EFFECTIVENESS OF PHONETIC-GRAPHIC SUBSTITUTION IN TEACHING THE ALPHABET IN ELEMENTARY RFL

DOI: 10.24412/2470-1262-2024-2-38-53

 

Abstract: This article addresses the pressing issue of teaching reading in the initial stages of learning Russian as a foreign language (RFL). The research focuses on analyzing the prospects and effectiveness of the phonetic-graphic substitution method (letter substitution method) in the context of teaching reading and writing to young learners of RFL. The study compares the advantages and limitations of this method, considering the specific features of the phonetic and graphic systems of both Russian and the students’ native languages.

Empirical research conducted with 30 elementary school students learning RFL demonstrates the impact of the phonetic-graphic substitution method on the development of reading and writing skills. The findings are presented in detail. Particular attention is paid to practical aspects of integrating this method into the educational process, and recommendations are offered for optimizing its application to enhance reading instruction effectiveness in the initial stages of RFL acquisition.

Keywords: RFL, initial stage, reading instruction, phonetic-graphic substitution, letter substitution method, alphabet, effectiveness, elementary school students

 

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Information about Author:

Ohanyan Koryun M. (Yerevan, Armenia) is a Russian language and literature teacher at Primary School No. 1 in the Republic of Armenia, Aragatsotn Region, V. Bazmaberd, and also at the Secondary School named after H. Hovhannisyan in the Aragatsotn Region, N. Sasnashen. He holds a master’s degree and graduated from the Kh. Abovian Armenian State Pedagogical University.  

E-mail: ohanyankoryun3@gmail.com.

ORCID-0009-0005-2353-0302

 

For citation: Koryun Ohanyan M., (2023). Effectiveness of Phonetic-graphic Substitution in Teaching the Alphabet in Elementary RFL. Cross-Cultural Studies: Education and Science,

Vol. 9, Issue 2 (2024), pp. 38-53 (in USA)

Manuscript received: 14/06/2024

Accepted for publication: 10/07/2024