EXPERIMENTAL TRAINING IN THE USE OF RUSSIAN INFORMATION TRANSMISSION VERBS: INTEGRATION INTO THE PROGRAM OF THE UNIVERSITY NAMED AFTER HACI BAYRAM VELI

Abstract

The basis of this study of Russian information transmission verbs is the research subject enlarging idea, the transition from the so-called speech verbs and other small groups represented in a number of modern semantic and thesaurus dictionaries to information transmission verbs’ corpus compiled on the basis of LOCLL (Laboratory of Computer Lexicology and Lexicography) of the Philology Faculty of the Moscow State University named after M.V. Lomonosov. The voluminous corpus research of the Information Transmission Verbs’ Comprehensive Training Dictionary compiled by the author made it possible to distinguish 4 verbs classes based on the language value type, with further division carried out on differential semantic features’ basis. In this case the leading method was the lexical unit’s component analysis method. The linguodidactic model’s teaching to the use of these verbs built and tested in groups of MSU named after M.V. Lomonosov graduate students is correlated both substantively and structurally with the current curriculum of the Turkish State University named after Hacı Bayram Veli (Ankara), subjected to multilateral analysis and description in the article. The problem of the possibility to correlate the practical pedagogical work experience with this material at Moscow State University in Russia with the Turkish program’s objectives and the Turkish monolingual audience’s interests, and, therefore, this material’s integrating possibility problem into specific aspects of the program has been discussed. The author also declares a certain task typology that serve the purpose by presenting projects of two ETS (exercises and tasks system) – for two aspects of the program that are most compatible with the developed materials: lexicology and translation at different stages and training levels. It turned out that the goals and objectives aimed at the formation of a number of different in nature competencies in Russian and Turkish universities are compatible. The Turkish university’s training course is an integrated system that involves a student in several types of mental and speech activity. The information transmission verbs’ systemic presentation corpus provides educational material for at least two aspects of studying. Therefore, it strengthens their connection.