The morphology is given in a short, basic way. The author of the book tries to load the learners with rules as little as possible, and think more by analogy from typical examples. After this, we can say «matrix representation of Russian grammar», there is a transition to short texts. And if the texts of culture studies are accompanied by translation (here, too, a combination of the translation of a fragment of the text and the submission of words for independent translation into Russian is used), short thematic texts are offered for understanding through application of words and phrases to translate the text. These texts establish the main thematic layers for everyday conversation. It is better to memorize them. And then repeat the sentences in a different order, changing for a possible projected situation. Words for short thematic texts are given in their original form. Therefore, Russian language learners can compare these original forms with those in the texts, and accompany this comparison with the rules from the Chapter on the basics of grammar.

Colloquial phrases are also offered for communicative situations. They are certainly best learned by heart. To strengthen memory, so that it is not just mechanical, in the construction of phrases, one must see the presented grammar. As you can understand, Russian grammar is given not from theoretical foundations, but from practical experience.

Stylistics, as a branch of teaching the Russian language, is not presented separately. Because this is a higher level of acquiring linguistic experience. However, reading texts with cultural information can provide some experience.

And in conclusion, the author gives three tips for intensifying memory when learning Russian. This is surprise, naturalness and speed. «Unexpectedness (surprise) ” involves remembering the assimilated material in an unprepared situation. «Naturalness» should give a tinge

of freedom of reproduction, that is, application without tension, as in ordinary conditions of conversation, using the Russian language. «Quickness (speed) ” should train for the quickest possible retrieval from memory of what has been learned.

If these three rules are observed, the success of communication in Russian is ensured, its volume will only depend on the amount of learned vocabulary.

The difference between the methodology of the Russian author and the international, more British, methods of teaching English is that language training is not detailed into numerous exercises that come from the teacher’s initiative. The Russian author presents the unmistakable use of the Russian language by grammatical, phonetic schemes, logically organized, and the student himself can come up with various exercises. That is, the student’s initiative is not loaded with the teacher’s exercises, of course the Russian author gives the exercises. And most importantly, the most difficult problem of teaching a foreign language is being solved: the correspondence of the semantic fields of lexical units. The student can compare the single-variant translation of a word in the list attached to the text with finding the same meanings rendered in the whole text in the translation – there may be differences.

3. Типы словарей русского языка

и как ими пользоваться

3. Types of Russian dictionaries and how to use them

История русских словарей началась ещё в XI веке. Но это был удел малого количества грамотных людей на Руси. В дальнейшем словарное дело развивалось параллельно русского языку, науке и грамотности. XVII считается поворотным в составлении словарей на Руси. Потому что в науку и культуру стали активно входить иностранные языки.