National component in Russian word-formation: Linguodidactic aspect

Abstract

The article analyzes the linguistic didactic potential of word formative system in Russian language. The ethnic cultural component of Russian word formation is characterized through the prism of the Tatar language consciousness. It is stated that during the process of a foreign language learning one of the methodologically relevant techniques is the cross-language comparative analysis of lexical units and their consecutive linguistic culturological comment. We used the comparative-typological, descriptive and cognitive-discursive methods in the work. The study results deal with two interrelated aspects: linguistic didactic and linguistic culturological. The knowledge of Russian word formation laws and mechanisms contributes to the development of a wide range of linguistic skills and common language competence among students. It was found that the comparative analysis of complex word formation units is the most effective one in terms of similarities and differences identification in the methods of reality representation with the nomination of the same denotations. The interlanguage differences in word formative determination of identical concepts demonstrate the specificity of cultural and ethnic dominants which are an integral part of the semantic universe. The inner form of the word and the possibility of metaphorical usage promote their identification and their description on the lexical and wordformation level. Comparing the derivative vocabulary and the word-forming systems of different languages, we can trace the ways of the worldview formation for a particular ethnic group with its universal and culturespecific characteristics. It was revealed that the ethnic-cultural component of natural languages depends on many factors, one of which should include the originality of motivating signs forming the derivational base of a derivative, the various degrees of ontological concept development, the presence of specific word-formation types and meanings. The work proved that the derivative study in onomasiological and cognitive aspects, the actualization of their metaphorical-anthropomorphic nature is an important linguistic didactic method, which allows to optimize the process of new vocabulary learning through the disclosure of language thinking specifics.