As an aid to students of Russian, two general rules concerning numerals are suggested: rule of the genitive case and rule of the case of "enumerated object." These rules, together with five secondary rules and corresponding declension forms, define the numeral system. (Text is in Russian.) (SK)

Reviews the development of the shifting stress (SS) pattern in the Russian present tense. Attempts to account for its continued increase in use. The origin of the SS pattern can be seen in the development of the "a/i-" stem verbs. Verbs deriving imperfectives with the suffix "-yv + aj" also analogize the SS pattern. (Author/LMO)

Discusses an approach to teaching Russian which addresses the problem from the perspective of the reader or listener. Students are taught first to identify the nuclear construction of sentences--the subject and predicate--and then to isolate the remaining noun phrases and relate them with one of the two core elements. (SED)

Discusses incorporating current events articles from "Pravda" into Russian language classes in the U.S. as a successful means of attracting students to Russian language programs. In addition, the timely and controversial nature of many of these articles promote stimulating conversational exchanges in the classroom. (SL)

Revised version of a paper read at a meeting of the Pennsylvania Chapter of the American Association of Teachers of Slavic and East European Languages on April 3, 1965, at Bucknell University, Lewisburg, Pennsylvania. (DS)

A strategy developed in Bulgaria for instruction in the Russian alphabet is described and discussed, and instructional materials are listed. The technique, based on suggestopedic methods, teaches letters not separately but as parts of words and sentences, and no comparisons are made with the Latin alphabet. (MSE)

The parameters that help learners decipher imperfective usage (particularly KF) in Russian are described. Subcategories of KF which do not overlap are analyzed through their contextual usage in detective stories. Suggestions are made for helping learners decode KF in speech and writing. (PMJ)

Reexamines data concerning the effect a mobile vowel, followed by the zero-ending, has on a stem's stress pattern in Contemporary Standard Russian. Suggests a new representation of the stress patterns of stems with the vowel-zero alternation. (PMJ)

Describes techniques for achieving emotional involvement and, therefore, better results on the part of his students in an intermediate level Russian conversation course. (Text is in Russian.) (DH)

A discussion of transitive and intransitive verbs in Russian leads to the conclusion that the question of transitivity rests primarily with the meaning of the verb itself and with the resulting amenability to passive transformation. (Author/RM)

Describes a modification of the two-stem approach to teaching conjugation and verb stress in Russian which eliminates dictionary look-up for forms not predictable from the infinitive. Appendix A is an outline of Russian conjugation and verb stress. Appendix B is a verb list from Kostomarov's "Russkij jazyk dlja vsex." (Author/LMO)

Analyses for stress patterns of the first 1,000 nouns and 500 verbs from a high-frequency Russian vocabulary list. The most irregular patterns are seen in the most frequently occurring items and, therefore, should be learned early in the study of Russian. (Author/LMO)

Reasons that students have trouble developing their reading skills in Russian include: (1) reading comprehension is regarded as unimportant; (2) teachers discourage the surmising of meaning; and, (3) it is difficult to remember Russian words unless their elements (roots, prefixes, and suffixes) are recognized. (SED)

Elementary Russian textbooks are criticized generally as failing to supply sufficient specific syntactical information. A method for teaching sentence subordination is described. (RM)

A seminar held in the Soviet Union on the linguo-stylistic analysis of a literary text is described. This approach focuses on the linguistic code and cultural context of the text. The applicability of this method in the classroom is discussed. (RM)