Keyword: «word order»

The article examines methodological aspects of translating sentences with inversion, which is an important task in the practice and teaching scientific and professionally-oriented texts translation. Special attention is given to linguistic and pragmatic functions of inversion in English and the problems faced by postgraduate students when translating such constructions into Russian. The relevance of this work lies in analyzing various types of inversions, their role in setting accents and expressiveness. The aim of the article is to determine methods for adequately transferring the peculiarities of inverted English sentences using means of the Russian language: changing word order, introductory words, isolated structures, conjunctions, and providing methodological recommendations for conducting classes on practicing the translation of inverted sentences. The leading approach to researching the problem involves analyzing and synthesizing domestic and foreign methodological concepts as well as comparative analysis of special text translations. To enhance practical skills of postgraduate students, a structure of lessons has been developed that includes theoretical foundations, analysis of typical examples, translation exercises, and working with specialized scientific texts. Specific methods and recommendations are proposed for preserving the scientific style, official style, and logical consistency in translation. It is argued that dealing with these types of translations contributes to the formation and development of analytical thinking and professional communicative competence in the field of scientific text translation. The results emphasize the practical significance of a comprehensive approach to teaching the translation of sentences with inversion, contributing to improving the quality of scientific translations and expanding opportunities for functional use of the language in international professional scientific communication. The theoretical significance lies in the systematization of the inversion characteristics in English and its translation into Russian. The practical significance is determined by the possibility of applying the research findings to improve the process of translating scientific texts. This study will be interesting for teachers, postgraduate students, and specialists in the fields of translation studies and methodology of teaching foreign languages.

This article examines a system of exercises for developing Russian phrase and sentence construction skills in 12th-grade Chinese secondary school students with an A2 proficiency in Russian. The relevance of the study stems from the significant difficulties that Russian word order poses for native Chinese speakers due to structural differences and strong interference, as well as the lack of learning materials specifically designed for this age and language group. The aim of the study is to develop and theoretically substantiate a system of exercises aimed at learning Russian word order norms and preventing typical errors in 12th-grade Chinese secondary school students. The methodological basis is the approach to describing and teaching word order developed by O.A. Krylova and S.A. Khavronina. The study utilized methods of theoretical analysis, comparison of Russian and Chinese syntactic systems, pedagogical modeling, and experimentation. As a result, a comprehensive system of exercises was developed, structured around 14 key subtopics and designed with five requirements in mind: reliance on familiar vocabulary, progressiveness and consideration of Chinese language interference, thematic organization based on typical difficulties and neutral word order, differentiation between classroom and independent work, and typological and genre diversity of written and oral exercises. A special place in the system is occupied by exercises on translating phrases and sentences, which help overcome interference, and practicing word order constructions (WOC). The effectiveness of the developed system of exercises was confirmed by a pedagogical experiment, which showed an increase in the average percentage of correct answers in the experimental group by 45.56%, demonstrating its effectiveness. The theoretical significance of the study lies in its specification of a methodology for teaching word order in Russian as a foreign language (RFL) to Chinese secondary school students. The practical value is determined by the possibility of introducing this system into the educational process of Chinese schools and using its principles in the creation of new teaching aids and didactic materials for 12th-grade students of Chinese secondary schools.