Types of grammatical errors in the Russian language. Typical mistakes in Russian: grammar, speech and spelling

25.09.2019

Larisa Fominykh

Grammar or speech error?

The need to distinguish between grammatical and speech errors in the creative work of students is dictated by existing norms. The first type of error is integral part in the assessment for literacy, the second (as one of the components) - for the content. During the verification of USE essays (part C), they must also be distinguished. However, in practice, there are often difficulties in their differentiation. The purpose of this note is to help the teacher in determining the nature of these shortcomings.

A grammatical error is a violation of the structure of a language unit: incorrect word formation (there is no such word in the language); incorrect formation of word forms; errors in the construction of phrases and sentences. Violations of this kind account for about 31%.

A grammatical error, depending on its nature, can be made in a word, in a phrase or in a sentence. It doesn't require context to discover it. Unlike spelling or punctuation, a grammatical error can be detected by ear, and not only in a written text, while a spelling error can only be detected in writing.

Consider main types grammatical errors.

I. Erroneous word formation: cake; liked; chewing gum; showed indifference.

II. Errors in the formation of forms different parts speeches:

1) nouns (gender; nominative and genitive forms plural; declension of indeclinable nouns): where is the second shoe? my birthday; our engineer; real friendships are few; ride on ponies;

2) adjectives (double comparative or superlative): less successful; most beautiful fountain; more attractive;

3) numerals (incorrect formation of case forms of cardinal numbers; errors in the use of ordinal and collective numbers): over eight hundred meters; seven skiers; on page thirty-eight;

4) pronouns: how many hours of class? with their neighbors; evon book;

5) verbs: lay down walls; want to eat; erase from the board; chishet five times in a row; slam the door; drive straight; tomorrow I will tidy up (wash off); this also includes a violation of the species-temporal correlation of verb forms in the sentence: When December comes, the weather changes dramatically.

6) participles (they do not have a form of the future tense; they are not used with a particle by; you cannot mix recurrent and irrevocable forms): everyone who writes an essay will receive a credit; there is not a single book that would attract our attention; studied all available information; troops fighting the enemy;

7) gerunds: walked, looking around; applying ointment to the wound; having bought a service;

Sh. Syntax errors- violations in the construction of phrases and sentences:

1) errors in management: describes about the battle; thirst for power; I can't wait until I leave

2) in agreement: young people are eager to learn; people believe that life will not get better; with a group of tourists who are fond of rafting on mountain rivers;

4) in the construction of sentences with homogeneous members:

a) the member of the sentence and the subordinate part are used as homogeneous: I want to show the meaning of sport and why I love it;

b) with two verb-predicates there is a common object that cannot be used in this form with one of them: We remember and admire the exploits of heroes;

c) inaccurate use of double union: As the old people as well as the children were the first to be evacuated(it is necessary: both ..., and ...). I not only prepared on my own, but also attended an elective(not only but…);

5) in the use of participial phrases: There is little difference between the topics written on the board;

6) participial phrases: Skating on the rink, my legs hurt. And then, preparing for the exams, it was as if he had been replaced.

7) in the construction of complex sentences (distortion of conjunctions; the use of two subordinating conjunctions at the same time; "stringing" the same type of subordinate clauses): The bell rang, you need to go home. Everyone began to praise the performers as if they were real artists. He said what he did not know about this case. I heard that you asked me to tell you that you will come soon.

8) violation of the boundaries of proposals: 1. When the wind ran through. And the clouds quickly ran across the sky. 2. I poured a hedgehog of milk into a saucer. And put the hedgehog in the box.

However, one should be aware of the phenomenon of parcelling, when the author deliberately divides the sentence to give it more expressiveness or to highlight the thought: The very thought of betrayal makes me uncomfortable. Because it defies my beliefs.

9) mixing direct and indirect speech: A.S. Pushkin writes that I aroused good feelings with my lyre.

The main types of speech errors

Speech errors are errors related to violation of requirements correct speech. The reason for them is the poverty of the students' vocabulary, inexpressiveness of speech, indistinguishability of paronyms, non-compliance with the lexical compatibility of words, speech stamps, etc. From the point of view of grammar, there are no violations, all forms of words, syntactic constructions correspond to the language norm, however, in general, the text of the work indicates the poverty of the student's speech .

1) The use of words in an unusual meaning for them: The pathos of his work is laughter - the writer's formidable weapon. Monologue of wind and tree...

2) tautology (repetition of single-root words in one sentence): The enemy was getting closer and closer.The young district of the city was named after the name of the street. The writer vividly describes the events of the Great Patriotic War.

It should be noted that the use of single-root words in one sentence may be quite acceptable. In Russian in native language there are a number of expressions like: all sorts of things, jokes, do their job, roar roaring, howling howling, moaning with a groan. Either stand standing, or sit sitting, or lie down lying down. (proverb)

Many of them have already become phraseological units or are approaching them. In works of art, the author may consciously resort to tautology:

Soon the fairy tale tells, but not soon the deed is done. (A.S. Pushkin)

The smoke goes from the pipes to the chimney. (A.S. Pushkin)

I wish you and myself more pride, less pride. (K. Vanshenkin)

3) pleonasm (hidden tautology): the main leitmotif of his work; we invite you to meet new year holidays far from cold, blizzard and cold; specific feature of creativity; colleagues;

4) mixing of paronyms: representatives of high society led a festive life; after a quarrel between neighbors, hostile relations were established; this dish is very filling;

5) violation of lexical compatibility: around gloating hunger, devastation; the standard of living of the population has deteriorated;

7) speech stamps: now let's talk about heating; in the summer we like to relax on the sea; the exam can be held at the end of the development of the subject;

8) dialect, vernacular, slang words: he is used to living for free; she looked great; in the image of Khlestakov, Gogol showed a terrible impudent person who shamelessly lies and grabs a bribe;

9) mixing vocabulary from different historical eras: Marya Kirillovna and the prince went to the registry office to get married. Liza served as a housekeeper for Famusov;

10) unjustified repetition of the same words in adjacent sentences (usually these are verbs of movement, being, speaking): Boy was dressed in a burnt padded jacket. Vatnik was darned roughly. AND were he has worn trousers on. A soldier's boots were almost new.

Such a defect should be distinguished from repetition as a stylistic device, which is actively used by poets and writers:

Beauty does not go in vain.
Do not grow even in a black year
Maple in vain, and willow in vain,
And a vain flower on the pond. (Yu. Moritz)

Hazy noon breathes lazily,
The river flows lazily.
And in the fiery and pure firmament
Clouds drift lazily. (F. Tyutchev)

11) the unsuccessful use of personal and demonstrative pronouns as a means of connecting sentences (as a result of which ambiguity is created): Don't lend the company car to your wife. She may get into an accident. We watched the film in the new cinema. From him we have a good impression.

12) bad word order: Dobrolyubov called merchants from Ostrovsky's plays representatives of the "dark kingdom". Prelude and nocturne for Scriabin's left hand were performed by Margarita Fedorova.

To make it easier to use the classification of these errors, we will present them in an abbreviated form in the table:

Grammatical errors	Speech errors
1) erroneous word formation: pleasure to live; wakefulness; sign for life;	1) the use of the word in an unusual meaning: In an allergic form, Gorky tells us about Petrel.
2) errors in the formation of word forms: no places; more strict; five hundred rubles; wait; theirs;	2) violation of lexical compatibility: cheap prices; he constantly replenishes his horizons;
3) violation of the types of temporal correlation of verbs: sat at the table and does not talk to me;	3) tautology: Everyone was in a businesslike mood. The increase in crime has increased by five percent.
4) errors in coordination and management: from the part of the novel I read;	4) pleonasm: colleagues; feathered birds;
5) violation of agreement between the subject and the predicate: Mankind is fighting for peace. Young people on the bus push and make noise.	5) unjustified repetitions of the word in adjacent sentences: The guys woke up early. The guys decided to go to the forest. The guys went into the forest along the field road.
6) errors in the use of participial and adverbial phrases: While sledding, I got a headache. Reading books makes life more interesting.	6) Unfortunate use of personal and demonstrative pronouns, creating ambiguity: The girl has a hat on her head. She looks flirty.
7) errors in the construction of complex sentences: Before leaving, we went to the river.	7) the use of a word of a different stylistic coloring: To poison Lensky, Onegin courts Olga.
8) mixing direct and indirect speech: The governor told the oil workers that we appreciate your contribution to the region's economy.	8) mixing vocabulary from different historical eras: Gerasim returned to the village and began to work on the collective farm.

Training tasks

1. Find grammatical errors in sentences and determine their type.

1. The logs were heavy, so they were put on sticks and carried.

2. The accident occurred at the five hundred and eleventh kilometer from Moscow.

3. The management of the organization hopes that in this way they can stop the growth of the queue in kindergartens.

4. And we made a new swing in our yard!

5. Writing a review, Iskander used a rhetorical question.

6. These plans need and deserve all support.

7. But the father answered that you are still small for such work. Chatsky's ardent speeches are addressed to the nobility, who do not want and are even afraid of change.

8. Now the methods of water purification are becoming more perfect.

9. The spring sun shines brightly, and the birds sang.

10. Having risen to our floor, the door of our apartment was open.

11. From a distance, floating logs on the water were visible.

12. The sons of Taras dismounted from their horses, who studied in the Kiev bursa.

2. Find speech errors, determine their type.

1. We foresaw all the difficulties of the campaign in advance.

2. Khlestakov sat in the britzka and shouted: “Drive, my dear, to the airport!”

Types of grammatical errors

Prepositions according to, in spite of, thanks to, contrary to used with D. p. (not R. p.)

ERROR: according to schedule I contrary to orders but

Incorrect use of the case form of a noun with a preposition

Remember mistakes

On arrival, on departure, on departure

Upon completion, upon return, upon completion

NORM: upon arrival, upon arrival

Incorrect use of the case form of a noun with a preposition

The preposition PO can be used locally. 1 and 2 l. in P.p.

NORMA: miss us, miss you.

Incorrect use of the case form of a noun with a preposition

Omitting a suggestion.

On water, land and air- we are everywhere

reserved. (in the air)

The meaning of the suggestion.

Thanks to bad weather, we stayed at home.

(because of, because of)

Incorrect use of the case form of a noun with a preposition

Management can be prepositional (belief in victory) and unprepositional (slow down progress).

An error occurs when the wrong choice

case or preposition.

ERROR: peculiar to us,

confidence in victory, the problem of protection.

Errors in sentences, the subordinate part of which begins with the allied words WHO, NOBODY.

WHO AND NOBODY is used with singular verbs.

Those, who have been to the city, could not help admiring

Those who has been in the city couldn't help admiring

by sea.

Violation of the connection between the subject and the predicate

The predicate must be in the plural if it is expressed in adj. or par.

MISTAKE: Whole line scenes in the play are true and

interesting.

Violation of the connection between the subject and the predicate

The predicate must be plural if the subject has 2,3,4

ERROR: There are three books on the table.

Violation of the connection between the subject and the predicate

The predicate after homogeneous subjects must be plural.

ERROR: Industry and Agriculture is steadily developing.

Violation of the connection between the subject and the predicate

If the collected exist. does not have controlled words, then the predicate must be in the singular.

3. Violation in the construction of a proposal with an inconsistent application

The names of works, paintings, films enclosed in quotation marks do not change if there is a common noun next to them. - genre designation.

ERROR: In the movie "War and Peace"

S. Bondarchuk played the role of Pierre.

Violation in the construction of a sentence with an inconsistent application

If common noun. absent, the proper name is changed.

MISTAKE: In "War and Peace" S. Bondarchuk played the role of Pierre.

If homogeneous predicates have one dependent word, it is necessary to check whether they can control it.

ERROR: During the war, the people hoped and

believed in victory.

(hoping to win)

Error in constructing a sentence with homogeneous members

Violation of homogeneity of concepts.

The slope of the mountain along which we descended, overgrown with dense ferns, was very steep.

He remembered the taiga and how he hunted a bear.

I love football and swimming.

His conclusions are simple and understandable.

Error in constructing a sentence with homogeneous members

Double alliances cannot be changed.

ERROR: Well answered as young men, but

also girls.

It is necessary to check the place of homogeneous members in double alliances.

MISTAKE: I not only read newspapers, but also magazines.

Error in constructing a sentence with homogeneous members

You can not mix generic and specific concepts, combine incompatible ones.

In the boat lay carp, carp, fish.

He came with his wife and a bad mood.

Error in constructing a sentence with homogeneous members

Violation of case forms of the generalizing word and single members

ERROR: The meeting was attended by representatives of three countries: England, France, Italy.

The adverb phrase cannot be used if the action expressed by the verb-predicate and the action expressed by the adverb refer to different persons.

ERROR: Using a calculator, the calculation is done quickly.

Incorrect sentence construction participle turnover

The verbal turnover cannot be used in an impersonal sentence

ERROR: Walking in the evening, I was not healthy.

Incorrect sentence construction with adverbial turnover

The adverb phrase cannot be used in a sentence with a passive construction.

ERROR: Having delivered the necessary medical supplies, the aircraft will be inspected by technicians.

Incorrect sentence construction with adverbial turnover

Error when the aspectual form of the verb and the participle are not related.

MISTAKE: When meeting with a grandmaster, the young chess player won.

A break in participatory turnover by a defined word.

MISTAKE: Mom's cooked pancakes were delicious.

Violation in the construction of a sentence with participial turnover

Violation of agreement with the defined word.

MISTAKE: We are proud of the players who beat the English team.

Violation in the construction of a sentence with participial turnover

Replacement of suffering participles with valid ones.

ERROR: The task we are running does not cause problems.

You can not use in the subordinate part of the pronoun 1 and 2 persons.
ERROR: The student said I wasn't ready yet.

Incorrect sentence construction with indirect speech

Redundancy of unions

ERROR: He was constantly asked if he would complete the work he had begun.

He asked where his things were.

In the story "The Jumper" Chekhov condemns idleness.
He loved and enjoyed reading.
You need to take great care of your children.
A desk mate asked who would go to football with me.
came to our city, admired its provincial simplicity.
The sun illuminated the mountain peaks covered with snow.
After resting a little, the work began to be done faster.

Check yourself I

1. In the story "The Jumper" Chekhov condemns idleness.

violation in the construction of a sentence with an inconsistent application

2. He loved and was fond of reading.

error in constructing a sentence with homogeneous members

3. You need to take great care of children.

incorrect use of the case form of a noun with a preposition

4. A desk mate asked who would go to football with me.

incorrect sentence construction with indirect speech

5. Whoever came to our city admired its provincial simplicity.

violation of the connection between the subject and the predicate

6. The sun illuminated the mountain peaks covered with snow.

violation in the construction of a sentence with participial turnover

7. Having rested a little, the work began to be done faster.

violation in the construction of a sentence with adverbial turnover

Adjective

In a compound predicate, you cannot simultaneously use the full and short forms of the adjective. Error example: life path hero hard and tragic. vm. Hero's life path hard and tragic.
Dependent words can only be short form adjective: The plot of the story interesting (NOT interesting !) in about many relationships.
It is impossible to combine forms of comparative and superlative degrees, as well as simple and compound forms of both degrees of comparison. Error example: This work worse vm. This work even worse. most capable student vm. most capable student.
Forms on -enen in modern language are of little use, more preferred forms on -yeon: His contribution to the work was significant (NOT significant !).

numeral

When declining compound cardinal numbers, all the words included in their composition should change: The circumference of the lake is approx. four hundred sixty five (NOT four hundred sixty five !) meters.; when declining compound ordinal numbers, only the last word: This event took place at the beginning one thousand eight hundred and four (NOT thousand eight hundred and four !) of the year.
Collective numbers ( two, three) and so on. should not be used with nouns denoting animals and females. Error examples: two chess players vm. two chess players, three hares vm. three hare.
The form is not allowed both with nouns female(collective noun both has two forms: for masculine and neuter - both, for women - both): in both (NOT in both !) apartments, both (NOT both !) girlfriends.

Pronoun

Erroneous formation of forms of pronouns: theirs child vm. them baby, about his vm. about him.
Combinations for her, from her are archaic or vernacular. Error examples: For her no name vm. For her no name.
3rd person pronouns usually point to the nearest noun. If this rule is not observed, ambiguity arises.
Not right:When Nilovna carried proclamations from speech Paul her (whom - Nilovna or Paul's speech?) captured by the police.
Right:The police grabbed Nilovna, when she carried proclamations with Paul's speech.
Not right:Meeting Chatsky from Famusov didn't bring to him (to whom - Chatsky or Famusov?) nothing good.
Right:Chatsky's meeting with Famusov did not bring Alexander Alexandrovich anything good.
You can not replace the personal pronoun of the 3rd person plural nouns that have a collective meaning ( students, peasantry, people etc.).
Not right: officialdom. Among them
Right:Comedy denounces the provincial officialdom. Among him bribery, lawlessness, theft flourish.
Pronouns mine And myself indicate the person who is doing the action. If this is forgotten, an ambiguity arises:
Not right:Turgenev leads hero towards a gradual realization. their (whose - Turgenev or hero?) errors.
Right:Turgenev leads hero to the gradual realization of the perfect them errors.
Not right: Each of the landowners persuades Pavel Ivanovich go to yourself. (to whom - to the landowner or to himself?)
Right:Each of the landowners suggests that Pavel Ivanovich come to him.

Verb

Erroneous formation of verb forms: lays down vm. puts, rides vm. rides.
Verbs convince, conquer, feel, find oneself and some others, the 1st person singular forms are not used. Instead, you can use constructions with the indefinite form of these verbs: I can feel (but not I will feel), I hope win (but not i will run),I have to convince(but not i will run away).
Suffix not allowed -yvova- (-ivova-) instead of -ova(-iva): results summarize willow foxes(but not sum up willow foxes)
When using reflexive verbs, inaccuracies are possible due to the indistinguishability of the proper reflexive and passive voices of such verbs: delayed in classrooms(Are they detained or do the listeners themselves stay?). Ambiguity resolution: After lectures, students often detain in classrooms or After lectures, students often remain in the classrooms.
It is impossible to allow inconsistency in the forms of tense and aspect of verbs.
Not right:Sensible artist, he responds pointed out
Right:Sensible artist, he responding (responding) to life events and notes (noted) phenomena that are just emerging in it.

Participle

Simultaneous use of suffixes is not allowed -ova- And -em- (-im-): research owe th process vm. explore eat th process.
You can't drop a particle -sya in participles formed from reflexive verbs: In the center of the story is a representative emerging (NOT nascent !) bourgeois class.
Mismatch of the participle in time with the verb-predicate or with the surrounding vocabulary is unacceptable: At the meeting were representatives of all districts, with the exception of two delegates, absent (NOT absent !) for good reasons. The novel reveals the depth of social inequality, dominating (NOT dominating !) at that time in Russia.
The participial phrase must not include a definable noun. Error example: edited manuscript editor vm. edited by editor manuscript or manuscript, edited by the editor.
The participial turnover usually adjoins the noun being defined directly (in front or behind). They should not be distributed.
Not right:Mountain chain stretches from east to west , consisting of many ridges.
Right:A mountain range made up of many ridges stretches from east to west. Or: A mountain range made up of many ridges stretches from east to west.

gerund

The verb-predicate and the participle should not denote the actions of different persons or objects.
Not right:expressing in songs, fairy tales, epics the dream of a happy life, people were created
Right:expressing in songs, fairy tales, epics, a dream of a happy life, people created works of great depth and power.
Within the same sentence, the use of adverbs is not allowed. different kind and time.
Not right:Reading article and noting
Right: Reading article and noting desired material I always take notes.(or After reading article and noting… )
It is unacceptable to use gerunds in a passive construction.
Not right:In the picture depicted boy wide spreading legs and resting on hands on knees.
Right:In the picture depicted boy wide spreading legs and stubborn hands on knees.

	1. Erroneous word formation	1. "Rustle Hands" "Thoughtful Look" "Goodness"
	2. Mistakes in the formation of noun forms	2. "Clouds", "jelly pie", "no socks"
	3. Errors in the formation of adjective forms	3. "More interesting" "Most beautiful"
	4. Errors in the formation of forms of pronouns	4. "Theirs", "theirs"
	5. Mistakes in the formation of verb forms	5. "Rides", "waiting for him"
	6. Violation of agreement	6. "He never saw such eyes filled with longing"
	7. Loss of control	7. “Thirst for fame” “Dream for freedom” “I worry about him” “I am surprised at his strength”
	8. Violation of the connection between the subject and the predicate	8. "Friendship with the guys Valk and Marusya influenced his life"
	9. Errors in the construction of sentences with adverbial turnover	9. “When reading a book, thoughts come to mind” “Opening the window, it smelled of pines”
	10. Errors in the construction of sentences with participial turnover	10. "The mountain range stretches from east to west, consisting of ridges"
	11. Errors in the construction of sentences with homogeneous members	11. "I wanted to show the meaning of sport and why I love it"
	12. Errors in the construction of complex sentences	12. "The collective farm was built under the leadership of Davydov, which turned into a large farm"
	13. Mixing direct and indirect speech	13. “Igor said that “I want to put my head or drink with a helmet from the Don”

14. Skipping necessary words	14. "Vadik nailed the board and ran to football"
15. Violation of supply boundaries	15. “The hunter put down his gun, tied the dog. And went to the beast
16. Unfortunate use of personal or demonstrative pronouns	16. “I took out bag book and put it on the table ”(whom it?)
17. Violation of the aspect-temporal correlation of verb forms	17. “Brother was sitting at the table and 1 is coloring pictures”: “Pugachev left the hut and got into the carriage”

Essay evaluation standards

When highlighting spelling errors should be taken into accountsimilar errors (for the same rule).

The first three errors of the same type are counted as one, each the next one is added. Mistakes are not considered the same if for the correct spelling of the word, you need to choose completely different test word. (For example, unstressed vowels in root do not apply similar errors).

Non-rough spelling errors count as 0.5 errors (1 n). Non-rough spelling errors include words that are exceptions to the rules and difficult unverifiable dictionary words.

Punctuation errors of the same type cannot be!

On theassessment"five"for content in the essay is allowed: one minor inaccuracy in content, i.e. 1 coarse actual or 1 soft logic error + 1 -2 speech defects.

Rating "5"for literacy in an essay it is allowed: 1 non-rough spelling or 1 punctuation or 1 grammatical mistake.

For a rating of "4" for the content in the essay it is allowed: 2-3 factual or logical errors + 3-4 speech defects.

For evaluation "4" for literacy in the essay it is allowed: 1-2 spelling + 3 punctuation + 3 grammatical or 0 spelling + 4 punctuation + 3 grammatical errors.

For a mark of "3" for sod holding allowed in the essay: 4 factual or logical errors + 5 speech errors shortcomings.

A mark of "3" for a competent essay is allowed

4 spelling + 4 punctuation + 4 grammatical errors.

With six factual, or six logical, or six speech errors, a score of "2" for content begins.

Five spelling errors, or five punctuation errors, or five grammatical errors start a 2 for literacy.

In the 5th grade, in the 1st half of the year, 6 spelling or punctuation errors are allowed for a mark of "3".

When giving the 1st grade for content, you should consider Not only the number of factual, logical errors and speech defects.

Grade "5" is given for an essay that

reveals the topic deeply and convincingly;

testifies to excellent knowledge of the text and other literary critical materials;

harmonious in composition;

differs in independent conclusions and deep generalizations;

written correctly literary language and stylistically consistent with the content.

On aboutcenku "4" the same thing is required, but with the definition of "good".

On the opening "3"- with the definition of "satisfactory".

Grade "2" put in the event that the topic is not disclosed, knowledge of the text is superficial, there are no conclusions.

The corresponding necessary explanations (from the above) the teacher writes under essay text, thereby explaining the rating.

Evaluation of students' oral responses

When evaluating the oral response of students, the following is taken into account:

knowledge of the text and understanding of its ideological and artistic originality;

the ability to explain the relationship between the actions of heroes;

understanding the role of artistic means;

knowledge of theoretical and literary concepts and the ability to use them in the course of analysis;

the ability to analyze the text in accordance with the leading historical and philosophical ideas of the era;

the ability to speak monologue.

Student Speech Requirements

When evaluating oral and written answers, their speech design is taken into account.

The student must be able to:

speak or write on a topic, respecting its boundaries;

select the most significant facts for the disclosure of ideas;

present the material sequentially;

draw the necessary conclusions and generalizations;

builds |> statement in a certain style;

answer loudly, clearly, with logical stress,

pauses, intonation rules.

All of the above requirements and norms for assessing written and oral answers must be brought to the attention of students and their parents (make appropriate printouts, arrange a stand in the literature classroom, etc.). Only in this case, the guys will understand the validity of the grades given, and the teacher will be able to be truly objective.

Ways of learning literary work at school

The way of learning is a kind order analysis, parsing progress works.

It is especially important to choose the right path of analysis when studying major epic works.

There are three main ways to analyze:

according to images (similar)

shaped way

The logic of the analysis of the work is subject to the logic of the analysis of the main images (for example, the 1st lesson - "The image of Eugene Onegin", then - "The image of Tatiana", then "The image of the author", etc.).

"Plus" of this way of analysis: the logic of the analysis is clear to children; very effective at the age of 14-15, when the guys look closely at themselves, evaluate their own and other people's character traits => their interest in the characteristics of the characters is maximum; this way is time saving.

Cons of this path:

for each lesson, the guys must look at the entire text of the work looking for material for a specific image;

in a work of art, all images are closely intertwined, and we “tear off” one image from another;

the artistic unity of the work is destroyed.

Problem-thematic path

The teacher formulates for himself the circle of main problems that the author considers in his work, and each lesson is devoted to solving one of the problems.

For example:

"The role of the people and the individual in history" - based on the novel "War and Peace" (the range of problems associated with the images of Kutuzov, Napoleon, Tushin and a number of other heroes is considered);

"True and false patriotism" (Scherer, Rostovs, Bolkonskys);

"Moral quest the best representatives Russian nobility" (Natasha, Bolkonsky, Pierre).

The pros of this path:

allows you to deeply and seriously analyze the work;

develops the student's analytical skills;

teaches you to argue your point of view. Cons of this path:

this path involves excellent knowledge of the text and analysis in one lesson of many images of the work;
in the lesson there is absolutely no emotional perception of the text, the conversation goes mainly at the logical level.

This path is effective only in the older and very strong classes.

The teacher and the children analyze the work as the story progresses, in this case, only key chapters and episodes are taken.

The pros of this path:

the integrity of the perception of the text is preserved, since the guys immediately analyze images, problems, and artistic originality in the studied fragment of the text;

the emotional perception of the text is preserved and often enhanced.

Cons of this path:

a holistic picture of the work becomes clear only at the end of the study =>

takes the maximum amount of time compared to others ways of analysis.

there is a danger of "dissolving" in the text. This method is universal for any age.

An experienced teacher skillfully combines different paths of analysis, making any one path dominant.

Methods of work of teachers and students in literature lessons in grades 9-11

In high school, you can use the same tricks as in grades 5-8, but there are special tricks that are most effective in high school.

Teacher's lecture (requirements for this form are given as a separate section)

Seminar session

In grades 5-8, one lesson usually combines both the word of the teacher and a conversation on new material. In high school, due to the large amount of material being studied, it is advisable to divide it into a lesson-lecture, where only the teacher speaks, and a lesson-seminar, where only students answer. However, the traditional combined lesson is also widely used in high school. Questions and assignments for the seminar are given in advance.

debate lesson

It requires serious preliminary preparation: it is necessary to distribute students into supporters of one and the other position, talk in advance with the "leaders" of the parties and help them in the selection of arguments. The whole class can take part in the debate, or several people can take part, the rest of the guys, together with the teacher, act as observers and arbitrators.

The trial of a literary hero

This is a kind of dispute, but in a "pointed" form, when there is an accused, an accuser and a lawyer. This form of lesson is, of course, somewhat "rough" from an aesthetic point of view. BUT!!! This form ensures high activity on the part of students and becomes effective in the class where the children are passive, with difficulty reading the studied texts. "Trial" over the hero is able to "stir up" such a class.

Compilation of a screenplay based on an already studied work

For a screenplay, you need to select the main episodes, select the text that will sound in the frame and behind the scenes, determine the peculiarity of the camera work (combination close-up and panoramas), think over music, decoration, choose costumes. This type of work should be carried out after the analysis of the text.

The choice of actors for the roles of the main characters

It is not the specific names of students or real actors that are important, but the image as a whole, that is, the type of face appearance, character traits, temperamental features, etc. This technique is very similar to the general characteristics of the hero, but is more interesting in form.

Meeting of the artistic council of the theater or the editorial board of a literary magazine

on the choice of repertoire or the publication of a particular literary work.

For example: What plays by Ostrovsky should be staged this season and why?

After studying Bunin's work: What stories by Bunin should be included in the new edition of the book "Favorites" and why?

Actor's monologue

about how to play this role. BUT!!! There are negative psychological moments arising from the shyness of the guys who would like to play this role, but are afraid of someone's ridicule. These psychological problems can be avoided if a slightly different version of the task is offered, namely "Director's Monologue" about how to play this role. (This form removes psychological barriers, since the director, having a deep understanding of how to play a particular character, is not obliged to match him in appearance, have a portrait resemblance, etc.)

NB!!! The named methods of work allow the children to express their own opinion, their personal vision of the characters of the characters, while remaining in the "shadow", as if behind the "mask" of an actor, director, etc. This is due to the psychological characteristics of the age of early adolescence, when a person already has own opinion, but often not yet ready to express it. These forms of work are best given as homework.

Integrated polyphonic lesson:

This is a lesson with the participation of a "historian", "politician", "art critic".

These persons can be pre-trained students or real teachers of history, music, drawing, MHK. Their comments are woven into the course of the lesson where it is necessary to explain fragments of the text that are difficult for students to understand.

10. Compilation of poetic compositionson thecertaintopic

The class is divided into groups of 4-6 people. Each group composes a composition and prepares an expressive reading of poetry. For example: love lyrics and civil poems by A. Akhmatova. Each group has a director who selects poems and helps to prepare an expressive reading. Before reading their composition, students explain why they chose these works. The composition may be literary and musical. Such a task can be given to the whole class, and as an individual - to a group of students.

Speech is a channel for the development of intellect,
the sooner the language is learned,
the easier and more complete the knowledge will be assimilated.

Nikolai Ivanovich Zhinkin,
Soviet linguist and psychologist

Speech is conceived by us as an abstract category, inaccessible to direct perception. Meanwhile, this is the most important indicator of a person’s culture, his intellect and, a way of knowing the complex relationships of nature, things, society and transmitting this information through communication.

Obviously, both learning and already using something, we make mistakes due to inability or ignorance. And speech, like other types of human activity (in which language is an important component), is no exception in this respect. All people make mistakes, both in and in oral speech. Moreover, the concept of speech culture, as an idea of "", is inextricably linked with the concept of a speech error. In fact, these are parts of one process, which means that, striving for perfection, we must be able to recognize speech errors and eradicate them.

Types of speech errors

First, let's look at what speech errors are. Speech errors are any cases of deviation from the current language norms. Without their knowledge, a person can live normally, work and communicate with others. But the effectiveness of the actions taken in certain cases may suffer. In this regard, there is a risk of being misunderstood or misunderstood. And in situations where our personal success depends on it, this is unacceptable.

The author of the classification of speech errors below is Doctor of Philology Yu. V. Fomenko. Its division, in our opinion, is the simplest, devoid of academic pretentiousness and, as a result, understandable even to those who do not have a special education.

Types of speech errors:

Examples and causes of speech errors

S. N. Zeitlin writes: “The complexity of the mechanism for generating speech acts as a factor contributing to the occurrence of speech errors.” Let's consider special cases, based on the classification of types of speech errors proposed above.

Pronunciation errors

Pronunciation or pronunciation errors occur as a result of violation of the rules of orthoepy. In other words, the reason lies in the incorrect pronunciation of sounds, sound combinations, individual grammatical structures and borrowed words. They also include accentological errors - violation of the norms of stress. Examples:

Pronunciation: “of course” (and not “of course”), “poshti” (“almost”), “plot” (“pays”), “precedent” (“precedent”), “iliktric” (“electric”), “colidor” (“corridor”), “laboratory” (“laboratory”), “thousand” (“thousand”), “right now” (“now”).

stress: “calls”, “dialogue”, “contract”, “catalog”, “overpass”, “alcohol”, “beetroot”, “phenomenon”, “chauffeur”, “expert”.

Lexical errors

Lexical errors - violation of the rules of vocabulary, first of all - the use of words in unusual meanings, distortion of the morphemic form of words and the rules of semantic agreement. They are of several types.

The use of a word in an unusual sense. This is the most common lexical speech error. Within this type, there are three subtypes:

Mixing words that are close in meaning: "He read the book back."
Mixing words that sound similar: excavator - escalator, ear - colossus, Indian - turkey, single - ordinary.
Mixing words that are similar in meaning and sound: subscriber - subscription, addressee - addressee, diplomat - diplomat, well-fed - well-fed, ignorant - ignorant. "Cashier for business trips" (necessary - seconded).

word writing. Error examples: Georgian, heroism, underground workers, winder.

Violation of the rules of semantic agreement of words. Semantic agreement is the mutual adaptation of words along the line of their real meanings. For example, you cannot say: I raise this toast", since "raise" means "move", which is not consistent with the wish. “Through the door wide open” is a speech error, because the door cannot be both ajar (slightly open) and wide open (wide open) at the same time.

This also includes pleonasms and tautologies. Pleonasm is a phrase in which the meaning of one component is entirely included in the meaning of another. Examples: “May month”, “traffic route”, “address of residence”, “huge metropolis”, “to be on time”. A tautology is a phrase whose members have the same root: “The task was set”, “One public organization acted as the organizer”, “I wish you long creative longevity”.

Phraseological errors

Phraseological errors occur when the form of phraseological units is distorted or they are used in an unusual meaning. Yu. V. Fomenko distinguishes 7 varieties:

Changing the lexical composition of a phraseological unit: “While the essence and the case” instead of “While the court and the case”;
Truncation of a phraseological unit: “It was just right for him to hit the wall” (phraseologism: “hit his head against the wall”);
Expansion of the lexical composition of a phraseological unit: “You turned to the wrong address” (phraseologism: contact the address);
Distortion of the grammatical form of a phraseological unit: "I can't stand to sit with my hands folded." Correct: "difficult";
Contamination (association) of phraseological units: “You can’t do everything idly by” (a combination of phraseological units “sleeveless” and “idly folded”);
The combination of pleonasm and phraseological unit: "A random stray bullet";
The use of phraseological units in an unusual meaning: "Today we're going to talk about the film from cover to cover."

Morphological errors

Morphological errors are the incorrect formation of word forms. Examples of such speech errors: “reserved seat”, “shoes”, “towels”, “cheaper”, “one and a half hundred kilometers”.

Syntax errors

Syntax errors are associated with a violation of the rules of syntax - the construction of sentences, the rules for combining words. There are a lot of varieties of them, so we will give only a few examples.

Wrong match: “There are a lot of books in the closet”;
Mismanagement: "Pay for the fare";
Syntactic ambiguity: "Reading Mayakovsky made a strong impression"(did Mayakovsky read or did you read Mayakovsky's works?);
Structural displacement: “The first thing I ask of you is your attention.” Correct: “The first thing I ask you is attention”;
Extra correlative word in the main sentence: "We were looking at those stars that dotted the whole sky."

Spelling mistakes

This type of error occurs due to ignorance of the rules of spelling, hyphenation, abbreviation of words. characteristic of speech. For example: “The dog barked”, “sit on chairs”, “come to the railway station”, “Russian. language", "gram. mistake".

Punctuation errors

Punctuation errors - incorrect use of punctuation marks with.

Stylistic mistakes

We devoted a separate topic to this topic.

Ways to correct and prevent speech errors

How to prevent speech errors? Your speech work should include:

Reading fiction.
Visiting theaters, museums, exhibitions.
Communication with educated people.
Constant work on improving the culture of speech.

Online course "Russian language"

Speech errors are one of the most problematic topics that receive little attention in school. There are not so many topics in the Russian language in which people most often make mistakes - about 20. We decided to devote the course "" to these topics. In the classroom, you will get the opportunity to work out the skill of competent writing using a special system of multiple distributed repetitions of the material through simple exercises and special memory techniques.

Sources

Bezzubov A. N. Introduction to literary editing. - St. Petersburg, 1997.
Savko I. E. Basic speech and grammatical errors
Sergeeva N. M. Speech, grammatical, ethical, factual errors ...
Fomenko Yu. V. Types of speech errors. - Novosibirsk: NGPU, 1994.
Zeitlin S. N. Speech errors and their prevention. – M.: Enlightenment, 1982.