Studying cause-and-effect relationship in Russian language lessons

Abstract

The paper examines cause-and-effect relationships from philosophical-logical, linguistic, and methodological perspectives. These connections themselves are interpreted as an indivisible semantic complex. The article presents lexico-grammatical (notional and functional parts of speech; simple and composite sentences) and textual content. It is emphasized that the ability to identify cause-and-effect relationships is a universal learning activity. It contributes to the formation and development of schoolchildren’s language competence, reading literacy, culture of thinking, as well as speech skills. Moreover, the research gives meticulous attention to the in-class unlocking of the lexico-grammatical potential of the language for expressing the cause-and-effect relationships of objects, actions, states. The study also focuses on the identification of syntactic construction polysemy and the use of syntactic synonymy resources to solve cognitive tasks, as well as on multifaceted work with text. Such work includes rearranging semantic text blocks, anticipating the content of its further parts, creating one’s own texts in literary or publicist styles according to the specified parameters. The assignment types described in the paper outline ways to achieve a high level of subject and meta-subject performance. The study analysed scientific, teaching and learning, reference sources in conjunction with modeling, observation, and the descriptive method.