Abstract:

Currently, there is a global reform of the norms in the modern Russian Standard language. The changes have affected almost all branches of the language. However, these modifications had the most noticeable impact on the norms of word use and word combinations. Compound words formation, the formation of phraseological units from familiar or unusual combinations of words, have become widespread.

Phraseology is that layer of vocabulary in which the people, by means of language, “conserve” their national identity, their culture, wisdom and everyday philosophy accumulated over the centuries. Phraseology reflects ethnographic, historical and everyday facts, data on the spiritual development of the society to which the language belongs. In this regard, when studying phraseology at school, the teacher must know not only the linguistic material, but also the history and ethnography of the language speakers. The teacher links the individual psychology of the pupil and the psychology of the people.

Phraseology and phraseologically related meanings of words occupy a special place in the formation of Russian pupils’ speech. At the same time, the correct use of the phraseological units in speech can arouse difficulty, which is rooted in phraseological units meaning misunderstanding, and results in the wrong use of phraseological units in a sentence. That is why, the problem of studying phraseology at the stage of Basic General Education in the Russian Federation is one of the relevant issues.

Considering the challenges set against the modern teacher, we aimed at solving two research problems:
RQ1: Do modern Russian Language Textbooks for 5th-6th graders meet the challenges and guarantee successful material on phraseological units acquisition?
RQ2: Is it necessary to introduce new tasks and concepts into the curriculum to enhance the efficiency of the phraseological units learning?

To answer the questions, we studied and analyzed the textbooks’ sections dedicated to phraseological units, and singled out principles, methods and techniques of phraseological units teaching at Russian Language classes at the stage of Basic General Education. Having done that, we managed to come up with methodological recommendations on Russian phraseological units learning at the Russian language classes for 5th-6th graders.

The sections of the Russian Language Textbooks by V.V. Babaytseva, M.V. Panova, M.M. Razumovskaya, M.T. Baranova, L.M. Rybchenkova (all approved by the Federal State Educational Standard of the Russian Federation) on the study of phraseological units were subjected to analysis, which demonstrated that the authors envisage tasks on Russian phraseological units acquisition. However, the number of practical tasks in textbooks is not enough, which results in a low level of students' phraseological competence.

In the course of the research, a system of exercises has been developed to facilitate the wider and more accurate use of phraseological units in speech of the 5th-6th graders, namely:
- meaning comprehension exercises;
- memory capacity enhancing exercises;
- speech imagery formation exercises;
- thinking creativity development exercises;
- cultural awareness beneficial exercises.

The perspective of the study done is the ascertaining experiment with two classes under observation to understand the exercises suggested being useful for the pupils or not.

Keywords:

Phraseological competence, Basic General Education, Federal State Educational Standard, learning outcome enhancement.