Linguistic school. Kazan Linguistic School

KAZAN LINGUISTIC SCHOOL, a direction of Russian linguistics, formed at Kazan University in the 1870-80s. The founder of the Kazan Linguistic School was I. A. Baudouin de Courtenay, who worked in Kazan in 1875-83. His students belonged to this school: N. V. Krushevsky, V. A. Bogoroditsky, S. K. Bulich, I. A. Aleksandrov, and others. V. V. Radlov was close to this direction. The main ideas of the Kazan Linguistic School were formulated by Baudouin de Courtenay in lectures given by him at Kazan University and developed in the works of his students.

The scientists of the Kazan Linguistic School, in contrast to the reconstructions of proto-languages that dominated at that time in linguistics and philological analysis monuments, considered the study of modern languages and the laws of their structure to be a priority. Language was considered by them largely as a mental phenomenon. N. V. Krushevsky studied linguistic phenomena from natural science positions and pointed to the belonging of linguistics to the natural sciences, and the laws of language to the laws of nature. I. A. Baudouin de Courtenay did not agree with this, who attributed linguistics entirely to the sciences of man and brought it closer not only to psychology, but also to sociology. Krushevsky, in his main work "Essay on the Science of Language" (1883), sought to identify the basic laws of language, including static laws that determine its functioning, and dynamic ones that determine its development. Among the static laws stood out, in particular, the law of the same pronunciation of sounds in the same conditions, the law of compatibility of sounds. occupied a special place mental laws associations by similarity and contiguity, which determine the functioning of the language as a system: every word is associated as with words similar to it ( grammatical forms of the same word, cognate words), and with the words that enter into syntactic relations with it.

I. A. Baudouin de Courtenay had a negative attitude towards the allocation of universal laws of language, but also sought to identify basic properties language as a system. He strictly distinguished between linguistic statics and dynamics, pointing out that “everything lives in language, as in nature in general. Everything moves, everything changes. Calm, stop, stagnation - an apparent phenomenon; This special case movement with minimal change. The statics of a language is only a special case of its dynamics. In this way, the ideas of the Kazan Linguistic School differed from the later ideas of F. de Saussure, who considered the synchronous (static) and diachronic (dynamic) approaches to be absolutely incompatible. However, a purely static study of languages Kazanskaya linguistic school recognized as legitimate, and it was here that its influence on world linguistics turned out to be the most significant.

The main contribution of the Kazan Linguistic School to the science of language was the concepts of phoneme and morpheme, developed by I. A. Baudouin de Courtenay in the Kazan period of activity in close cooperation with students, especially N. V. Krushevsky. Baudouin de Courtenay distinguished between 2 disciplines that study the sound side of language: anthropophonics, which studies sounds from the acoustic and physiological side, and psychophonetics, which deals with “phonation representations” in the human psyche (the latter discipline was later called phonology). The phoneme was understood by him as the minimum unit of psychophonetics, "a single, enduring representation of the sounds of a language." Thereby infinite set it was possible to reduce speech sounds to a limited number of linguistic units proper - phonemes. Scientists of subsequent generations, retaining the concept of a phoneme, abandoned it. psychological definitions. Representatives of the Kazan Linguistic School were also engaged in the study and classification of alternations (Baudouin de Courtenay, Krushevsky), experimental phonetics (V. A. Bogoroditsky, who founded the first Russian phonetic laboratory in Kazan).

I. A. Baudouin de Courtenay also understood the morpheme as a mental unit - “a part of a word that has an independent mental life and further indivisible from this point of view. Science then abandoned such psychologism, but the generalizing concept for the minimum meaningful unit of the language, which was previously absent (although there were terms for special cases of morphemes: root, affix, etc.), turned out to be very important. In many areas of linguistics in the 20th century, the morpheme became the main meaningful unit of the language, more important than the word. Representatives of the Kazan Linguistic School did a lot of morphemic analysis, including in historical plan: V. A. Bogoroditsky belongs to the priority in the study of changes in the morphemic structure of words (the phenomena of simplification and re-decomposition).

Scientists of the Kazan Linguistic School were also engaged in the study specific languages: Russian (I. A. Baudouin de Courtenay, V. A. Bogoroditsky), Polish and Serbo-Croatian (Baudouin de Courtenay), Turkic (Bogoroditsky, V. V. Radlov). N. V. Krushevsky has works on Indo-European studies.

The active period of activity of the Kazan Linguistic School lasted only about 10 years. After the departure of I. A. Baudouin de Courtenay from Kazan and the death of N. V. Krushevsky, V. A. Bogoroditsky, who continued to work at Kazan University for more than half a century, remained its only prominent representative, but his activity was not continued. Baudouin de Courtenay, who taught in St. Petersburg - Petrograd in 1900-18, founded another - St. Petersburg (Leningrad) school, which included L. V. Shcherba, E. D. Polivanov, L. P. Yakubinsky and others.

Lit .: Bogoroditsky V. A. Kazan Linguistic School (1875-1939) // Proceedings of the Moscow Institute of History, Philosophy and Literature. 1939. Vol. 5; I. A. Baudouin de Courtenay. (To the 30th anniversary of death.). M., 1960; Baudouin de Courtenay I. A. N. Krushevsky, his life and scientific works// Baudouin de Courtenay I. A. Selected works on general linguistics. M., 1963. T. 1; Reader on the history of Russian linguistics / Comp. F. M. Berezin. M., 1973; Sharadzenidze T. S. linguistic theory I. A. Baudouin de Courtenay and its place in linguistics of the XIX-XX centuries. M., 1980; Krushevsky N.V. Selected works in linguistics. M., 1998.

Kazan Linguistic School (KLSh) is one of the most famous scientific schools world linguistics. It was founded at Kazan University in the seventies XIX years century professor Ivan Alexandrovich Baudouin de Courtenay and is associated with the activities of such linguists as I.A. Baudouin de Courtenay, N.V. Krushevsky, V.A. Bogoroditsky, V.V. Radlov, A.I. Aleksandrov, A.I. Anastasiev, A.S. Arkhangelsky, S.K. Bulich, A.M. Selishchev and others.

The Kazan Linguistic School was a general theoretical school whose ideas about the subject and methods of linguistics created a new paradigm of the world linguistic science. "Young Kazan linguists, - wrote the Swedish scientist B. Kolinder, - constituted the vanguard of modern structuralism". In other words, the appearance of linguistics in the 20th century was determined by the scientists of the Kazan Linguistic School. Their work laid the foundation for many scientific problems and scientific branches linguistics, which began to be developed in the 20th century and only because they were already on the agenda scientific research, and they were delivered by representatives of the KLSh.

The Kazan Linguistic School was the first socio-psychological school of linguistics in the world science. Baudouin de Courtenay wrote: "Because language is possible only in human society, then in addition to the mental side, we must always note the social side in it. The basis of linguistics should be not only individual psychology, but also sociology (still, unfortunately, not yet developed enough to be able to use its ready-made conclusions)"

Developing the idea social entity language, Kazan scientists as one of their fundamental principles considered the recognition of the equality of all languages, the complete democratization of the object of study. "There are no privileged, aristocratic languages, all languages deserve the attention of a linguist and comprehensive study - this is the slogan of the Kazan Linguistic School",- wrote Baudouin de Courtenay. Faithful to their principles, Kazan scientists fought for the need to study the languages of local peoples - Tatars, Mari, Chuvash, etc. Baudouin said that Kazan University itself was placed in exceptional conditions by history, which no university in Russia has: it is located in a region inhabited by representatives of at least three language families - Slavic, Turkic and Finno-Ugric, and therefore should become a center for the study of languages, culture, history of peoples, speakers of these languages. He achieved the restoration of the department of Turkic and Finnish languages, achieved elective teaching Tatar language at the university for those who wished, had Tatar students among his students and actively supported them in their studies. V.A. Bogoroditsky, following the example of his teacher, deeply studied the problems of Turkic studies, and among his students the most talented was G.Sharaf.

KLSh enriched world science next to new research methods, in particular, experimental phonetic method, the method of relative chronology of linguistic phenomena, statistical method, thus giving rise to such sections of linguistics as experimental phonetics, quantitative linguistics, etc.

But most importantly methodological solution scientists KLSh is the development of the ratio of historical (diachronic) and descriptive (synchronous) study of the language, language statics and dynamics. The existence of such approaches to language has been known since the time of Humboldt. Based on the antinomy of stability and mobility in the language of W. Humboldt, the scientists of the KLSh developed the doctrine of the dichotomy of dynamics and statics in language, and developed it from the standpoint of pure dialectics, seeing in language a phenomenon that is constantly functioning and at the same time constantly developing. "There is no immobility in the language, said Baudouin de Courtenay, In language, as in nature in general, everything lives, everything moves, everything changes. Calm, stop, stagnation - an apparent phenomenon; this is a special case of motion subject to minimal changes. The statics of a language is only a particular case of its dynamics, or rather kinematics.. Petersburg student of Baudouin acad. LV Shcherba called this teacher's method "dynamic synchrony".

I.A. Baudouin de Courtenay himself spoke well about the main scientific problems that were developed by representatives of the Kazan Linguistic School:

strict distinction between sound and letter;
distinction between phonetic and morphological divisibility of words;
distinction between purely phonetic (anthropophonic) and mental elements in the language;
distinguishing between changes that take place over time given state language, and changes in history;
the advantage of observation over living language;
the importance of analyzing and decomposing language units into their features;
striving for theoretical generalizations, without which "no true science is conceivable.

All these principles determine the status of the Kazan Linguistic School as a truly scientific society. theoretical school European linguistics of that time, a theoretical school with a progressive research methodology.

Kazan linguists understood language as complex system heterogeneous elements (phonetic, morphological, syntactic, etc.), which is constantly changing. They enriched the doctrine of the systemic nature of language by discovering the basic units of each language level: phonemes, morphemes, lexemes, syntagmas, etc. Thus, Kazan scientists not only developed the doctrine of language as a system, but presented the language system as a harmonious organization of its different sides (tiers, or levels, as they would be called in the 20th century) having the base unit of each level. In fact, all major language units were discovered at Kazan University and subsequent generations of scientists were left with only a detailed study of them, which we observe when referring to the development of linguistics in the 20th century.

I.A. Baudouin de Courtenay and his Kazan students were prominent scientists who glorified Russian science. The new generation of Kazan linguists has continued the traditions of the glorious Kazan Linguistic School. The revival and development of these traditions affected all the main areas of modern Kazan linguistics. Those directions were:

dialectology, which was headed by the first head of the department of the Russian language of the restored faculty E.K. Bakhmutova;

experimental phonetics - a direction that was born at Kazan University under Baudouin, and in continuation of the traditions of KLSh it was headed L.V. Zlatoustova;

modern Russian language - a direction that, in continuation of the traditions of the Baudouin orientation towards the study of living languages, was headed by N.A. Shirokova;

the history of the Russian language - a direction whose supporters are trying to embody the main methodological principle of the KLSh in their research - to study the language as a developing and simultaneously functioning phenomenon, - headed V.M.Markov;

the direction of a comprehensive study of the Tatar language, which began with the works V.A. Bogoroditsky and continued by modern scientists;

finally, the direction of linguistic typology, contactology and bilingualism ( E.M.Akhunzyanov).
The current generation of Kazan University linguists cherishes the memory of the outstanding scientists of the Kazan Linguistic School. Anniversaries of N.V. Krushevsky, V.A. Bogoroditsky, I.A. Baudouin de Courtenay were celebrated. In the work of three international conferences dedicated to the Kazan Linguistic School and its founder and held at Kazan University in 1995 - 2003, scientists, representatives of scientific schools of Moscow, St. Petersburg, Saratov, Volgograd, Paris, Warsaw, Giessen, Granada, Lausanne, universities of the USA, China, Yemen, neighboring countries, etc. The conference once again showed the growing interest around the world in scientific ideas Baudouin de Courtenay and his Kazan students. Many of these ideas are still waiting to be full development is a neurosurgery that supplies accurate data to neurolinguistics, application in a wide aspect mathematical methods and procedures in language and speech studies, further convergence natural sciences with the humanities, the study of man in his connection with external environment and features mental activity and, of course, linguistics itself in its many manifestations: psycholinguistics, ethnolinguistics, sociolinguistics, etc. All these and many others scientific problems date back to the ideas of the Kazan Linguistic School, which largely determined the development of linguistics in the 20th century.

Moscow Linguistic School, "formal" linguistic school - a direction that has developed as a result of scientific activity Fortunatov at Moscow University in 1876-1902, who held central position in Russian linguistics and had a significant impact on the development of domestic and European linguistics.

M. l. sh. called " formal”, as she emphasized the need to search for proper linguistic “formal” criteria in the study of language.

Philip Fedorovich Fortunatov(1848-1914), although he published relatively little, and, moreover, in Russian, which was practically unknown in Europe, his works were known and recognized abroad during his lifetime. Fortunatov's active scientific activity lasted for about a quarter of a century and was associated with Moscow University, where he headed the department of Indo-European languages.

The scientist considered it necessary to study modern languages not only in relation to the parent language, but also the independent development of each of them, and every modern Indo-European language is considered as one of options of the development of the parent language, and not the end result of such development, but only as an intermediate stage between the previous and the future, which should come in its subsequent existence.

Fortunatov paid attention to the social side of the language, noting that “language has a history; but language has this history in society. Thus, the study of human language in its history is included as component into the science of the life of social unions. He also noted that in addition to comparing languages in genealogical terms, “the facts various languages must also be compared with respect to those similarities and differences which depend on the action of similar and different conditions. Thus, Fortunatov, along with comparative studies proper, also noted the need for a typological study of languages, proposing, in particular, his own morphological classification. In his opinion, all languages of the world can be divided into the following groups:

1) agglutinative languages, where the stem and affix remain separate in their meaning. In languages of this type, inflection "does not represent the necessary affiliation of word forms." The Ural-Altaic languages can serve as an example of the languages of this group.

2) Inflectional-agglutinative languages, in which the stems of words have "forms formed by inflections of the stems", and the relationship between the stem and the affix is similar to agglutinative languages. This includes the Semitic languages.

3) inflectional languages,“representing the inflection of stems in combination of stems with affixes. Indo-European languages belong to them.

4) Root languages, where there are no forms of words formed by affixes at all (Chinese, Siamese, etc.).

5) polysynthetic languages, on the formation of forms individual words relating to agglutinative, but having forms that form sentence words. These are the languages of the American Indians.

The most original aspect of Fortunatov's concept was his doctrine of word form. Dividing all words into full(denoting objects of thought and forming either parts of a sentence or whole sentences), partial(service) and interjections and pointing out that complete words can have a form, the scientist gives the latter the following definition: “The form of individual words is the ability of words to highlight for the consciousness of speakers the formal and basic affiliation of the word.” Formal will be the belonging that modifies the meaning of the main one, i.e. the affix.

The main prerequisite for the existence of a form, according to Fortunatov, is its correlation with other forms. For example, in Russian the word I carry has a form, since, on the one hand, it is possible to single out a formal affiliation in it - y, common with the words I lead, take, etc., and on the other hand, the basis was carried, given in other words with other formal accessories (nes-eat , carries, etc.).

At the same time, it is stipulated that formal accessories can be not only positive, i.e. materially expressed, but also negative i.e., “the very absence in a word of any positive formal affiliation can itself be recognized by speakers as the formal affiliation of this word in known form in relation to another form or other forms: for example, the word house is perceived as a form nominative case thanks to the opposition to the forms of other cases: house-a, house-y, etc.

In itself, the presence of a form in individual full words is not necessary for the language as such, although it is inherent in the vast majority of languages. The forms themselves are subdivided - depending on whether they are signs individual items thoughts or denote relationships in a sentence - into forms of word formation and forms of inflection.

Based on the main provisions of his concept, Fortunatov defines grammar as the doctrine of form, subdividing it into morphology, which studies the forms of words in their relation to each other, and syntax, the subject of which will be the forms of individual words in relation to their use in phrases, as well as the forms of the phrases themselves.

Fortunatov proposed a classification of parts of speech based on strictly formal criteria (he himself developed it in relation to the Indo-European language, already at the beginning of the 20th century it began to be widely used in the grammars of the Russian language. According to it, words with inflection forms and without them. Words with shapes subdivided into declinable(nouns) conjugated(verbs) and declined with gender agreement(adjectives). Among the latter, there are words that have forms of word formation and words that do not have them.

Thus, personal pronouns of the 1st and 2nd person are in one of the groups of nouns, participles and ordinal numbers - adjectives, indeclinable nouns, infinitive, gerunds fall into the group of words that do not have forms of inflection. This "inconsistency" greatly hampered school teaching, which was the reason for the rejection of the "formal classification" in the 30s.

As for syntax, here Fortunatov brought to the fore the concept of a phrase, defining it as “that whole in meaning, which is formed by combining one complete word with another in full, which may be the expression of a whole psychological judgment or part of it.

Those phrases in which its constituent parts are grammatical (the bird flies) are grammatical phrases.

Phrases such as frost today, in which the relationship of one object to another is not indicated by the forms of the language, Fortunatov calls ungrammatical. A phrase that includes a grammatical subject and grammatical predicate, is complete and forms grammatical sentence.

Fortunatov's theory of the form of a word as a result of the similarity and difference of their "formal affiliation" marked the beginning of the distinction between forms of inflection and word formation, a strict distinction between external and internal form(meaning and its formal expression) in the doctrine of grammatical categories and categories of words, in the doctrine of parts of speech. All this formed the basis of modern morphology, which took shape as an independent scientific discipline through the efforts of scientists of the Fortunatov direction (Shakhmatov, Durnovo, S. O. Kartsevsky, G. O. Vinokur, V. V. Vinogradov and others). Before Fortunatov, this section of grammar was called "etymology", the boundaries between modern and historical word production, between morphology and etymology proper were unsteady.

The ideas and methods of linguistic science developed by Fortunatov and his school, being tested on the material of Russian and Slavic languages, were transferred to Finno-Ugric studies (D.V. Bubrich and others), Turkology (N.K. Dmitriev and others), Caucasian studies (N.F. Yakovlev and others), German studies (A.I. Smirnitsky and others).

Opponents often reproached the linguists of the Fortunatov school for "formalism", while its representatives themselves recognized the priority of form in linguistic analysis. They sought to rely on those signs that do not require recourse to intuition and introspection. An example of the divergence of positions of the two schools is the disputes over the question of parts of speech. If for Sherba (Leningrad school) parts of speech are primarily semantic classes that have a basis in the psyche of native speakers, then for representatives of the Moscow formal school these are word classes distinguished by formal, morphological features: declension for names, conjugation for verbs, etc.).

Among the numerous students of Fortunatov, who made up the Moscow Linguistic School, special place takesAlexey Alexandrovich Shakhmatov(1864–1920), whose field of activity was Russian studies, primarily the study of the history of the Russian language, its origin in connection with the history of the Russian people.

The work of A. A. Shakhmatov "Essay on the most ancient period in the history of the Russian language" (1915) traces the history of the study sounds Russian language from ancient times to the present. special attention deserves his attempt to restore the first (Nestor) Russian chronicle. His "Introduction to the course of the history of the Russian language" (1916) is an attempt to restore the history of the people from the history of the language.

A. A. Shakhmatov denied the real existence of the language of the collective and emphasized its individual essence. A. A. Shakhmatov also studied Russian dialects. The scientist created a description and classification of the Russian simple sentence. He was one of the first to use the descriptive method in modern scientific grammar in "The Syntax of the Russian Language" (1925).

The problems of semasiology (a section of linguistics that deals with lexical semantics, i.e. the meanings of words and phrases that are used to name, nominate individual objects and phenomena of reality) have been much involved Mikhail Mikhailovich Pokrovsky(1869–1942), who applied the principles of comparative studies in the study of classical languages (Latin, Ancient Greek, Sanskrit).

He noted the impact on the language of two main factors: cultural-historical and psychological, developing the doctrine of the so-called semasiological association. According to Pokrovsky, there are a lot of meanings in the language that a word belonging to a certain derivational type can acquire, and other words belonging to this type can develop similar meanings (this is the case, for example, with verbal nouns in Latin).

Deepening Fortunatov's doctrine of "social unions" as a social substratum of linguistic fragmentation or convergence, N. S. Trubetskoy introduced a distinction between two types language groups: language families - the result of a common origin, kinship, divergences(splitting, disintegration) of the once single ancestor language, are characterized by an inherited commonality, and language unions- result convergence(convergence, rapprochement) independent language systems, are characterized by an acquired commonality of linguistic phenomena.

Developing the ideas of Fortunatov, his students achieved outstanding success in the reconstruction of the Proto-Slavic language (Porzhezinsky, Mikkola, Belich, Kulbakin) and Old Russian language(Chess, Durnovo).

Fortunatov's students laid the foundations of Proto-Slavic accentology (Shakhmatov, M. G. Dolobko, Kulbakin, van Wijk), morphology (Porzhezinsky, G. K. Ulyanov, Lyapunov) and lexicology ( etymological Bernecker dictionary).

Fortunatov's doctrine of the form of the phrase and the ways of communication between its members formed the basis of syntax, the theoretical foundations of which were developed by Shakhmatov, Peshkovsky, M. N. Peterson and others on the material of the Russian language.

By focusing on historical aspect learning languages, mainly Slavic, M. l. sh., strictly delimiting diachrony and synchrony, gradually turned to the problems of synchrony (consideration of the state of the language as an established system at a certain point in time).

Scientists of the Fortunatov direction were engaged in the theory and practice of normalization and democratization literary language . Fortunatov and Shakhmatov led the preparation of the reform of Russian spelling (1918). In 1889, Fortunatov formulated the task and outlined ways to bring school and scientific grammar closer together in order to improve the teaching of the native (Russian) language at school, which was carried out by his students and followers of his ideas.

Fortunatov created complete system linguistic education, introducing into the practice of university teaching theoretical courses in general and comparative linguistics, special courses in Sanskrit, Gothic and Lithuanian. His followers created a number of original manuals on introduction to linguistics (Thomson, Porzhezinsky, Ushakov, A. A. Reformatsky). Clarification of the subject of linguistics and its individual sections led to the distinction between phonetics and phonology (Trubetskoy), comparative grammar of Slavic languages and grammar of the common Slavic (proto-Slavic) language (Porzhezinsky, Mikkola and others).

Moscow Linguistic School

Moscow Linguistic School Formal school, Moscow Fortunatovskaya school. Formed in the course of scientific and teaching activities F.F. Fortunatov at Moscow University (1876-1902) and functioned until the mid-1910s. Since 1903, the Moscow Dialectological Commission has actually become the organizational center of the Moscow Linguistic School. By the beginning of the XX century. took leading place in domestic science about language (general and comparative linguistics, Russian Studies and Slavic Studies), had a significant impact on the formation of the “linguistic worldview” of the 20th century, based on the principles of a system-functional approach to all linguistic phenomena and reliance on proper linguistic (formal) criteria in linguistic analysis. Numerous Moscow students and followers of Fortunatov (A.A. Shakhmatov, A.I. Sobolevsky, V.K. Porzhezinsky, A.M. Peshkovsky, D.N. Ushakov, M.M. Pokrovsky, N.S. Trubetskoy, R .O. Yakobson, R.I. Avanesov, etc.), together with their supporters from other countries, achieved outstanding success in the reconstruction of the Proto-Slavic and Old Russian languages, in the development of principles for the analysis and publication of written monuments, in the study of the modern Russian literary language and live folk speech. The concept of the Moscow Linguistic School continued to be developed by members of the Moscow Linguistic Circle, the Moscow Phonological School (established in the late 1920s with the participation of Avanesov, V.N. Sidorov, A.A. Reformatsky and others), as well as the famous Prazhsky (founded in 1926 on the initiative of Czech and Moscow scientists) and Copenhagen (1931, founders - students and followers of Fortunatov) linguistic circles.

VK. Zhuravlev.

Moscow. Encyclopedic reference book. - M.: Great Russian Encyclopedia. 1992 .

See what the "Moscow Linguistic School" is in other dictionaries:

One of the main directions in Russian pre-revolutionary linguistics, created in the 80s and 90s. 19th century F. F. Fortunatov. M. l. sh. new stage in the development of the theory of grammar and comparatively historical Indo-European linguistics, so ... ... Great Soviet Encyclopedia

Moscow Fortunatovskaya School- (Moscow linguistic school, "formal" linguistic school) the direction that developed as a result of the scientific and teaching activities of F. F. Fortunatov at Moscow University in 1876 1902, which occupied a central position in ... ...

Linguistic school, which arose in the late 1920s. 20th century in Moscow among scientists who worked in the largest educational and linguistic scientific centers capital Cities. Its founders R.I. Avanesov, P.S. Kuznetsov, A.A. Reformatsky, V.N. Sidorov and others ... ... Moscow (encyclopedia)

- (MFS) is one of the directions in modern phonology that arose on the basis of the teachings of I. A. Baudouin de Courtenay on the phoneme (along with the Leningrad Phonological School (LPS), founded by L. V. Shcherba). The emergence of the school ... ... Wikipedia

Moscow Phonological School- Moscow phonological school direction in the study of the sound level of the language. M. f. sh. originated in the late 1920s. Its founders R. I. Avanesov, P. S. Kuznetsov, A. A. Reformatsky, V. N. Sidorov, A. M. Sukhotin and their like-minded people ... ... Linguistic Encyclopedic Dictionary

The Kazan linguistic school is a direction in linguistics, to which I. A. Baudouin de Courtenay, his students N. V. Krushevsky belonged (like Baudouin, he can be called a Russian-Polish scientist) and ... ... Wikipedia

Prague Linguistic School- The Prague School of Linguistics is one of the main areas of structural linguistics. P.'s center of activity l. sh. was the Prague Linguistic Circle (established in 1926, organizationally disintegrated in the early 1950s). Creativity refers to... Linguistic Encyclopedic Dictionary

Fresco by Raphael "The School of Athens" This term has other meanings, see School (meanings). School, in the analysis of the development of sciences, literature, art and other areas and ... Wikipedia

- (Moscow linguistic school, “formal” linguistic school), a direction in Russian linguistics that has developed as a result of the scientific activities of F. F. Fortunatov at Moscow University in 1876 1902 (A. A. Shakhmatov, ... ... encyclopedic Dictionary

It is proposed to rename this page to the Shcherbov School or the Leningrad Phonological School. Explanation of reasons and discussion on the Wikipedia page: To rename / January 6, 2012. Perhaps its current name does not match ... ... Wikipedia

Individual features of teaching foreign languages

Main profile of the school- variable polylinguistic language education, with the possibility of multi-level study four languages : English, French, German and Spanish.

Learning foreign languages at school is possible according to the following programs:

- one language at an advanced level, and the second at a general education level, or

- two languages at an advanced level (the second language is in-depth from the second half of the 2nd grade, since with early learning two foreign languages at an advanced level, it is recommended to start them not at the same time).

Children who study a second language in depth from the second grade have the opportunity to start learning a third language from the 5th grade.

The first language English is taught at an advanced level by all schoolchildren, two languages are taught in depth by more than half of the students.

English language

In 2006, the State Educational Institution Secondary School No. 1272 received a certificate from a partner school for success in teaching English Oxford University and signed a license agreement for right to use the Oxford Quality logo.

The goal of collaboration educational institutions was the intensification of integration educational institutions Moscow to the international educational space through high quality students' proficiency in English, more than complete satisfaction educational needs students and teachers in intercultural and professional communications, improvement of software and methodological support of the educational process.

Within the framework of the classes of development groups for preschoolers "Zvezdochka" is carried out introducing children to the basics of the English language in audiovisual, game form, without relying on reading and writing, which ensures the continuity of preschool and school language education.

To ensure equal starting opportunities, we offer all students first grade undergo a propaedeutic English course "Experiencing the world with English" in the afternoon in extracurricular activities, so that students can painlessly change the choice of a foreign language study program in the future, if necessary.

If you do not want your child to take the Explore the World with English course, a separate group, which will begin learning English from the second grade. In this case, keep in mind that your child will only be able to start learning a second language from the fifth grade at the general education level.

In grades 2-4 English language ongoing 3 hours a week within Curriculum. In grades 5-11- 5 hours a week within the curriculum.

Technical translation (English). Proposed school course allows students to look into the future and see how a particular profession may need the skills and abilities they acquired at school. The course is designed for 2 years of study in grades 10 and 11. Quantity training sessions 2 or 3 hours per week, depending on the level of students' foreign language proficiency or depending on the humanitarian, socio-economic or natural sciences chosen by them at the third stage of education.

French

For schoolchildren in-depth study second language is an elective subject taught by:

- at the I level of education outside the grid of the main educational schedule due to hours of extracurricular employment in the afternoon

- at the II and III levels of education

The rest of the students study a second language - French as part of the program educational institutions from the 5th grade.

German

Teaching is also conducted under the Advanced Study Program.

- at the I level of education

- at the II and III levels of education- the hours set by the BUP for the second language within the framework of the main schedule are supplemented to the in-depth study program due to extracurricular hours in the afternoon.

The rest of the students study the second language German as part of the programs of educational institutions from the 5th grade.

Spanish language

Teaching is also conducted under the Advanced Study Program.

For schoolchildren, this is an elective subject, taught outside the grid of the main curriculum:

- at the I level of education outside the grid of the main educational schedule at the expense of hours at the expense of hours of extracurricular employment in the afternoon

The rest of the students study a second language, Spanish, as part of general education programs from the 5th grade.

Language education

The school has created and operates the Educational Resource Center as an independent educational unit of the afternoon school, the purpose of which is to develop the personality of students through project and teaching and research activities, developing, pre-profile and profile programs, extended and in-depth study of subjects.

The URC offers programs for school students aimed at developing meta-subject and project-research skills of students by means of a foreign language:

- developing programs (in accordance with age characteristics and needs)

- elective courses for pre-profile training,

- elective courses for specialized education at the senior level.

URC programs in foreign languages:

Preschool groups - "Playful English" - level 1

Preschool groups - "Playful English" - Level 2

Preschool Groups - "English for Preschoolers"

Grade 1 - "Experiencing the world with English"

Grade 2 - “French language. On the way to success (deepening)»

Grade 2 - “German. On the way to success (deepening)»

Grade 2 - “Spanish. On the way to success (deepening)»

Grade 3 - “French language. On the way to success (deepening)»

Grade 3 - “German. On the way to success (deepening)»

Grade 3 - “Spanish. On the way to success (deepening)»

Grade 3-4 - "Theater in French"

Grade 4 - “French language. On the way to success (deepening)»

Grade 4 - “German. On the way to success (deepening)»

Grade 4 - “Spanish. On the way to success (deepening)»

Grade 5 - “Country Studies. Discover the UK»

Grade 5 - “French language. On the way to success (deepening)»

Grade 5 - “French language. On the road to success (expansion)»

Grade 5 - “German. On the way to success (deepening)»

Grade 5 - “German. On the road to success (expansion)»

Grade 5 - “Spanish. On the way to success (deepening)»

Grade 5 - “Spanish. On the road to success (expansion)»

Grade 5-6 - "Experiencing the world with French"

Grade 5-6 - "Spanish as a third foreign language"

Grade 6 - “Country Studies. Discover the UK»

Grade 6 - “French language. On the way to success (deepening)»

Grade 6 - “French language. On the road to success (expansion)»

Grade 6 - “German. On the way to success (deepening)»

Grade 6 - “German. On the road to success (expansion)»

Grade 6 - “Spanish. On the way to success (deepening)»

Grade 6 - “Spanish. On the road to success (expansion)»

Grade 6 - "Entertaining French grammar"

Grade 7 - “French language. On the way to success (deepening)»

Grade 7 - “French language. On the road to success (expansion)»

Grade 7 - “German. On the way to success (deepening)»

Grade 7 - “German. On the road to success (expansion)»

Grade 7 - “Spanish. On the road to success (expansion)»

Grade 7 - “French language. We read with interest"

Grade 7-8 - "Theater in French"

Grade 8 - “French language. On the way to success (deepening)»

Grade 8 - “French language. On the road to success (expansion)»

Grade 8 - “German. On the way to success (deepening)»

Grade 8 - “German. On the road to success (expansion)»

Grade 8 - “Spanish. On the road to success (expansion)»

Grade 8 - "That Amazing German"

Grade 8 - "That Amazing French"

Grade 8 - "French to you"

Grade 9 - "That Amazing English"

Grade 9 - “French language. On the way to success (deepening)»

Grade 9 - “French language. On the road to success (expansion)»

Grade 9 - “German. On the way to success (deepening)»

Grade 9 - “German. On the road to success (expansion)»

Grade 9 - “Spanish. On the road to success (expansion)»

Grade 9 - "That Amazing German"

Grade 9 - "That Amazing French"

Grade 10 - "Spanish as a third foreign language"

Grade 10 - “French language. On the way to success (deepening)»

Grade 10 - “French language. On the road to success (expansion)»

Grade 10 - “German. On the way to success (deepening)»

Grade 10 - “German. On the road to success (expansion)»

Grade 10-11 - "Development of compensatory competence in the study of English"

Grade 11 - “French language. On the way to success (deepening)»

Grade 11 - “French language. On the road to success (expansion)»

Grade 11 - “German. On the way to success (deepening)»

Grade 11 - “German. On the road to success (expansion)»

5-7 grades- extended study of a second foreign language (French/German/Spanish)

2-11 grades- in-depth study of a second foreign language (French/German/Spanish)

As part of the implementation of the School Development Program and the integration of basic and additional language education within the framework of additional education offered:

- language theater,

Study of third languages(Spanish, French and German)

Studying "business" languages: English, French and German included in the course "Electronic Office" for students in grades 9-11, after which school graduates receive the qualification of a secretary-referent and an office manager with the knowledge of " business languages».

School №1272 since 2000 collaborates with the Faculty of English Philology of the Moscow City Pedagogical University . The University provides assistance in methodological and innovative work department of foreign languages, the school conducts teaching practice 4th year students, and 5th year students undergo continuous practice on the basis of the school for school year. This type The activities of the school ensure the continuity of school and university education, which ensures the continuity of the student's language education.

Thus, the school implements various educational programs in the field of language education (basic and additional), which include preschool education and connection with higher education, forming an integral system based on the principles of continuity, succession, accessibility and personal orientation of students. Forms in students persistent skills of self-education, the need to continue education throughout life.

Consequently, the unified educational environment based on the integration of preschool, general education, primary, secondary vocational and additional language education, it corresponds to the goal of the school: the creation of an individual educational trajectory student according to the needs and abilities of each.