A grammatical form is an external linguistic expression of grammatical meaning. Types and features of grammatical forms
All words in the Russian language in one way or another obey the rules and concepts associated with it. One such concept is grammatical form. Each of us, starting to study the Russian language, necessarily comes across the rule in question.
The grammatical is characterized by the presence of several definitions. In particular, the definition can be broad or narrower. Considering the concept in a narrow sense, it can be argued that the grammatical form is the designation of a word form or a special state of a word, its form. And at the same time, in a broader sense, the form of a word in Russian is a lexically identical state of identical expressions.
Word forms can differ in grammatical meaning (car - car, grandmother - grandmother, etc.). However, they are not considered separate tokens (new words). On the contrary. It is believed that they form one of the paradigms of the great and mighty, the essence of which is that the examples given are word forms of one lexeme. The formal unity of the lexeme lies in the unity of the inflectional basis of its word forms. Although in practice one may encounter exceptions in the form of phonetic and morphological "doublets" (galoshes - galoshes, read - read). But here it is important to remember that lexical and grammatical meanings do not exist separately, but constantly interact.
Paradigm
A paradigm is a system that reflects the modification of the same word under the influence of grammatical categories. There are four main types of paradigm:
- morphological with an unchanged part, which is called the root;
- lexical (homonyms, synonyms, antonyms, and so on);
- word-formation - a system of word formation from one base;
- syntactic - a group of structures of different structure, expressing new syntactic meanings.
Language tools
And the grammatical form is a kind of language tools, thanks to which the meaning of words is built. Toolkits, considering as a semantic medium, can be expressed using special forms: suffixes, affixes, endings, stress, prefixes.
Thus, you can designate the gender, case and number of nouns, adjectives, participles and pronouns. Suffixes, in turn, are designed to reflect the form of the verb in the past tense, the form of participles and participles. The stress shows the gender, the number of nouns, the forms of the verb species. Prepositions are needed to indicate the cases of nouns, numerals and pronouns.
Variability
If we talk about the grammatical form in the narrow sense, then in this case we are generally talking about the variability of words. By this in Russian, it is customary to understand the differences in the changed words, but only in details (endings, separate words etc.). For example, tea - tea, if only - just. Or words duplicate each other semantically: cakes - cakes (different stress), accountants - accountants, in the shop - in the shop.
Units of speech
If we unite the concepts, then the grammatical form is the unification of the grammatical meaning with the means of its expression. The grammatical form is capable of reflecting several meanings at once.
As a house is built from bricks, speech is formed from words. They have their own phonetic structure and grammatical meaning. Sometimes they are pronounced the same way, but they have completely different meanings.
The grammatical meaning of a word is averaged concepts inherent in all words that are not related to the specific lexical meanings of these words. That is, it is an abstract, generalized understanding of words.
The grammatical form is, as already noted a little above, the concept is wide and voluminous. The categorical distinction of a word can change by case. For example, Madagascar, Madagascar, Madagascar. V next case the change by category of time is considered. For example, let's go, let's go, I'll go. Next, we are talking about the change by category of person. For example, it was blooming, blooming, blooming. Also, in the Russian language, changes in the grammatical form of a word are permissible according to the mood category. For example, work, work, work.
The grammatical meaning of words has varying degrees of abstraction. So, nouns can have case differences. However, there are exceptions here, since not every noun can change its form by gender. For example, you can say altruist is an altruist, a climber is a mountaineer, a teacher is a teacher, an actor is an actress. But the words director, professor, conductor, musician always have the only (masculine) gender. In this case, the considered exceptions have a case declension, like all other words.
Grammatical content
The grammatical form is a strictly defined grammatical content inherent only to this word. What is meant by this? For example, the word "restored" means a verb in the past form, an action in relation to a noun The meaning of the word is conveyed by linguistic tools. To write the word form "by the window sill" in the instrumental singular, you must use the ending -om.
the singular present tense "I paint", is transformed with the ending -у. Another example: the verb "risk" with the ending -at indicates an imperfect verb, and the noun "machine" with the ending -а indicates that this word is certainly feminine, and has a singular.
Action words
The grammatical form of the verb in Russian is characterized by six categories: voice, mood, number, time, person, gender. In addition, the language uses three types of mood of verbs:
- imperative (eat, go, throw), that is, this is an expression of will;
- indicative, committed act in the current time, permissible, both in the present and in the planned (We are repairing. He will come tomorrow. The journalists did not find anyone);
- the subjunctive denotes the desired action, which is quite possible and permissible (I wish she called. I could stay at home. I would like to believe).
Only verbs in the past tense have a designation. Here, the grammatical form of a word, for example, is strictly defined endings. For male it is missing. For the feminine -a, and for the neuter gender - -o. For example, I ran, ran, ran.
The foundation of the basics
The basis grammatical forms linguistic signs are considered necessary in order to indicate the grammatical meaning of a word. Grammatical forms are subdivided into derivational and inflectional. Forms are lexical and grammatical. But in no case should related words be confused with the grammatical forms of words. These are two different things.
Related words have a common root, but still this different words! Home, home, homeless, homely. If we talk about the correct grammatical form of the word "home", then it will be, for example, at home, at home, at home, at houses.
Forms with complexity
The grammatical forms are divided into complex and simple. As a rule, grammatical forms are created using linguistic signs - affixes, endings. Or they are repetitive language tools that are stable in certain variants. For example, the diminutive form is indicated by the suffixes -ok, -ek, -points. For example, a pot, a son, a granddaughter, a flower.
Creating and converting words is a complex and complex process. Some word paradigms are considered complex. Such grammatical forms, both in language learning and in practice, are quite common. For example, the case paradigm of a noun is a symbiosis of case word forms of the singular and plural... The complete paradigm consists of no less than five particular paradigms.
Is spelled differently than it is heard
It is worth knowing some of the features of grammatical forms . The letter "g" sounds like "v" in the masculine and neuter endings of adjectives and pronouns. For example, mine, spicy, strong, fast. Or - in total, today. In ordinary conversation, some numbers are also pronounced differently than they are written. For example, one thousand (thousand), sixty (shayat), fifty (peisyat).
There are also special forms words starting with two-, two- or two-. You need to remember how to write correctly: two-headed, two-horned, couplet, two-year, two-volume, two-humped, two-volume, two-handed, two-headed. It is also worth remembering the correct pronunciation of such words as paid, paid, paid. NOT PAID, PAID, PAID.
Different shapes
The following types of grammatical forms are presented in Russian:
- Syntactic. The syntactic word form was formed in antiquity. It is characterized by not one, but several ways of word formation, taking into account a wide variety of sound and spelling of words. Often synthetic word forms are used in artistic style, as they are considered more poetic, with a vivid image. Least of all used in scientific language. Sometimes, being transformed according to all the rules of the Russian language, words of the syntactic form acquire a dissonant or difficult to pronounce state, or they turn out excessively
- Morphological. They, in turn, are subdivided into lexical-grammatical and inflectional forms.
Features of grammatical categories directly depend on which part of speech they belong to. So, for example, only case change is characteristic of numerals. Adjectives, adverbs, and words meaning states have a comparative degree. Almost all categories are inherent in verbs. Pronouns are exclusively gender, number and case.
Generalization
According to our rules, it is enough complex language, the grammatical structure of speech is based primarily on certain laws and rules for the formation and transformation of words. To know these rules, it is necessary to study morphology, that is, everything related to the paradigmatics of words, to know the abstract meanings of words. After all, a word is the basic unit of grammar. It combines the sound component, lexical meaning and formal grammatical specifics. And the grammatical form is nothing more than a linguistic sign that combines the material side and abstract meaning. And the semantic form is the grammatical meaning.
Question number 6
Words and tables are given that reflect the morphemic composition of some of these words:
aircraft construction, bus, bus station, koferazveschny, hardening, reshaping, hardness, equilibration, tea-forming
prefix | the ending |
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connective | the ending |
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the ending |
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connective | the ending | ||||||||||||||||||||||
prefix | the ending |
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prefix | the ending | ||||||||||||||||||||||
Exercise.
1. Find the word, the morphemic composition of which is shown in each of the tables (corresponds to the scheme). Remember zero morphemes. They are also designated in the diagrams as separate units.
2. Write down the words that are not suitable for any table separately and indicate their morphemic composition.
3. Come up with a word that matches the following pattern morphemic composition:
prefix | prefix | prefix | the ending |
|||
1) oh-solid-e-nij-e
2) chaj-e-form-ov-och-n-th
3) aircraft-construction-tel-st-o
4) hard-o-layer-n-spine-Ø
5) re-form-irova-nij-e
6) coffee-time-weight-och-n-th
2. Not suitable: a) bus-n-th, b) auto-station-n-th, c) meadow-grower-st-o, d) y-equal
o-weh-enj-e | |||
the ending | |||
the ending |
|||
the ending | ||||||
(conjugate vowel) | ||||||
prefix | the ending |
|||||
(conjugate vowel) | ||||||
not-so-times-mer-n-ost- (s)
prefix | prefix | prefix | the ending |
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Grade.
1. = 6 points (1 point per word),
2. = 4 points (1 point per word),
3. = 1 point
Total: 11 points
Question number 7
microbe, syrup, cyclops and how do they manifest?
These words differ from each other in terms of the animate / inanimate category. As you know, animated words in the Russian language are those in which the form V.p. plural coincides with the R.p. form. plural As you know, animated words in the Russian language are those in which the form V.p. plural coincides with the R.p. form. plural (and for the words m.r. II sc. - and V. p. and R. p. singular). If we put these three words in the named forms, we will see that the word cyclops will behave strictly like an animated one. (see cyclops (cyclops) = no cyclops (cyclops)), word syrup - like inanimate (drank syrups (syrup) = sweet syrups (sweet syrup)),
while the word microbe will fluctuate between two options (in colloquial speech, forms and kill germs (germs) and kill germs (germs))... Can
to say that the meaning of animate / inanimate in the last word is unstable.
Grade.
1 point for a word, up to 4 points for a detailed explanation, 1 point for indicating that words have II sc. m.r. animateness is manifested both in the forms of the plural and singular.
Total: up to 8 points.
Question number 8
To one or different types on the basis of the structure of the basis are sentences in each of the rows?
1. A. In the house opposite, the lights were lit. B. We do not smoke. B. Sit, silent and smoke.
2. A. Where did you come from? B. Mom washed the frame. V. Something worries me.
3. And where are you going? B. We are in the forest. B. There is grass in the yard.
1. A. One-piece vaguely personal. B. One-part generalized personal. B. Two-part incomplete, since it implies the action of certain, but not named subjects. In this series, there are different structural types.
2. In this series, one structural type is two-part sentences. In (A) the subject is omitted.
3. A and B - elliptical sentences in which the presence of a predicate is allowed
– the verb of motion, however, in its absence, it is impossible to say for sure which verb there may be. В - one-part nominative (nominative) sentence. In this series, there are different structural types.
Grade.
3 points for each row. Total 9 points.
Question number 9
One of the memoirists parodied the early writings of Sergei Dovlatov:
Last winter, being cold and without wigone pants and earflaps, I froze toes and ears of my head
Write down the “aspiring writer mistakes” noted by the memoirist and explain them.
1. being cold - incorrect education and the use of the adverbial phrase.
2. being and not having- the use of adverbs in a composed series that do not belong to one noun with the meaning of the subject of the action.
3. frostbitten toes(due to the lack of pants and earflaps?) - violation of the logic of the narrative.
4. ears of the head - lexical redundancy.
5. not positioning pants and earflaps- violation of verbal control (R.p. instead of Tv.p.).
Grade.
2 points each for pointing out the error and explaining it. If there is an indication of an error, but there is no explanation, give 0.5 points.
Total: 10 points.
Question number 10
And ñe ïðiäoøa stðaíüíiöi âú gðaäú tú; âviyevu ÿ, noøa aadu ûvú tekú
Questions.
1. What is the meaning of the adverb in this context kindly?
2. kissing?
3. What part of speech is the word rad? Name its grammatical features.
And so strangers came to that city; Seeing them, rejoicing, the young man ran, bowed to them, greeted them with love and asked them where they were from and where they were going.
1. The adverb is kindly derived from the root love, the same as in words love, amorous, to love; therefore, in this case, the word means "with love." In modern Russian, the meaning of the word has changed and means "courteous, courteous, courteous."
2. The verb kissing has a root; whole - this is not flawed, in relation to a person - healthy; kissing means wanting integrity, health; to greet. The action now denoted by the verb kiss, usually in Old Russian language denoted by the verb kiss (kiss).
3. The word rad is short adjective the masculine singular, nominative case, is included in the participial phrase ex, that is, "being glad" = "rejoicing."
Grade.
For translation - maximum 4 points (points are deducted for errors), for answering 1 question
- 2 points, 2 points - 2 points, 3 questions - 2 points. Total: 10 points maximum.
Tasks for the Olympics in grade 11
Question number 1
Give a vocabulary record of the following two sequences of articulations described famous linguist Academician L.V. Shcherboy:
1) The tip of the tongue closes with the upper lip, then air accumulates behind the shutter
and at the moment of the explosion, it is carried out by an intensified jet ... All this, of course, has a certain timbre, which, due to the small opening necessary to obtain a concentrated jet of air, can remotely resemble a vowel.
2) It begins with a front-lingual deaf lock, simultaneously with the labial one (these locks are obviously necessary for the accumulation of air: rolling sounds require a lot of air) and without an explosion is resolved by a voiced, trembling consonant with a labial voiced. All this, of course, gets one or another timbre coloration, which, naturally, can have a distantly labial character.
Which of these “words”, according to LV Shcherba, is often uttered by a seamstress? What professions often uttered the second word?
1. Ugh - 4 points
2. Whoa - 4 points
3. The seamstress often pronounces the first word - 1 point
4. The second word could be pronounced by a cabman, coachman, coachman, etc. - 1 point. Total: 10 points.
Question number 2
In some (Western) dialects of the Russian language, in the nominative forms of the personal pronoun of the third person, the consonant [j] ([y]) is pronounced before the initial o:
yon, yona, yona.
What other consonant can appear before the initial o in Russian and why? Why is [j] added in personal pronouns?
In Russian, as in most other languages, there is a tendency to avoid overt syllables (that is, syllables that begin with a vowel). Usually, before the initial o in Russian, a consonant [v] is added, which is closest to it in sound and articulation (for example, eight, fiefdom). Adding [j] in the forms im. personal pronouns have a different nature: this consonant is generalized as an indicator of the pronoun stem, since in indirect cases (his, her, him, her, etc.) the pronoun begins with the sound [j].
Grade.
- for the tendency to covered syllables - 2 points,
For [in] - 2 points,
- for articulatory proximity [in] and [o] - 2 points,
- for generalization of the consonant stem - 5 points. Total: 11 points
Question number 3
Write down the sentence, expanding the parentheses. Formulate the spelling rules that guided you in this.
(P, p) huerto (-) (R, r) Ikans, inhabitants of the island (P, p) huerto (-) (R, r) iko, are true (P, p) huerto (-) (R, p) ican customs.
The name of the island of Puerto Rico is written with a hyphen, like all complex place names, each part must be written with a capital letter. Noun geographical name and denoting the name of the inhabitants, it is written together and with a lowercase letter, however, in this sentence it is written with an uppercase letter, as it stands at the beginning of the sentence. Adjective puerto rican formed from compound noun hyphenated also preserves the hyphen in spelling. It is recorded from lowercase letters, since it is a relative, not a possessive adjective.
Grade.
3 points for correct spelling, 1 point for each point of the rule. Total: maximum 9 points.
Question number 4
What meaning, different from the modern one, is revealed in the word exercise in the given context? Justify your answer.
On Monday anti-pass & mnisi (= monks) practice.
The verb to exercise in modern Russian means ‘to do something’. In ancient times, this verb could mean ‘to be free, to rest, to be free’. We can draw a conclusion based on comparison with historically related words holiday, empty, abolish.
Grade.
1 point - for definition modern meaning words exercise, 4 points for determining the ancient meaning, 3 points for an explanation based on the involvement of related words.
Total: 8 points.
Question number 5
The following phrases are given:
Skipped match and filtered water.
1. What is the difference between the meanings of the adjective (participle) presented in this pair of examples?
2. How do these meanings compare with the meaning of the generating verb?
1. missed match ‘didn’t take place, didn’t pass or, more precisely,“ passed by ”’; water passed through the filter ‘changed, passed through some device’.
2. These meanings of participles (sometimes passing into adjectives) are formed from different meanings verb skip .
SKIP, - let it go, - let it go; and suffering. last | |||
missed, -shen, | A, -o; Sov., trans. (non-Sov. | ||
miss). | |||
6. Let smth. Pass, not use smth .; miss out. | missed match | ||
Egor missed several trams and finally, somehow | |||
settled down on the footrest. Rylenkov, At the Ruined Nest. | |||
8. Force smth., Give opportunity... pass the, | missed | ||
penetrate smth. Pass the meat through | filter water | ||
meat grinder. | |||
Grade.
1. For the correct indication of the meanings of participles (sometimes turning into adjectives): 1 point (missed match) and 1 point ( leaked water),
2. For indicating that these values are derived from different meanings verbs and keep them distinctive features- 2 points, for the correct indication of two meanings of the verb - 2 points each (that is, the maximum is 4).
Total: 8 points
Question number 6
The “Smolensk Regional Dictionary” contains examples of diminutive derivatives from all-Russian words: “Nikogenichko is a diminutive for no one.
Nikogenichko didn’t come, there wasn’t anybody ”(Dobrovolsky 1914: 487). | |||||
Questions: | |||||
1. Explain from what stem and with what suffix the forms are formed |
|||||
nikogenichko and nikogusenka. | |||||
Forms of nikogenichkoy | nikogusenka | educated | from truncated | ||
genitive nikog-o. | (-en<е>chk- and | ussenk-), |
|||
Both forms are formed with | suffixes |
||||
having only the meaning of diminutiveness, so that in understanding them there are no difficulties and hesitations. 1st suffix is typical for adverbs ( little, pretty, easy). The 2nd suffix is typical for both adjectives ( tiny, so tiny,
cold) and for adverbs ( short, thin). So it's hard for sure
to judge the variability of nikogenichko, derived from the pronoun 'nobody', as well as about
other case forms for nikogusenka.
2. What is so unusual about such formations?
2a. Non-standard basis: strictly speaking, the basis of no-to-th, no-to-th, no-to-it is no-to-.
2b. Formations from the truncated form of the genitive nikog-o are possible because they replace this form in cases where it is often used
genitive negation ( there was no goose). However, in the first example
diminutive ( nikogenichko not come) replaces the nominative case.
2c. These are diminutive forms. Their uncommonness lies in the fact that they are derived from pronouns.
2d. Judging by the examples of the use of these words given in the dictionary, we cannot say whether these diminutives are freely inclined, or are used only in one case form... We have too little data for this. It is impossible to say more precisely for two examples.
Grade.
1a. formed from the truncated form of the genitive nikog-o - 1 point,
1b. correct suffix highlighting -en<е>chk- - 1 point iusenk- -1 point,
An indication that the 1st suffix is typical for adverbs (1 point), the 2nd suffix is typical for both adjectives and adverbs (1 point),
- diminutiveness value - 1 point.
Bringing examples proving the allocation of suffixes: 1 point for each suffix (2 points in total).
2. Unusual:
2a. Non-standard basis, while the basis should be no-to- - 1 point, 2b. In the first example, the diminutive form replaces the nominative case - 1
2c. These are diminutives of pronouns - 1 point.
2d. Difficult to judge variability, few contexts - 1 point, Total: 12 points
Question number 7
What are the grammatical differences of words bacteria, prairies, furies and how do they manifest?
These words differ from each other in terms of the animate / inanimate category. As you know, animated words in the Russian language are those in which the form V.p. plural coincides with the R.p. form. plural (and for the words m.r. II sc. - and V. p. and R. p. singular). If we put these three words in the named forms, we will see that the word of the fury will behave strictly like an animated one ( I see furies = no furies), prairie words - as inanimate ( out on the prairie = wide prairie), while the word bacteria will fluctuate between the two options (colloquially, forms and kill bacteria and kill bacteria are possible). We can say that the meaning of animate / inanimate in the last word is unstable.
Grade.
1 point for a word, up to 4 points for a detailed explanation, 1 point for an indication that in this case animation manifests itself grammatically only in plural forms.
Total: up to 8 points.
Question number 8
Do the adjectives august differ in grammatical properties,
thickest, holiest?
Thick and holy adjectives have all degrees of comparison, but the form comparative- holier - has limited use(holier than dad
Roman), and the adjective august does not have the forms of degrees of comparison. It is used only in the titles of monarchs and is a tracing of the Latin augustissimus - most holy - the title of Roman emperors.
Grade.
For thick (there are all degrees of comparison) - 1 point.
For the saint (there are all degrees of comparison) - 1 point, for indicating the limited use of the comparative degree: holier than the pope- 2 points.
For the august (does not have the forms of degrees of comparison) - 1 point. For pointing out related use (1 point) and foreign language origin (1 point).
Total: maximum 7 points.
Question number 9
Parse the proposals by member.
1. There was a note on the table with a request to go for kefir and a ruble.
2. Nearby stood the remains of a small ancient fortress with a crumbling turret, on the ruins of which a stunted curly bush grew densely.
3. Mom let go, but she didn't tell me to fight.
1.To the table there was a note with a request go for kefir and a ruble. [words in italics also serve as a complement].
2. Nearby the remains were sticking out a small ancient fortress with a collapsed turret, on the ruins of which a stunted curly bush grew densely.
3. Mom let go, but she didn't tell me to fight.
Grade.
1 sentence - 4 points for correct analysis (1 point is lost for each mistake); 2nd sentence - 4 points (1 point is lost for each mistake); 3rd sentence - 2 points (1 point is lost for each mistake).
Total: 10 points maximum.
Question number 10
Read the Old Russian text, translate it, complete tasks for it.
That] e ïðişeäusøi ¬go ¬go ¬go to ävöþ äüíiþ otðýši and [from the pillar] and poäästü
¬m¹ yasti, but even more gnaw at the odor of s¹shcha, put it on the nose of the ¬go zheleza, tako commanded ¬m¹ go, and þä¹ù and eïàêû remove from éÿ.
Questions.
1. What is the meaning of the verb in this context detach?
2. What is the meaning of the verb in this context watch over?
3. Do you think there is an etymological relationship between words the packs ‘again’ and ‘harm’, or is this an accidental sound coincidence?
On arriving two days later, his mother untied him and gave him something to eat; but still possessed by anger, she put shackles on his legs and ordered him to walk like that, fearing that he would run away from her again.
1. The verb to detach literally means 'to untie'; now words with this root are used only in figurative meanings: to remove (from office), to solve (a problem), to resolve (to go for a walk), etc.
2. The verb to observe now means ‘to protect, to protect’; to observe of the same root means ‘to look in order to preserve, to preserve’, therefore, there is a danger that someone can steal, spoil what is being monitored; therefore, in this context, the word means ‘to be afraid’.
3. Yes, there is such a connection: the adverb paki (paki) means ‘again, again’, that is, it contains the idea of variability, vicissitudes; the noun "nasty" originally meant "vicissitudes", and then narrowed its meaning and began to denote change only for the worse, as well as what entails a change for the worse, that is, evil, harm, dirty trick.
Grade.
For translation - maximum 5 points (points are deducted for errors), for answering 1 question
– 2 points, for 2 questions - 2 points.
V Question 3 is given 3 points if there is a detailed explanation, if there is no explanation, but there is only a statement about the presence of a connection - 0 points.
Total: 12 points maximum.
10 CLASS Question 1 Feminine nouns of the 1st declension for the genitive, dative and prepositional singular forms have only two endings - -and (-s) and -e. In the absence of stress, these endings can sound exactly the same, for example: [from the bath] (from the bath), [in the bath] (in the bath). Nevertheless, in about half of the cases, the form of a noun with an unstressed ending can be used to determine which ending it contains: for example, in the forms of [school] [work], the ending is undoubtedly -e. How can this decision be made? Which nouns?
11 CLASS Question 1 Read the vocabulary record of the following two sequences of articulations described by the famous linguist Academician L.V. Shcherba: 1) The tip of the tongue closes with the upper lip, then air accumulates behind the shutter and at the moment of explosion is carried out by an intensified stream ... All this, of course, has some timbre, which, due to the small opening required to obtain a concentrated stream of air, may remotely resemble a vowel. 2) It begins with an anterior-lingual deaf lock, simultaneously with the labial one (these locks are obviously necessary for the accumulation of air: rolling sounds require a lot of air) and is resolved without an explosion by a labial voiced trembling consonant. All this, of course, gets one or another timbre coloration, which, naturally, can have a distantly labial character. Which of these “words”, according to LV Shcherba, is often uttered by a seamstress? What professions often uttered the second word?
10 CLASS Question 2 What spelling principle obeys the spelling of words transcription (when transcribing), suffix (when suffixed)? What morphemes in modern Russian most often have variants under the influence of this principle? Give 3-4 examples of words with such morphemes.
11 CLASS Question 2 In some (Western) dialects of the Russian language, in the nominative case of the personal pronoun of the third person, the consonant [j] ([y]) is pronounced before the initial o: yon, yona, yona. What other consonant can appear before the initial o in Russian and why? Why is [j] added in personal pronouns?
10 CLASS Question 3 What meaning, different from the modern one, was revealed in ancient times for the verb to find and the noun noun derived from it, which occurs in the following context: The Tale of Bygone Years).
CLASS 10 Question 5 This sentence combines two well-known phraseological expressions. Rebuild them initial appearance, values, indicate their sources. The soldiers demanded that they be shown foreign films ... give Fairbanks and Mary Pickford, and no other "nails of the season!" (G. Ryklin).
10 CLASS Question 6 Given words and tables reflecting the morphemic composition of some of these words: aircraft construction, bus, bus station, cofferazvesochny, hardening, reshaping, hardness, equilibration, tea-forming 1) prefix | root | suffix | suffix | ending 2) root | connecting vowel | root | suffix | suffix | suffix | ending 3) root | root | suffix | suffix | ending 4) root | connecting vowel | root | suffix | suffix | ending 5) prefix | root | suffix | suffix | ending 6) root | prefix | root | suffix | suffix | ending 1. Find the word, the morphemic composition of which is shown in each of the tables (corresponds to the scheme). Remember zero morphemes. They are also designated in the diagrams as separate units. 2. Write down the words that are not suitable for any table separately and indicate their morphemic composition. 3. Think of a word corresponding to the following morpheme composition: the prefix | prefix | prefix | root | suffix | suffix | the ending
11 CLASS Question 6 In the "Smolensk Regional Dictionary" there are examples of diminutive derivatives from all-Russian words: "Nikogenichko" - a diminutive of none. Nothing came, nothing happened ”(Dobrovolsky 1914: 487). 1. Explain from what stem and with the help of what suffix the forms nikogenichko and nikogusenka are formed. 2. What is so unusual about such formations?
10 CLASS Question 8 Do the sentences in each of the rows belong to the same or different types of stem structure? 1. A. In the house opposite, the lights were lit. B. We do not smoke. B. Sit, silent and smoke. 2. A. Where did you come from? B. Mom washed the frame. Q. Something worries me. 3. A. Where are you going? B. We are in the forest. B. There is grass in the yard.
CLASS 10 Question 9 One of the memoirists parodied the early writings of Sergei Dovlatov in this way: Last winter, being cold and not having Vigone pants and earflaps, I froze toes and ears of my head. Write down the “aspiring writer mistakes” noted by the memoirist and explain them. CLASS 11 Question 9 Determine the proposals for members. 1. On the table there was a note with a request to go for kefir and a ruble. 2. Not far away were the remains of a small ancient fortress with a collapsed turret, on the ruins of which a stunted curly bush grew densely. 3. Mom let go, but she didn't tell me to fight.
CLASS 10 Question 10 Read the Old Russian text, translate it, complete the tasks for it. And behold, the stranger came to the city; vidhv I, the young man was glad to be tek, bow to them and am kindly tshlova and I ask, I will go off the essence and go. 1. What is the meaning of the adverb amiable in this context? 2. What is the meaning of the verb kissing in this context? 3. What part of speech is the word rad? Name its grammatical features.
CLASS 11 Question 10 Read the Old Russian text, translate it, complete the tasks for it. So when his mother came two days at a time, shake off and [from the pillar] and give him food, yet put on his nostrils, put on his nostrils, and so command him to walk, be careful not to drive away from her. 1. What is the meaning of the verb detach in this context? 2. What is the meaning of the verb observe in this context? 3. What do you think, is there an etymological connection between the words paki again, again and mischief, or is it an accidental sound coincidence?
Tikhomirova E.A.
Analysis of the results of the regional stage All-Russian Olympiad schoolchildren in the Russian language in 2011
According to the Regulations on the All-Russian Olympiad for Schoolchildren (Order of the Ministry of Education and Science Russian Federation dated December 2, 2009 No. 695 "On the approval of the Regulations on the All-Russian Olympiad for schoolchildren", paragraphs II.III), the Olympiad for schoolchildren in the Russian language is held in four stages: school, municipal, regional and final. Carrying out the first three stages included in the structure final stage Of the All-Russian Olympiad in the Russian language, subordinated to its main goals - the identification and development of students' creative abilities, the formation of spiritual and moral qualities, interest in research activities, the creation necessary conditions to support gifted children, propaganda scientific knowledge, preparation for participation in the final stage of the All-Russian Olympiad in the Russian language. In accordance with the Order Federal agency on education No. 1163 of November 16, 2010 the third (regional) stage of the All-Russian Olympiad for schoolchildren in the Russian language in 2010/2011 academic year was held in the Tver region on January 29, 2011. No changes and additions were made to the tasks developed by the Central Subject-Methodological Commission, which is fully consistent with the "Regulations on the All-Russian Olympiad for schoolchildren." The substantive aspect of the Olympiad was entrusted to the jury, which was determined by the order of the DO Tver region No. 370/08 of 03.12.2010 "On the holding of the regional stage of the All-Russian Olympiad for schoolchildren." The jury consisted of 15 people with the appropriate qualifications (candidates of philological sciences, associate professors of the Russian language department at Tver State University and teachers holding the title of "Honored Teacher of the Russian Federation") and experience in conducting regional stages of the Russian language Olympiad for schoolchildren. According to the recommendations of the Central Subject-Methodological Commission for the Russian language, the next day (January 30), the tasks of the Olympiad (by grade) were analyzed, no appeals were received from the participants of the Olympiad. Within the framework of the Olympiad (outside its official part), a tournament was held for experts in the Russian language and a career guidance meeting with representatives of the philological faculty of Tver State University. 4 academic hours were allotted to complete the tasks of the Olympiad, the participants began work at 10.00, as recommended by the Central Subject-Methodological Commission. Each parallel (grades 9, 10, 11) received its own set of tasks, the jury provided the necessary instructions, and handed out stamped notebooks and sheets for drafts. After the completion of the work, the notebooks and drafts were transferred by the chairman of the jury (E.A. Tikhomirova) to the organizing committee for encryption; the decryption was carried out after the registration of the protocols. Testing of works and determination of winners and prize-winners were carried out in accordance with regulatory documents (separately in grades 9, 10 and 11) according to the answers provided by the Central Subject-Methodological Commission; drafts were not checked. The checked works after the end of the regional stage were transferred to the organizing committee, which ensures the safety of the materials of the Olympiad (including checked works of students) until the final stage of the 2010/2011 academic year. For the first time, the regional stage of the All-Russian Olympiad for schoolchildren in the Russian language was held on the basis of Tver State University. Responsible for its implementation S.N. Smirnov (as part of the organizing committee, the head working group) and its employees were able to solve all organizational issues at a high level, without allowing a single failure in the regulations and in ensuring the conduct of the Olympiad and the work of the jury. Representatives from 36 municipalities took part in the regional stage of the All-Russian Olympiad for schoolchildren in the Russian language, students from Andreapolsky, Vesyegonsky, Zharkovsky, Kimrsky, Penovsky, Rzhevsky, Sandovsky districts did not take part in the Olympiad. Representatives of years. Tver, Vyshny Volochek, Torzhok, Zubtsovsky, Likhoslavl, Staritsky, Nelidovsky districts (i.e. 7 territories), took part in the Olympiad with full-strength teams(Grades 9, 10, 11).
olympiads in Russian
The regional stage of the Russian language Olympiad for schoolchildren was held in one round. During 4 academic hours, the participants of the Olympiad had to give written answers to the questions: for students of the 9th grade - 9 questions, for students of the 10th and 11th grades - 10 questions each. Most of the tasks of the Olympiad were based on the school curriculum, however, such tasks were proposed that required more deep knowledge beyond directly school curriculum(especially on the history of the Russian language), which fully meets the requirements for the level of the Olympiad tasks. The tasks offered to students in grades 9-11 are diverse both in form and content and allow students to show not only knowledge of the norms of Russian literary language, but also to show a linguistic flair in solving extraordinary problems concerning language system of the Russian language in its past and present state. The tasks offered to the participants of the Olympiad were based on several components: from text to language, from language to text, from text to text, from language to language, from language to language science. In the tasks of the first type, the text, utterance or word usage in speech was proposed and it was necessary to draw a conclusion about the properties of linguistic units as elements of the linguistic system. In tasks of the second type, the initial condition is the rules, patterns, properties of linguistic units, which must be applied to the proposed facts of speech. The type of tasks "from text to text" is traditionally associated with philological work with text, involving a comparative analysis of texts or different interpretations of one text. Quite diverse are the tasks of the structural and linguistic plan, aimed at finding patterns according to the proposed examples and analyzing the "difficult" units and categories of the Russian language. By completing the tasks "from language to language science", students must demonstrate their knowledge of Russian linguistics.
Analysis of the tasks of the Olympiad and the level of their implementation by students
Grade 9
| № p / p | Contents of the assignment | Student difficulties |
| 1 | Name the words that influenced the shift of stress from the first syllable to the second in singular forms. the words lip | 55% of the participants did not even try to complete the task, although it required not knowledge of the history of the language, but the ability to think logically |
| 2 | Give examples and explain when the roots of words column, ton, operetta are written without a doubled consonant | We managed to find only 1-2 examples without giving explanations, which indicates inconsistency of topics in word formation and spelling |
| 3 | What meaning was revealed in ancient times for the word handle(feed the elephants with handles / grains /) | Most of the students did not cope with the task, because the formulation of the assignment itself did not imply highlighting the roots and explaining their ancient and modern meaning with examples |
| 4 | How did the expression come about in the balance of death whether it complies with the norms of the literary language; if not how to fix it | Many participants did not cope with the task, because illustrative material ("Damocles sword, being in the balance of death - a symbol of danger") provoked the search for an answer to the question in the expression "Sword of Damocles", and not in juxtaposition of the expressions "hang by a thread" and "be a hair from ..." |
| 5 | Supplement the rows with one of the words, justify the choice: lamppost, elite, artisanal, nightmare... shoemaker caution cubist snobbish educational positive | The participants were unable to determine the principle of the distribution of words in columns and to supplement them, since they don't know the term compound suffix |
| 6 | virus, ostrich, plinth and how they manifest | 48% of the participants did not cope, although the task corresponds to the level of the school curriculum. The difficulty arose, probably due to ignorance of the term grammatical differences |
| 7 | What is common and different in the grammatical structure of the sentences: I know what you are reading I saw him leave I will ask when we return | Answers showed good knowledge syntax of the modern Russian language; participants distinguish between conjunctions and union words, seeing the difference in the grammatical structure of sentences and are able to explain. |
| 8 | Distribute the surnames Volkov, Kovalev, Vyazemsky according to the groups identified by A.M. Selishchev. Name the branch of linguistics studying proper names | The task tests the ability to think logically and comment, but 60% of the participants were unable to determine the principle of grouping and correctly distribute the names |
| 9 | Read, translate old Russian text and complete assignments | The participants mostly coped with the translation and definition of the lexical meaning of the proposed words, but not all were able to find the same root words |
Grade 10
| №p / p | Contents of the assignment | Student difficulties |
| 1 | How to define unstressed ending (and / s or e) in genus, date forms. and offer. case noun 1 pron. [schoolʼi], [work’i] | 74% of the participants received 0 points, because they could not establish patterns associated with the alternation of paired consonants in terms of hardness / softness. The maximum result is 3 points out of 10 possible |
| 2 | Determine the spelling principle of words and indicate the morphemes that are most often influenced by this principle (transcription / transcribe) | Students were able to identify the principle, but could not find their own examples with the indicated morphemes |
| 3 | Ancient meaning of the verb find and a noun derived from it finder(in the text) | It was difficult to determine the meaning of the root move-, so 16% of the participants were unable to explain the meaning of the noun. |
| 4 | Determine the difference in the meaning of the participles formed from the verb remove (extracted tooth-remote access) | Failed to complete the task 50% of the participants |
| 5 | Restore the original form of phraseological expressions, their meaning and sources (... and no other "nails of the season!") | 43% of the participants did not cope with the task, almost no one remembered the poem by V.V. Mayakovsky, where the expression "Shine - and no nails!" Came from. |
| 6 | Distribute words according to the morpheme composition and come up with a word according to the morpheme composition scheme | 1 person did not complete the task |
| 7 | Identify grammatical differences between words microbe, syrup, cyclops | Ignorance linguistic term"Grammatical differences" led to the substitution of the task and the definition of phonetic and spelling features |
| 8 | What types (by the structure of the basis) are the proposals | Participants showed good knowledge of syntax simple sentence... 5 people did not cope with the task |
| 9 | Working with text: write out and correct mistakes | The task did not cause difficulties, 1 person did not cope with the task |
| 10 | Read, translate the Old Russian text and complete tasks for it | In general, we coped with the task, the difficulty was caused by determining the meaning of the word kiss and Old Russian |
Grade 11
| №p / p | Contents of the assignment | Student difficulties |
| 1 | Identify words by described articulation | 96% of the participants did not cope with the task, because according to the proposed characteristics, it is impossible to name a word |
| 2 | What consonant can appear before the initial O and why | The answers are incomplete, because the participants were unable to establish the cause of this linguistic phenomenon |
| 3 | Formulate spelling rules for spelling words | The difficulty caused an explanation of the grammatical nature of the rule |
| 4 | Old Russian meaning of the wordexercise (in text) | The etymology assignment was difficult for most of the participants; only 1 person al correct and detailed answer |
| 5 | Determine the difference in the meaning of the participles ( missed match - filtered water) | Errors are associated with a fuzzy understanding of the relationship the original - derived word |
| 6 | From what base and with the help of what suffix dialect forms are formed nikogenichko and nikogusenka | The task is difficult, because based on dialectal material; even having identified the generating stem and affixes, the participants could not answer the question about the unusualness of such formations |
| 7 | What are the grammatical differences of words bacteria, prairies, furies | Ignorance of the term "grammatical differences" led to the substitution of the task and the identification of signs of other levels of the language system in words |
| 8 | Do adjectives differ in grammatical properties august, thickest, holy | Instead of comparative analysis degrees of comparison, the participants focused on determining the lexical meaning and morphemic composition of words |
| 9 | Parse the proposal members | Non-discrimination inconsistent definitions and additions |
| 10 | Read and translate the Old Russian text, complete tasks | Errors are associated with the inability to conduct a comparative historical analysis |
Task results
| Maximum points | Average score recruited by the participants | Maximum and minimum score recruited by the participants | Number of students who scored over 75% and over 50% points |
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Analysis of the results of the regional stage of the All-Russian Olympiad in history for schoolchildren in 2011
DocumentIn accordance with the Order of the Federal Agency for Education No. 1163 of November 16, 2010, the regional stage of the All-Russian Olympiad for schoolchildren in history in the 2010/2011 academic year was held in the Tver region on February 1-2, 2011.
Methodological recommendations for the development of assignments for the school and municipal stages of the All-Russian Olympiad for schoolchildren in the Russian language in the 2011/2012 academic year Moscow 2011
GuidelinesMethodological recommendations for the development of assignments for the school and municipal stages of the All-Russian Olympiad for schoolchildren in the Russian language in the 2010/2011 academic year Moscow 2010
Guidelinesknowledge of the semantic system of the modern Russian literary language, elementary awareness of the origin of words and understanding of patterns historical development the lexical meaning of the word;
Methodological recommendations for the development of tasks for the school and municipal stages of the All-Russian Olympiad for schoolchildren in computer science in the 2010/2011 academic year Moscow 2010
GuidelinesReal guidelines prepared by the central subject-methodological commission on informatics and aimed at helping municipal and regional methodological commissions in the preparation of assignments for school and municipal
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