The article discusses a methodology for developing literate writing skills in Russian among primary school children who are non-native speakers, particularly for the Karakalpak audience. The author distinguishes two components of writing skills — content-related and technical — and details the sequence of their formation. A model for the gradual development of speech abilities, from understanding spoken language to cursive writing, is proposed. Special attention is paid to factors influencing the acquisition of Russian as a non-native language: degree of language similarity, type of writing system, and presence of a bilingual environment. Based on the analysis of these factors, an adaptive teaching strategy is built, considering the specifics of the students' native language.
| Mualliflar | Ostapenko, A.A., Остапенко, А.А., Остапенко, А.А. |
|---|---|
| Jurnal | Ilim ha’m ja’miyet |
| Nashr sanasi | 2026-02-16 |
| Son | 1-3 |
| Betlar | 90-93 |
| Til | Rus |
рус тили она тил эмас, қорақалпоқ болалари, ёзиш кўникмаси, мазмуний ва техник компонентлар, нутқий қобилиятларнинг кетма-кетлиги, ўқитиш омиллари, икки тилли муҳит, хаттотлик, русский язык как неродной, каракалпакские дети, навык письма, содержательная и техническая составляющие, последовательность речевых умений, факторы обучения, двуязычная среда, каллиграфия, Russian as a non-native language, Karakalpak children, writing skill, content and technical components, sequence of speech abilities, teaching factors, bilingual environment, calligraphy
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