IDENTIFICATION OF SITUATIONAL CONTEXT AS THE MAIN PURPOSE OF TEACHING PAREMIOLOGICAL UNITS TO FOREIGN STUDENTS (EXAMPLES OF RUSIIAN AND TURKISH LANGUAGES)
Abstract
The purpose of this article is to present some methodological recommendations for teaching foreign students to recognize the paremiological context and select the most precise paremiological unit for description of the situation. Besides, the article concerns such aspects as variability and incompleteness of proverbs and sayings as a typical feature of Russian and Turkish languages. The examples of exercises forming students’ language competence are given.
About the Authors
I. B. Ignatova
Belgorod State Unioversity of Arts and Culture
Russian Federation
Irina B. Ignatova – Doctor of Pedagogics, Professor, Rector
Russian Federation
Irina B. Ignatova – Doctor of Pedagogics, Professor, Rector
Р. Umut
Belgorod State Unioversity of Arts and Culture
Russian Federation
Russian Federation
Pynar Umut – post-gtaduate student at the Department of the Russian Language and Intercultural Communication
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Review
For citations:
Ignatova I.B., Umut Р. IDENTIFICATION OF SITUATIONAL CONTEXT AS THE MAIN PURPOSE OF TEACHING PAREMIOLOGICAL UNITS TO FOREIGN STUDENTS (EXAMPLES OF RUSIIAN AND TURKISH LANGUAGES). SibScript. 2014;(2-2):99-102. (In Russ.)
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