Linguistic complexity serves as an important measure of second language (L2) writing development. Complexity indices, however, rarely feature in the studies of learner languages other than English. Additionally, L2 writing studies have been criticized for the lack of consistency in defining proficiency. The current study addresses these gaps by…

In Germanic and Slavic languages, the Verb is the most extensive grammatical item, which causes most of the troubles for second language learners. It has been noticed that Slavic L1 learners of English make mistakes in using verb forms due to the transfer of their L1 grammatical system (grammar concepts) onto the English language. The goal of the…

This research is a multi-aspect exploratory investigation of Russian English institutional written discourse and highlights its features demonstrated by Russian native learners, tertiary students of English for the tourism and hospitality industry. The author approaches the theme from the perspectives of World Englishes and the pedagogical agenda.…

The relevance of this study is due to migration processes in Russia, the emergence in Russian schools of migrant children. School practice shows that the education of migrant children the Russian language has its own specifics related to the problems of bilingualism (bilingualism), ethnic identification, insufficient knowledge of the Russian…

Current linguistic research in syntax and morphology may have positive results for language teaching, but caution is required as linguistic theory grows more abstract. (CHK)

The article shows that Russian syntax and word formation should receive more attention in language instruction, and suggests a functional approach as opposed to a taxonomic presentation in teaching syntax. Examples are given to show that the facts of underlying syntactic relationships should be incorporated into a teaching grammar. (CLK)

It is asserted that noun errors made by students of Russian show that they have not grasped the syntactic functions of the declensional desinences. A number of teaching techniques are outlined which attempt to follow the subconscious processes that speakers of Russian go through in selecting declensional desinences. (RM)

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

Critizes pure audiolingual methodology in the teaching of Russian, offering alternatives of a more traditional nature. It is felt, in particular, that there is a place for limited use of the students' native language for explanatory purposes and linguistic analysis. (Text is in Russian.) (DH)

This article, written in Russian, propounds the application of the contrastive method in teaching the morphology of Russian to English-speaking students. The presentation is based on categorization by parts of speech. Included here is a comparative analysis of nouns (gender, number, case, expression of definite and indefinite articles),…

The following articles are presented in the section of the Northeast Conference Report on less frequently taught languages: (1) "American Sign Language," by M. Conwell and A. Nelson; (2) "Chinese," by D. Gidman; (3) "Japanese," by J. P. Berwald and T. Phipps; (4) "Latin," by M. Cleary; (5) "Portuguese," by R. Pedro Carvalho; and (6) "Russian," by…

Describes a sequence for teaching the Russian passive construction to exemplify how a learning sequence based on a contrastive analysis and on error analysis can lessen student errors. These errors are caused either by interference from the first language or over-generalization in the second language. (PMJ)

The process of learning Russian should be no more difficult than the process of learning other languages although it may take somewhat longer. The phonetic system should not present major difficulties with respect to individual sounds, but intonation may be difficult because Russian pitch patterns represent different intentions and emotions than…

This paper suggests methods for teaching the Russian verbs that govern what are loosely termed "objects" in oblique cases. The case government of such verbs is not necessarily an individual irregularity. Definite patterns emerge, both morphological and semantic, to facilitate grouping these verbs into classes. Russian verbs requiring genitive…

Presents some pointers for designing a course in reading technical or scientific Russian. (AM)