The article discusses models of synchronic and diachronic phonology and suggests changes in them. The basic generative model of phonology is outlined with the author's reinterpretations. The systematic phonemic level is questioned in terms of its unreality with respect to linguistic performance and its lack of validity with respect to historical…

This programmed, self-teaching workbook is designed to serve as a simple and efficient introduction to the reading of languages written in a Cyrillic alphabet, languages such as Russian, Ukrainian, Serbian, and Bulgarian. It is limited to the acquisition of letter recognition and is not concerned with problems of writing, grammar, vocabulary, or…

This work contains over 5,350 terms which have special or unique definition when applied in a cybernetic context. Corrections and improvements to the first edition of the dictionary have been made in this second edition. Entries are made for terms encountered in the Soviet cybernetic literature, without any attempt to define the field or to…

The second volume of a three-volume series on Russian dialects is a chrestomathy of Russian dialect texts. It contains materials from nine geographic regions; the transcribed texts are listed by location of origin within a geographic region. A glossary is provided. The texts appear in dialect form and enable the student to compare dialects with…

Dictionaries, pronunciation guides, monographs, and magazines that are designed to improve Russian language instruction are described. (DE)

This paper represents a partial condensation of the results of a study covering 14 months in a Russian-speaking child's phonological development. Evidence supports a theory of phonological acquisition formulated by Olmsted (1971), and offers detailed information on the child's acquisition of specific phones. (CHK)

Suggests presenting Russian verbs of motion as graphic concepts through application of numerous illustrations, as explained here. Distinctions between orbit and trajectory must be maintained. (CHK)

Complements a previous article on the Russian verb system, treating deverbals (participles and gerunds) and the imperative mood. Paradigms for deriving each form for the three verb classes are indicated where (1) the infinitive is base form; (2) past tense is derived from infinitive; and (3) neither past nor nonpast is derived from infinitive.…

Presents the 1986 proficiency guidelines for Russian developed by the American Council for the Teaching of Foreign Languages. The guidelines cover speaking, listening, reading, and writing skills for the levels of novice, intermediate, advanced, and superior. (CB)

Describes a technique that uses the materials of the language laboratory to develop fluency at the advanced level of Russian. Each week students receive a picture and a vocabulary list that relates to a story that they then listen to on a cassette. A conversation class completely in Russian follows. (SED)

Argues that the development of an explicit reading approach focusing on the comprehension of Russian expository prose is long overdue. Recommends and discusses "The Contextual Approach to Russian" by Plank and Daugherty as a textbook which outlines a pragmatic strategy for reading and comprehending Russian expository prose. (SED)

Discusses the similarities between the approaches of Plank, Daugherty, McKenna, Ingram, and others to the teaching of beginning Russian and that of the natural approach advocated by Krashen. Discusses some of the ways these approaches can be applied to teaching Russian at the intermediate level. (SED)

Criticizes the three leading Russian textbooks used in West Germany for not basing their phonetic teaching on a firm knowledge of Russian phonemes. Suggestions are made for incorporating a "minimum phonetics" into a basic Russian course. Authentic language situations, imitation, and theory are important. (Text is in German.) (IFS/WGA)

This paper responds to Claire Kramsch's essay on the demise of the notion of the idealized native speaker as the model for second language learning and implications for second languages and cultures education. Focusing on the nonnative speaker of Russian and Russian language education in the United States, it asserts that both the quantity and…

This paper discusses the concept of Bulgarian national mythology, a secondary mythology that emerged around the late 18th century based on the fundamental opposition Chaos-Cosmos, near-far, up-down, good-evil, God-Satan, and human-non-human. The new mythology redefined self-images and images of the Other, the main figures, and narratives about…