PROBLEMS OF RUSSIAN WORD FORMATION IN RUSSIAN LANGUAGE CLASSES IN NON-RUSSIAN AUDIENCES

Abstract

We reflect the similarities of objects and phenomena of life around us in language, in the similarity of words in their sound appearance and meaning. Words, like language in general, evolve. The development of words is manifested in a change in the meaning of the word and in a change in the division of the word into parts. The designation of certain newly emerging concepts about individual particular phenomena in objective reality in language is subsumed under certain, already existing samples-models; Thus, specific phenomena are constantly elevated to the level of structural and grammatical generalizations. In the course of improving the system of word formation in a language, a whole system of word-formation elements is developed, with the help of which the concept contained in the generating bases receives a different light. Thus, the suffixes -щик (-чик), -ец, -ист connecting with the basics of certain semantics, give the latter the meaning of a masculine person (угольщик, переводчик, борец), the suffixes -ние (-нье), -тие (-тье) and others give the productive bases the meaning of abstract action (усвоение, плаванье, открытие и др.). In combination with any base, any word-forming suffix modifies its lexical grammatical meaning, as a result of which a new word is born, which, while maintaining a semantic connection with its base, adjoins the grammatical category that is characteristic of a particular lexical-grammatical category of words. The formation of new words according to one or another word-formation type is subject to the laws of combination of morphemes, determined by the grammatical structure of the Russian language. The study of ways of forming new words and determining the productivity of individual morphological types in the Russian literary language is of significant interest, since this will allow us to establish the presence of some trends in the field of modern Russian word formation, and will also provide the necessary material for a higher school teacher when studying the development of Russian vocabulary. The vocabulary of the Russian language has been replenished and enriched with a significant number of new formations, some of which were only relatively new; they may have been encountered for a long time in special areas of the language and only then came into general use. The Russian language of each period reflects the nature of the social life of the era, the spirit of the times and history. New words arise according to certain patterns - models that are most appropriate to consider in the circle of parts of speech.

Extended Abstract

The article addresses the challenges of teaching Russian word formation to non-native speakers, emphasizing its critical role in developing language competence. The similarity of objects and phenomena in our environment is reflected in language through the similarity of words in their sound form and meaning. Words, like language as a whole, evolve. This evolution manifests in changes to a word's meaning and its morphological division. Newly emerging concepts for specific phenomena in objective reality are subsumed under existing language patterns and models, thereby constantly elevating concrete phenomena to the level of structural and grammatical generalizations.

The Russian language has developed a system of word-forming elements (e.g., suffixes like -щик/-чик, -ец, -ист for masculine agent nouns; -ние/-нье, -тие/-тье for abstract action nouns) that modify the lexical-grammatical meaning of a base, resulting in a new word that retains a semantic connection to its root while joining a specific grammatical category. The formation of new words follows patterns (models) governed by the laws of morpheme combination, which are determined by the grammatical structure of Russian.

The study of how new words are formed and the determination of the productivity of specific morphological types in the modern Russian literary language is of significant interest. It helps identify trends in contemporary Russian word formation and provides essential material for university instructors teaching the development of Russian vocabulary. The lexicon of the Russian language is continuously enriched with neologisms, some of which may have existed in specialized domains before entering common usage, each period's language reflecting the character of its social life and history.

The main difficulties for students in non-Russian audiences include:

1. Interference from their native language, leading to errors when applying L1 word-formation patterns to Russian.
2. Difficulty perceiving the meaning of prefixes and suffixes (e.g., -ость, -ение, -тель), hindering comprehension of derived words.
3. The irregularity of word-formation models, where students expect full regularity but encounter historical exceptions (e.g., писатель vs. читатель).
4. A lack of visualization and systematization in teaching, which complicates the memorization and analysis of word-formation patterns.

The article argues for the necessity of introducing elements of etymological analysis and the concept of a root—the common, indivisible part of related words carrying the most general meaning. Understanding the distinction between a root (general meaning) and a base (specific meaning of a particular word form) is crucial for practical literacy, especially spelling words with unstressed vowels.

To overcome these challenges, the article proposes several methodological recommendations:

*   Introducing visual tables of word-formation models.

*   Utilizing associative and game-based methods (e.g., morpheme puzzles).

*   Conducting comparative analysis with the students' native language.

*   Incorporating word-modeling exercises.

*   Working with word-formation nests (e.g., письмо – писать – писатель – писательский).

In conclusion, the problems of teaching word formation in a non-Russian audience are due to both the objective complexity of Russian structure and methodological gaps in instruction. A comprehensive approach based on systematizing material, using visual aids, and individualizing instruction is essential for success. Implementing innovative methods and strengthening the focus on word formation in teaching Russian as a foreign language will enhance students' language competence and autonomy.