ENHANCING RUSSIAN NOUN COMPREHENSION THROUGH SEMANTIC INSTRUCTION FOR NON-NATIVE SPEAKERS

Abstract

This study investigates the efficacy of a semantically-oriented pedagogical approach in teaching Russian nouns to non-native speakers. Traditional methods often prioritize grammatical forms, potentially hindering deep understanding of lexical meaning, polysemy, and contextual usage. A quasi-experimental design was employed with intermediate-level learners, dividing them into an experimental group (semantic instruction) and a control group (traditional grammatical instruction). Pre- and post-tests, alongside qualitative feedback, assessed improvements in noun comprehension, appropriate contextual application, and semantic differentiation. Results indicate that learners exposed to the semantic approach demonstrated significantly greater gains in understanding the nuanced meanings and usage patterns of Russian nouns. This research underscores the critical role of semantic analysis in fostering robust vocabulary acquisition and suggests a paradigm shift towards integrating deeper meaning-focused strategies in non-native Russian language pedagogy.