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Morphological analysis in the context of grammatical homonymy research
https://doi.org/10.30515/0131-6141-2026-87-4-32-42
Abstract
The article reveals the educational potential of morphological analysis in studying homonyms across different parts of speech (POS) based on generalised POS knowledge. It also outlines the history of the issue, as well as the stages and techniques of comparative morphological analysis in Russian language lessons. The study utilised theoretical analysis of relevant scientific literature, comparative morphological analysis of linguistic units, observation of the teaching process, and analysis of best teaching practices. The article clarifies the meaning of the term of "grammatical (morphological) analysis" in relation to the goals of teaching Russian in the modern school. Moreover, it describes and discusses the possibilities of using this technique when studying grammatical homonyms (i. e., homonyms belonging to different parts of speech) in middle and secondary school. The paper gives examples of assignments designed to form and enhance skills in comparative morphological analysis of homonyms belonging to different parts of speech. Additionally, methodological explanatory notes on the tasks are provided.
About the Author
I. A. Sotova
Ivanovo State University
Russian Federation
Russian Federation
Irina A. Sotova, Doctor of Sciences (Pedagogy), Professor, Head of the Department of Russian Philology
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Review
For citations:
Sotova I.A. Morphological analysis in the context of grammatical homonymy research. Russian language at school. 2026;87(4):32-42. (In Russ.) https://doi.org/10.30515/0131-6141-2026-87-4-32-42
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