Big encyclopedia of oil and gas. Dialectisms in literary language

The tasks facing a teacher of the Russian language can be resolved provided that the wordsmith reveals to his students the richness, expressiveness, and beauty of Russian speech, and if the students develop an interest in the language. “The educator must not forget that learning, devoid of any interest and taken only by force of compulsion... kills the student’s desire to learn, without which he will not go far.” In order for students to become interested in the subject, they need to be convinced of the vital importance and practical benefits of the knowledge they receive at school. The student should feel that the knowledge imparted in the lesson will be needed not sometime later, but now, in the lesson, after the bell, at home, on the street.

The problem of developing interest in a subject takes on special significance in conditions rural areas, where schoolchildren, constantly experiencing the influence of dialect, use individual dialect words, dialect forms, phraseological units instead of commonly used literary ones. Using dialectisms common in everyday speech, the student thereby consolidates them.

Dialectisms are extremely stable and are preserved in the speech of people who have completed secondary school and even high school. Meanwhile, the majority of rural teachers, not wanting to be distracted from traditional methodological developments and often not knowing how to conduct work in the conditions of local dialect, make methodological mistakes that lead to massive mistakes by students.

The student loses faith in his own abilities, and his interest in the subject naturally decreases. Such an underestimation by the teacher of the influence of dialect on the student’s speech leads to superficial assimilation grammar material, impoverishes Russian language lessons.

IN methodological literature Little attention has still been paid to the issues of teaching the Russian language, taking into account the influence of dialect on students’ speech. Not enough work has yet been devoted to overcoming morphological (including word-formation) and lexical dialectisms. The purpose of this article is to show how the use of local dialect material helps the teacher to interest students in the subject, diversify the work in the lesson, which contributes to a more solid assimilation of the program, and increases academic performance in the Russian language.

Dialect errors

We have identified the following dialect errors.

Morphological:

The boy lived with his sister Berry. After collecting the ears of corn we swam. A little dog was rinsing itself in the basin. Large areas were plowed under flax. Sewed a dressWithchintzand etc.;

in the use of verbs:

They carry red banners. Youdasi give me a doll?- asked the girl. The cuckoo croaked loudly. This dirt needs to be wiped off with a rag and etc.

Morphological dialectisms are also associated with word-formative ones:

in the use of nouns:

Inuphill there will be a rehearsal.chin he hangs, his cheeks are puffed out. Flowers on the floorwindow sills. Fromcolds (cold) headache and etc.;

in the use of verbs:

My hands are cold, my knitwear is bad. The mother and two daughters got it. We repeated the nouns. How you have no one to talk to and can become numb and etc.

Lexical:

in the use of nouns:

There is also a tick (counting), the ice hole will not freeze. The bear became liketelpukh (hulk), fat. And the boy is a babbler, he talks and talks. It's khalipa (slush), mud, rain on the street and etc.;

in the use of verbs:

The boy was scolded (saved) by a fisherman, and he did not drown. They hid (hid) this partisan in a barn. We poi- gave (ate) and went into the forest. The girls hooted (called) us, but we didn’t hear and etc.

Before starting work on individual groups of dialect deviations, we conducted preliminary exercises that were supposed to teach schoolchildren to distinguish correct speech from incorrect, compare dialect forms and literary ones, choose literary ones.

For this purpose, students listened to stories of old people about the past during extracurricular hours under the guidance of a teacher. During the story, the teacher wrote down the most interesting passages in form and content. They then served as didactic material, the analysis of which makes it possible to distinguish dialectisms from literary forms and words.

Comparison of dialect and literary speech, as observations show, students really like it. After all, as a result of this, children correct words that they themselves use incorrectly. What attracts students is the content of the stories of old people, from which the children learn about the details of everyday life that are long gone, about life before the revolution, about the advantages of our socialist reality.

Working on dialect errors

A special lesson in grade V (or in any other where such work was not carried out) is organized as follows.

A fragment of the listened story is written down on a poster or board (it should contain dialecticisms). If you have a duplicating machine, it is advisable to print this passage in such a quantity that every student can receive it.

Students must replace dialecticisms with literary words and forms.

The class conducts a word-by-word analysis of the text. First, the teacher reads the sentence in dialect sound, then names the words that have errors in order. Students give literary forms instead. After parsing all the words, one of the students correct form reproduces the entire sentence. For example: instead of “nonich” - now, now; instead of “take care” - not life; instead of “gulnya” - relaxation, fun.

Children are especially attracted to the comparison of the speech of older people with their own speech. The student, having received the task of correcting mistakes in the speech of his older relatives, had to note which of these mistakes he himself made.

In addition, it is useful to analyze texts recorded from students primary school. Students in grades V-VI feel like adults and are protective of children; they are especially interested in “correcting” their speech.

Often sixth graders do not notice mistakes, and if the teacher calls them out, they cannot correct them. In this case, it is useful for the teacher himself to correctly pronounce the forms that make it difficult for students, and to require the children to pronounce them again (individually and collectively). Next, the teacher teaches the children to find literary parallels in dictionaries, and if by this time the students’ knowledge is sufficient to justify the correct literary use, grammatical material is necessarily used.

Students work with great desire on recordings of their own speech. So, in a history lesson in the 6th grade, students talked about what they saw in the illustration “Obrok” (on the topic “Life and life of feudal lords”). Three students answered. The answer of one of them was written down by the teacher (in phonetic transcription). In a Russian language lesson, the teacher, after reading out a written text, asked the students to identify and correct dialect errors in it. Along the way, you can give the task to determine which student’s answer is being analyzed.

It is also very important to teach schoolchildren to listen to literary speech. To do this, it is necessary to instill in students the need to carefully listen to radio and television programs, and memorize the pronunciation of those grammatical categories that the children pronounce differently than the announcers.

Once a collective audition of “Pionerskaya Zorka” was organized. The students were only interested in the content; The students were unable to identify the words they were using incorrectly. The teacher named the examples they had just heard and asked how the students pronounced them: In the underground- "at the meter" from the city- “from the city”, in the school area- “in the school area”, etc.

After such work, the students received the task: from the Sunday radio broadcast “Pionerskaya Zorka” to write down verbs in the 3rd person singular and plural, listen carefully to how the announcers pronounce them, and correctly pronounce these words themselves TO

Then we began work aimed at eliminating various groups of dialect errors from the students’ speech. It should be taken into account that cultivating interest in schoolchildren depends not only on the saturation of records with dialect words. It is very important how this work is carried out, how interesting the form of the proposed exercises is.

WITH increased activity and the work of eradicating lexical dialectisms from the speech of rural schoolchildren is usually of interest. For most students, the real discovery is that, for example, the words “vyakhotka”, “ganki”, “nadryatka”, “cheat”, “chekogat” are not literary, and instead they should be used accordingly: washcloth, steps, clothes(top), bend over, chat (chatter).

Thus, in one of the tests, students had to answer the following questions:

What do you use to beat out laundry when rinsing it on the river? Most students have a “prannikom” (instead of roller).
What word refers to all inedible, poisonous mushrooms? "Blagushi" (instead of toadstools) and etc.
When performing another task (come up with sentences with literary words take it into your head, title) more than half of the students wrote: I took it into my head (remembered) that I forgot a book at school and came back.U good for yourank (Name), and my name is Ivan.

Many similar errors occur both in presentations and in essays. Students are so accustomed to individual lexical dialectisms that an unknown word, close in sound to a dialect one, is replaced by a familiar, local one, even when reading poetry.

Including words used in everyday speech in training exercises, instead of which students use lexical dialectisms, helps to interest schoolchildren in this work.

There are usually active exercises in which, instead of describing objects, you need to give one word name. The difficulty of the exercise is that there are two words to denote the same concept - literary and dialect. The student must choose literature. Here are examples of exercises.

Replace following description items in one word:

A bunch of sponges or some other fibers, used to remove dirt (washcloth instead of dialect "vyakhotka")
Wet weather with rain or sleet(slush instead of dialect "khalipa").
Removal of people, institutions, property from dangerous areas (evacuation instead of dialect "refugee")

Such exercises can be performed both in writing and orally. The teacher asks the student, a native of the area, what word he replaced the first description with. “Vyakhotka,” the schoolboy confidently answers. - Who thinks differently? Another student (he came from the city) named a noun washcloth.

Then the teacher asks the students to find both of these words in the explanatory dictionary. Naturally, they do not find the first word there. Next, students begin exercises that help introduce literary words into speech: children decline them, come up with sentences with them, etc.

Great help in working on dialect lexical errors is provided by Dictionary. By turning to it, students themselves find the word they are interested in and establish its right to use in literary speech. The student has a desire to check all the words that are questionable, from his point of view, in the dictionary.

Students also carry out exercises with interest, in which instead of dialect words literary synonyms must be given.

Here are examples of such exercises.

In the following sentences, find dialect words and replace them with literary ones (for help, consult an explanatory dictionary):

Take it forbryzh (edge) cupsby wiping (towel) otherwise the milk will boil away. Hunter in the forestturyal (drove) fox. Baked potatoessanded (peeled and peeled) and ate.

With great interest, students usually select synonyms for this word. Here the student thinks not only about how to more accurately and completely select words in a synonymous series, but also about how to avoid dialectism. Let's give an example of such an exercise.

Find synonyms for the following words:

Hedge (fence, fence; in the dialect - “city”).

Lazy person (idler, lazybones, quitter; in the dialect - “lying down”, “not working”).

Chatterbox (chatter; in the dialect - “bolobon”).

Children (guys, kids, kids; in the dialect - “ployma”), etc.

The work of overcoming word-formation dialectisms poses a significant difficulty. These are words that differ from literary ones by other suffixes or prefixes, for example: “zadyshka” (instead of shortness of breath),"cold" (cold),"thaw" (thaw),"get rich" (wealth),"sorka" (crust) and others; “to wake up” (to wake),"Score" (kill)"wrap up" (turn away"),"to bully" (to offend),"try" (try)"make a mistake" (make a mistake) and etc.

The difficulty of working on word-formation errors lies in the fact that these dialectal deviations, in comparison with morphological and lexical ones, are more difficult to detect by students, since the sound appearance of the word has much in common with the literary version.

To eliminate word-formation dialectisms, it is necessary to work on isolating morphemes that are not characteristic of these words in literary language. This is helped by analyzing the composition of the word. But since the phenomena about which we're talking about, are lexically limited, it is necessary, by selecting a group of these dialectisms, to include them in a variety of training exercises that ensure visual and auditory perception of literary forms.

Thus, more than once we hear requests from students to “recap” (repeat) what they read. Having heard this error, the teacher refers the student to a spelling dictionary. Having found the verb “podovtorpt” in the dictionary, students remember how their teacher, radio and television announcers, and film actors pronounce it. If students find it difficult to do this, the teacher himself names the verb repeat. Then the word is analyzed according to its composition, and words with the same root are determined: echo, second, repetition. Then with the verb repeat, As with other words in which students make dialectal word-formation errors, various exercises are carried out on conjugation, inflection of these words, and composing phrases and sentences with them.

You can offer a number of exercises with a school spelling dictionary.

Find cognate nouns for the verb breathe (breathing, sighing, shortness of breath; in the dialect “zadyshka”).
Form a new noun from a word using a suffix and prefix beard (chin; in the dialect "podborbdush").
Find cognate nouns for the verb break (breaking, crowbar, fracture; in the dialect "breakdown").
Match verbs with the same root to nouns meeting (to meet; in the dialect “meet”, butt”), wires (to conduct; in the dialect “to conduct”, “to send away”). Make up sentences with a verb Score(in the dialect it is used to mean “to kill”), etc.

The most stable dialectisms

Analysis of the structure of a word and work on word-formation dialectisms instill in schoolchildren a caring attitude towards the word and its elements, and help to distinguish the shades of meaning of a word introduced by word-formation and formative morphemes.

Among the morphological dialectisms in students’ speech, the most consistent is the use m soft in the 3rd person singular and plural: walking, nursing, talking, sleeping, doing. In a whole range of verbs in the 3rd person form singular, except T soft, pronounced e instead of O with the softness of the preceding consonant (spelling e), and there are also no alternations of g- f, k-h:"flow" (instead of flows),"burn" (instead of lies).

To overcome these, as well as other, quality errors didactic material Proverbs were widely used.

Proverbs close to rural life are especially popular with students. Children perform exercises consisting of them with interest.

For memorization, you can choose the following proverbs, which contain words that are incorrectly used in the dialect:

Where there is correct accounting, there is no grainwill leak. In a friendly collective farm, no matter the year, the harvestgrowing. The unplowed crop layer is notwill give. Where there is hunting and labor, there are fieldsare blooming.

In other proverbs, students explained the spelling of underlined vowels and consonants in verbs (in the 3rd person singular and plural T pronounced firmly and written without soft sign. Stressed verb endings e never performs. Consonants r and To before e alternate with h And and).

Kolkhoz kopeck kolkhoz rubleprotects. In a bad crewAll trouble:imprisoned corn, andgrowing quinoa. WhoWith agricultural technologyfriendly, That not about the harvestgrieving. Then the students put the verbs given in brackets in the 3rd person singular and plural:

The lazy one has a roof (leak) and no stove (furnace). Order time (save). The straw and the fly (break), but the sheaf and the horse cannot (crush). Lazy while sitting (sleeping) and lying down (work).

After this, the students received assignments:

Find out from adults and write down sayings in which verbs are used in the 3rd person singular. Remember that at the endings of a verb there is only stress e("o"), not e. Before e pronounce and write instead To and g sizzling h And and. Don't forget about strong pronunciation m(write without a soft sign) in the 3rd person of the verb .

A big part of working on overcoming the soft pg in 3rd person singular and mp. numbers were occupied by oral exercises. Indeed, to overcome errors resulting from the dialect pronunciation of students, long oral exercises are necessary. Thus, with great desire, students perform exercises in which they need to give answers to questions that include these words, for example:

Human to show the weakening power of his voice? (Shouts, talks, whispers.)
What verbs should be used with a noun boy, to show the increase in the speed of its movement? (Goes, runs, flies- in a figurative sense.)

Students also love this type of exercise when one of them asks questions and the class answers them. To save time it is called initial form words, the class makes the necessary transformations with it. For example, given indefinite form verb carry(in the dialect “there is”); the student, turning to his comrades one by one, names pronouns He And They, with which this verb should be used. He carries(in the dialect “nya-net”), Oash carry(in the dialect “nyasut”).

Exercises consisting of poetic texts in which students must insert the missing word are effective.

The texts are selected in such a way that the student, obeying the rhyme, correctly pronounces the word influenced by the dialect.

K. B. Barkhin spoke about the special interest that students show in exercises of this type (we are talking about a regular, non-dialect school): “Rhythmic speech is the element of children. They will not stop at a meaningless combination of words - as long as the rhyme works! Music first of all... This tendency of age must be properly used to develop in children a sense of language - both its sound and semantic sides.”

We select texts in such a way that the student, obeying the rhyme, correctly pronounces the word influenced by the dialect.

For example: We are leaving the gate.

We see: on a walk through the Friendly Garden...

Along the alley.

She sits, sad,

All evening long and sing this song in your own way....

I remembered how in a winter forest without branches from top to toe,

Slightly swaying in the snow in the wind, Ship pines....

(S. Ya. Marshak.)

Students then proceeded to analyze examples consisting of phrases and sentences recorded from students in the same class. Such exercises were usually carried out after finishing work on a topic and were a kind of summary, establishing whether the developed skill was strong enough to correct mistakes in one’s speech. Particularly interesting is the work on notes made unnoticed by the students. In casual conversations among themselves, students make a lot of dialect errors. Here is an example of such a task.

Correct the mistakes made by the students (the teacher reads out the sentences): “Your core is worth a lot.” “Tie us home on a tractor.” “Tanya will receive a bonus for working with us,” etc.

These tasks were combined with work to correct dialectal features in the everyday speech of comrades. Students were expected to monitor each other's answers and correct them. speech errors. Students' interest in such work increases if the teacher takes into account the class's comments when evaluating answers.

Most students, coping with this work, find it difficult to identify dialect errors in their own speech. This is where a tape recorder comes to the rescue. Listening to tape recordings, the student observes his speech from the outside. Its task is to correct all dialect errors and give literary forms instead. Before listening to the recording, students can be given the task: divide the notebook into three columns, in the first column write down in the correct form those verbs in the 3rd person singular. and many more present tense numbers that are used incorrectly in the text; in the second, write down all other verbs in literary form; in the third - literary words instead of all other dialect errors.

As a result of the work carried out, Russian language lessons became more interesting and active. Schoolchildren's interest in words and language in general has increased significantly; They gradually develop attention to the form of expression of their thoughts.

Have any incidents ever happened to you when, while reading the works of Russian classics, you did not understand what they were writing about? Most likely, this was not due to your inattention to the plot of the work, but because of the writer’s style, including outdated words, dialectisms.

V. Rasputin, V. Astafiev, M. Sholokhov, N. Nekrasov, L. Tolstoy, A. Chekhov, V. Shukshin, S. Yesenin liked to express themselves in words of this type. And this is only a small part of them.

Dialectisms: what is it and how many types are there?

Dialects are words whose distribution and use are limited to a certain territory. They are widely used in the vocabulary of the rural population.

Examples of dialectisms in the Russian language show that they are characterized by individual characteristics relating to phonetics, morphology, and vocabulary:

1. Phonetic dialectisms.

2. Morphological dialectisms.

3. Lexical:

actually lexical;
lexical-semantic;

4. Ethnographic dialectisms.

5. Word-forming dialectisms.

Dialectisms also occur at the syntactic and phraseological levels.

Types of dialectisms as individual features of the original Russian people

In order to find out the original features of the dialect of the Russian people, it is necessary to consider dialectisms in more detail.

Examples of dialectisms:

Replacing one or more letters in a word is typical for phonetic dialectisms: pshono - millet; Khvedor - Fedor.
Changes in words, which are not the norm from the point of view of the agreement of words in sentences, are characteristic of morphological dialectisms: in mene; I spoke with smart people(substitution of cases, plural and singular).
Words and expressions that are found only in a certain area and have no phonetic or word-forming analogues. Words whose meaning can only be understood from the context are called lexical dialectisms. In general, in the known vocabulary they have equivalent words that are understandable and known to everyone. The southern regions of Russia are characterized by the following dialectisms (examples): beet - beet; cibula - bow.
Words that are used only in a specific region and have no analogues in the language due to their correlation with the characteristics of the life of the population are called “ethnographic dialectisms.” Examples: shanga, shanga, shaneshka, shanechka - a dialectic denoting a certain type of cheesecake with a top potato layer. These delicacies are widespread only in a certain region; they cannot be described in one word from common usage.
Dialectisms that arose due to a special affixal design are called word-formative: guska - goose, pokeda - bye.

Lexical dialectisms as a separate group

Due to their heterogeneity, lexical dialectisms are divided into the following types:

Actually lexical: dialectisms that have common literary meanings general meaning, but differ from them in spelling. They can be called peculiar synonyms of generally understood and well-known words: beets - sweet potatoes; stitch - path.
Lexico-semantic. Almost the complete opposite of lexical dialectisms themselves: they have a common spelling and pronunciation, but differ in meaning. Correlating them, they can be characterized as homonyms in relation to each other.

For example, the word "cheerful" in different parts country can have two meanings.

Literary: energetic, full of strength.
Dialectal meaning (Ryazan): elegant, neat.

Thinking about the purpose of dialectisms in the Russian language, we can assume that, despite the differences with common literary words, they replenish the Russian literary word fund on an equal basis with them.

The role of dialectisms

The role of dialectisms for the Russian language is varied, but first of all they are important for the inhabitants of the country.

Functions of dialectisms:

Dialectisms are one of the most important means of oral communication for people living in the same territory. It was from oral sources that they penetrated into written ones, giving rise to the following function.
Dialectisms used at the regional level regional newspapers, contribute to a more accessible presentation of the information provided.
Fiction takes information about dialectisms from colloquial speech residents of specific regions and from the press. They are used to convey local features of speech, and also contribute to a more vivid transmission of the character of the characters.

Some expressions slowly but surely find their way into the general literary stock. They become known and understandable to everyone.

Researchers studying the functions of dialectisms

P.G. Pustovoit, exploring the work of Turgenev, focused on dialectisms, examples of words and their meaning, he names the following functions:

characterological;
educational;
dynamization of speech;
cumulation.

V.V. Vinogradov based on the works of N.V. Gogol identifies the following series of functions:

characterological (reflective) - it helps color the characters’ speech;
nominative (nominal) - manifests itself when using ethnographisms and lexical dialectisms.

The most complete classification of functions was developed by Professor L.G. Samotik. Lyudmila Grigorievna identified 7 functions for which dialectisms in a work of art are responsible:

Modeling;

Nominative;

Emotive;

Culminative;

Aesthetic;

Phatic;

Characterological.

Literature and dialectisms: what are the dangers of abuse?

Over time, the popularity of dialectisms, even at the oral level, decreases. Therefore, writers and correspondents should use them sparingly in their works. Otherwise, it will be difficult to perceive the meaning of the work.

Dialectisms. Examples of inappropriate use

When working on a work, you need to think through the appropriateness of each word. First of all, you should think about the appropriateness of using dialect vocabulary.

For example, instead of the dialect-regional word “kosteril” it is better to use the common literary word “scold”. Instead of “promised” - “promised”.

The main thing is to always understand the line between moderate and appropriate use of dialect words.

Dialectisms should help the perception of the work, and not complicate it. To understand how to correctly use this figure of the Russian language, you can ask for help from word masters: A.S. Pushkina, N.A. Nekrasova, V.G. Rasputina, N.S. Leskova. They skillfully, and most importantly, used dialectisms moderately.

The use of dialectisms in fiction: I.S. Turgenev and V.G. Rasputin

Some works by I.S. Turgenev is difficult to read. When studying them, you need to think not only about the general meaning literary heritage writing work, but also over almost every word.

For example, in the story “Bezhin Meadow” we can find the following sentence:

“With quick steps I walked through a long “square” of bushes, climbed a hill and, instead of this familiar plain ˂...˃ I saw completely different places unknown to me.”

An attentive reader has a logical question: “Why did Ivan Sergeevich put the seemingly usual and appropriate word “square” in brackets?”

The writer personally answers it in another work, “Khor and Kalinich”: “In the Oryol province, large continuous masses of bushes are called “squares.”

It becomes clear that given word widespread only in the Oryol region. Therefore, it can safely be attributed to the group of “dialectisms”.

Examples of sentences using terms of a narrow stylistic focus, used in the speech of residents of certain regions of Russia, can be seen in the stories of V.G. Rasputin. They help him show the character's originality. In addition, the hero’s personality and character are reproduced precisely through such expressions.

Examples of dialectisms from Rasputin’s works:

To become cold - to cool down.
To make a fuss is to rage.
Pokul - for now.
Engage - get in touch.

It is noteworthy that the meaning of many dialectisms cannot be understood without context.

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A dialectical relationship also exists between working conditions in general and the outcome of work activity, its results, which is especially important for psychology important. Working conditions as defined affect labor activity and its result; numerous results of labor become working conditions.

The differences in dialectical relationships, from Baxter’s point of view, are determined by the context of socio-cultural attitudes, the relationship between the private and the public, the ideal and reality, values and actions, the correspondence of the understanding of one’s self and the other to the meanings attributed by communicants to these parameters.

Identity and difference are a dialectical relation already in differential calculus, where dx is infinitely small, but nevertheless effective and produces everything.

Identity and difference are a dialectical relationship already in differential calculus, where Ax is infinitely small, but nevertheless effective and produces everything.

Identity and difference are a dialectical relation already in differential calculus, where dx is infinitely small, but nevertheless effective and produces everything.

Only with such a dialectical attitude towards this technique can it provide equally reliable results when studying heterogeneous oil objects and continue to improve as new structural information is accumulated, systematized and used to clarify the introduced assumptions.

In addition, it should be taken into account that there is a dialectical relationship between actual and fixed individual conditions. Current individual conditions can turn into fixed prerequisites for achievements that influence the emergence and nature of the impact of current individual conditions.

Teaching and learning are didactic processes that are associated with activities, the actions of the main characters in the learning process, teachers and students, teachers and students. In other words, the concepts of teaching and learning characterize the main types of activities of persons directly involved in the learning process. To understand the dialectical relationship between both sides of the learning process, we must first define each of these sides more precisely.

As you can see, redundancy (R) is the reciprocal of information and its value. But the relevance of information - its novelty is closely related to redundancy. The value of a banal message is minimal, but its clarity is absolute. Thus, a dialectical relationship arises between two extremes: absolute banality and originality of the message.

Labor methods become useful because the tasks that arise in the labor process are not unique and do not require a new method of solution every time. And in changing conditions, constant methods of action arise in tasks that are very economical. Moreover, relatively constant components of the task can be ordered under changing conditions. It should also be taken into account that not every task is special and different from other tasks, and the method of work indicates that many tasks are characterized by more General requirements. Thus, labor methods provide a solution to a class of problems. It is precisely this dialectical relationship of stability and variability, as well as the relationship of the special and the general between requirements, that corresponds to the labor method.

Glaser and Stroe in 1967 tried to put forward the so-called basic theory. Gouldner in 1970 called on sociologists to develop a reflexive sociology, emphasizing that it should be a moral sociology. Robert Friedrich, considering in 1972 the idea of the need to take into account the dialectical relationship of object and subject in sociological observation, believed that dialectical sociology should become dominant in sociology in the near future.

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The Russian language is rich, but they make it even more colorful dialectical words. Dialects exists in any language. This article by L. Skvortsov from the old magazine “Family and School” (1963) will be useful to everyone who studies linguistics, Russian and foreign language. This article will talk about the features the use of dialectisms, will be given examples of dialect words and expressions.

Dialectisms: examples of words

Many of us, especially those who lived in different regions of the country, noticed, of course, that living Russian speech has local differences.

Examples:

In the Yaroslavl, Arkhangelsk, Ivanovo regions and in the Upper Volga region, people “okay” (they say the end, go, stand). In this case, they place the accent correctly, but in the unstressed position a clear, round “O” is pronounced. In some Novgorod and Vologda villages they “clack” and “clink” (they say “tsai” instead of tea, “kuricha” instead of chicken, etc.). In the villages of the Kursk or Voronezh regions you can hear “yakan” (village and trouble are pronounced there as “syalo”, “byada”), a special pronunciation of consonant sounds (“use” instead of everything, “lauki” instead of bench, etc.).

Experts in Russian dialects, linguists, based on characteristic linguistic features - sometimes very subtle, unnoticeable - easily determine the region or even the village where a person came from, where he was born. Such local differences exist in many languages and form the basis of those unities that in the science of language are called dialects or dialects.

Modern dialects of the Russian language fall into two main dialects.

Examples:

North of Moscow there is a Northern Russian (or Northern Great Russian) dialect. It is characterized by many features, including the “okan”, the explosive quality of the sound “g” - mountain, arc - and firm pronunciation verb endings in the 3rd person singular. numbers: walking, carrying, etc.

South of Moscow there is a South Russian (or South Great Russian) dialect. It is characterized by “akanye”, a special quality of “g” (fricative, duration) - mountain, arc - and soft pronunciation of the same verb endings: go, carry, etc. (The linguistic differences of these adverbs are complemented by ethnographic differences: features and construction dwellings, originality of clothing, household utensils, etc.).

Northern Great Russian dialects do not transform directly into Southern Russian dialects in the south. Between these two dialects, in a narrow strip, lie Central Russian (or Central Great Russian) dialects, which arose as a result of the interaction, “mixing” of Northern Russian and Southern Russian dialects in the border zone. A typical Central Russian dialect is the Moscow dialect, which combines the hardness of verb endings (Northern Russian trait) with “akany” (South Russian trait).

There is a fairly widespread opinion that dialects are a local distortion of the language, a “local irregular dialect.” In reality, dialects (or dialects) are a historical phenomenon. The special historical and linguistic science of dialectology, based on a thorough study of dialects, restores pictures of the ancient state of the language, helps to reveal internal laws language development.

Russian literary language and dialects

During the era of the disintegration of the primitive communal system, the Slavs united into tribal unions (VI - VIII centuries AD). These unions included tribes that spoke closely related dialects. It is interesting to note that some of the existing dialectal differences in the Russian language date back to the era of tribal dialects.

In the 9th-10th centuries, the Old Russian people were formed. This was due to the transition Eastern Slavs to a class society and with the formation of the Russian state with its center in Kyiv. At this time, the linguistic unit becomes the dialect of a particular region, economically and politically gravitating towards a certain urban center (for example, Novgorod - on former land Slovenia, Pskov - on the land of the Krivichi. Rostov and Suzdal - on the territory of the descendants of the Krivichi and partly the Vyatichi). Subsequently, such a unit became the dialect of the feudal principality - the direct ancestor of modern Russian dialects.

Above local dialects stands, uniting all speakers of Russian, the literary Russian language, which emerged as a national language at the time of the formation of the Russian nation and statehood. Having emerged on the basis of Central Russian dialects and the Moscow dialect, the literary language absorbed the best elements of folk dialects, was worked on by wordsmiths - writers and public figures - for centuries, was fixed in writing, and established uniform and binding literary norms for all.

However, having become independent, the literary language was never separated by a blank wall from dialects. Even now (albeit to a relatively small extent) it is replenished with words and phrases of folk dialects. Not everyone knows, for example, that “mow”, “grain grower”, “chill”, “steam”, “initial”, “break wood” are words and expressions of dialect origin, which have now become literary. Some of them came from the north, others from the south. It is interesting, for example, that we now say “hut reading room” and “hut-laboratory” and do not notice that “izba” is a Northern Russian word, and “hut” is a Southern Russian one. For us, both of these combinations are equally literary.

From what has been said, it should be clear that dialects cannot be assessed as “local distortions” of the Russian language. The system of each dialect (features of pronunciation, grammatical structure, vocabulary) is highly stable and, operating within a limited territory, is a generally accepted means of communication for this territory; so that the speakers themselves (especially among older people) use it as a familiar language from childhood and not at all a “distorted” Russian language.

Russian dialectisms and related languages

Why is dialect speech sometimes characterized as spoiled literary speech? This is explained by the fact that in terms of vocabulary, the general literary language and dialects largely coincide (the exception is “untranslatable” dialectisms: names of peculiar household items, clothing, etc.), while “ external design"(sound, morphological) of ordinary words in a particular dialect is unusual. This unusualness of well-known, commonly used (as if simply “distorted”) words first of all attracts attention: “ucumber” or “igurets” (instead of cucumber), “hands”, “rake” (instead of hands, rake), “ ripe apples" (instead of ripe apple) and so on. It is clear that in literary language such dialectisms have always been considered as violations of the norm.

Anyone who wants to master correct Russian speech must know the peculiarities of the dialect in which they live, know its “deviations” from the literary language in order to be able to avoid them,

In Russian dialects bordering with Ukrainian and Belarusian languages, the picture is complicated by the influence of these related languages. In the Smolensk and Bryansk regions (bordering Belarus) you can hear, for example, “I will throw myself”, “I will shave” instead of shave, I will shave, “trapka” instead of rag, “prama” instead of straight, “adzezha” i.e. clothes, clothes and etc. Everyday linguistic environment has a significant impact on the speech of Russian people living on the territory of Ukraine. Widely known elements Ukrainian language, the so-called Ukrainianisms that penetrate into the speech of Russian people and often spread beyond the borders of Ukraine: “play” instead of play, “pour” instead of pour, “brand” (tram number), “extreme” instead of last, “where are you going?” instead of where are you going?, “I’m going to you” instead of going to you, “at kume” instead of at kuma’s, “sweet jam” instead of sweet jam, “back” instead of again, again, “kura” instead of chicken and others.

The use of dialectisms. Literary-dialectal bilingualism

The question may arise: is there a danger to living Russian speech due to such a wide distribution of dialectisms in it? Will the dialect element overwhelm our language?

There was and is no such danger. Despite the abundance of dialect deviations, they are all local in nature. We must not forget that the guardian of speech culture is the literary Russian language - the keeper and collector of the linguistic values of the people in all periods of its history. Due to historical changes in the life and way of life of our people, local dialects of the Russian language are disappearing. They are destroyed and dissolved in the literary language, which is becoming increasingly widespread. Nowadays, the broadest masses have become familiar with the literary Russian language - through the press, books, radio, television. A characteristic feature of this active process is a kind of literary-dialectal “bilingualism”. For example, in school, during lessons, students speak based on the literary language, and in the family circle, in conversations with elders or among themselves, in a social setting, they use the local dialect, using dialectisms in their speech.

Interestingly, the speakers themselves clearly feel their “bilingualism.”

Examples:

“At the school at Konotop station,” says reader M.F. Ivanenko, “boys and girls, 10th grade students, walking around the swampy place, said to each other: “Go this way” or “go that way,” or “go beyond - on me." I asked them: “Is this what you will write?” - "How?" - “Yes, like this - this way, that way, behind me?” “No,” they answer, “we say so, but we will write here, here, behind me.” A similar case is described by reader P. N. Yakushev: “In the Klepikovsky district of the Ryazan region, high school students high school they say “he’s coming” instead of he’s walking, “our wires are rustling” (i.e. they’re making noise, buzzing), “she’s dressed” instead of dressed, etc. If you ask: “Why are you saying that? Is that what they say in Russian?”, then the answer is usually: “We don’t say that at school, but we do at home. That's what everyone says."

Literary-dialectal “bilingualism” is an important intermediate stage in the disappearance, leveling (leveling) of folk dialects. Over the centuries, the linguistic community that has developed subjugates speech activity residents of a particular area. And, in order not to interfere with communication, not to disrupt the usual speech skills, people are forced in everyday life, in everyday life, to speak in a dialect - in the language of their grandfathers and fathers. For each individual person, such bilingualism is in a state of unstable equilibrium: as much as a person is “embarrassed” in the conditions of his native dialect to speak literary, “in the city”, he is just as embarrassed in the city or in general in the conditions of literary speech to speak in his own way, “in -rustic."

HOW DIALECTS DISAPPEAR

“Bilingualism” is an important result of our universal education; it helps to quickly get rid of dialect features in literary speech. It must be borne in mind, however, that with dialectal-literary bilingualism (and indeed when mastering a literary language in general), people often know only the most characteristic, obvious features of the use of their dialect. They know how to avoid them in literary speech, but do not notice the smaller, “hidden” dialect features behind them. First of all, this relates to pronunciation and stress. It is known that pronunciation skills are developed in a person in a relatively early age and usually remain for life. Therefore, having freed himself, for example, from “okanya” or “yakanya”, a person continues to say “vyuga” (blizzard), “svekla” (beetroot), “bochkya” (barrel), “bruki” (trousers), “moy” and “yours” (mine and yours), “flow” and “run” (flows and runs), etc., without noticing these deviations from the norm.

Nowadays locals language features are preserved mainly in villages and villages. The speech of the urban population also partly reflects regional dialects. But even before the revolution, the influence of the literary language captured all layers of the urban population and began to penetrate into the countryside. This especially applies to those areas where latrine industries were highly developed (for example, the northern provinces of pre-revolutionary Russia). Moreover, the influence of “urban” speech was most pronounced among the male population, while the speech of women (who usually worked at home) retained archaic local features.

Destruction of Russian dialects, their dissolution in the literary language Soviet era- a complex and uneven process. Due to the persistence of certain linguistic phenomena, dialect differences will persist for a long time. Therefore, it is impossible, as some people think, to “eradicate” all dialects in one fell swoop. However, it is possible and necessary to fight dialectal features, dialectisms that penetrate into literary Russian speech and clog it. The key to success in the fight against dialectisms is active and deep mastery of the norms of the literary language, widespread propaganda of the culture of Russian speech. A special role belongs to the rural school and its teachers. After all, in order to teach students to speak literary and competently, to write without errors, the teacher must know what local features can be reflected in the students’ speech.

Dialect words can be found in the books of Russian writers - old and modern. Dialectisms are usually used by realist writers only to create local speech color. They appear very rarely in the author's own narrative. And here everything depends on the skill of the artist, on his taste and tact. The wonderful words of M. Gorky still remain in force that “local dialects” and “provincialisms” very rarely enrich the literary language, more often they clog it up by introducing uncharacteristic, incomprehensible words.”

Article from the magazine “Family and School”, L. Skvortsov.
Researcher at the Institute of Russian Language of the USSR Academy of Sciences, department led by Professor A. Reformatsky

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Hello, dear readers of the blog site. There are words in the Russian language that are not used everywhere, but, for example, only in a particular region, city, or even terrain.

It is sometimes even difficult for an outsider to understand what they are talking about, although they designate objects that are understandable to everyone (for example, KOCHET is a rooster, and SHIBKO is a synonym for “strong”).

These words are called dialectisms, that is, they are, in fact, markers of the local dialect of the Russian language. In this article you you will find a lot of examples such words, definition of the term and examples from literary works, where dialectisms are used.

What are dialectisms and examples of words

Dialectisms are words or figures of speech that are characteristic of the inhabitants of a certain region. They are widely used in a specific area, while their more common synonyms, on the contrary, are not in use.

Like many terms in the Russian language, the word “dialectism” came to us from Ancient Greece. And when translated it literally means "talk", "conversation", "adverb".

Examples of dialectic words:

And here real life example. Before continuing the story of what dialectisms are in the Russian language, I would like to recall a story from my personal life. Even at the beginning of my relationship with my wife, a funny incident happened. She asked me to stop by the store for groceries and even sent me a list of what I needed to buy on my phone. One of the points puzzled me, namely the name “ BURYAK».

I thought for a long time that this was a typo, but I never figured out what it was about. And when I called back, it turned out that it was a regular BEET. But in her small homeland, and she grew up in the Lipetsk region, they don’t say the word “beetroot,” but they say “beetroot.” In my 30 years of living in Moscow, I have never heard this.

But the embarrassment did not end there. The list also included BULKA. Here I didn’t call back, I bought several buns - small ones, and with different fillings. And only at home it turned out that by this word she meant LOAD white bread. It is interesting that she and her family always used the word BREAD to refer only to black bread.

A little later I found out that there is no mistake here, and such words in Russian are called dialectisms.

Examples of dialectisms from different regions of Russia

So, almost every region of Russia has its own characteristic words that are used only there. One of bright examples – difference between Moscow and St. Petersburg. The distance between the cities is only some 700 kilometers, but it’s as if different languages talking.

So, in the Northern capital they also say BULKA instead of LOAD, SHAVERMA instead of KHAURMA, PYSHKA instead of DONUT, KURA instead of CHICKEN. There they also call the entrance the FRONT, the curb the CURB, the ladle the LOVER, and famous clothes KANGAROO hoodie.

And such linguistic features exist in almost every region of our country.

Altai region:

Vyderga is a harmful woman;
Shanezhki - buns;
Victoria – strawberry;
Multifora – stationery file;
Spread out - do something very slowly.

Bashkiria:

Aida - let's go, come on;
Sabantuy - crowd, gathering.

Bryansk region:

Smorsch - borscht;
Skrygotnik – train;
Gaino – disorder;
Kimarit - sleep.

Primorsky Krai:

Nabka - embankment;
Steam - buy;
Lantern - very simple;
I shake a crab - I shake hands.

Volgograd region:

Kushchari – bushes;
Kulya – a tuft of hair;
Rastyka is a clumsy person.

Pskov region;

Zhuravina - cranberry;
Diyanki - mittens.

Irkutsk region;

Fork – a head of cabbage;
Stramina is a bad person;
To make a fuss is to make a row noisily.

And this is not the entire list. According to numerous dialectisms, residents of any region of Russia immediately recognize visitors.

But such words are used, as a rule, only in colloquial speech. In schools, institutes and working documentation The generally accepted Russian language is used. Otherwise there would be terrible confusion.

Classification of dialectisms with examples of words

All dialectisms in the Russian language are usually divided into several categories, depending on what character traits they have.

Main, do not confuse dialectisms with so-called professionalisms. The latter are words that are characteristic not of some regions, but of a group of people.

Thus, motorists often call the steering wheel of a car a STEER, journalists have the concept FISH (a draft of a future text), and pilots, when landing hard, say GIVE THE GOAT.

Examples of dialectisms in literature

A lot of dialectisms can be found on the pages of books, especially in the works of Russian classics. With their help, writers more accurately conveyed the atmosphere of the place, where the action of this or that novel takes place, making it more original, and the images of literary heroes more vivid.

For example, Mikhail in his novel “ Quiet Don "with the help of dialectisms more accurately describes the life of the Don Cossacks. So, instead of the usual word “hut”, he uses the local “KUREN”, “LEVADAMI” he calls the garden grove, and “BAZOM” - the place in the courtyard of the house where cattle are kept. And instead of the verb “to speak” on the pages of the novel there is only the Rostov word “GUTORIT”.

Since then he has rarely been seen on the farm. Prokofy Melikhov lived in his KUREN on the outskirts of Biryuk. And they talked wonderful things about him on the farm.
In the evening a thunderstorm gathered. There was a brown cloud over the farm. Behind LEVADA, dry lightning scorched the sky, and thunder crushed the earth with rare peals.
Aksinya shook herself off early, grabbed the heat, wrapped up her pipe and, after washing the dishes, looked out the window that looked out at the BAZ.

But the action of the story by Alexander Solzhenitsyn “ Matryonin yard"occurs in the Vladimir region. And in it you can also find examples of local dialectisms. So, the floors in the house are called “BRIDGES”, the basement is “BEDCLETRY”, and the entrance room in the hut is called “UPHOUSE”.

Behind front door steps went up to spacious BRIDGES, high overshadowed by a roof. To the left, more steps led up to the ROOM - a separate log house without a stove, and steps down to the BEDCLET.

And finally, Nikolai Vasilievich Gogol in their " Evenings on a farm near Dikanka“The whole story is told in a special Russian language - with the words that were used many centuries ago in Ukraine (and some are still in use today).

And there’s so much crap in the world, and you’ve also given birth to a WINNER!
A SHINOK (tavern) appeared in front of the Cossacks, falling to one side, like a woman on her way back from a merry christening.
They gave the Pole a blow under his nose, and they started a wedding: they baked cones, sewed on RUSHNIKOV (towel) and KHUSTOK (scarf).

Of course, the presence of dialectisms in literature creates many difficulties, first of all, for readers. After all, sometimes it is difficult to even guess what we are talking about. That is why in such books they make footnotes “note” in order to decipher this or that meaning.

Good luck to you! See you soon on the pages of the blog site

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