PUBBLICAZIONI

https://www.bulzoni.it/it/catalogo/rila-n-2-3-2024-anno-lvi.html

Keywords: syllabus, functional content, Russian language

This article examines the integration and interpretation of the functional component in Russian language syllabus design. Firstly, the study explores the concept of communicative competence and delves into the notion of communicative functions and function-based syllabuses, drawing from various theoretical frameworks. Secondly, it provides a reflective overview of the current state of functional content in language syllabus design, offering insights for future improvements in language teaching materials. The analysis covers three Russian language syllabuses, identifying how they incorporate communicative functions. The findings reveal a tendency to overlap categories, with functional content often interwoven with speech acts, language skills, grammar structures, communicative situations, topics, and tasks. The article concludes by suggesting a more structured approach to correlating different aspects of communicative competence with real-life language use.

https://doi.org/10.30687/ELLE/2280 6792/2025/03/001

keywords: Metalinguistic Awareness. Italian Syllabus of the Russian language. Russian language textbooks in Italy. Russian language teaching. Diachronic evolution. Textbooks comparative analysis

Starting from a brief theoretical overview of the general guidelines and prevailing methods in the metalinguistic awareness of Russian as a foreign language, the paper aims to examine, from a historical-diachronic perspective, some metalinguistic indications in the Russian language Syllabus for Italian secondary schools (2019). These elements are compared with those present in some textbooks published before its release, and with the same discursive features in other editions which came out afterwards. It is of interest to verify whether and to what extent the metalinguistic traits present in the textbooks published later benefit from the indications of the Syllabus, whether they reflect its evolving trends, or if they instead differ. In the comparative analysis we considered some of the simpler metalinguistic aspects (instructions, grammatical explanations, exercise prompts), as well as more elaborate ones (notes and quotations, prefaces, and editing) in widely used textbooks for teaching and learning Russian language and culture to Italian-speaking students. The research objectives are to establish: a) whether and in what forms a language ‒ i.e., Italian and Russian ‒ is explicitly and consciously used as a metalanguage in the educational context; b) which sources (and resources) the previous textbooks referred to; c) the historical evolution of certain metalinguistic elements in more recent editions compared to the metalanguage used in the Syllabus.

https://doi.org/10.36253/Studi_Slavis-17732

keywords: leave-taking formulas, Contemporary Russian, colloquial Russian, foreign language teaching.

leave-taking formulas, Contemporary Russian, colloquial Russian, foreign language teaching.