• Author / Uploaded
• keppelation

Citation preview

Modern Russian 1

Library of Congress Cataloging in PubUcation Data Dawson, Clayton L.

Modern Russian. Includes indexes. I. Russian language-Grammar-19502. Russian language-Spoken Russian. I. Bidwell, Charles E\leretl. 1923joint author. II. Humesky, Assya. joint author. III. Title. PG2112.D36 1m 491.7'83'421 77·5837 ISBN o.8784().169·5 (\I. I)

Copyright © 1964 by Georgetown University All rights reserved Printed in the United States of America International Standard Book Number: o.8784().169-5

ABOUT

Modern Russian

In February 1960 the University of Michigan sponsored a conference of scholars to "develop criteria for a two-year college sequence of spccialized materials for learning the Russian language." In its proposal to the U.S. Office of Education for funds to support the conference, the University of Michigan stated its view that "The urgency of our national need to improve and increase the study of the Russian language in our schools and colleges and the comparative dearth and inadequacy of existing materials for this purpose dictate the collaboration of the U.S. Office of Education with the Russian language specialists ... in the production of a complete two-year colJege level course in Russian." The proposal advised that "pcrtinent decisions regarding personnel, institutional sponsorship, and methodology for the production of such a course should be made only on a broadly established basis of consensus among a widely representative group of scholars and specialists in this field." The twenty-seven scbolars and specialists listed on the page opposite collaborated at tbe conference to achieve tbat consensus, and designated nine persons, similarly listed, as an Advisory Committee to the project. Recommendations arising from the February 1960 conference and from the Advisory Committee resulted in the naming and empowering of the Working Committee-: Dr. Clayton L. Dawson, Professor and Chairman of the Slavic Department at Syracuse University (project coordinator); Dr. Charles E. Bidwell, Associate Professor and Chairman of the Department of Slavic Languages and Literatures, University of Pittsburgh; and Dr. Assya Humesky, Associate Professor of Russian Language and Literature, University of Michigan. Syracuse University undertook to house and administer the entire project, and assumed responsibility for the preparation of the new materials. Both the University of Michigan conference and the University of Syracuse project to produce the two-year course were supported by the U.S. Office of Education, under authority of TiUe VI of the National Defense Education Act. The University of Michigan, the University of Pittsburgh, and Syracuse University coopcrated by granting leaves of absence to Drs. Humesky, Bidwell, and Dawson respectively. Along with these universities, The American University, the Foreign Service Institute, Georgetown University, Indiana University, 51. John's University, the State University College at New Paltz, New York, and the University of Washington participated in the field testing of materials prior to publication, providing helpful suggestions and encouragement. Generous help was provided in typing, advising, and recording by a large group of native Russians teaching in the Slavic Department of Syracuse University. Professors Robert L. Baker of Indiana University and Tatiana Cizevska of the University of Illinois contributed timely information on culture and current usage out of their recent experience in the Soviet Union. Finally, special critical evaluations and recommendations were provided by Professors Baker, Richard Burgi of Princeton University, Kurt Klein of the University of Illinois, and Laurence Thompson of the University of Washington. Modem Russian, together with the recordings and the teacher's manual prepared to accompany it, unique in both content and techniques in the Russian field, is the fruition of this cooperative group effort.

MDUlERS Of' TIlE 1960 ANN ARBOR CONFERENCE

Emma Birkmaier University of Minnaota Deming J. Brown University of Michigan Edward J. Brown Brown University William S. Cornyn Yale University Clayton L. Dawson Syracuse University Horace W. Dewey Universily of Michigan William B. Edgerton Ifldiana Universily Gordon Fairbanks Cornell University Wayne D. Fisher Universi,y of Ch~ogo A. Bruce Gaarder U.S. Office of Education Fruma Gottschalk University of Chicago Frances de Graaf Bryn Mawr Col/ege Ernest F. Haden University of Texas Morris Halle Massachusetts Institute of Technology Heien Jacobson George Wtuhington University Walter C. Jaskievicz FordJuun University Harry H. Josselson Waylll! State University Horace G. Lunl Harvard University Thomas F. Magner Pe1lJJS}'Ivania State Universily Fan Parker Brooklyn College Lawrence Poslon University of Oklahoma Peter Rudy Northwestern University Leon Stilman Columbia University Laurence G. Thompson University of Wtuhinglon Leon Twarog Ohio State Universi'y Donald D. Walsb Modern Language A5SOCiaiion Francis J. Whitfield Universily of California

ADVlSORY COMMJTJEB

Robert L. Baker

Indiana University

William S. Cornyn

Yale University

William B. Edgerton Gordon Fairbanks

Indiana Universi'y Cort/ell University

Ernesl F. Haden

Universily of Texas

Carleton Hodge

Foreign &rvice Institute

Harlan Lane University of Michigan Laurence C. Thompson

Francis J. Whitfield

University of Wtuhington

Universily of California

Introduction: Using Modern Russian

The matcriaJs of Modern Russian, like those of its prototype, the Modem Language Association's Modern Spanish, provide a new kind of language course based on audio-lingual principles and aimed at speaking proficiency within the framework of tbe traditional language program. Modern Russian consists of two volumes of eighteen lessons each, designed for a two-year course meeting from three to five hours a week. Stressing the fundamental structural features of the contemporary spoken language, the thirtysix lessons present a total vocabulary of some 2700 items. Magnetic tape recordings, available to accompany the written materials, are an integral part of the two-year program. In addition, longplaying disk recordings of basic portions of tbe lessons are obtainable for home study. Audio-lingual principles assume that fluency in a foreign language is acquired less by intellectual analysis than by intensive practice. Awareness of structure is acquired not by memorizing rules and paradigms but by imitation and repetition of basic language patterns and by performance of drills carefully constructed to capitalize on the leamer's natural inclination to analogize from material already learned. Language learning thus properly begins with listening and repeating and only later proceeds to reading and writing. These first two stages are of primary importance if the student is to gain even a minimwn control of spoken Russian; for this reason we recommend strongly that most material be presented and practiced with books closed, both in class and in the laboratory. A lesson consists of the following parts designed to be used as suggested: Preparation for Conversation. Anticipating the Conversation to follow, this part presents the basic elements of the Conversation in the order of their appearance, together with parallel English equivalents and, where needed, wilh phonetic transcription. This material provides a basis for understanding and assimilating the Conversation. Supplementary related words and phrases are also given here. Conversations. Simulating situations of contemporary Soviet life, these introduce the basic lexical and structural items of the lesson in dialogue form and in colloquial Russian. The first v

four lessons contain a single Conversation each; the remaining lessons each contain a pair of Conversations. Notes explain points of cultural difference and of usage and style. For the first five lessons a parallel English equivalent of each Conversation is provided. A phonetic transcription of the Russian is also given as an aid to proper pronunciation in learning the materials; this is presented consistently in the first ten lessons, but only to clarify special problems thereafter. The Conversations, basic to each lesson, are best assimilated to the point of complete memorization. These are recorded on the tapes-and on the records as well-for individual repeated listening and imitation. They are presented in four stages: (I) the entire dialogue at natural speed without pauses; (2) the individual sentences, broken down from the end, with pauses for student repetition; (3) complete utterdnces, again with pauses for student repetition; and (4) the entire dialogue once again at natural speed without pauses. Bask Sentence Patterns. These are sets of patterned sentences, deriving from the Conversations and illustrating the major structural points of the lesson with the use of new and review vocabulary. They are to be mastered through repeated practice. The Basic Sentence Patterns are paralleled by English equivalents. Pronunciation Practice. To instill habits of correct pronunciation, every lesson provides pronunciation drills, frequently contrastive ones. Additional pronunciation drills, not appearing in the text, are given in the Teacher's Manual and on the tapes. Lessons 6 through II each present an Intonatioo Practice treating the fundamental patterns of simple sentences. Structure and Drills. These form the grammatical heart of the course, generally treating four or five major structural points per lesson. Each structural point is developed in five to twelve different drills, with an average of ten responses. The student imitates the models given (generally there are two, the first with an English equivalent), by responding orally to sentences, questions, and/or cues in Russian provided by the teacher. The drills are widely varied: repetition, substitution, questionanswer, subject reversal, transformation, structure replacement, integration, expansion, and pro· gressive substitution. All drills are fully recorded on the tapes with appropriate pauses for student responses, followed by the confirming responses. To make the procedure clear, the desired responses for the first two lessons are printed in fuJI. A discussion of a structural point generally follows the drills in which it has been developed. Reading and Writing. Essentially a recapitulation of the lexical and structural items in lhe lesson and a review of past items, this part is a reworking of the Conversation materials and provides practice in reading. The portions presented in handwritten form invite practice in dictation or copying (easily self-corrected), as well as in reading a cursive script. Translation of the readings is not recommended; comprehension can best be checked by questions in Russian as provided in the Teacher's Manual. Experience suggests that presentation of dialogues is most effective when delivered at a normal conversational speed in natural word groupings (not as words in isolation), with a natural intonation. Class choral repetition is helpful in presenting new Conversations in order to bring the class into active participation, and choral recitation of the parts of the dialogue by designated groups of the class provides a useful check on memorizing the Conversations. Memorizing the Conversations, though not indispensable, does result in higher achievement in the structural drills. Intensive drill on the Preparation for Conversation and class practice on the Conversation, followed by the use of the tape in the language laboratory and/or the records at home, can make memorizing the Conversation a relatively simple task. vi

Practice in writing-whether mere copying or writing out drill responses specifically assigned for that purpose-should not be neglected, despite the strong oral emphasis of Modern Russian. The writing of selected drills tends to reinforce mastery of the structure and to check on progress being made. Normally a lesson will take five meetings to cover, though clearly the longer the time spent on a lesson, the more complete the mastery of it is likely to be. The first four lessons are shorter and may therefore be covered in four sessions each. Where classes meet only three hours a week, drills which cannot be covered in class may be assigned for performance in a language laboratory. A course of three class hours a week has been successfully given by Syracuse University with these materials on just such a basis.

Contents

1

The Russ.ian sound system The Russian (Cyrillic) alphabet and the writing system Remarks on stress Discrepancies between the sound system and the writing system Preparation for Conversation: Crylletrr II CT)'Ahr'rxa Boy student and girl student Basic sentenoe paltems

3 5

7 8

JO 12 IJ

STRUCTURE AND DRIUS

The present tense of tbe first conjugation verb IlJ(ni

2

Preparation for Conversation: ,llUliO .ac: HC H.D.eJT J haW'n"' seen you lor (J long time Basic sentence pallems Correspondence bctYI'CCII Cyrillic vowel letters and the vowel sounds

14

19 21 22 23

STRUCIVR£ AND DR1LL.S

The present tense of the first conjugation verb pa60nn. The Russian handwriting system Syllabification of words in RussiaD

3

Basic sentence pauems

J5 J7 J8

The altemation of voiced and voiceless consonants

39

Preparation for Conversation: JIy'lllle 063)],00, 'fb.t IIHKorJl,li. Better late than

STRUCTURE AND DRIUS

ne~er

cueu.m.

The present tense of the second oonjugation verb Masculine, feminine, and plural endings of short-ronn adjectives

43 45

READING AND WJUTlNG

47

Preparation for Conversation: Puroe6p. o6we»JO.u Conversation in fM dormitory Basic sentence patterns Introductory remarks on the Russian case system Remarks on Siems and endings: tbe concept of '''zero'' ending

4'51

lIriRHe

4

25 28 33

"mtCIo.'ItO

52 53

54

STRUCJURE AND DIUUS

Past tense of the verb 6Wn. The accusative fonn of inanimate masculine and neul.er nouns 'heDe .. lIIIOoMO

IU!ADING AND WIUTING

55

57 58

5

Preparation for Conversation: "ITo Ha oMA? Wha/'s/or dinner? Preparation for Conversation: BW y.ae noo6tJ1&JbI? Have you had dinner already? Basic sentence patterns Pronunciation prnc:tioe: hard versus soft consonants (ltJ \IS. Grammatical gender of nouns Verbal aspects

61

63 64

65

[tl,

Id] vs.

[~I.

[oj

\IS.

['1D

66 68

69 10

STllUCTUllE AND DRIUS

Replacement of nouDS by third person pronouns: 611, oHi. ottO. and _ IntcfTogatives kTO and omS Introductory iTo The irregular present tcose of xOTin. The past tense 'ITe-e •

6

IIIICI.M6

12 73 74

75 76

78

IU!ADING AND WIUT1NG

83

Preparation for Conversation: nepewii . . . . )'tIlIBeparrfre Preparation for Conversation:

85

86

AMepMK'8HC1Ol.i CTylt(\wr

88

Basic sentence panams

89

Pronunciation practice: hard vel1lus soft consonants ((s] vs. [~l, [z] ...S. (~l, Ir) ...s. [rJ) Intonation practice The four noun declensions in Russian: cr6JI-, oKH6-, .eKi~, and lIBipb-class nouns

91

92 94

STRUCTUM AND ORiUS

"

The accusative singular of nouns ending in ... and .... The second conjugation verb roBOpWn. Possessive modifiers The perfective future of the first conjugation verbs uoini and a:Dn. The second conjugation verb BJiJ.lnlo Second person imperatives: familiar versus plural-polite forms lITi:Iote • ..o.MO

7

97 98 102 104

105 107 109

Preparation for Conversation: it 3A6Wn csOi 1JOI'T+Vao Preparation for Conversation: Cry,/lbrrw JJ:IfWor 0 IIapOJIllX CCCP Basic sentence patterns Pronunciation practice: haed versus soft consonants ([P] ¥s. lRJ, [bJ vs. ~). [m) Intonation practice: part I--questions without question words

¥s.

(I{IJ)

111 112 114 115 118 119

SIllUCTUJU! AND DR.lU3

8

The nominative plural of nouns The nominative plural of possessive modifiers The prepositional case: singular and plural endings of nouns Prepositions .. and Ha with the prepositional case The personal pronouns and interrogatives KTO, 'fTO in the prepositional case Remarks on stress shift in nouns

120 125 127

'heHHe K DMCb.'I10

136

Preparation for Conversation: totOi cnod,..! Preparation for Conversation: B lW"a3IitIe Basic sentence patterns Pronunciation practice: hard versus soft consonants (Iv) '15. [y), [f) Intonation practice: part II--questions without question words

139

131 133

135

rae

141 142 143 '15.

[fl, (1]

¥s.

un

145 147 149

SIllucrt1ll.E AND DRIUS

To haw in Russian: affirmative y constructions in the present tense To htn-e had in Russian: affirmative y constructions in the past tense The genitive singular of nouns The genitive of KTO, 'ITO, and the pen;onal pronouns The genitive case in Hb coostructions The genitive case in "" 6wJIo constructions lfTCmte III DIIaoM6

x

150 152 154 156 158

160 163

9

Preparation for Conversation: 3aM611811Te u MeHii ~o! Preparation for Conversation: 8~n

Basic sentence patterns Pronunciation practice: hard consonants lkJ, [g), and Ix) and their sort counterparts ~J, lil, and I'll Intonation practice: emphatic statements with rising-falling contours

167 169 169 171 172 176 177

STR.UcnJRE ANO OfUu.s

10

The prelX)Sition y; further uses with the genitive case Prepositions meaningfrom: 113, C. and OT Other prepositions requiring the genitive case Verbs with infinitives ending in ..... : MOon. and CM6 are pronounced in more than one way, depending upon wbere tbey occur or the place of stress in the word.' THE ALPHABIIT

TYPICAL

EXAMPLES

PRONUNCIATION

A a

Ii 6

[aJ

a,TiM

[a)

MaMa

[b)

631(,6a6a 66e. re6e 666, 6a6"a

llIJ [P)

B

r

B

r

[v) [y) [I] [g)

[gJ [1

TO

TR

[\"

10

IU

\e

\i1

6e

4iJ l: enewy Ila 3BT66yc. ~_ _ Ha Ja80D.. ~ Ha nO'iTY. _ _ _ 8lU!Y6. _ _ _ B ropco&e"r. ____ D.OMO".

E",cuse mc, I'm in a hurry. I'm hurrying to the bus. _ _ _ _ _ to the plant. _ _ _ _ _ to tbe post office. _ _ _ _ _ to tbe club. _ _ _ _ _ to the gorsovcl. _ _ _ _ home.

Correspondence between cyrillic vowel letters and the vowel sounds The Russian vowel letters have already been discussed, particularly with reference to their functions as indicators of softness or hardness of the preceding consonant. We bave also discussed the particular function of the soft-series vowel letters, ii, e, M. e, to, as indicators of the presence of a preceding UJ sound under certain conditions. Ln the following paragraphs the Cyrillic vowel leiters will be presented, with examples of their occurrence in both stressed and unstressed syllables. Observe carefully the correspondence between the Cyrillic vowel leiters and their sound values, noting particularly that the position of a vowel in relation to the stressed syllable often determines its sound value. A. The Cyrillic letters Hand bI have appro",imately the same vowel sound in unstressed syllables as in stressed syllables, [i) and [iJ respectively. Except for w, *, and Q, all consonants before Mare pronounced soft; all consonants before bI are pronounced hard.

Kn"

[iii!

0'

BbicOKHM

HMeTb JIlOD.II MHIIjTa

[""ell

to possess people minute you

116BblH

,,;,

Ilu~i] [J11inut~l

[Ii]

6bln3.

[v;s6lpj] [n6vij] [bila]

high new was

B. The Cyrillic letters K) and y have the same vowel sound in unstressed syllables as in stressed syllables: [u]. At the beginning of a word and after 'b, b, or a vowel, however, the letter 10 is pronounced Uu]. Consonants preceding 10 are always pronounced soft; except for .. and lIl, all consonants before yare pronounced hard. ~

ymma MUHyC D.pyroj:j py6mt n"IDYl" JByK

yKCyC YlOTHO M6pK> m061tTb

[uliQ] [J11inusJ

[drug6j] [rubiiJ LRi~ut)

[zvukJ [uksus] [ujutn:)] [m6 ru ] Ilul>i\l

street minus other rubles they write sound vinegar

rOBOptO 3H3.K> nbtOT

00",

[gov'ro! [maju)

IJ!iUI] Uug.]

I speak I know they drink of the south

co'y to the sea lo love LESSON 2

23

C. The Cyrillic letter e occurs only in stressed syllables and is consistently pronounced with the vowel sound (0). At the beginning of a word and afler I., h, or a vowel, the letter e is pronounced Uo]. Except for w and *, consonants preceding e are pronounced soft.

He