ON THE PROBLEM OF OPTIMIZATION: TRAINING RUSSIAN AS A FOREIGN LANGUAGE (PROPOSAL LEVELS OF LINGUO- DIDACTICAL REPRESENTATION)

The article substantiates necessity of the proposals tiered analysis for foreign students for the purpose to detect denotative and significate components in content. The theory of speech activity (psycholinguistics) by A. Leontiev should be considered as a methodological basis of teaching Russian syntax for foreigners.In this article are related, on the one hand, the stages of speech production and, on the other hand, levels of proposals as remarks in Linguo-didactical language model in M. Vsevolodova’s concept. It is concluded that there is a complete correspondence between the Linguo-didactical description of sentence as a remark in functional-communicative grammar (M. Vsevolodova’s and others approach) and the Theory of Speech activity by A. Leontiev. Explanation syntactic semantics should be done not only “from the form” (specify the type of “follow the pattern”), but also taking into the denotative roles account, that is, the way from content. This Linguo-methodical approach is communicative in nature, since it corresponds to the mechanism of human speech production.

Functional-Communicative Linguo-Didactical (Pedagogical) Language Model, Theory of Speech Activity, Russian language as a foreign one