Methodological aspects of using quotations in modern Russian language textbooks

Abstract

The article examines the issue of using quotations in modern Russian language textbooks for middle school. The research is relevant since many studies analyse quotations primarily as a linguistic phenomenon, while their methodological potential has not been studied yet. As quotations have considerable educational potential, they become part of the background knowledge and intertextual thesaurus of the linguistic personality. The research materials included two textbooks and one complex of teaching materials on the Russian language for years 5–9. The study pays close attention to three aspects, namely the textbook definitions of a quotation, the functions of quotations, and their sources. The article describes specific features of working with textbook quotations, as well as analyses and summarises the types of proposed assignments. The analysis reveals that in modern textbooks, quotations are included in the theoretical text as arguments and references to expert opinion. If a quotation is used as an epigraph or the basis for creating one’s own speech product, its axiological and educative potential comes to the fore. In general, the tasks the authors of the textbooks propose are similar and of a reproductive type. Questions aimed at explaining the statement meaning do not fully reveal the value potential of the quotation. The paper concludes that systematic work with quotations should be based on the following principles: 1) taking into account the formal and semantic aspects of the statement; 2) establishing a connection with the source text and the sociocultural context of the statement; 3) dialogicality; 4) focus on students’ personal experience and interests; 5) conscious memorisation.