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Teaching Russian verbal aspect: A su...

State University of New York at Stony Brook.

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Teaching Russian verbal aspect: A survey of materials for proficiency-oriented curricula.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching Russian verbal aspect: A survey of materials for proficiency-oriented curricula./
作者:	Menlove, Darin Leo.
面頁冊數:	228 p.
附註:	Adviser: Christina Y. Bethin.
Contained By:	Dissertation Abstracts International54-05A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9328156

Teaching Russian verbal aspect: A survey of materials for proficiency-oriented curricula.
Menlove, Darin Leo.

Teaching Russian verbal aspect: A survey of materials for proficiency-oriented curricula. - 228 p.

Adviser: Christina Y. Bethin.

Thesis (D.A.)--State University of New York at Stony Brook, 1993.

This study examines the presentation of verbal aspect in several Russian language textbooks widely-used in American classrooms during first-, second-, and third-year instruction at the college and university level with regard to current proficiency-oriented language teaching methodology. First, a set of criteria for evaluating textbooks is established based on some hypotheses and guiding principles of proficiency-oriented methodology. Second, selected interpretations of Russian verbal aspect are discussed as background for determining how verbal aspect is presented in Russian language textbooks. Finally, some possible approaches to presenting aspect to meet the goals of proficiency orientation are considered.Subjects--Topical Terms:

1018115
Education, Language and Literature.

Teaching Russian verbal aspect: A survey of materials for proficiency-oriented curricula.
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100 1 $a Menlove, Darin Leo. $3 1043429
245 1 0 $a Teaching Russian verbal aspect: A survey of materials for proficiency-oriented curricula.
300 $a 228 p.
500 $a Adviser: Christina Y. Bethin.
500 $a Source: Dissertation Abstracts International, Volume: 54-05, Section: A, page: 1826.
502 $a Thesis (D.A.)--State University of New York at Stony Brook, 1993.
520 $a This study examines the presentation of verbal aspect in several Russian language textbooks widely-used in American classrooms during first-, second-, and third-year instruction at the college and university level with regard to current proficiency-oriented language teaching methodology. First, a set of criteria for evaluating textbooks is established based on some hypotheses and guiding principles of proficiency-oriented methodology. Second, selected interpretations of Russian verbal aspect are discussed as background for determining how verbal aspect is presented in Russian language textbooks. Finally, some possible approaches to presenting aspect to meet the goals of proficiency orientation are considered.
520 $a There is no general consensus concerning the form and function of Russian verbal aspect and this is reflected in pedagogical materials as well as in theoretical research. Nor do proficiency guidelines address aspect to any significant degree. Russian verbal aspect is generally considered the most difficult category of grammar in the Russian language for English-speakers to master, and yet it has remained an under-studied and problematic area. Proficiency guidelines address specific language functions which characterize levels of competence, and these characterizations may be directly related to some aspectual usage. This offers some indication about when and how to best present the meaning of aspect and grammatical categories associated with it. Some definitions on the structural level may be more appropriate than others for meeting proficiency goals, but such definitions are ultimately inadequate because they tend to treat aspect, especially the perfective, as having invariant meanings. It is on the functional level where aspect is addressed in the context of various syntactic and morphological elements that the meaning of aspect can be better determined. Therefore, it is suggested that functional approaches to aspect are ultimately more appropriate for developing proficiency than structural ones, and that aspect should be taught as much as possible in context in order to encourage the development of encoding as well as decoding skills and language proficiency.
590 $a School code: 0771.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Literature, Slavic and East European. $3 1022083
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773 0 $t Dissertation Abstracts International $g 54-05A.
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791 $a D.A.
792 $a 1993
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