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This book is adapted from the doctoral dissertation titled “A Holistic Functional Approach to Teaching Russian Reflexive Verbs to Turkish Students,” which was prepared at the Department of Russian Language and Methods of Teaching Russian as a Foreign Language, Faculty of Philology, Peoples’ Friendship University of Russia, a Federal State Autonomous Educational Institution of Higher Education, and published in 2020.
The book aims to develop a methodological educational system based on a holistic functional approach to the process of Turkish students’ acquisition of reflexive verbs.
In the first chapter, the concept of reflexivity in the Russian language is examined within the context of grammatical categories and language pedagogy. The classification of Russian reflexive verbs, their forms of expression and usage, as well as their specific characteristics, are presented within the framework of foreign students’ acquisition of the Russian language.
The second chapter focuses on the specific features of reflexive verbs in Russian and Turkish, explaining their semantic, structural, and functional similarities and differences.
The third chapter presents analyses of how the topic of Russian reflexive verbs is addressed in textbooks and supplementary materials prepared by Russian and Turkish scholars. In light of the findings obtained, the main principles of the proposed teaching system are outlined.
This chapter also examines verb usage errors based on the findings of a control study conducted with students from Departments of Russian Language and Literature at various universities who learn Russian outside natural language acquisition environments. The difficulties encountered in the use of reflexive verbs are classified, and attention is drawn to issues that should be considered in the educational process from linguistic and language pedagogical perspectives.
In the conclusion, based on the research findings and the holistic functional approach, directions are identified for developing supplementary teaching materials aimed at Turkish students with beginner to intermediate levels of proficiency in Russian as a foreign language. A set of exercises designed to help students develop lasting language skills is also proposed.
It is hoped that the results of this study will contribute to research on verb analysis in both Russian and Turkish and will be beneficial in the development of practical Russian language courses designed for Turkish learners.
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