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CONCEPTUAL READING OF RUSSIAN CLASSICAL LITERATURE IN THE FOREIGN AUDIENCE
Abstract
Г’he article deals with reading treated as representation of belles-lettres embedded in the modern culture of performance; offers a review and analysis of fancy-dress forms of presenting fiction in diachrony and synchrony. The article also presents an analysis of existing aids on Russian as a foreign language and as a mother tongue, which learning guides use the forms of handling the literary text that are close to those proposed in the present article. As a result, this engenders a concept of reading belles-lettres as based on the principle of shifting attention from the plotline, that is, the event-driven informative line of text development to the figurative motive-driven perception where conceptual reading is the most important component. The connection between class work and youth culture of post-teen performance, including urban, is indicated, which makes it possible to use bodily practices, namely, the choice of conceptual costume details for a hero and/or a storyteller, as well as free movement in the classroom space. Authorial substantiation is proposed for the concept of live illustration as a variety of live pictures. The objective is to activate the student's figurative ideation, along with the intellectual work involving the analysis of the verbal component of the text and the hero's characteristics - that is, to initiate transformation of the verbal component of the text into the visual-bodily perception pattern. The methods include the analysis of the verbal aspect of the literary text, interactive work in the classroom, selection of texts and the live illustration, its modification after presentation and discussion in the classroom. The result is creation of a creolized text which makes it possible to identify the general and unique meaning inherent in the literary text, to activate the student's figurative thinking and to make foreign learners' perception of the Russian classical literature more profound.
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