Doświadczenia i wnioski w zakresie stosowania metody reproduktywno-kreatywnej na ćwiczeniach praktycznych z języka rosyjskiego dla studentów filologii rosyjskiej WSP

Abstract

The article presents the results of the application of a new method of classes in Russian at the Department of Russian Philology. The method, which the author has called reproductive-creative (abbreviated to method RС) is in wide use at the said Department. The principal goal to be attained by the method RC is to make the students catch up, during the very first weeks of training, the genuine Russian pronounciation and intonation (by means of a special system of exercises performed under the lecturer’s guidance, and which do not require any booths or cubicles, tape-recording devices, gramophone records, etc.), and then to induce in them gradually a habit of correct speech by means of an at first almost literal, and then increasingly spontaneous oral reproduction of suitably selected texts (the acquired model pronounciation and intonation being maintained all the time), with a prospective transition to the students’ own linguistic creativity (always remembering that correct pronounciation and intonation should be observed). The author then proceeds to analyse the effect exerted by the application of method RC on the standard of linguistic proficiency. On comparing the results of a written and oral examination taken in the Winter of 1969 by the second-year students (taught by the method RC), and by the third-year students (taught by the traditional methods) the author has been able to establish that the application of method RC has brought about, firstly, a correct pronounciation and intonation /unobtainable when the old methods were applied), secondly, a marked decrease in the number of stress mis takes committed by the students; thirdly, a high standard of accuracy as regards the grammatical aspect of the students’ speech; and, fourthly, an improvement in spelling (which was somewhat surprising). The author concludes with a detailed discussion of the possible methodical errors which, should the lecturer commit them, may obliterate the effects of the application of method RC.