THE INTRA-LINGUISTIC GAP BETWEEN BASIC RUSSIAN AND RUSSIAN FOR SPECIFIC PURPOSES: CURRENT SITUATION AND AN INTEGRATED APPROACH AT THE MILITARY TECHNICAL ACADEMY
Main Article Content
Abstract
The article analyzes the intra-linguistic gap between basic Russian (B1 level) and Russian for specific purposes in the training program for technical officers at the Military Technical Academy (MTA). The study reveals that the current curriculum lacks an effective bridging mechanism between the two stages of training, which results in learners’ difficulties in accessing and processing specialized texts. The research data were collected through student surveys and instructor interviews, in combination with curriculum content analysis, linguistic comparison between the general Russian textbooks and the military-technical textbooks, analysis of students’ learning products, and guided classroom observations. This comprehensive methodological framework identified four core manifestations of the intralanguage gap: specialized vocabulary, complex syntactic structures, objective modes of expression, and a highly technicalized and standardized style of presentation. The underlying causes are attributed to a segregated curriculum, inadequate learning materials, and non-integrated teaching methods. Based on these findings, the article proposes several solutions: the design of intermediate bridging modules, the development of transitional teaching materials, the implementation of integrated pedagogical approaches, and the enhancement of instructors’ professional competence. These proposals aim to improve the effectiveness of Russian for specific purposes instruction, thereby contributing to the advancement of both professional expertise and foreign language proficiency among technical officers in the context of defense modernization.
Keywords
intra-linguistic gap, basic Russian, Russian for specialized purposes, curriculum integration, specialized vocabulary
Article Details
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