The study of the gender aspect of phraseological units in the classes by Russian language as a foreign
In this article analyzed the little-studied aspects of the study of phraseological units in the classes by ''Russian language as a foreign '' (first of all, the gender component of it) and proposes the new methods that contribute to the optimization of the learning process. In particular, a description of a special teaching method is given, which is based on a comparative analysis of Russian phraseological units with phraseological units of the native language of students, designed to simplify the procedures for semantization and memorizing it. The structure of this type of lesson is analyzed, examples of exercises are demonstrated. The article analyzes the little-studied aspects of the study of phraseological units in Russian as a foreign language (primarily, the gender component of phraseological units) and proposes new methods that help optimize the learning process. In particular, a description of a special teaching method is given, which is based on a comparative analysis of Russian phraseological units with phraseological units of the native language of students, designed to simplify the procedures for semantization and memorization of new phraseological combinations. The structure of this type of lesson is analyzed, examples of exercises are shown. The comparison is based on the gender aspect, chosen due to the importance and increasing relevance of the very concept of "gender", which is one of the basic components of the social and cultural life of any society, and also represents a fertile material for comparing the mentality of several peoples, their value system. Among the specific goals to which the work with foreign students on the study of gender-type phraseological units is subordinated, we determine the following: the development of students' analytical ability, in particular, the skills of comparison, comparison, drawing analogies between the lexemes of the native and foreign languages; increasing interest in the topic being studied; expansion of the vocabulary of foreigners, in particular, the stock of phraseological vocabulary; developing the skills of recognizing "gender" phraseological units in the text or in the speech of the another person (for example, on the teacher's lecture); developing the ability to independently semantize these phraseological units; training their use in the production of one's own speech utterance. Also in the article, we single out direct markers of gender (metaphors and proper names), which are available in all languages and allow us to attribute phraseological units to one or another gender type. At the end of the article, the results of testing the proposed method are presented, conclusions are drawn about its effectiveness.