The Russian language is a complex, vibrant, extremely diverse phenomenon. This applies to all its levels. Especially interesting phenomena in it can be observed at the level of phonetics, vocabulary and grammar. These strata in the first place in the most complete form will tell us about those changes that occur in oral and written speech over time, under the influence of events taking place in society. If archaeologists obtain information about the "deeds of bygone days" by sorting out artifacts, then linguists do the same work, studying the life of the word.
Lexical Changeling
Vocabulary is perhaps the most mobile language layer. It is more than other branches of philology connected directly with the speakers, with live communication. Therefore, the lexical composition of the Russian language is so rich, multifaceted, diverse. In addition to the traditional synonymous and antonymic groups that enter into complex correlative relationships, linguists have identified yet another broad community of words called homonyms. It is extremely heterogeneous, its lexical units themselves form several separate branches. These, in addition to homonyms, are homophones and homographs, examples of which we have to make out.
Definition of a concept
The term came to us from the ancient Greek language and literally translates as "writing the same way" or "writing the same way." What does it mean? And the fact that homographs are examples of such words that have a similar graphic style, but are pronounced differently and do not coincide in their lexical meaning. The difference in pronunciation is mainly due to the mismatch of the stressed positions or phonetic and grammatical laws. The most famous homographs, examples of which clearly demonstrate this difference, are the words zamok and zamok, a'tlas and atla's and others.
We explain to the children
Vocabulary is studied in detail at school in the 5th grade, and then the children deliberately do not return to the material passed until the final exams, when you need to remember and organize all the knowledge. You can not say about other language sections. Therefore, it is important that schoolchildren from the beginning have well mastered and easily classified various
linguistic phenomena. Explaining what homographs are in the lesson, the teacher should make detailed examples of them, following the principle of “from simple to complex”. That is, at first he himself explains, then asks the students to do the same. It is very important in the process of passing the topic to give words a lexical interpretation. Only then will the assimilation of the material be strong, and remembering - conscious.
Contextual environment
Therefore, understanding the theory, from a methodological point of view it will be more correct to cite not single homographs - examples of phrases with explanatory words will turn out to be much more visual. If the teacher writes on the board the phrases “an old castle, a medieval castle, a stone castle, a castle with high towers, a royal castle”, it will be completely clear to the children that this is an architectural structure, a residential building, etc. Further, they can do it themselves write down 1-2 suitable sentences with homographs. Examples: “On a high hill stood a formidable medieval castle. He was surrounded by an impregnable stone wall. ” And now the homograph: a cunning castle, a padlock, a broken castle, a zipper lock. Children will immediately determine that these examples have in mind a mechanism for closing something. And they will be able to continue the series themselves: “Dad punched a new reliable lock on the door. Now we can not be afraid for the safety of our apartment. " If the teacher during the classes in subsequent classes returns from time to time to this material, this will have a beneficial effect on the language practice of schoolchildren.
Close, but not identical
Naturally, it is difficult for a child to keep in memory all the information he received during his apprenticeship and to convey it to the exams in its original form. The first thing he begins to get confused when the material on lexicology loses relevance is what are homographs and homophones (synonyms and antonyms, homonyms are remembered more strongly, because they have differentiated features more clearly expressed). The phenomenon of homophony is based on sound proximity (“background” is sound).
Yes, these words are often spelled the same way (by no means always!) But their stress also coincides, but that of homographs is not. Homophones are: a bow - a plant and a bow - a weapon, a braid - hair and a braid - agricultural implements, flu - a disease and a mushroom (different graphics with the same phonetic design!) - a plant.
Systematization of homographs
The problem of homography of the Russian language, linguists began to seriously engage in our 21st century. Until this time, this linguistic phenomenon was considered very superficially. In modern philology, in addition to graphic homographs (i.e., in its pure form), the following are distinguished:
- words that are written the same way and refer to the same part of speech, for example, flour 'and flour';
- matched words with different part-word affiliation: ringtone and ringtone;
- situational homographs: Ko'li - if '.
A variety of tasks with an entertaining bias will help students to penetrate deeper into the mysteries of Russian vocabulary and to understand its features. And be sure to teach them how to use dictionaries, including the dictionary of homographs!