Dictation in Teaching Russian as Foreign Language

U ovome radu analiziraju se vrste diktata u nastavi ruskoga kao stranoga jezika s osvrtom na ruski kao materinski, uz navođenje terminologije na ruskome jeziku. Pojašnjava se sama uloga diktata u nastavnome procesu, kao i uloga u savladavanju pisma kao produktivnе jezičnе vještinе, koja se u učenju stranoga jezika savladava istovremeno s govorom, te je u kontekstu pisanja diktata neodvojiva od receptivne jezične vještine slušanja. Rad sadrži primjere koji su preuzeti iz stručne literature, kao i autorske primjere. Metodička literatura spominje cijeli niz različitih vrsta diktata, a u ovome smo se radu koncentrirali na takozvane tradicionalne diktate, među koje ubrajamo vizualni, slušni, vizualno-slušni i samodiktat. Od ostalih vrsta izdvajamo stvaralački, slobodni, izborni, diktat sa sprječavanjem grešaka i diktat-rečenicu. Najčešće se u nastavi stranoga jezika koristi slušni diktat, koji se provodi u tri faze, prvo se čita cijeli tekst kako bi se dobio uvid u sadržaj, zatim se diktira rečenica po rečenica, a na kraju se cijeli tekst čita još jednom sporije radi provjere napisanoga. Zaključujemo da svaki od njih može, osim u nastavi materinskog, pronaći svoju primjenu i u nastavi ruskoga kao stranoga jezika.This paper analyzes types of dictation in teaching Russian as a foreign language with reference to Russian as native language, including terminology in Russian. It clarifies the role of dictation within educational process, as well as its role in mastering writing as a productive language skill which is developed simultaneously with speaking whilst learning a second language, and in the context of writing dictation it is inseparable from the receptive language skill of listening. This paper contains examples taken from academic literature, as well as some of the author’s examples. Methodological literature notes the series of various dictations, but this paper focuses particularly on “traditional” dictations, among which there are visual, auditory, visual-auditory and self-dictation. Other varieties include creative, free, electoral, dictation with avoiding mistakes and dictation sentence. The most common one used whilst teaching Russian is auditory dictation which is conducted in three phases. Firstly, the whole dictation is read as to get the main point of the text. Secondly, each sentence is dictated and at the end the whole text is read once more in order to check what was written. In conclusion, each of the aforementioned varieties of dictation can be used in teaching Russian both as a foreign language and as a native language