Cognitive Approach in Teaching Russian (based on the example of working with a poetic text)

Abstract

This article examines the theoretical and methodological possibilities of applying a cognitive approach in Russian language teaching based on poetic texts. The relevance of the study is driven by the need to transition from the predominantly reproductive assimilation of language rules and vocabulary to the meaningful activity of students, which involves understanding, interpreting, and independently using linguistic means. The purpose of the article is to reveal the potential of poetic text as a means of developing students' linguistic and cognitive abilities and to present the sequence of working with it in a Russian language lesson. Analysis of scientific and methodological provisions, generalization of pedagogical experience, and methodological modeling of educational activities were used as the primary method. Using A. S. Pushkin's poem "I Loved You" as an example, the stages of preliminary actualization of knowledge, initial perception, analysis of content and artistic form, establishment of intertextual connections, and metakognitive reflection are examined . It has been shown that such an organization of work allows for the integration of vocabulary development, meaningful reading skills, analytical and critical thinking, imagination, and speech expression [1]. It was concluded that it is advisable to systematically include poetic texts in Russian language teaching, provided there is purposeful pedagogical support and consideration of students' level of preparation.

Keywords

cognitive approach • Russian language • poetic text • linguistic abilities • meaningful reading • critical thinking • metacognitive reflection

Authors & affiliations