer-fire-autumn)

DEW-FROST (dew-risk-start-proc-drain-inok-frost).

Entertaining poems used

in the lesson “Stress and intonation”

Assignment: Complete the poems with words, placing the correct emphasis in them.

*Open the tap and water will flow.
How did she come here?
-In the house, garden, vegetable garden
carried out...(water supply O d).

*If only I had a friend
There will be...(dos at G).

*Even though I'm called Sugar,
But I didn’t get wet from the rain.
Large, round,
Sweet to the taste.
Did you recognize it? I - ...(st. e cla).

*It tastes sweet, friends,
And his name is...(arb at h).

List of used literature:

1. Mechkovskaya N.B. Social linguistics. – M.: JSC Aspect Press, 1994
2. Alexandrova G.V. Entertaining Russian language. A fun textbook. – St. Petersburg: Triton, 1998
3. Drozdova O.E. Methodological recommendations for linguistics lessons in grades 5-8. M.: Vlados, 2003
4. Ladyzhenskaya T.A., Zepalova T.S. Develop the gift of words. – M.: Education, 1990
5. Drozdova O.E. Linguistics lessons for schoolchildren. 5-8 grade. – M.: Vlados, 2003
6. Rakov V.I. Philological crosswords and problems. – M.: Ilexa, 2006
7. Zhurinsky A.N. Linguistics in problems. – M.: Indrik, 1995

A major contribution to the development of the theory of language games belongs to the Dutch philosopher I. Huizinga. The game, in his opinion, is older than the cultural forms of society. Civilization originates from the game, and not vice versa. Based on an analysis of the meanings of the word “game” in different languages ​​and civilizations, I. Huizinga came to the conclusion that in most of them “game” has a relationship with struggle, competition, competition, as well as love game(forbidden), which explains the tendency to play on forbidden topics (taboo) in modern jokes. The game is based on struggle or hostility, tempered by friendly relations. The roots of play in philosophy begin in the sacred game of riddles, the roots of play in poetry are mocking songs teasing the object of ridicule. Myths and poetry were recognized as linguistic games; Huizinga believes that language games are identical to magic. Despite Huizinga's assertions that the concept of play is not reducible to other terms and that a biological approach is not applicable to it, it still seems possible to question some of his statements. For example, his assumption that competition and competition are the basis that motivates the subject to ridicule the object does not apply to all utterances.

Language game as the operation of linguistic means in order to achieve a psychological and aesthetic effect in the mind of a thinking person is considered by many foreign and domestic scientists (Brainina, 1996; Vezhbitskaya, 1996; Sannikov, 1994; Huizinga, 1997; Bogin, 1998; Nikolina, 1998; Beregovskaya, 1999; Ilyasova, 2000a; Lisochenko, 2000).

In works of a philosophical nature, for example, J. Huizinga, the language game acts as a private implementation of the game as an element of culture. It reveals features common to sports, music, painting, etc. games. plan.

Realizing that language represents a special sphere of human life, literary scholars and linguists devote special research to the language game. There are works in which the consideration of the game is subordinated to the methods of its implementation. As a rule, the main such technique is a pun (Vinogradov, 1953; Shcherbina, 1958; Khodakova, 1968; Kolesnikov, 1971; Furstenberg, 1987; Tereshchenkova, 1988; Luxemburg, Rakhimkulova, 1992; 1996; Sannikov, 1997; Lyubich, 1998 ).

Researchers note that the language game is implemented within the framework of various functional types of language. This can be colloquial speech (Zemskaya, Kitaigorodskaya, Rozanova, 1983; Bondarenko, 2000), journalistic texts (Namitokova, 1986; Neflyasheva, 1988; Ilyasova, 1998, 1986; 2000), artistic speech (Vinokur, 1943; Krysin, 1966; Grigoriev, 1967; Bakina, 1977; Kulikova, 1986; Luxemburg, Rakhimkulova, 1996; Brainina, 1996; Nikolina, 1998; Novikova, 2000; Rakhimkulova, 2000).

It seems that it is fiction that turns out to be the very space in which the language game can be fully realized. Moreover, there are authors who largely gravitate towards a playful manner of conveying thoughts. Artistic speech of the 18th - 19th centuries. realized the possibilities of playing with linguistic means primarily by creating a comic effect. Linguists note that among the masters of laughter in Russian classics we should first of all include A.S. Pushkin and N.V. Gogol. Pushkin has long been considered a recognized master of puns, created through both a clash of meanings and a play on the form of expression (Khodakova, 1964; Lukyanov, 2000). It is interesting that puns and, more broadly, the generally playful manner of constructing a text are embodied in Gogol not only at the lexical-semantic, but also at the syntactic level. In the second case, it is created by “unskillfully interrupted, syntactically helpless speech of the characters, coinciding (similar) ends of two or more sentences or phrases that comically emphasize the object of conversation or characteristics, and unexpected transitions from one key to another (Bulakhovsky, 1954). Obviously, the language game embodied in Russian literary and artistic texts has its roots in buffoon culture, the traditions of Russian folk farce theater, and folklore in general. Without any doubt, game genres include ditties, anecdotes, jokes, tongue twisters, and riddles. In the circle of authorized works, as scientists point out, it includes the language of vaudeville (Bulakhovsky, 1954). Authors of comedies of the 18th century gravitate towards language games (Khodakova, 1968).

It must be emphasized that the language game presupposes two fundamentally different forms of existence.

Firstly, one can find literary genres specifically designed for its implementation, aimed at drawing the perceiver (reader, viewer) into creative process, to generate multiple allusions in the recipient, to capture hidden meanings hidden in the text. This is not only the already mentioned comedy and vaudeville, but also an epigram, parody, palindrome, and acrostic poem.

Secondly, a language game can appear on the pages of works that do not have it in the list of obligatory elements, absolute features of the genre. It is this form of manifestation of the language game that depends on the intentions of the author, on the mindset of his mind. It seems that it is most significant in characterizing the writer’s idiostyle and the specifics of his linguistic personality. The variety of language game techniques and commitment to individual methods of its implementation make the writer’s work individual, unique, and therefore recognizable. Thus, the artistic style of M. Zoshchenko is characterized by a collision literary version language and vernacular (Bryakin, 1980), i.e. game at the lexical-semantic and syntactic level. The paradoxical compatibility of linguistic units turns out to be extremely significant for A. Platonov (Bobylev, 1991; Skobelev, 1981). Consequently, he embodies the game in a syntagmatic way.

E. Bern believes that the game has two main characteristics: ulterior motives and the presence of winnings (Bern, 1996).

It should be noted that the language game does not necessarily mean an attitude towards the funny. Apparently, the creation of texts where everything is deliberately unclear should be considered a kind of language game with the reader. Researchers call nonsense one of the techniques for generating game text with general unclear semantics. V.P. Rakov notes that nonsense (the absurdity of the meaning created in the text) can exist in different types, generated either only at the semantic level, or at the formal level, but at the same time has the same goal - to influence the reader, to create an impression with its paradoxicality. The semantic “darkness” of works containing nonsense encourages the reader, forced to seek clarity in the foggy, to activate the thought process. This manner of creating works is especially characteristic of literature of the “non-classical paradigm.” It consists in “the destruction of the lexical cohesion of an aesthetic statement, its continuity, deformation of syntax and strict optical geometricism of the text” (Rakov, 2001).

This fact in modern literature is primarily characteristic of the postmodernist movement. It is not for nothing that its representatives operate with the concepts of “the world as chaos”, “the world as text”, “double coding”, “inconsistency”, etc. (Bakhtin, 1986). There is a clear focus on working with text construction techniques, expressive and figurative means, and not with meanings. Therefore, playing with language, focused on using the potential of linguistic units, becomes an integral part of postmodernism texts. This causes the appearance of works characterized by an overly complex and sometimes confusing construction, which in turn affects the perception of their content (cf. works by Borges, Cortazar, Hesse, Joyce, etc.). Such dominance of form over content is determined by the essence of the game as such, its self-sufficiency, which presupposes “play for the sake of the game itself,” the absence of any goals that have meaning outside the playing space.

A. Vezhbitskaya believes that “there is a special goal or task in the game,” but “this goal has no meaning outside the game” (Vezhbitskaya, 1996). Thus, we can talk about playing with form, which is achieved by linguistic means (Zalesova, 2002).

Language game is one of the leading communicative categories. It is provoked by emotional categorical situations, which force communicants into a language game. Any language game is a manipulation of the speaker with language, which most often pursues a hedonistic goal (obtaining psychological and aesthetic pleasure). This is also observed in cases where the language game is ritual, i.e. takes place according to known rules, and in those when it is unexpected. In both cases, it must be implemented within the understanding of all communicators, for which they are required to have emotional intelligence and emotional / emotive competence. If this is not the case, then the anecdote, for example, or joke becomes incomprehensible, and between the system meanings of linguistic signs and their meanings for the sender and the recipient of the joke/anecdote, etc. semantic (emotional) dissonance arises (Shakhovsky, 2003).

1

1 Volsky Military Institute of Material Support (branch) of the Federal State Budgetary Educational Institution of Higher Education “Military Academy of Material and Technical Support named after. Army General A.V. Khrulev" of the Ministry of Defense of the Russian Federation

The article, based on an electronic manual on the Russian language for a preparatory course, shows the role of linguistic games that help increase students’ interest in learning the Russian language. During the training of military personnel of foreign armies in Russian military universities, the experience of similar work at the Volsky Military Institute of Material Support is described. A psychological and pedagogical analysis of linguistic games was carried out, game techniques in Russian language classes were compared with both students of secondary schools and educational institutions of higher education. Particular attention is paid to the analysis of game situations in classes of Russian as a foreign language. Examples of linguistic games in classes with military personnel of foreign armies are given, including didactic, role-playing, research games, riddle games, problem situations, entertaining dialogues, trainings, games to overcome obstacles, writing texts on a given topic, etc. The authors come to the logical conclusion that games develop memory, attention, the ability to concentrate, and the ability to listen to each other. Thanks to linguistic games, students develop verbal inventiveness, master complex sentence structures, and acquire the skill to critically evaluate their own and others’ speech from the point of view of correctness and compliance with the lexical, grammatical, and syntactic norms of the Russian language.

game in class

linguistic games

Russian as a foreign language

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2. Glazunova O.I. Russian language and culture of speech: textbook / O.I. Glazunov; ill. V.A. Berezina [Text]. – M.: KNORUS, 2012. – 248 p.: ill.

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4. Krupskaya N.K. Ped. Op. / N.K. Krupskaya [Text]. – T. 3. Training and education at school [Ed. N.K. Goncharova, I.A. Kairova, N.A. Konstantinov. Prepare text and notes EM. Tsimkhes]. – M.: Publishing house APN, 1959.

5. Nikitenko G.Yu. Game as a means of increasing interest in Russian language lessons / G.Yu. Nikitenko [Text] // Russian language at school. – 1991. – No. 6. – P. 8–12.

6. Postnikova O.A. Linguistic games in classes of Russian as a foreign language / O.A. Postnikova [Text] // Current problems of the humanities and socio-economic sciences: Coll. mat. IX Int. scientific-practical conf. / ed. Ph.D. tech. sciences, prof. general-m. MM. Gorbunova. – M.: Pero Publishing House; Volsk: VVIMO, 2015. – Part 5. Current problems of military humanities. - Book 1 (Psychological and pedagogical sciences about war and the army); L–Y. – pp. 84–88.

7. Russian language. Elementary course: Electronic textbook / M.K. Kusheeva, O.A. Postnikova, N.G. Nikitina, S.V. Chernyshova, S.A. Davydova, E.V. Dyachenko, V.V. Romanova. Ed. Ph.D. ped. Sciences, Associate Professor A.V. Nemchininova [El. resource]. – Volsk: VVIMO, 2016. – 3500 MB.

8. Chumpalova I.Yu. Elements of entertainment in Russian language lessons / I.Yu. Chumpalova [Text] // Russian language. – 2008. – No. 24 (551). – December 16–31. – pp. 20–26.

The Russian language is a subject of enormous ideological potential and great functional significance. It is not only a subject of study, but also a means of learning in work in other subjects. Instilling an interest in learning and creating an internal need for continuous replenishment of knowledge is the main task of a teacher. N.K. also wrote that interest in a task helps one to master it and makes work easier. Krupskaya: “ Interesting job makes it easier to carry out, teach better work, better cultivate a conscious attitude towards work.” The most important condition for a student’s interested attitude to the subject is the personality of the teacher, his passion for his work. L.N. Tolstoy advised teachers: “If you want to educate a student with science, love your science and know it, and your students will love science, and you will educate them.” But in modern conditions it is also necessary to use various forms and methods of teaching in Russian language lessons. In particular - use game moments and linguistic games. “Diversity is a good sign of good teaching,” said F.I. Buslaev. We must not forget that play is a natural need not only for children, but also for adults. The individual’s need for play and the ability to engage in play is characterized by a special vision of the world and is not related to a person’s age.

One of the first attempts to define a game in linguistics was the idea language games L. Wittgenstein. This problem acquired special significance in Soviet pedagogy. The need for play was stated to be dependent on the creative capabilities of the student’s personality. After all, they are “...aimed at consolidating theoretical information on the language,” “help repeat and consolidate the basic rules of phonetics, morphology and syntax” (as stated at that time in the works of L.R. Zinder, N.A. Kondrashov, L. F. Kolosova, L.P. Ruposova, M.A. Korchitsa, V. Alpatov, etc.). A number of authors (D.N. Uznadze, N.P. Anikeeva, O.S. Gazman) indicated that receiving pleasure, joy, positive emotions is one of the motivating forces that gives rise to the game. The game is social in its origin and content. “A game is an activity in which social relationships between people are recreated outside the conditions of directly utilitarian activity.”

But the last 20-30 years have been characterized by special interest among philological teachers in linguistic games. This was reflected in the works of T.A. Gridina, V.Z. Sannikova, A.I. Skovorodnikova, N.I. Formanovskaya, O.N. Parshina, O.S. Issere, Yu.V. Bulina and others and is explained by the fact that linguistic games develop the intelligence and creative abilities of students (D.V. Lyubich, M.A. Krongauz), allow a better understanding of the laws of language, develop attention, memory, and intelligence (S.I. Lvova ), they pay special attention to the “speech environment” of a person: colloquial speech, folklore, fiction (B.Yu. Norman).

Modern linguistic games in Russian language classes help to excite emotions, surprise at the unusual, often a joyful feeling in the process of activity, pleasure from the result obtained. This becomes especially noticeable in classes of Russian as a foreign language with cadets of foreign armies. This experience is available at the Russian language department of the Volsky Military Institute of Material Training (VVIMO), where students from both near and far abroad countries are trained (including from Angola, Cambodia, Cuba, Mali, Mongolia, Niger). Distinctive feature training for students from the armies of far-abroad countries is that the duration of their training is increased by one course - preparatory (in which they mainly master the Russian language).

It is customary to distinguish between two main types of linguistic games: games with fixed and open rules and games with hidden rules. An example of games of the first type is the majority of educational and didactic games, as well as educational ones. The second type includes games in which, on the basis of life or artistic impressions, social relationships or material objects are freely and independently reproduced.

Typically the following types of games are distinguished: didactic games- specially designed to enrich natural science knowledge, develop certain mental qualities and properties (observation, memory, attention); role-playing games- games in which students imitate real activities. Story games In addition to cognitive purposes, they develop initiative, creativity, and observation.

Based on these principles, at the Russian Language Department of VVIMO and in accordance with the requirements of the Minister of Defense of the Russian Federation, an electronic textbook “Russian Language. Elementary course”, created by teachers of the department for foreign cadets of the preparatory course, contains mainly educational material with elements of linguistic games and tasks [see: 7].

Linguistic tasks of the textbook include:

The actual games (riddle games, task games, scene games);

Video stories about language (situational - with real situations from the life of language, its use, linguistic miniatures, including elements of fiction);

Dialogues of an entertaining nature (they are presented in the form of tests on the “yes-no” principle - the student guesses it, i.e. finds what he is looking for);

Research games (interest in them is born under the influence of the proposed activity, surprising in its unusualness: the student is invited to conduct research, of course, as feasible). Many tasks are of interest due to the unusual formulation of the topic and entertaining nature: “The Color of My Republic” (about color symbolism, heraldry, faleristics); “Why has the Russian language become a means of interethnic communication in Russia?”; “In the writer’s creative laboratory”; “Linguistics and the Armed Forces (rear of the Armed Forces)”, etc.

This electronic textbook was created on the basis of the SunRav Book program, recommended by a letter from the head of military educational organizations of higher education V. Goremykin. It consists of 6 sections - title page, introduction, textbook material, conclusion, list of recommended literature and test part. Linguistic games became the basis for the section with educational materials, divided into 13 educational modules for the convenience of students.

Let's take a closer look at some of them.

The first module (text) “Room” begins with a description of the room in which the cadet lives. Since at this stage of the lesson the student still practically does not speak Russian, all words in the text are illustrated with corresponding pictures, which are called up by hyperlinks. Thus, with the help of illustrative examples, in a playful way, the cadet masters the basics of a foreign language. In subsequent texts this technique will be preserved, but only new (reintroduced) words will be illustrated.

Already in the first text, a task to select synonyms (for example, for the words “near”, “in the center”, “here”) is used as a linguistic game. In subsequent lessons this task becomes more difficult. Examples of organizing and conducting linguistic games on synonymy (or antonymy) include the following exercises:

1) continue the chainword of linguistic terms: suffix - synonym, pronoun - ... (if it is difficult to find a term with the last letter, you can use the second and even third letter from the end: pronoun - norm ...);

2) empty cells must be filled with synonyms for the words in the left column (the number of letters in the word in the left column and in its synonym in the right column must be the same);

Answer: power, flame, spade, village, imitation, meeting, content, amazing.

3) build a “ladder” to synonyms and antonyms (following the principle of the previous task, you can use words of the same thematic series for each line);

4) remember the proverbs that have antonyms: a) business is fun; b) word - silence; c) old - new; d) learning - ignorance; d) further away - closer.

Answer: a) business - time, fun - an hour;

b) the word is silver, silence is gold;

V) old friend better than the new two;

d) learning is light, and ignorance is darkness;

To consolidate the studied material, the above-mentioned method of illustrative examples is used. For example, a task to complete or add a phrase, insert missing words, answer questions on a test. As a hint, the student calls up the corresponding illustration using a hyperlink. Thus, in a playful way, he easily masters the educational material.

The game task of describing a room from a picture is designed to develop the speech of a foreign cadet. Typical types of rooms familiar from everyday life (from the cadet dormitory) were selected for him. As a sample, after this task there is a video with the finished (best) story of the cadets, which creates an impulse for competition between students.

The second module “Audience” also begins with text, but the classroom becomes the object of the game, and the illustrations and hints no longer concern objects, but their characteristics. The same principle is consistently implemented in game tasks: select words and phrases, create phrases from the given words, insert missing words into the text.

Efforts in this direction ultimately (by the end of training using this textbook) lead to solving a learning task of the following order: “Make up riddles by indicating a number of characteristics of objects. Use the lists of signs from the Dictionary of Epithets. Make up riddles for the words language, tank, battle, war.” Answer: sonorous, beautiful, clean, understandable - what is it? (language). Armored, tracked, high-speed - what is it? (tank). Bloody, fierce, last, sea - what is it? (the battle). World, Domestic, local, deadly, Seven Years - what is it? (war).

Module “My working day”. The object of the game is the cadet’s actions throughout the working day, and illustrations-help help identify not only objects and their signs, but also actions. Students construct phrases, select the necessary verbs, answer questions, draw up an outline of the text, convey the content according to the plan, and talk about the working day. An example of a linguistic game conducted on the basis of the studied material is the “Snowball” game, organized during practical lesson. The first player pronounces an unexpanded sentence, for example: The cadet reads the text. Each next person must add one word to the sentence, correctly repeating the entire sentence: The cadet is reading an interesting text. You can add anywhere, function words are not taken into account. A player who, when repeating, misses a word or rearranges words, leaves the game. The last one standing wins.

The material of the module “In the Library” is intended, firstly, to consolidate and systematize previously studied material, and secondly, to instill in a playful way an interest in reading, in the conscious use of material from the educational library and the department’s study room. Its continuation during the training session is the game “Scrabble”, which not only activates mental activity, but also helps to broaden the horizons of foreign cadets.

Guess the word based on the interpretation of its lexical meaning.

a) He who loves his Fatherland is devoted to his people, his Motherland (patriot).

b) The one who defends his homeland (warrior).

c) This science studies combat as one of the most important phenomena of war (tactics).

d) This is an organized struggle between units and units in order to destroy enemy manpower and equipment (battle).

e) What weapons include machine guns of various calibers and purposes, rifles, carbines, machine guns, grenade launchers, pistols, grenades (infantry).

f) These are weapons, instruments and vehicles of the armed forces that support their combat activities (military equipment).

The modules “Day off”, “Family” are intended for studying case endings of nouns, the module “My Friend” - the endings of adjectives, the module “In the dining room” - verb conjugations. The study of military-special terminology falls on the modules “In the store”, “Talking on the phone”, “In the clinic”. In the course of mastering their material, the following situations are played out with students:

1) In the “Day off” module, cadets are given the task of inserting the missing letters at speed (there should be 7 words): sy...yb...dre...tran...tobu...eat...block.

Answer: cheese, fish, address, country, bus, family, apple.

2) As a result of mastering the “Family” module, cadets select synonymous proverbs of their people (Angolan, Malian, Niger, Cambodian, Mongolian, Yemeni, etc.) for Russian proverbs. The subject matter can be varied, depending on the topic. For example, proverbs about the Motherland and patriotism.

Russian proverbs	Proverbs of the peoples of the world
There is nothing more beautiful in the world than our Motherland	No matter how bad it is for the poor at home, it is worse in a foreign land (Niger)
Whoever serves the Motherland faithfully fulfills his duty approximately	It is better to have a thousand enemies outside the house than one inside the house (Yemen)
The native side is the mother, the alien side is the stepmother	He who abandons his homeland dies alone (Mali)
Take care of your native land like your beloved mother	Meet the enemy in the field, otherwise you will have to drive him out of your home (Angola)
To live - to serve the Motherland	If a tiger approaches the hut and sits down, expect misfortune (Cambodia)

Similar tasks are provided in the electronic textbook and other modules.

Module “City of Volsk” - generalizing. Its game tasks reinforce students’ skills in using concepts and phrases of the Russian language based on the environment familiar to the cadets. In this module, they consolidate the ability to correctly form phrases from known words, nouns, adjectives, verbs, change their endings in accordance with the linguistic situation, and supplement the text with appropriate words, phrases, and phrases. Relevant videos are included as supporting material in the module.

The module “Our Military Institute” is associated with the educational specialization of cadets - future logistics officers of the army and navy. It is intended for the initial familiarization of students with both the departments and disciplines of the military institute, and with its material and technical base. This module is structured in the form of a virtual excursion, which allows you to get acquainted with the academic disciplines, classrooms, teachers that cadets will meet on the 1st and subsequent courses.

Among the game situations proposed in the manual are the following:

1) Group words with the same root: teacher, cadet, experience, refrigerator, sport, officer, hike, technology, society, equipment, depth, teaching, cadet, experienced, refrigeration, sports, officer, marching, technical, public, equipped, deep.

2) Linguistic games related to the organization of logistics are of particular importance. Thus, when studying topics related to the organization of food supply, the following tasks are used: What phraseological unit was born from this historical fact? What is its significance?

“In the old days in Rus', salt was a fairly expensive product. It was brought from distant countries, the tax on salt was very high.

Nowadays we salt food during its preparation, but in Rus' it was different. They cooked, fried, baked without salt, and the owner at the table salted the finished dish. Sometimes, to show his disposition and good attitude to the guest, he over-salted, and sometimes vice versa.”

Answer: To leave unsalted means to remain dissatisfied, to be disappointed, to not get what you expected [see: 6].

Thus, linguistic games in Russian as a foreign language classes at a military university are an effective tool for training military personnel from foreign armies. The cadets develop memory, attention, ability to concentrate and the ability to listen to each other. The skill appears to critically evaluate one’s own and other people’s speech from the point of view of correctness and compliance with language norms. Speech ingenuity develops and complex structures are mastered. The staff of the Russian Language Department of VVIMO made the most of this potential when creating the electronic textbook “Russian Language. Elementary course" for cadets from foreign armies of the Far Abroad. Testing it educational material successfully began in 2015/16, and preliminary steps were taken back in the 2014/15 academic year, which was repeatedly reported at conferences and forums.

Bibliographic link

Postnikov S.V., Postnikova O.A. LINGUISTIC GAMES IN CLASSES OF RUSSIAN AS A FOREIGN LANGUAGE AT A MILITARY UNIVERSITY // Contemporary issues science and education. – 2016. – No. 4.;
URL: http://science-education.ru/ru/article/view?id=25066 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"