从“识别连词”到“判定关系”：阅读教学中俄语并列连词习得的课堂行动研究

From “Conjunction Identification” to “Relation Interpretation”: A Classroom-Based Study of Russian Coordinating Conjunctions in Reading Instruction

摘要: 俄语并列连词在句法结构组织和篇章逻辑表达中具有重要作用，但中国学习者在学习过程中往往难以准确判定其语义关系。为探讨有效的教学路径，本文以阅读教学为切入点，设计“关系判定任务链”，通过学习性阅读活动训练学习者对并列连词语义关系的识别与解释能力。研究以***大学俄语专业二年级77名学生为对象，在A2水平阶段开展课堂行动研究。教学训练共实施两次，每次90分钟，围绕改写文本开展连词识别、分类、连接对象判断与关系解释等任务。课堂观察结果显示，大多数学习者能够较好完成任务，其主要困难集中在多义连词的语境判定方面。研究进一步提示，基于阅读的系统化任务训练可能有助于学习者建立并列连词形式与语义关系之间的对应规则，并为篇章理解提供支持。由于本研究未设置对照组与前后测，其结论主要体现为探索性的课堂教学证据。本文同时讨论了研究局限，并对未来相关教学研究提出建议。

Abstract: Coordinating conjunctions play an important role in organizing syntactic structures and expressing logical relations in Russian discourse. However, Chinese learners often experience difficulties in accurately identifying the semantic relations conveyed by these conjunctions. To explore an effective instructional approach, this study introduces a “relation-identification task chain” within reading instruction to train learners’ ability to recognize and interpret the semantic functions of coordinating conjunctions. The study was conducted as a classroom action research project involving 77 second-year Russian majors at *** University, whose proficiency level was approximately A2 according to the CEFR. Two training sessions of 90 minutes each were implemented, using an adapted literary text to design tasks including conjunction identification, classification, syntactic relation analysis, and explanation of semantic relations. Classroom observations indicate that most students were able to complete the tasks successfully, while their main difficulties lay in interpreting polysemous conjunctions in context. The findings tentatively suggest that systematic task-based reading activities may help learners develop a better understanding of the correspondence between conjunction forms and semantic relations, and may also support discourse comprehension in reading. Given the absence of a control group and pre-/post-testing, these findings should be interpreted as exploratory classroom-based evidence. Limitations of the study and implications for future research are also discussed.