Министерство высшего и среднего специального образования республики

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METHOD OF LANGUAGE ANALYSIS IN RUSSIAN LANGUAGE LESSONS AT 
THE UNIVERSITY 
Analysis of the language as a method of teaching the Russian language is widely used in 
the study of grammar, in spelling classes, and in working on a dictionary, and in learning the 
language of a writer. 
The analysis of the language consists in highlighting the phenomena of the language 
(grammatical forms, groups of words or orthograms) by certain signs and in characterizing them 
from a certain point of view (grammatical, stylistic). 
This method finds an expression: 
a) in observations over the language, 
b) in grammatical analysis and 
c) in the analysis of works of art by the dictionary, style and visual means. 
However, you should not mix language analysis as a method and language analysis as a 
component of a teacher's message in a conversation, in a particular exercise placed in a textbook. 
In the first case, language analysis is a system of work, a combination of a number of sequentially 
conducted messages and various exercises, in the second - these are more or less random, albeit 
positive, concomitant phenomena, only indirectly related to the material of study in this lesson, 
and to the method of studying this material. 
Observations of the language were proclaimed in the 20s of our century as a method of 
study, designed to eliminate from school practice in Russian language classes dogmatism 
characteristic of the old school, mechanically produced by students an unintelligent grammatical 
analysis, called by A. M. Peshkovsky "labeling" to words and their forms. Observations of the 
language meant refusing to memorize grammatical definitions and terms and highlighting students' 
independent search for answers to their questions through observations. According to the ideas of 
some fond Methodists of that time, these observations qualified as a research method (and besides, 
universal). According to it, students (including elementary school) had to independently, as a result 
of their study of certain texts, distinguish, classify language phenomena and draw their own 
conclusions from this, formulate grammatical rules. This kind of "observation," displacing all other 
methods of teaching the Russian language, in themselves, as unbearable for students, naturally 
could not give any satisfactory result, which was soon revealed with all evidence. 
Together with a comprehensive laboratory system for observing the language, in the above 
understanding, which were one of the forms of manifestation of leftist spotting and compromised 
themselves as a method, received a deservedly negative assessment. They gave way to a 
combination of various and expedient techniques and exercises, including, however, along with 
others, observations of the language were preserved, but in a different form and with a different 
kind of functions. (12, p. 94). Grammatical analysis as a methodological technique, which was 
more convenient and ensured that students received specific knowledge of grammar, already in 
the 30s and subsequent years again took its proper place in the general system of classes in the 
Russian language. Nevertheless, observations of the language, in turn, could not help but maintain 
their significance to this day. Their role is now limited only to the initial stage of education, that 
is, at the stage when students accumulate knowledge in a particular section, and the stage of the 
final, final, that is, after studying the question, section, as well as in-depth study of the subject in 
order to expand the knowledge of students. 
In the 70s, when deploying a problem learning system characterized by the use of so-called 

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search tasks, and accepting the comparison as one of the effective methods of developing logical 
thinking, means of developing the analytical abilities of students, forming their design skills, and 
in this regard, the development of synthetic abilities of observing language cannot but be 
considered as a technique, carrying elements of the research method and having the right to a place 
in the general system of theoretically justified and practically methods of teaching the Russian 
language. 
Observations of language are only one of the stages (mainly initial) in the process of 
learning a particular language phenomenon. 
They can relate to a wide variety of aspects of the language - grammar, style, spelling, 
dictionary, phraseology, etc. - and consist in highlighting related phenomena in the text, selecting 
and comparing them for any one or a number of features, in tracing how the forms of words, 
phrases and constructions of sentences change when changing the goals or content of statements. 
(12, p. 96) 
Observations are usually conducted under the guidance of a teacher according to a specific 
plan. They should pave the way for students to understand and consciously learn certain 
conclusions or rules, which will then be studied in a textbook. However, it should be borne in mind 
that not everything that the class comes to as a result of observations is necessarily stated in the 
textbook and not everything is formulated in it in the form of clear rules and definitions to be 
learned. 
Observations of the language can be carried out after studying any rule or phenomenon. In 
this case, the purpose of observations is to expand the range of facts illustrating and confirming 
the rule, and to enrich the language of students (for example, a dictionary or stylistic methods of 
transmitting thought). 

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