2. Parsing as a type language analysis 12
3. Language analysis works of art as a type of language analysis 15
4. Practical lesson with elements of language analysis 18
PROGRESS OF LESSON 18
Study of the role of prefixes in word 18
Meaning of prefixes 19
Prefix 21
Conclusion 30
Used literature 31
Introduction
Method (literally “way”) in its general form philosophical significance- this is a way of approaching reality, a way of studying, researching natural and social phenomena.The set of research methods of a particular science is called the methodology of this science.
Man's cognition of reality occurs in different ways. In one case, knowledge is the result of scientific study (research) of something not yet known to anyone. In another case, cognition occurs by receiving what is already known in science, so to speak, in a ready-made form from others, that is, by teaching one another, when the knower is not required to carry out independent research. In the second case, to obtain positive results other methods are required. These will already be teaching methods. Among the teaching methods there are:
a) teaching methods that (in their different options) are common to all (or most) subjects studied at school and are described in that branch scientific pedagogy which is called didactics, and
b) teaching methods, which form the subject of private methods that study and describe in a certain system the process of teaching individual academic subjects. The set of methods for teaching the Russian language constitutes the subject of Russian language methodology.
The whole variety of teaching methods can be presented in the form of a certain system, the main features of which are:
a) the completeness of its coverage of all aspects of the subject of study (in this case, grammar, spelling, punctuation, speech development);
b) the interconnectedness of all methods with each other as leading to one goal and providing students with the opportunity to understand and assimilate the material being studied;
c) the unity of general didactic principles that serve as the basis for all methods that are integral part of this system.
Methods can be classified according to one or another of their characteristics:
a) by the source of knowledge acquired by students;
b) by the degree and nature of students’ participation in the educational process (active, passive methods; methods distinguished by the degree of independence of students while completing tasks, etc.);
c) according to the nature and place of work of students (performing work orally or writing; classrooms, homework, tests, etc.).
Methods applied to the Russian language include:
1) teacher’s word (story), 2) conversation, 3) language analysis (observations of language, grammatical analysis), 4) exercises, 5) use of visual aids (diagrams, tables, etc.), 6) work with educational book, 7) excursion.
These methods can be considered as united by one feature - all of them, although not in equally, are a source of knowledge for students, which can conditionally be considered a single basis for classifying methods.
However, the method is a very complex phenomenon, possessing many characteristics; each of the methods for each of the individual characteristics can be classified into different classification series. As a result, the importance of a strictly adhered to a single logical basis for characterizing methods is not as great as it is sometimes imagined.
Sometimes these methods are divided into those that serve to explain new material and those used primarily for consolidation. The first include the teacher’s word, conversation, language analysis, visualization method (illustration and demonstration), excursions, working with a textbook; the second includes exercises and also work from a textbook (memorization of material), etc. However, such a division should be recognized as artificial and not caused by necessity, since almost each of these methods can both serve the purpose of consolidating knowledge and be used to explain new things . This, for example, is the analysis of language (analysis of the text of a work of art reveals the features of the writer’s language, his vocabulary, figurative means etc., that is, it enriches students with new knowledge, and grammatical analysis serves mainly the purposes of training and consolidation of knowledge), and work from the textbook (by reading and memorizing theoretical material, schoolchildren gain new knowledge by doing exercises in the textbook, consolidate studied).
Methods may vary according to psychological reasons, depending on what abilities of the students are being trained: hearing, vision, memory, attention, will (auditory and visual dictations, memorization), etc.
Methods may differ depending on the way of understanding phenomena, what ways of thinking and laws of logic lie at the basis of their classification. In this case, the following are taken into account:
a) induction and deduction, b) analogy, comparison and contrast, c) analysis and synthesis.
And of course, not every method is equally good and acceptable in all conditions. The teacher's task is to select and apply the most effective possible results, a time-saving, user-friendly method.
Thus, the variety of components included in the structure of the concept “method” and the possibility of their various combinations and sequences open up for the teacher the prospect of convenient implementation of the principle of diversity of methods and techniques, making each of them multivariate.
In accordance with what has been said about the connection between methodology and linguistics, pedagogy and psychology, each methodical technique assessed in terms of:
a) the degree of its applicability to the study of a given language phenomenon;
b) its correspondence didactic principles Russian pedagogy;
c) its compliance psychological characteristics and the capabilities of the student in each given class;
d) those real results(student knowledge) to which the use of this technique leads and which are established objective methods assessments (by one or more, mutually controlling each other).
With this approach, the requirement for variability of the methodology depending on changing conditions can be successfully implemented, in to a greater extent be taken into account individual characteristics individual students.
For practical implementation in every specific case of one or another version of the method should be based on a set of criteria, among which the first place is given to the effectiveness of application (based on experience, ease of use for the teacher), simplicity and accessibility of application (for students), correlation with the lesson material (theoretical and practical), content studied (grammar, spelling), etc.
The choice of method when passing a particular section of the program can be influenced by factors such as the nature of the academic subject (Russian language, mathematics) and the program (volume, content, method of organizing the material), the level of preparedness of students, the general culture of the teacher and student, goals and tasks that society sets for the school, place and time of application (lesson, extracurricular activities)
There are no universal methods that would give the same effect under any circumstances. Therefore, each of the methods under some conditions can be extremely effective and irreplaceable, while under others it can be ineffective or completely inappropriate.
Depending on the nature of the student’s participation in the educational process, active methods are conventionally distinguished (conversation, grammatical analysis, exercises in constructing sentences, classifying words according to various semantic and grammatical features etc.), requiring students to exert effort, independence, use creative possibilities(for example, when completing tasks to write an essay, presentation, etc.), and passive, designed only for the ability of schoolchildren to imitate and mechanically copy something (for example, when copying from a finished text).
From this point of view, one and the same method can be not only mechanical, but also conscious, to a certain extent creative, accompanied by an analysis of the text, reconstructing it, adding some words or parts to it; reading can be either mechanical (reading “with the eyes”, without understanding what is being read), and “active”, accompanied by deep work of thought, the emergence of numerous associations with other knowledge, associations conditioned by everything life experience students and their level of knowledge of objective reality.
The value of the same method or technique in relation to different objectives of the learning process this subject very different. Any of the methods cannot take into account both different sides the psyche of schoolchildren, and differences in the nature of the material being studied, and the degree of preparedness of students, and much more; for example, it can promote conscious learning, but not awaken creative thought, be designed for the visual perceptions of students and be neutral in relation to the auditory ones, can be used in the study of spelling and not help the development of speech, etc.
That's why there can't be one universal method teaching the Russian language, equally applicable in any circumstances and when completing any section of the course. And only a combination of methods can ensure reliable assimilation of program material by students.
Methods and techniques should represent a certain system of interdependent and complementary means that take into account the characteristics of a given academic discipline in general (meaning, for example, the interconnectedness of the sections of the course - grammar, spelling, punctuation) and the features of each of its sections.
In the methodology of the Russian language, some methods of teaching are usually called methods, others - techniques. However, the boundary between the concepts of method and method of teaching can practically be outlined only very conditionally. Depending on what other concepts we relate to the concepts of method and technique, the same way of activity of the teacher in relation to students when teaching them the Russian language can be called both method and technique.
The teaching method is a complex phenomenon; usually it is possible to distinguish a number of links or successively replacing each other stages, which, in turn, implies the possibility of using different methodological techniques at each of them.
Thus, if a teaching method is a way of using educational material and the method of activity (actions) of the teacher aimed at ensuring that students as quickly and efficiently as possible the greatest results have mastered the program material, then the methodological technique, being a private concept in relation to the method, is only a link in the process of applying this or that method.
Methods for teaching spelling are, for example, the copying method, the dictation method, the exercise method in their most general understanding. Almost every method in its general expression is a collection of various variants; for example, cheating can act as copying a) from the board, b) from a book, c) from memory, d) from a handwritten font, e) from a printed font, f) with and without analysis of the text, etc.
Dictation as a method finds its expression in such types of dictations as a) auditory, b) visual, c) selective, d) creative, e) explanatory, f) warning, etc.
However, to apply any of these methods, you need to use a number of techniques. You can say: “this should be achieved using a method (not a technique) explanatory dictation or by copying from printed text”, or: “you should use the method of comparison, the method of showing on the board”, etc.
Among the methods of teaching the Russian language, there are those that can, to one degree or another, be applicable at almost all stages of the process of transferring knowledge and assimilating it by students, i.e., when communicating something new, and when consolidating it, and when testing it.
Studying various methods teaching the Russian language, including such an important method as the method of language analysis, is very important and relevant, since they are the basis for all the practical development of the lessons taught by the teacher at school. Exactly practical orientation this topic and served as the basis for choosing this topic course research: Method of language analysis in Russian language lessons.
Leading methodological scientists such as A.V. Tekuchev, M. T. Baranov, T.A. Ladyzhenskaya, M.M. Razumovskaya at different times were engaged in the development of a method of pungent analysis. Let us consider this method in more detail and, based on theoretical material, we will attempt to develop a practical lesson with elements of language analysis. In recent years, new interesting developments in complex text analysis have appeared (Pakhnova, Nechaeva, Velichko, Andreev, Nikolina, etc.).
1. Language analysis method
Language analysis as a method of teaching the Russian language is widely used in studying grammar, in spelling classes, in working on a dictionary, and in studying the writer’s language.Language analysis consists of isolating certain signs phenomena of language ( grammatical forms, groups of words or spellings) and in characterizing them from a certain point of view (grammatical, stylistic).
This method finds expression: a) in observations of language, b) c grammatical analysis and c) in the analysis of works of art from the point of view of vocabulary, style and visual means.
However, one should not confuse the analysis of language as a method and the analysis of language as a component private element of the teacher’s message in a conversation, in a particular exercise placed in a textbook. In the first case, language analysis is a system of work, a set of a number of sequential messages and various exercises, in the second, these are more or less random, albeit positive, accompanying phenomena, only indirectly related to both the material studied in a given lesson and the method of studying this material.
Observations of language were proclaimed in the 20s of our century as a teaching method designed to eliminate school practice in Russian language classes, dogmatism characteristic of the old school, mechanically produced by students is an unreflective grammatical analysis, called by A. M. Peshkovsky “pasting labels” to words and their forms. Observing the language meant refusing to memorize grammatical definitions and terms and highlighting students’ independent searches for answers to questions posed to them through observations. According to some enthusiastic methodologists of that time, these observations qualified as research method(and also universal). According to it, students (including primary school) had to independently, as a result of their study of certain texts, identify, classify linguistic phenomena and themselves draw conclusions from this, formulate grammar rules. This kind of “observation”, having supplanted all other methods of teaching the Russian language, in itself, as being beyond the capabilities of students, naturally could not give any satisfactory result, which soon became evident. Together with the complex laboratory system of observation of language, in the above understanding, which was one of the forms of manifestation of leftist projectism and compromised itself as a method, received a deservedly negative assessment. They gave way to a set of diverse and expedient techniques and exercises, among which, however, along with others, observations of language were preserved, but in a different form and with different functions. (12, p. 94)
Grammatical analysis, as a methodological technique that was more convenient and ensured that students received specific knowledge of grammar, already in the 30s and subsequent years again took its rightful place in common system Russian language classes. Nevertheless, observations of language, in turn, could not but retain their significance to this day. Their role is now limited only initial stage training, i.e. at the stage when students are accumulating knowledge in a particular section, and the final, final stage, i.e. after studying the issue, section, as well as during an in-depth study of the subject in order to expand the knowledge of students.
In the 70s, when the system was deployed problem-based learning, characterized by the use of so-called search tasks, and the technique of comparison as one of the effective methods of development logical thinking, development tools analytical skills students, the formation of their design skills, and in connection with this the development of synthetic abilities, observation of language cannot but be considered as a technique that carries elements of a research method and has the right to take a place in the general system of theoretically and practically justified methods of teaching the Russian language .
Observations of language are only one of the stages (mostly initial) in the process of studying a particular linguistic phenomenon. They can relate to a wide variety of aspects of the language - grammar, stylistics, spelling, vocabulary, phraseology, etc. - and consist of highlighting related phenomena in the text, selecting and comparing them according to any one or a number of characteristics, tracing how The forms of words, phrases and sentence structures change when the goals or content of statements change. (12, p. 96)
Observations are usually carried out under the guidance of a teacher according to a specific plan. They must pave the way for students to understand and consciously assimilate certain conclusions or rules, which will then be studied using the textbook. However, it should be borne in mind that not everything that the class comes to as a result of observations is necessarily presented in the textbook, and not everything is formulated in it in the form of clear rules and definitions that must be memorized.
Observations of language can be carried out after studying any rule or phenomenon. In this case, the purpose of observations is to expand the range of facts that illustrate and confirm the rule, and to enrich the students’ language (for example, vocabulary or stylistic ways of conveying thoughts).
2. Grammatical analysis as a type of language analysis
One type of language analysis is grammatical analysis. By grammatical analysis we mean this type of activity, mainly of an analytical nature, during which students, at the direction of the teacher, identify certain grammatical phenomena in a given text (whole sentences or parts thereof, members of a sentence, individual morphemes, etc.), classify them according to certain characteristics to one category or another and give them a more or less detailed (depending on the goals of the exercise) grammatical characteristics.This type of work promotes the development of logical thinking in general and the analytical abilities of students in particular, disciplines the attention and will of schoolchildren, and develops skills independent work and is an excellent means of repeating, consolidating and testing knowledge of grammar.
Grammar parsing is one of the effective ways bringing to the consciousness of students new grammatical information, rules and definitions. It makes it possible to deal simultaneously with big amount homogeneous facts, the frequent repetition of which reliably consolidates knowledge on the section of the course being passed; allows, as necessary, to include in the text intended for analysis a wide variety of facts from previously completed sections of the course; makes it possible to save time, since in some cases a significant part of the fastening work can be transferred to the house. (4, p. 27)
As homework grammatical analysis can be given as many times and to the extent required in each given case, depending on the nature of the material being studied, the age capabilities and abilities of the students, their language readiness, etc.
Grammar analysis allows the teacher to provide (which is very important!) an individualized approach to both different classes(different in seniority and different in preparedness, if we're talking about about parallel classes) and to individual students.
Adjacent to these types of analysis is phonetic analysis, which is not directly related to grammatical analysis, but nevertheless should take its rightful place in Russian language lessons.
In terms of volume, grammatical analysis can be more or less detailed: complete, when a comprehensive analysis of the proposed text is carried out, and partial, when it affects only a part of the phenomena known to students or their signs. (4, p. 21)
According to the method of implementation, it can be oral (usually in the classroom) and written (usually as a home building).
Depending on where it is performed, grammar analysis can be in the classroom or at home.
In addition to these types of grammatical analysis, selective analysis should be noted. The latter requires great activity and independence from students and is carried out mainly in orally. Selective analysis consists of the fact that the student selects by ear from the words of the teacher, from a textbook or from a reader, certain grammatical phenomena and orally or after recording the entire text in a notebook, highlights them in writing in some way, for example by underlining ( isolated nouns, isolated adjectives, homogeneous members, etc.). Selective analysis can also be accompanied by a classification of selected facts according to some criterion (for example, adverbs highlighted in the text are combined into groups by meaning, by method of formation, etc.).
The so-called mixed grammatical analysis is also known in school practice. Its peculiarity is that the student must name, for example, not only the members of the sentence, if syntactic analysis is meant, but also the part of speech and the form of the word in which this member of the sentence is used (for example, sister - noun complement female 1st class, answers the question of whom? (what?), costs in wine. pad. units h.). Essentially, in this case we are dealing with both syntactic and morphological parsing. If done ineptly and if it is introduced prematurely into the classroom system, such an analysis may turn out to be unnecessarily cumbersome, lacking purposefulness, scattering the attention of students, and leading to their mixing up parts of sentences and parts of speech. This type of analysis, which is not at all harmful, as some people think, can take place in Russian language lessons, but it should be considered primarily as a type of generalizing final work that serves to repeat and consolidate large sections of the grammar course that have already been completed.
The given list of possible types of grammatical parsing is far from complete, since each of the named types has a large number of options. In addition, there are a number of grammar exercises that are related in nature to grammatical analysis.
3. Analysis of the language of works of art as a type of language analysis
Both observations of language and grammatical analysis in its various variants prepare students to perform more difficult work by analyzing the writer's language or language separate work. This analysis can be more or less detailed and carried out with the aim of characterizing the vocabulary of the work (in terms of its richness, diversity, semantic series, etc.), the linguistic means of figurativeness used in it (imagery, emotionality), the features of syntactic constructions that the author uses it predominantly. All this can be done (with the help of the teacher, of course) in relation to works of different genres in literature lessons and in connection with taking a literature course. (6, p. 43)Gradual accumulation of knowledge in grammar, training exercises in memorization (for example, declensions and conjugations) are a necessary prerequisite for organizing the work of analyzing the writer’s language. After all, in order for a student to be able to carry out such an analysis, he must already have a certain amount of basic information on grammar, firmly and clearly mastered, and be able to quickly find the necessary forms and compare them. The mistake of the old school in this regard was that, having done the most difficult thing for the student - giving students the skills to conduct grammatical analysis, the school stopped studying grammar at this point. Instead of then moving on to analyzing the writer’s language using the grammatical knowledge acquired by the students, the school stopped working on the language essentially immediately after the preparatory stage.
Literary and linguistic analysis of the text, according to academician. L.V. Shcherba must show that it helps to reveal the true content of a literary work.
In contrast to the analysis of a single sentence, the analysis of an entire text provides significant opportunities to correlate certain grammatical means used by the author with the content conveyed by these means.
The language of a work of art must be studied from the perspective of its poetic merits ( artistic techniques figurativeness - epithets, metaphors, rhythm, rhymes, etc. and their correspondence to the content of each given episode of the work), as well as from the grammatical and lexical composition. At the same time, it is not at all necessary that in every study literary work all phenomena to be studied according to the program of this class were immediately highlighted; the most clearly presented grammatical phenomena should be studied and repeated in different works. It is desirable that when studying a new work, important phenomena that have already been studied should be repeated.
In high school lessons, linguistic analysis of a literary text is possible, which is carried out according to the following plan:
1) phonetic features of the text;
2) features of graphics and stanzas;
3) lexical features of the text;
4) word-formation features;
5) morphological features
6) syntactic features.
Can be used comprehensive analysis text by G.M. Pakhnova “Program of complex work with text (sample questions and tasks) (9, 32):
1. Prepare for expressive reading of the text (passage): determine where you need logical stresses, pauses - short and longer; choose the desired tone and reading pace, taking into account the content of the text and its linguistic features.
2. Determine the topic, the main idea of the text. Write down key words (phrases) that reflect the topic of the text.
3. Title the text. Explain the meaning of the title: what does the title indicate - the topic or the main idea of the text? (Suggest your own title options if you are analyzing a text that has a title.)
4. Determine the text style. Prove your opinion.
5. Prove that this is text. What is the role of the first (last) sentence?
6. What type of speech (narration, description, reasoning) is this text? Prove it.
7. What means of communication between sentences are used in the text (one paragraph)? What is the method of connection between sentences in this text (chain, parallel communication, their combination)?
8. Using dictionaries, explain the meanings of the highlighted words?
9. Choose synonyms (antonyms) for the highlighted words. What is the difference between the words included in a number of synonyms in the text where this word is used?
10. Find two or three polysemantic words in the text. In what meanings are they used? Prove that these words are ambiguous.
Working with text helps to see the functioning of morphological and syntactic units in living speech, and linguistic analysis of a literary text makes it possible to “visit” the writer’s creative laboratory, to see how the means of language are created artistic expression. In addition, bringing excellent examples of artistic expression to the lesson instills in students an aesthetic taste and encourages them to take care of their native speech.
4. Practical exercise with elements of language analysis
№1. Lesson summary on the topic “Prefix” (§ 65, grade V).Objectives: 1) Reveal the specifics of the prefix as a significant part of the word.
2) Develop the ability to identify prefixes in words and explain their meaning.
3) Repeat the concept of “lexical meaning of a word”, “antonyms”, “speech styles”.
DURING THE CLASSES
I.Checking homework.Frontal survey.
What is studied in the “word formation” section?
How do cognate words and forms of the same word differ from each other?
What significant parts stand out when analyzing words by composition?
What is the stem of a word? What morphemes can the stem of a word consist of?
II.Explanation of new material
Students from the elementary school course know what a prefix is, so you can start the main part of the lesson with questions that will immediately put students in the position of “researchers” and allow them to repeat the knowledge they have already acquired about morphemes.
Find the prefix in the word console.
- What is the suffix in the word console"!
-
From what word was the word formed? console?(Bet →
attach→ prefix). Study of the role of prefixes in a word
Observations from the drawings on page 163.
1. Look at the pictures and make suggestions about their content. The student takes the flower out of the room. A boy brings a cactus into the apartment. Petya moves the flower to another place.
1. Compare the verbs by lexical meaning and composition.
3. Remember what a pair of verbs is called contributes - takes out.
4. What does each of the verbs mean?
5. Which part of the word gives the word a new lexical meaning?
6. What prefix can you use the verb with? wear and what lexical meaning will it have new verb? As we work with this material, fill out the table.
Draw a conclusion and formulate a definition of the prefix.
Self-study assignments
1) From the sentences written on the board, write down verbs that have prefixes.
2) Determine the meaning of the prefixes.
The drums began to crack -
And the Basurmans retreated.
(M.Yu. Lermontov.)
And only the sky lit up,
Everything suddenly began to move noisily.
(M.Yu. Lermontov.)
The winds rustled, the green forest gasped,
The dried feather grass whispered with an echo.
(S. Yesenin.)
All the arrows have whistled a long time ago,
And all the shields rattled,
The snowstorms have long since finished crying
A hard time of poverty.
(N. Zabolotsky)
3) Compare the meaning of prefixes in verbs crackled, made noise, hardened, entered(for the house).
As a result of observations, students come to the conclusion that one prefix can have several meanings; for example, prefix behind- may indicate the beginning of an action (lit up) achieving results (hardened) direction of action (went in).
We read the statement of K.I. Chukovsky: “Prefixes give Russian speech so many rich shades. The wonderful expressiveness of speech largely depends on them. In the variety of prefixes lies a variety of meaning.”
Exercise. Do you agree with K.I. Chukovsky? Prove the correctness of your answer.
III. 1. Expressive reading text written on a chalkboard
Determine the style of expression, type of speech.
The muddy steel of water is visible ahead. Eagles emerge from across the lake, from the dark copses. They sway in menacing silhouettes against the backdrop of the setting sun. Scared of them sudden appearance, the entire feathered world freezes. The swan call fell silent. Eagles fly around the lake.
- What style of speech does this text belong to?
Which of the signs artistic style present in the text? (Use of words in figurative meaning.)
What type of speech? (A narrative in which actions are revealed sequentially.)
Find verbs with prefixes in the text and sort them according to their composition.
2. Choose words with the same root with the prefix for these adjectives without-, after- or above-. Make up noun phrases. + adj., write them down.
Words from ex. 388: cloudy, lunar, lunch, tasty, painful, literate. Determine the lexical meaning of each word and semantic meaning, which the prefix attaches to the word. Make up a common sentence using any phrase.
3. Ex. No. 389 (oral). Read it. What is the meaning of the prefixes in the highlighted words? Choose antonyms for the highlighted words. How do they differ in composition? Explain the missing spellings.
Lunch hourwas approaching.
Seven ruddy mustache.
The elder said: “What a miracle!
Everything is so clean and beautiful.
Somehow he was tidying up the mansion and waiting for the owners.”
2. Before dawn
Brothers in a friendly crowd
They go out for a walk.
Gray ducksshoot .
4. Ex. 390. Select by spelling dictionary 10 words with prefixes for-, on-, in-, over-, with-, pro-, about-, before-, demon (without)-.
Fill the table.
- Prove that for-, on-, in-, over-, with- in verbs they are prefixes.
Are verbs used with prepositions?
What is the technique for distinguishing between prepositions and prefixes?
Determine from which lexical meanings of words run, urgent, cordial formed words run around(all familiar places) early(release), heartless(action). Check your answer in S.I.'s dictionary. Ozhegova.
IV.General acquaintance with the “School word-formation dictionary” by A.N. Tikhonova (1978).
Among the many dictionaries of the Russian language, there is a very interesting and necessary “School Word Formation Dictionary”, which was published by lexicographer A.N. Tikhonov in 1978. In this dictionary you can find information about how words were formed, how to correctly parse a word according to its composition, i.e. correctly determine the root, suffix, prefix. Words in the dictionary are arranged in nests, which are headed by the original word. ,
Consider a fragment of a dictionary entry.
From what word are the words written in the column formed?
What are the lexical meanings of the formed words?
Thanks to what part of the word do verbs differ from each other in lexical meanings?
Lesson summary.
1. What new things did you learn about the console in the lesson?
2. What is the role of the prefix in a word?
3. How to distinguish between a prefix and a preposition?
Homework.§ 64, § 391.
The most prepared students can often complete differentiated task: write down the dictionary entry for the word ready); arrange words in the form of a chain, trace the word-formation role of prefixes, draw a conclusion, (retrain - prepare, cook, ready).
№2. Linguistic analysis poem by A.S. Pushkin “Echo”.
Echo
Does the beast roar in the deep forest,
Is the horn blowing, is the thunder roaring,
Is the maiden behind the hill singing?
For every sound
Your response in the empty air
You will give birth suddenly.
You listen to the roar of thunder
And the voice of the storm and the waves,
And the cry of rural shepherds -
And you send an answer;
You don't have any feedback...
So are you, poet!
During the classes.
Teacher's word. Today in class we will be engaged in a linguistic study of Pushkin's poem. In literature lessons we conduct literary analysis, during which we determine the place of the work in literary process and in creativity of this writer, problems, ideological content, composition and plot of the work.
Linguistic (from “linguistics is the science of language”) analysis is aimed at studying the language of a work.
Reading the poem carefully, let’s think about it and try to understand why the author chose these particular thoughts to express his thoughts. language means. The magazine “Moskovsky Vestnik” for 1828 contains the following review about the language of Pushkin’s works.
“Hardly anyone wrote poetry in Russian with such ease as we notice in all of Pushkin’s poems. He doesn’t seem to be working: everything is at ease; the rhyme sounds and calls out another, the stubbornness of syntax is completely defeated: the poetic measure does not in the least interfere with the natural order of words. A rare talent.”
Student. Reading a poem (by heart).
Teacher. You are more familiar with literary analysis. Based on the assignments received, write a short literary analysis. The poem “Echo” was written in 1831.
you will give birth suddenly; send a reply; and you are a poet)
Analysis of linguistic means themselves.
So literary analysis reveals the author’s (writer’s) intentions.
Let's see how it is implemented through language.
What is actual language (linguistic) text analysis? Which language facts is it necessary to keep it in sight at all times?
We draw up a diagram on the board:
Text Features
Phonetic
Graphic
Lexical
Derivational
Morphological
Syntactic
(The emphasis on certain features depends on the nature of the text.) Before us poetic text, and the text is a linguistic unit organized in a certain way. There are elements in the text that play this organizing role. This is especially noticeable in the poetic text.
We call them keywords.
The poem is about echo. But you have identified the topic: a poem about a poet!
What lines convince us of this? (So are you a poet!)
Which word contains all the content of the previous lines?
(“Such” is the key word).
What is this part of speech and what is its peculiarity?
(Pronoun, demonstrative; pronouns are used instead of a noun, adjective, numeral. These are substitute words.
Have we identified correctly? How does the dictionary interpret this word?
(This is “exactly this one, similar to this or what was spoken about”), that is, the word indicates the identity of the qualities of two phenomena.
What identity does it indicate? (on the identity of the echo and the poet)
What other pronoun indicates to us the identity of the poet and the echo?
(Both the echo and the poet as subjects of action are indicated by the pronoun “you”,
therefore, this is also supported at the grammatical level
identification).
The short last sentence tells about the poet in the poem, and
the main part is devoted to echo.
And echo is a sound and sounding phenomenon.
How does Pushkin show us this?
He describes in emphatic detail the sounds reflected by the echo: does it roar?
an animal in a deep forest, whether a horn blows, or thunder roars.
How does a poet achieve the effect of a sounding echo?
(by skillful selection of words that are made up of sounds reminiscent of
the sound of these elements and living beings.
[r"] - does the beast roar
[tr], [r,g] - whether the horn blows
[gr"] [gr] - if the thunder roars, do you listen to the roar of thunder
IXLM ~ Is the maiden behind the hill singing - the fluidity and tenderness of the feminine
What is this type of sound painting called? (sound recording)
So we have traced the phonetic features of this text in stanza 1.
But the second stanza gives us an excellent opportunity to see what kind of vocabulary the poet selects - this basic building material.
Re-read the second stanza.
What remarkable, unusual things have you noticed in the use of words?
(use of Old Slavonic “glas” and neutral “cry”)
In Pushkin's time, mixing the lofty, poetic and ordinary was not accepted. And Pushkin did this, although his contemporaries reproached him for such linguistic license.
What is the relationship between the words voice and cry?
(semantic synonyms, but here, in this context, as stylistic
antonyms)
All levels of language “work” in the text. We looked at phonetic ones,
lexical features, and now let’s see how syntax helps express an idea (“the stubbornness of syntax has been completely defeated”)
Are the sounds of the surrounding world transmitted from the structure?
a) pay attention to the word order
(it is the opposite - attention not only and not so much to objects
the surrounding world, but their actions)
b) punctuation marks: commas, dashes.
c) the sentence splits into two parts. What is the connection (coordinating or subordinating) between the parts? (Subordinate) How grammatical means is this expressed? (with a conjunction - the particle “li” and intonation, underlined by a dash)
Let's return to sounds. A lot of them. They are all different. How does the echo react to these sounds (response),
Find a keyword that suggests a reaction to sounds (pronoun, just in case). What does it indicate? What is its lexical meaning? (We read what is written out from the dictionary at home)
- (the pronoun “every” indicates the completeness of coverage of qualitatively heterogeneous phenomena.)
In addition, the echo does not simply reflect sounds, but does it “suddenly”. IN modern language what lexical meaning does this adverb have?
(suddenly, unexpectedly)
Is this the meaning of the word “suddenly” used by Pushkin?
(we try to determine it ourselves, then we read from the dictionary of Pushkin’s language) (T.l.-M., 1956-1961. p. 222) The semantic center of this sentence is in the key words: for every sound - you will suddenly give birth (immediately, without delay, instantly”) .
How is the variety of sounds conveyed in sentence 2? (by using homogeneous members with a repeating conjunction “and”)
Which semantic relations between parts of a sentence? And how are they
are they transmitted?
(IN original version there was no union. The sentence was non-union, and the semantic relations of opposition were not expressed so clearly)
What role does this contrast play in the development of the theme of the poet and poetry in the poem?
(This is the climax of the poem)
How Pushkin intonationally draws attention to this basic idea
poems?
(Ellipsis, pause)
Behind this pause, a conclusion is brewing, for the sake of which this poem was written. The pronoun “such” is intonationally highlighted as an equals sign and an indication of the subject of comparison: And you, poet!
Considering the deep meaning that was revealed to us as a result of the analysis, let’s read the poem expressively again.
Conclusions, results of the lesson.
We conducted a linguistic study of Pushkin's poem.
Today we saw that there is nothing superfluous in the poem.
The poet’s deep, original thought is expressed in such a simple and harmonious linguistic form that it is not surprising how this “rare talent” amazed Pushkin’s contemporaries and delights us.
At home: write a review of the lesson: “Did the lesson help me understand Pushkin’s poem more deeply?” The essay must be proven.
Conclusion
Thus, after considering some issues related to the topic “Method of language analysis in Russian language lessons,” the following can be noted.
The method of language analysis is one of the most important methods modern techniques. This method finds expression in observations of language, in grammatical analysis and in the analysis of works of art from the point of view of vocabulary, style and visual means.
Language analysis as a method of teaching the Russian language is most widely used in studying grammar, in spelling classes, in working with a dictionary, and in studying the writer’s language.
Language analysis consists of identifying language phenomena (grammatical forms, groups of words or spellings) according to certain characteristics and characterizing them from a certain point of view (grammatical, stylistic).
In recent years, interest in this method has increased, this is due to new trends that have emerged in modern school.
References
Andreev V.K. Linguistic analysis as a method for studying literary texts. - Pskov, 1997
Velichko L.I. Working on text in Russian language lessons. - M.: Enlightenment, 1983 - p. 128.
Types of analysis in Russian language lessons / Ed. V.V. Babaytseva. – M., 1978.
Gimatova E.P. Vocabulary and syntax in morphology lessons. //RYASH, 1978. No. 1.
Ippolitova I.A. The role of text in the study of introductory words and sentences.//RYASH. - 1996. -№2.-s. eleven
Loseva L.M. How the text is constructed. M.: Enlightenment, 1980
Lvova S.I. Warning: literary text! Analysis of mini-fragments of literary texts in a Russian language lesson / Russian Literature, 1997. - 3. - p. 51-56
Fundamentals of Russian language methodology in grades IV-VIII / Ed. A.V. Tekucheva, M.M. Razumovskaya, T.A. Ladyzhenskaya. – M, 1978.
Pakhnova T.M. Complex work with text in high school.//RYASH. - 1997. - No. 1. -With. 34,-№2.-s. thirty
Sidorenkov V.A. Techniques for independent work with linguistic text.//RYASH. -1998. -No. 6.-s. 27
Sokolova G.P. About thematic notebooks in the Russian language./RYASH. - 1993. - No. 1. - With. 3-4
Tekuchev A.V. Methodology of the Russian language in high school. – M., 1980.
Chizhova T.I. The use of literary text for linguistic and moral development students //RYASH. - 1995. - No. 3.
1. Analysis of the composition of the proposal.
Determine the number, sequence and place of words in a sentence.
Sample 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.
Linguistic text analysis- this is not a transfer of personal impressions of what you read, it is serious study of a work from the point of view of its meaning, form, structure etc. Linguistic text analysis is difficult for an unprepared researcher, therefore, before embarking on such an important task, familiarize yourself with the basic terms– this will undoubtedly be useful to you.
So, what do you need to know in order to conduct a competent linguistic analysis of a text?
First – type of literature. Of course, with concepts "prose", "poetry", "drama" we know each other well, but remember that for a full analysis it is not enough to write that this is a “drama” - You must definitely justify your position. Of course, you don’t need to rush into the most literary and linguistic “wilds”; you don’t need to hone your explanation to the smallest detail. It is important to know the main distinguishing features of drama from prose, prose from poetry.
Second – theme and main idea of the text. Subject of the text, in simple terms, is what the work is about. Subject- that's more general concept. The main idea of the text is precisely the author’s vision of the topic, the opinion of the creator of the work. Main thought text, as a rule, can be clearly seen in the text itself, although sometimes it can be read “between the lines.”
Third – genre and its main features. When determining a genre, be guided by your “reading” experience and knowledge of the main characteristics of genres. As a rule, texts that are “pure” in genre are provided for analysis. But get ready for surprises too!
Fourth
– features of the organization (structure) of the analyzed passage. Everyone can count paragraphs, but not everyone is able to argue for exactly this, and not another, division of the text into paragraphs. Of course, there is no need to look for a catch in every red line: first of all, pay attention to the "weirdness"– for example, for some reason the author divided one paragraph into two or three paragraphs. Try to understand why the author did this. For example, as a rule, one line highlighted in a paragraph is designed to attract the reader’s attention to the author: it is precisely this line that most often contains information important for revealing the author’s position. Pay attention to the beginning and end of each paragraph. If paragraphs begin and/or end with the same phrase or word, then it is not by chance. Try to understand why is it so important for this author in this particular work to draw our attention to this particular phrase. 
If you are working with poetic text, don't pass by dividing a work into stanzas, don't close your eyes to poetic meter And rhythm poetic work . The division into stanzas is also not always regulated by the structure of the work (for example, a quatrain, a sonnet). Pay attention to those words or lines that stand apart, or to those stanzas that do not contain the same number of lines as others: after all, the author needed all this for something! Poetic meter can serve as a calling card for both an individual author and an entire era. The rhythmic organization of a poetic work allows you to “hear” it: determine which work is sad and calm or, on the contrary, impulsive and impetuous. This says a lot about mood of the work, about why the author used such rhythm in this particular work.
If you are working with dramatic work, pay attention to the ratio of remarks and remarks, the length of the remarks, their semantic correspondence and interrelation in a dramatic work.
Fifth – analysis of stanzas and replicas. This is especially true, of course, poetic work. You can focus on this plan:
* phonetic organization and its features(“sound recording”, that is alliteration, assonance, repetitions, roll calls of sound series or their obvious absence);
* morphological structure(words of which parts of speech predominate and why; what forms the words are in; relationships between the tense forms of the verb; relationship with the tense forms of participles and gerunds; the role of adjectives and adverbs in specifying the main subject of speech, its actions, states);
* syntactic organization(complex and simple sentences; uniformity / diversity of parts complex sentence; the presence of unions and their role; repetitions or omissions of words and their meaning; connection of words in the text; the use of statements that differ in purpose and emotional coloring);
* figurative speech structure(use of words in a figurative sense; use of metaphors, personifications, metonymies, synecdoche; stylistic figures and trails; use of stylistically colored vocabulary);
Sixth – method of stylistic experiment. This method is designed for creative people. The essence of the method is to artificially replace the author's words, constructions, phrases, and order of parts in order to prove the appropriateness of the author's selection of linguistic means.
Still have questions? Don't know how to do linguistic text analysis?
To get help from a tutor -.
blog.site, when copying material in full or in part, a link to the original source is required.
It is necessary that children’s language knowledge develops not in the form of isolated fragments, but in a system. They must have a scientific understanding of the 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, spelling for written speech, 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 of 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 situations of communication, in speech, in text, not only to understand the essence of the phenomenon being studied, but also to use the appropriate linguistic form in one’s own speech, to study its use by other authors - masters of words. The modern approach also requires studying the result 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, the 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 included in conventional 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 language is connected with extracurricular work: 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 constant quality given by nature, 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 a child’s linguistic development 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):
– linguistic text analysis;
– 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 of language knowledge and skills of the student in an activated state, 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 preparing a 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
Provide exact phonetic transcription.
Characterize all the sounds of a word based on their classification. Indicate the number of letters and the number of sounds in the word.
Characterize syllable structure words:
a) indicate the places of syllable divisions (in phonetic transcription - with vertical lines, in graphic notation - with a dash);
b) number the syllables and indicate their types (by beginning and end).
Describe the emphasis:
1) verbal:
a) strong or weak, one or more;
b) movable or fixed formative;
c) movable or fixed word-formation.
2) text (logical, phrase, clock); author's shift of stress in a word.
5. The role of the sound structure of a word in a text: the specificity of monosyllabic and polysyllabic words in the text; the presence of a large number of vowels or consonants in a word; reduction or preservation of vowel sounds; alternation of consonant sounds with zero sound; repetition of the same word within a small context, etc. Justify the influence of phonetic features of a word on the meaning of the text as a whole.
Lexical analysis of a word (at the sentence or text level)
Analysis of the lexical meaning of a word (LZ):
a) single-valued or polysemantic,
b) this value is primary or secondary,
c) direct or figurative,
d) if figurative (secondary), then indicate the type of transfer (metaphor, metonymy, synecdoche, functional transfer),
e) free or non-free, indicating the type of non-free language (phraseologically related, syntactically conditioned, structurally limited).
Select or find in the text (if possible) synonyms, antonyms, homonyms and indicate their types.
Origin of the word: original Russian or borrowed (from where), note the signs indicating the etymology of the word (if any).
A word of active or passive vocabulary (historicism, archaism, neologism). Indicate the types of passive words.
Scope of use of the word: nationwide or limited use(dialectism (specify type), term (science), professionalism or jargon).
Style (colloquial, bookish, neutral (a type of bookish: scientific, official - business, poetic, journalistic));
emotional - expressive coloring of the word (neutral, reduced, solemn, evaluative, etc.).
7. Determine the stylistic function of the word in the text.
Morphological analysis of the word Noun
Initial form (Im.p., singular).
Lexico-grammatical categories:
a) proper or common noun;
b) animate or inanimate;
c) concrete, abstract, material, collective, individual.
Discharge value, discharge indicator.
A) permanent
Gender (male, female, average, general, no gender);
Type and variant of declension;
b) fickle
5. Syntactic function in a sentence.
Adjective
Initial form (Im.p., m.genus, singular).
Full or short form of the adjective; form indicator.
Lexico-grammatical category of the adjective:
a) qualitative, relative, possessive;
b) digit value; discharge indicator.
Type of declension of the adjective (type I – qualitative-relative; type II – possessive); declension option (hard, soft, mixed, sizzling or C).
a) gender, number, case;
b) which word is consistent with.
Syntactic function in a sentence.