Description of an approach to teaching a third-year Russian conversation-composition course designed for college and university students from less urbanized and less cosmopolitan areas. (DH)

Paper presented at a conference between American IREX exchange teachers and Soviet faculty, Moscow University, Moscow, U.S.S.R., August 11, 1972. (HK)

Paper presented at a conference between American IREX exchange teachers and Soviet faculty, Moscow University, Moscow, U.S.S.R., August 11, 1972. (HK)

A list is given of all initial consonant clusters a student could encounter in undergraduate study, and the list is then broken down into: (1) those also found in English; (2) those in which some transfer from English is possible; and (3) those outside the average English speaker's knowledge. (AM)

Discusses the teaching of Russian aspect in terms of the use of the perfective and the social ramifications and perceptions conveyed by its use. The student must be made aware of the importance of implications of statements in Russian. (CHK)

This paper examines the question of aspect in Russian, never fully mastered by the non-native speaker. Definitions are not found to be adequate pedagogical tools; the difficulty seems to stem from the notion of binariness. Perfectivity in verbs stems from the concurrence of two features, rather than a single criterion. (CHK)

Offers suggestions about explaining the use of the accusative case in Russian time expressions. (PMP)

It is asserted that noun errors made by students of Russian show that they have not grasped the syntactic functions of the declensional desinences. A number of teaching techniques are outlined which attempt to follow the subconscious processes that speakers of Russian go through in selecting declensional desinences. (RM)

As an aid to students of Russian, two general rules concerning numerals are suggested: rule of the genitive case and rule of the case of "enumerated object." These rules, together with five secondary rules and corresponding declension forms, define the numeral system. (Text is in Russian.) (SK)

Advocates increased use of language laboratory facilities. Suggestions for improving the acoustic and pedagogical quality of recorded materials are made. (PMP)

Describes techniques for achieving emotional involvement and, therefore, better results on the part of his students in an intermediate level Russian conversation course. (Text is in Russian.) (DH)

Elementary Russian textbooks are criticized generally as failing to supply sufficient specific syntactical information. A method for teaching sentence subordination is described. (RM)

A seminar held in the Soviet Union on the linguo-stylistic analysis of a literary text is described. This approach focuses on the linguistic code and cultural context of the text. The applicability of this method in the classroom is discussed. (RM)