Offers tips on classroom techniques aimed at maintaining motivation among students while meeting their varied needs and fulfilling the requirements of an intermediate Russian course. (Text is in Russian.) (DH)

The article defines the word-ordering problems that American students encounter while studying Russian, and underlines the necessity and feasibility of presenting basic concepts of word-order to beginning students. A specific method which stresses oral drill is outlined. Some results are discussed. (CLK)

Describes a Russian literature in translation program at the University of Pennsylvania. (PMP)

Reports on the results of two surveys of college-level instruction in Russian, conducted in 1980 and 1983, designed to measure to what degree phonetics is included as an integral part of the program. The majority of the schools in both surveys indicated a casual attitude towards teaching pronunciation and an overall downward trend in the role of…

Proposes an analysis of the impersonal sentence in Russian based on the Fillmorian case grammar model and intended for use in second language instruction. (CHK)

This article discusses the reality and benefits of language study programs in the Soviet Union for American students as compared to the expectations of teachers and students. Specific problems concern the areas of phonetics, grammar and conversation. (CLK)

Behavioral objectives and how they are to be evaluated in the first year of teaching Russian are discussed. A model test for evaluating stated objectives is given and discussed. (RM)

This article discusses ways in which vocabulary building can be simplified for the student of Russian. Computer analysis of text vocabulary can assist in selecting words to be learned and assessing the relative difficulty of texts for both students and teachers. (CHK)

The roles of aptitude, attitude and motivation in language learning are discussed. A questionnaire distributed to college Russian students investigated attitudes toward Russian and reasons for studying the language. Both integrative-intrinsic and instrumental-utilitarian orientations toward Russian correlated positively with success in studying…

Recommends a method of teaching Russian vocabulary that focuses on new words in context and on their structure: root, prefix, suffix, sound changes, and borrowings. Sources for teachers are given in the bibliography. (LMO)

Reviews materials relating to Russian speech which have appeared in the journal "Russkij Jazyk Za Rubezom" since its first issue in 1967. The articles reviewed are divided into three categories: the stylistics of Russian speech, specific conversation expressions, and methodology. (CLK)

This article reports on progress in three areas of research and development in computer-assisted language learning at Rutgers University: the IBM Coursewriter III used for grammar drills; ATS, used for tutorials; the devising of standardized routines and model statements. Accompanying charts illustrate the way computers are used for drills. (CLK)

The article underlines the necessity for a systematic approach to the development of learning comprehension skills. Through pilot testing, two distinctly different approaches (logical vs. psychological) are compared. Given the results in favor of the psychological approach, questions concerning its implementation and what should follow are raised.…

Investigates the influence of the prefix "o-/ob-" on the choice of case for nominal objects of prefixed verbs, using a semantic field analysis. Focuses on four semantic functions: (1) objective; (2) locative; (3) factitive; and (4) comparative. The results are useful both to theoretical linguists and to teachers of Russian. (LMO)