Using Folk Signs In Teaching Russian As A Foreign Language

Abstract

The paper provides a rationale for using texts of Russian folk signs in teaching Russian as a foreign language. Folk signs contain important linguistic and cultural data, which often leads to a more profound insight into the Russian culture and Russian traditional mentality. From these positions, it is possible to more deeply understand the essence of the phenomenon consisting in the coincidence of events in objective reality - this phenomenon is called "synchronicity". The purpose of this paper is to show that folk signs in Russian traditional culture may constitute a valuable source of linguistic and cultural information for the purposes of teaching Russian as a foreign language. Folk signs in Russian traditional culture appear as binomial semiotic models in which a directly perceived event, insignificant in nature, means an event of a different kind. It fulfills itself in the future, it is more important for a person and it is considered from the point of view of assessment (“for the better” or “for the worse”). Thus, folk signs give a person information about the future. Particular issues that are considered in connection with the noted problem of folk signs are as follows: their logical structure, symbolism, cultural semantics, vocabulary, and linguistic features. An in-depth study of folk signs has interdisciplinary significance. It allows us to penetrate the essence of the phenomenon called “synchronicity” and is currently of interest to quantum physics and philosophy.

Keywords: Folk signsRussian as a foreign languagedidacticsvocabularygrammarculture

Introduction

An important task in the practice of teaching Russian as a foreign language is the search for new unorthodox texts that would evoke students’ interest and provide ample material for mastering all aspects of the Russian language – grammar, vocabulary, and cultural information. Texts of folk signs are among such materials.

To date, these texts have been studied quite well, which additionally justifies their usage in the practice of teaching Russian as a Foreign Language (RFL): their semantics are defined, the relevant cultural contexts are described, and origins of many of them are revealed. This approach was implemented in the fundamental work of Zabylin (1880) “Russkij narod, ego obychai, obryady, predaniya, sueveriya i poeziya” (Russian people, their customs, rites, traditions, superstition and poetry). Cultural and comparative analysis of folk signs was also carried out in a recent work (Zdanovich, 2017). The linguistic features of Russian signs (their specific conceptual sphere, grammar, aesthetics, and functionality) are analyzed in a monograph (Harchenko & Tonkova 2008).

Problem Statement

In light of this, an important problem of the inner structure of signs is identified. On the one hand, it is connected with a more general topic of coincidence of events in physical reality (the topic of synchronicity). We believe that folk signs are capable of explaining much in this phenomenon, thus explaining their own nature. On the other hand, the understanding of the signs’ inner structure allows an in-depth understanding of certain fragments of the traditional Russian culture and a more reliable study of the Russian language and Russian cultural mentality basing on those premises.

In this context, biographical facts of renowned figures from the Russian history may be interpreted in a new light. In particular, the great Russian poet Alexander Pushkin was a very superstitious man who believed in all sorts of signs. During his wedding with Natalia Goncharova, Pushkin’s wedding ring fell on the carpet, while the candle in his hand went out. This circumstance made Pushkin concerned, and he exclaimed, “Tous les mauvais augures!” (“Bad omen!”). Pushkin’s friend Pavel Nashchokin gave him a mascot – a turquoise ring which is considered to be a protective amulet against a violent death. Accroding to his second Konstantin Danzas, the poet forgot to take that ring with him when setting out for a fatal duet. If, on his way somewhere, Alexander Pushkin saw the crescent moon on the right side of the sky, he considered it a good sign, but if the moon appeared on the left side, the poet considered it to be a bad sign and gave in to worry.

Research Questions

The solution to the stated problem involves finding answers to several important questions, which, on the one hand, stimulate understanding of deep nature of folk signs, and on the other, define the course of work on this phenomenon in the context of teaching Russian as a foreign language. What is the logical structure of folk signs in the traditional Russian culture? What is the content of certain signs in certain contextual conditions? What are the conditions in which such coincidences took place? What is the cultural content of folk signs?

The answers to these questions are ultimately important in the situation of studying Russian as a foreign language.

Purpose of the Study

The purpose of this paper is to show that folk signs in Russian culture can constitute a valuable source of cultural information for the purposes of teaching Russian as a foreign language. Moreover, discussing cultural contexts of folk signs ensures a profound understanding of literary and biographical texts. Finally, engaging with folk signs in language teaching proves very productive as it allows students to become better acquainted with the Russian traditional culture and Russian national mentality.

Research Methods

Addressing the stated problem involves the use of a number of promising research methods essential for finding answers to the identified questions. Thus, the analytical method allows us to understand their logical structure, the nature of the relationship between events coinciding in signs. The method of semantic analysis is used to identify the content of certain folk signs. The method of cultural reconstruction allows us to recreate in more detail the cultural contexts in which folk signs are being considered. Finally, the method of linguistic analysis allows us to understand the linguistic features of folk signs, to explain possible deviations in this regard from the language norm.

Findings

The following aspects should be in the focus of attention when utilizing folk signs for RFL teaching purposes.

Conclusion

All the previously obtained and most recent data regarding linguistic features of folk sing texts can be used in teaching Russian as a foreign language. Their investigation involves all aspects of students' linguistic thinking: the logic of the utterance, syntax, vocabulary, cultural-linguistic aspects, and the students’ ability to interpret signs. Even more important is the fact that comprehension of all these aspects of the Russian language will occur in new and largely informal contexts of familiarizing students with Russian folk signs.

Acknowledgments

This study was supported by the Russian Foundation for Basic Research (RFBR), Grant No.19-012-00030 “Acausal semantic coincidences from cognitive linguistics perspectives”.

References

1. Berestnev, G. I., & Boyko, L. B. (2019). Lingvisticheskie kriterii razgranicheniya primet i predpisanij narodnoj magi. [Linguistic criteria for discerning signs and prophecies of folk magic]. Vestnik Baltijskogo federal'nogo universiteta im. I. Kanta: Filologiya, pedagogika, psihologiya, 2, 31 – 40.
2. Harchenko, V. K., & Tonkova, E. E. (2008). Lingvistika narodnoj primety. Monografiya [Linguistics of the folk sign. Monograph]. OAO «Belgorodskaya oblastnaya tipografiya».
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6. Zdanovich, L. (2017). Primety-podskazki na vse sluchai zhizni [Signs and tips for every case]. T8 RUGRAM / RIPOL-klassik.