Conduct of modern science– 2016 • Díl 1

Бъдещите изследвания - 2020 ★ Volume 10 
18 
*70* 
METHODS OF TEACHING THE RUSSIAN LANGUAGE 
N.Sodiqova 
teacher of academic Lyceum 
 A.Madjidov 
 teacher of academic Lyceum 
 
Annotation: Russian language methodology in a national school should 
provide an opportunity for understanding the specifics of the native language in each 
specific case of studying the phenomenon of the Russian language, but direct reference 
to the native language should be strictly standardized. When learning a second 
language in a mass school, knowledge is only a necessary prerequisite for developing 
strong active speech skills. 
Key words: skills and abilities, Russian language, an educational model 
Communicative and speech problems of the Russian language in the national 
school encourage focusing primarily on General speech skills. First, they, and only 
they, are an indicator of spontaneous, fluent speech and the ability to communicate in 
a given language. Secondly, exercises that develop communication skills carry the 
greatest educational and cognitive charge. Third, in the process of forming 
communication skills, a variety of skills are always practiced simultaneously: 
orthopedics, grammatical, spelling, etc. As shown by special experimental studies, the 
way of simultaneous development of skills and abilities is the most effective in 
teaching a second language. 
Russian language education in a national school is therefore one of the main 
conditions to ensure practical mastery of the Russian language as a means of 
communication and as a means of learning. 
Russian language education has the same General development prospects for 
the national school as for the Russian one. However, in the context of a national school, 
this subject is primarily a process of learning speech activity. And therefore, the tasks 
that characterize the reporting rate, have some common ground with the content of 
teaching Russian language to foreigners, as is the training of non-Russian one and the 

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