Lingo-Didactic Potential Derivation Syntagmatics in Russian Language

The article deals with the specificity of syntagmatic relations in the word-formation system of the Russian language. The subject of the study is the typical derivational chains and their part-of-speech patterns as a methodologically relevant means of teaching the language. The aim of the work is to reveal and describe the linguodidactic potential of word-forming syntagmatics in the Russian language, reflected in simple and complex (typical) units of the word-formation system. It has been established that the typology of derivational chains reflects the hierarchy inherent in the units of the word-formation system. Typical chains are correlated with categorical models – the units of a higher level of abstraction, taking into account the partial status of derivatives. Different types of combinations on the basis of the similarity of structure and semantics are characteristic of these units. Their regularity and reproducibility in the Russian language demonstrates the degree of word-formative productivity of various parts of speech. The typical derivational chains allow the teacher to demonstrate the system properties of lexical units, which is important for the formation of linguistic competence. The comprehension of the laws of Russian word-formation makes it possible to reduce the number of words necessary to memorize and thus creates the prerequisites for the potential enrichment of vocabulary. The study of parts of speech within the framework of typical derivational chain, namely by the sequential introduction of cognate words into the active vocabulary of students, promotes the realization of the principle of continuity of learning – from word formation to morphology and syntax, which ultimately leads to the learning of new words.