In the light modern requirements When teaching the Russian language, the text is considered as the central unit of instruction, and therefore it is advisable to use text work as widely as possible, develop rational reading skills, and teach text analysis.

Strategies semantic reading, formulated by the Federal State Educational Standard, include information search and reading comprehension, transformation, interpretation and evaluation of information. All this can be called components multidimensional text analysis.

What is text analysis? “Analysis,” from the ancient Greek “decomposition, dismemberment,” involves the study of the parts that make up a text. The choice of these parts and the direction of analysis depends on what goals the researcher sets for himself.

If we want to study the form, structure of the text, its linguistic features, then it will be linguistic text analysis.

If we focus our attention on vocabulary and phraseology, then it will be lexical and phraseological analysis.

Analysis of the text from the point of view of its content and form in their unity - holistic or comprehensive analysis , which is a task for the Literature Olympiad. And so on.

In this article we will focus on linguistic analysis.

Scheme of linguistic text analysis

• What type of speech is the text in front of you? (Narration, description, reasoning, their combination; genre features of the text);
• What is the composition of the text (number semantic parts, microthemes of these parts);
• What is the nature of the connection between sentences in the text? (chain, parallel or mixed);
• By what means is the connection between sentences in the text made? (lexical and grammatical);
• What style of speech does the text belong to? (Are common stylistic features of this text);
• What is the topic of the text? By what means of language is the unity of the theme conveyed? (Lexical, morphological, syntactic and other means of expression);
• What is the idea of ​​the text (main idea);

Main characteristics that can be analyzed in the text

1. General stylistic features of this text:



2. Facilities artistic expression, characteristic of artistic and journalistic styles:
3. Phonetic level - sound figurative means:

An example of linguistic text analysis

Linguistic analysis work or text is carried out with the aim of studying the form, structure of the text, as well as its linguistic features. It is carried out in Russian language lessons and shows the level of understanding of the meaning and vision of the features language organization text by the student, as well as the student’s ability to present his own observations, degree of proficiency theoretical material, terminology.

As an example, we will conduct a linguistic analysis of an excerpt from Richard Bach’s story “Jonathan Livingston Seagull.”

Text

He felt relieved that he had made the decision to live as the Pack lived. The chains with which he chained himself to the chariot of knowledge fell apart: there will be no struggle, there will be no defeat. How nice it is to stop thinking and fly in the dark towards the shore lights.

- Darkness! – suddenly an alarming dull voice rang out. - Seagulls never fly in the dark! But Jonathan didn't want to listen. “How nice,” he thought. “The moon and the reflections of light that play on the water and create paths of signal lights in the night, and everything around is so peaceful and calm...”

- Come down! Seagulls never fly in the dark. If you were born to fly in the dark, you would have the eyes of an owl! You wouldn't have a head, but Calculating machine! You would have short falcon wings!

There, in the night, a hundred feet above, Jonathan Livingston narrowed his eyes. His pain, his decision - not a trace remained of them.

Short wings. Short falcon wings! That's the solution! “What a fool I am! All I need is a tiny, very small wing; all I need to do is fold the wings almost completely and move only the tips while flying. Short wings!

He rose two thousand feet above the black mass of water and, without thinking for a moment about failure, about death, he pressed the wide parts of his wings tightly to his body, exposed only the narrow ends, like daggers, to the wind - feather to feather - and entered the vertical dive.

The wind roared deafeningly above his head. Seventy miles an hour, ninety, one hundred and twenty, even faster! Now, at one hundred and forty miles an hour, he did not feel the same tension as before at seventy; a barely perceptible movement of the tips of the wings was enough to pull out of the dive, and he rushed over the waves like a cannonball, gray in the moonlight.

He squinted to shield his eyes from the wind, and joy filled him. “One hundred and forty miles an hour! Without losing control! If I start diving from five thousand feet instead of two, I wonder at what speed..."

Good intentions are forgotten, carried away by a swift, hurricane wind. But he felt no remorse for breaking the promise he had just made to himself. Such promises bind seagulls, whose destiny is mediocrity. For one who strives for knowledge and has once achieved perfection, they have no meaning.

Analysis

The text is an excerpt from Richard Bach's story Jonathan Livingston Seagull. This episode could be called "The Joy of Learning" because it talks about how main character explores the possibilities of control in flight at high speed. Type of speech - narrative, artistic style.

The text can be divided into 4 micro-themes: the decision to accept and be like everyone else; insight; checking a guess; the joy of discovery.

The connection between the sentences is parallel, mixed, and in the last paragraph – chain. The structure of the text is subordinated to the disclosure of the main idea: only those who strive for knowledge can achieve perfection and experience true happiness.

The first part of the fragment - when the main character decided to be like everyone else - is leisurely and calm. The phrases “felt relieved”, “it’s nice to stop thinking”, “live like the Flock lives”, “peacefully and calmly” create the impression of correctness decision taken, “the chains have broken” - he is free... From what? “There will be no struggle, there will be no defeat.” But does this mean there will be no life?

This thought is not voiced, but it suggests itself, and an alarming, dull voice appears in the text. His speech is exclamatory sentences, reminding Jonathan: “Seagulls never fly in the dark! If you were born to fly in the dark, you would have the eyes of an owl! You wouldn't have a head, but a computer! You would have short falcon wings!” Here the author uses verbs in conditional mood, and in one case the form imperative mood in the meaning of the conditional - if you were born, that is, if you were born. But the mention of the falcon's wings leads the main character to a guess - and the speed of the narrative changes dramatically.

Bessoyuznoe difficult sentence“His pain, his decision - not a trace remains of them” depicts an instant change of events. Both simple sentences as part of this complex they are single-component: the first is nominative, the second is impersonal. From the static, immobility of the decision made - to lightning-fast movement, which occurs as if without the participation of the main character, against his will, on its own - therefore the sentence is impersonal.

In this micro-theme, the phrase “Short wings!” is repeated three times. - this is the insight, the discovery that came to Jonathan. And then - the movement itself, the speed grows, and this is emphasized by gradation: without thinking for a moment about failure, about death; seventy miles an hour, ninety, one hundred and twenty, even faster! This is the moment of highest tension in the text, which ends with the victory of the protagonist: “a barely noticeable movement of the tips of the wings was enough to come out of the dive, and he rushed over the waves like a cannonball, gray in the light of the moon.”

The last part of the text is the joy of victory, the joy of knowledge. The author takes us back to the beginning, when Jonathan decided to be like everyone else, but now “Good intentions are forgotten, carried away by a swift, hurricane wind.” Here again gradation is used, depicting a whirlwind of joy and jubilation in the hero’s soul. He breaks the promise made at the beginning of the text, but “To him who strives for knowledge and has once achieved perfection,” such promises have no meaning.

The text uses professionalisms from the speech of pilots, which help the author to reveal the meaning of what is happening: flight, wings, altitude in feet, speed in miles per hour, vertical dive, control, dive.

There are metaphors that add poetry and sublimity to the work: “chariot of knowledge”; “The wind roared deafeningly above his head”; “The moon and the reflections of light that play on the water and make trails of signal lights in the night.” The catchphrase “good intentions” will evoke many associations in the attentive reader and will make you think that the main character did not indulge in intentions - he acted! Comparisons: “he swept over the waves like a cannonball”; “exposed only the narrow ends, like daggers, to the wind,” help to more clearly imagine the action and sign. The text also contains contextual antonyms: “an alarming dull voice” - “pleasant”, “everything is so peaceful and calm”; “not a head, but a computing machine.”

Exclamatory sentences play a special role in the fragment under consideration. If we write them out and read them separately from the text, we will get a condensed and very emotional content of the entire episode: “Darkness! Seagulls never fly in the dark! Come down! If you were born to fly in the dark, you would have the eyes of an owl! You wouldn't have a head, but a computer! You would have short falcon wings! Short falcon wings! That's the solution! What a fool I am! Short wings! Seventy miles an hour, ninety, one hundred and twenty, even faster! One hundred and forty miles an hour! Without losing control!

The author managed to convey in the episode the main idea of ​​the entire story “Jonathan Livingston Seagull” - only those who are not afraid to be different from everyone else and follow their dreams against all odds can be truly happy themselves and make others happy.

1. Analysis of the composition of the proposal.

Determine the number, sequence and place of words in a sentence.

Exemplary speech material:

The days are warm. In autumn it often rains. In winter, the wind howls sadly in the field. Yellow leaves fall to the ground. An old man came out of the forest with a large basket.

2. Syllable analysis and synthesis.

Determine the number of syllables in a word.

Tasks:

2.1. Determine the number of syllables in a word spoken by a speech therapist.

Approximate speech material: wash, bed, tray, swallow, more fun.

2.2. Select pictures whose names have 3 syllables (the pictures are not named).

Example pictures: house, dog, umbrella, fly, cabbage, desk, table, pencil, briefcase, bicycle.

2.3. To pronounce a word, a sentence spoken together
speech therapist on syllables.

Example words: sko-vo-ro-da, za-mo-ro-zhen-ny, ka-na-va, po-to-lok, te-le-fon, po-lu-chi-la, ko-te -nok, boo-ma-ga.

Example sentences: Na-stu-pi-la weight-on. There are books on the table. O-sen-yu las-dots u-le-ta-yut to the south. There are buds on the trees.

3. Phonemic analysis:

The state of simple and complex shapes phonemic analysis.

Isolating sound from a word.

Tasks:

Is there a sound [m] in the words: mouse, tree, frame, cancer, house, cat, room, lamp?

Is there a sound [h] in the words: stocking, slide, swing, clean, firewood, night, stove, stool?

3.2. Isolating the first sound in a word.

Exercise:

What is the first sound in the words: aster, fishing rod, frost, fly agaric, nightingale, wardrobe, faucet, comb, whistle, firewood, torn?

3.3. Highlighting the last sound in a word.

Exercise:

What is the last sound in the words: poppy, pencil, house, stork, finger, bed, tanker, policeman, car, rainbow?

3.4. Determining the place of a sound (beginning, middle, end) in a word.

One of the most common types of analysis in Russian language lessons is linguistic analysis of the text. Its goal is to identify the main stylistic features of the text, their functions in the work, and also to determine the author’s style.

Like any other analysis, it has its own algorithm that should be followed. So, how to correctly do a linguistic analysis of a literary text?

Of course, before looking at the text, you should read it. And not to skim quickly, but to read carefully, thoughtfully and with expression. This will help you understand the work and immerse yourself in it.

Now you can proceed directly to the analysis. Let's look at the basic, most common scheme.

• First of all, it is worth determining which functional text the analyzed text belongs to. Is it scientific, artistic, or official business, epistolary?
• Determine the main communicative purpose of the analyzed text. This could be an exchange of information, expression of one’s thoughts, an attempt to influence emotional sphere feelings.

Stylistic means of phonetics: onomatopoeia;

Vocabulary: antonyms, paronyms, synonyms, homonyms, as well as metaphor and comparisons, dialect vocabulary, archaisms and historicisms, onomastic vocabulary;

Stylistic means of phraseology: proverbs and sayings, aphorisms and idioms, as well as all kinds of quotes;

Stylistic means of word formation: suffixes and prefixes;

Morphological means of language: you need to find polysyndeton and asyndeton in the text, indicate what functions in the text are performed by certain parts of speech;

Stylistic resources of syntax: availability rhetorical questions, dialogues, monologues and polylogues, find

Linguistic analysis of the poem, as well as ballads and poems, should be carried out according to the same scheme. When analyzing poetic work Due attention should be paid to the rhythm of the text and its sound.

Sometimes the analysis scheme may include some other points:

Linguistic text analysis involves deep knowledge main linguistic means, understanding exactly what functions they perform in the text. In addition, it allows you to better understand the author, his plans and immerse yourself in the world invented by the writer.

Language analysis and synthesis

This method applies not only to spelling, but to all sections of the Russian language methodology. IN in this case it provides the conscious-linguistic basis of spelling, and it also fulfills its primary function - research. Types and techniques of language analysis used in spelling:

a) sound-letter (phonetic-graphic) analysis of words, their combinations, the leading type of analysis in grade I, is also used in subsequent grades, and is especially valuable in working with words whose spelling differs significantly from pronunciation;

b) syllabic and accentological analysis, highlighting stressed and unstressed syllables, used when checking unstressed vowels, when transferring words from line to line;

c) semantic analysis, i.e. clarification of direct and figurative meanings of words and figures of speech, ambiguity, shades, connotations;

d) word-formation, morphemic and etymological analysis (in available cases, of course), is used when studying primarily the spelling of word roots;

e) morphological analysis - determination of parts of speech and their forms, types of declension, conjugation, used in mastering the spelling of case and personal endings, in distinguishing prepositions and prefixes, etc.;

e) parsing- highlighting sentences from the text, establishing connections between words in a sentence, distinguishing members of a sentence, used in the study of punctuation, helps check the spelling of case and personal endings, prepositions, etc.

One type of analysis is spelling and punctuation analysis, i.e. detection of spellings and punctograms, their qualification and commenting, i.e. indication of verification methods. (See also the subsection “Grammar and spelling comments.”)

Language synthesis is closely related to analysis; its types and techniques:

a) synthesis at the level of sounds and letters, i.e. composing syllables and words from phonetic and graphic units, combining sounds in a syllable and in a word, composing words and their combinations from letters split alphabet on a typesetting canvas, writing words on the board and in notebooks;

b) first attempts at word formation: synthesis of words according to a model, based on analogy, according to the simplest models, with a given root, suffix, prefix;

c) synthesis at the level of formation - declension sch conjugation, recording the resulting forms, linking them with other words;

d) synthesis syntactic constructions: phrases and sentences, ensuring the connection of words, coordination and management, conveying the thoughts of the speaker or writer, punctuation;

e) construction of text components (paragraph, SSC, ensuring connections between sentences, punctuation).

Synthesis of sentences and text is the application (consolidation) of the entire complex of skills both verbally and in writing: expression of thought in acoustic or graphic code, intonation, graphics, spelling, calligraphy. Synthesis in the field of spelling is checking the text, words and spelling based on the results of the check.

Analysis and synthesis intertwine and merge: thus, in the presentation of a thought (in an essay) there is a synthesis of thought, language synthesis at the level inner speech, then mental analysis- selection of spellings, then synthesis again - in the mind and graphic, i.e. recording, writing.

In auditory dictation, the text is perceived synthetically, in an acoustic code; mentally analyzed and simultaneously recoded into a graphic code, spelling patterns are highlighted - analysis again; spellings are checked; the text is again synthesized and recorded in graphic code.

Self-control, self-test - semantic synthesis (mental) and simultaneous analysis with a focus on spelling.

Memorization

We know voluntary memorization - based on an act of will; conscious and involuntary memorization. IN primary school It is customary to focus on the first; the second develops, firstly, on the basis of the first, and secondly, in the process of exercises, in the process of all types of writing. At the same time, the strength of memory and its readiness to instantly reproduce the necessary material develops.

Good memory- recipe for success. Any underestimation of memory, the ability to memorize and reproduce, can cause considerable harm, especially in the elementary grades, where children still have little knowledge and experience to build complex chains of reasoning, i.e. solve grammatical and spelling problems, draw independent conclusions. Moreover, there is a lot in Russian spelling that can only be learned by memorization.

Memorization is psychological basis simulation method, within which the following techniques are used:

a) setting for visual memorization in parallel with imaginary “speaking” to oneself, mentally, or out loud: in the latter case additionally, both kinesthetic and auditory memory;

b) focus on correct, error-free writing, on creating in memory only one “image of a word” - the correct one; at misspelling two “images of the word” remain in memory, so simulation method rejects cacography (see above);

c) use various kinds dictionaries: lists of “dictionary” words in a textbook, posters with a list of “difficult” words, “Spelling dictionaries” in the form of a separate book with alphabetical order of words (currently the school has several such dictionaries - P.A. Grushnikova, A.A. Bondarenko, E.N. Leonovich), other dictionaries - explanatory, synonymous -
skikh, word-forming; compiling your own student dictionaries;

d) visual dictations, different kinds letters from memory and self-dictations, various types of cheating, especially complicated by analytical-synthetic and other additional tasks;

e) use of paintings, visual aids, tables, diagrams, word-formation models;

f) memorizing the morphemic composition of words (both unverifiable and verifiable), word-formation nests, phrases, whole sentences (proverbs, aphorisms, riddles, quotes, poems, prose passages); expressive speech, reading, improvisation - everything that forms inner feeling language, linguistic intuition. The latter will subsequently provide an automated skill of error-free writing.

Memorization should not be opposed to methods of conscious acquisition of spelling. Memorization is appropriate when mastering not only unverifiable writings. It is appropriate when writing prefixes: there are few of them, they are easy to remember; some suffixes: -an-, -yang-, -in- and etc.; roots with alternations, etc. You should be more careful about memorizing endings - case, personal, containing unstressed vowels: here memorization should be aimed at the method of verification, i.e. to the rule. It is also not recommended to memorize when using capital letters and other differentiating spellings, when transferring words, in cases of combined and separate spelling of words.

It is necessary that children’s language knowledge develops not in the form of isolated fragments, but in a system. They must have formed scientific presentation about levels language system, about her internal communications, about the functioning of this system, about linguistic pragmatics.

Language is a level system:

P R o f u r i c a t i o n l e l l e l: speech sounds, syllables, stress, phonemes, their strengths

And weak positions, intonations, etc.;

morphological level – base of the word, root, suffix, prefix; lexical level – words, their meanings (semantics), shades of meaning, group

types of words by meaning, style, etc.; morphological level (grammar) – classification of words according to functional

on a nal basis, according to formal grammatical characteristics, changes in the forms of words to express the meaning of speech, etc.;

syntax level (grammar) – combinations of words, means of their connections, sentences, their types, complicating structures, etc.;

level of text or connected speech - the construction of speech components that exceed the sentence in volume.

This is a level, structural approach to language. Language must be learned in the interaction of all these levels. But, as you know, a language “comes to life” and begins to work only in speech activity, in writing or oral version. Consequently, the laws of language, the mechanisms of its action cannot be mastered without understanding the functions of its units and constructions, each grammatical category and shapes. In other words, we need a functional approach to language. It helps schoolchildren understand the appropriateness of each level of language and the need for graphics and spelling for written version speeches, as well as developed voice, good diction for oral communication and much more. etc.

System-structural and functional-semantic approaches are necessary in order to choose the appropriate order and the desired sequence. Levels of language are studied in parallel: without knowledge of phonetics (and the basics of phonology) it is impossible to master graphics and spelling, without understanding syntax it is difficult to understand morphology, without morphemics - word formation and the same spelling. The choice of word depends on the content of the speech, punctuation depends on the structure of the sentence, on intonation...

Each new linguistic unit or form is justified through its function. Thus, familiarity with a pronoun is given through the replacement of a repeated word, through the elimination of repetition in the text: The boys went into the forest. The boys didn’t find any mushrooms, but they saw a hare and a bean.

lock. Children correct themselves: They didn't find any mushrooms. This is how schoolchildren realize the simplest function personal pronouns.

In a similar way, children learn the function of the number category different parts speeches, instrumental case nouns, the function of prefixes and suffixes in the formation of new words, personal form verb to convey the situation in which people act, and many more. etc.

Both systemic and functional approaches in the study of forms and patterns of language

ensure the development of schoolchildren’s thinking through the nature and properties of the language itself. The language itself educates the student mentally, develops his thinking, as L.V. Shcherba and V.A. Dobromyslov pointed out.

Close to functional and communicative approach to the language being studied. According to this approach, any linguistic phenomenon should be viewed through the prism of communicative expediency. In essence, this approach is not so new: F.I. Buslaev proposed a methodology for learning a language based on studying literary texts. Today, the communicative approach involves studying any linguistic phenomenon not in itself, not only within language structure, but in communication situations, in speech, in text, not only understand the essence of the phenomenon being studied, but also use the appropriate language form in your own speech, study its use by other authors - masters of words. Modern approach It also requires studying the results of using this form in order to assess its informational and expressive power. This " Feedback" in communication.

In-depth study of the Russian language

Modern multi-level education has put forward the task of strengthened, supplemented language education; this idea does not exclude primary classes in gymnasiums, humanitarian schools, and sometimes in regular schools. Are being created special programs and textbooks, manuals. Goals of in-depth language learning:

a) prepare primary school students for studying in high school, where the humanitarian direction will be fully developed;

b) to instill interest in philology, the art of words, to instill love for language, languages; c) plant the first seeds of the future professional information– about the work of the magazine

sheet, editor, translator, actor, diplomat, language teacher, lawyer.

Unfortunately, existing programs for in-depth study of the Russian language in primary school are aimed mainly at the first task. In-depth study of a language is understood as complicating the program, introducing new topics in grammar that are not in regular programs. Thus, the topics “Numeral”, “Adverb”, “Partitions”, etc. are introduced, the study of the verb is supplemented with the concepts of “voice”, “mood”; the topic “declension of nouns” is expanding; the basics of word formation, lexicological concepts, familiarity with phraseology are introduced... It cannot be denied that such additions are useful, but they are quantitative nature. Although the goal of in-depth study of a language can be not only quantitative, but also qualitative: in-depth penetration into semantics, polysemy of vocabulary, into the meaning of the text; study of word formation, appeal to available means of etymology; appeal to the history of language, to interlingual comparisons; turning to school (educational) and “adult” lexicography, working with dictionaries; improving students’ speech culture, their skill in conveying thoughts in text. A new quality of studying the Russian language will be brought by research activities: study of dialects, toponymy. In that in-depth study tongue closes with extracurricular activities: with language, literary, theater clubs, with travel clubs, with the organization of competitions, with the publication of magazines, etc.

In-depth language learning is based on the interests and abilities of students, their general culture. This is where a special area of ​​pedagogy begins to work - “problems of the gifted.”

children”, and giftedness is considered not as some kind of constant, by nature this quality, but as general development, sustainable interests, out-of-the-box thinking, high learning ability, desire for leadership, activity, ability to overcome difficulties, high motivation teachings.

The developmental role of language theory

Studying language theory performs three functions: firstly, it is her informational role, that is, through its study, schoolchildren acquire a system of knowledge about the language of people; secondly, students develop their thinking and intellectual capabilities, form abstract thinking, master mental operations, modeling, reasoning and proof; thirdly, the correct relationship between theoretical and practical in language and speech activity is formed. And despite the fact that in language development For a child, practice is in many ways ahead of theory; the latter streamlines practice and raises it to a new, higher level.

In practical terms, language theory serves as the basis for all sections of the Russian language course.

At the pronunciation level, it provides the norm literary pronunciation, provides support in mastering graphics, spelling, diction, spelling, writing and reading mechanisms, methods sound-letter analysis etc. Morphemics and the theory of word formation provide solutions to the most difficult grammatical and spelling problems. Even a small amount of student knowledge in the field of lexicology and phraseology helps in semantics, in the mechanisms of word selection, in the interpretation of words and phraseological units, facilitates analysis. At the morphological level, spelling is checked: most spelling algorithms are built on a morphological basis. Speech theory and text linguistics ensure the correct construction of speech, the development of mechanisms of speaking, listening, writing and reading, and the internal preparation of the upcoming utterance. The whole complex theoretical knowledge in language prepares the student for editing own text, its analysis and evaluation.

The theory of language is of great importance in the development of methods of teaching it: from resolving the issue of the correct relationship between theory and practice in school course– before compiling exercises for schoolchildren.

Chapter 3. METHODS OF STUDYING RUSSIAN LANGUAGE AT SCHOOL

The method assumes:

a) determining the purpose of learning: the entire system of interaction between teacher and students depends on this;

b) determining the method of presenting the material to students;

c) the nature of interaction between teacher and students; d) determining the nature of assessment of learning, proposing criteria.

It represents a system of activities of subjects educational process, a set of techniques subordinated to a general attitude. In the “Introduction” the author already turned to methods - to one of their classifications, built on a gradual increase cognitive activity and student independence. But other bases for the typology of methods can be chosen, for example, according to the stages of the educational process. Then the following groups of methods will be identified: methods used at the stage of motivation and stimulation; methods used at the stage of mastering new material; fastening methods; methods of control and evaluation, etc. There are also practical and theoretical methods; methods used only in one of the sections of the course, for example: methods of teaching spelling, reading, methods of speech development...

The theory of teaching methods streamlines the activities of teachers and students and provides a reliable basis for practical developments and technologies.

Language analysis as a method

In the study of linguistic theory, this method has the most important place; its essence is the fragmentation of the studied whole into its component parts with the aim of deep penetration into the essence of phenomena. Analysis, as a rule, is followed by synthesis, which reconnects what has been dissected - this is generalization, the pinnacle of the cognitive process.

Language analysis has the following types (starting from the largest units – the text):

– language analysis text;

– syntactic analysis (within a sentence);

– morphological analysis (parts of speech, their forms);

– morphemic analysis (word composition);

– word-formation analysis;

– analysis or characterization of vocabulary;

– phonetic analysis (phonemes, sounds, letters, syllables, stress);

– elements of stylistic analysis, assessment of speech culture, analysis of eloquence, rhetoric requirements. For oral speech – characteristics of diction, articulation, intonation, etc.

From a methodological point of view, the huge advantage of types of language analysis is their totality, which allows you to keep the entire volume in an activated state. language knowledge and the student’s skills, constantly reproduce and verify them. In this sense, language analysis can be attributed not only to the stage of consolidating knowledge and training, but also

To preparation new topic. During the analysis, the student discovers something new for yourself, there is a need to understand this new thing. Analysis is also used in other comparable methods, such as heuristic.

Each type of language analysis has its own order - a type of algorithm. For example, the sequence of morphological analysis is as follows: determine which part of speech the word being analyzed belongs to; call it in its original form; name constant signs words as parts of speech; determine its form: case, number for nouns, tense, person, number for a verb, etc.; indicate the ending and the basis; determine the morphemic composition of the stem; indicate the connections of the word being analyzed in the sentence and its syntactic