University Russian Teaching Reference Books (1-2)

Author: Jin Xianlan et al.
Publisher:
Publish Date: 1999-12-01
Features: The University Russian textbook is divided into two parts: an introduction to pronunciation and an introduction to grammar and vocabulary. The pronunciation introduction section consists of nine lessons. The first eight lessons cover the 42 sounds of Russian, alphabet writing, pronunciation rules, and intonation, providing speech training centered on mastering pronunciation and intonation. The ninth lesson is a summary. The pronunciation phase involves approximately 6 weeks of teaching, with a weekly workload of 14–16 hours. Through 6 weeks of instruction, students should be able to correctly pronounce the 42 sounds, learn to spell, master four commonly used intonation patterns, and engage in very simple conversations. As this book is designed for beginners, the teaching process should not only consider the influence of the mother tongue on Russian pronunciation but also pay attention to the impact of other foreign languages, such as English, on individual Russian sounds. This teaching reference provides detailed explanations of the characteristics, difficulties, aspects prone to confusion with Chinese and English, common student errors, and correction methods for each sound. The teaching of the pronunciation introduction section advocates a combination of theory and practice. Students should not only clearly understand the articulation points and methods of each sound but also listen to recordings as much as possible and pay attention to imitation. The classroom teaching should prioritize students, with concise explanations and extensive practice. Teachers should focus on students' pronunciation training of words, including exercises on individual sounds, and correctly apply pronunciation rules such as devoicing, voicing, softening, and weakening. At the same time, attention should be paid to training the use of intonation patterns. Training the pronunciation of words lays a solid foundation for reading sentences and texts. Sentences and texts are like buildings—only when each brick and tile meets the specifications and quality standards will the entire structure be beautiful. The importance of training word pronunciation lies in this. In conversation and text teaching, visual aids or simple sketches drawn on the blackboard should be used to enhance students' interest and enliven the classroom atmosphere. Each conversation and text requires students to perform a pronunciation analysis, aiming to consolidate the learned pronunciation knowledge and cultivate students' self-correction abilities. Methods of evaluation: In-class reading or the use of recordings can be employed. If conditions permit, pronunciation labs can be utilized for better results. During evaluation, both teachers and students should conduct pronunciation analysis and keep records. Teachers and students should be aware of each student's weaknesses. At the end of the pronunciation phase, a summary must be conducted and recorded, with one copy for the teacher and one for the student, so that students can continue to improve their pronunciation after the phase is completed.