THE METHOD OF OBSERVING THE LANGUAGE AND THE PROBLEM OF REVIVING THE BEST DOMESTIC TRADITIONS

Abstract

https://doi.org/10.18522/1995-0640-2025-2-160-169

The article deals with and analyzes an actual, methodologically significant problem, reflecting the author's ideas about what are the vectors of development of modern methods of teaching Russian language as native. The title of the article emphasizes the importance of studying the

^∗ © Скрябина О. А., 2025

Russian methodological tradition, its productive methods and techniques in teaching the national language. The relevance of the problem is due to a number of reasons, among which there is the diminution of teaching methods focused on the peculiarities of the national language and the character and mind of the student, the exaggeration of the importance of the so-called “know-how” borrowed from the methods of RFL and methods of teaching a foreign language. The aim of the study is to prove the productivity of the method of teaching language observation. F.I. Buslaev is a founder of the method, further it was picked up by his successors-scientists of the 19th-20th centuries, among them there is A.M. Peshkovsky, F.F. Fortunatov, D.N. Ovsyaniko-Kulikovsky, F.F. Fortunatov, M.V. Panov, A.V. Dudnikov and others. The method of the language observation is analyzed in the context of ideas about national priorities in teaching the native language; the history of the issue is given, the relevance and productivity of the observation method is proved; a description of observation as a psychological phenomenon is presented; the educational, developing potential of the named method is considered; examples of the implementation of the teaching method in practice are given. The work uses theoretical research methods: analysis, synthesis, generalization. The research of linguists, psychologists, methodologists and cultural scientists were used as sources.

Key words: observation method, Russian language, education, tradition