The last three and a half decades have seen a resurgence of research interest in the methodology of using literary texts in foreign-language learning contexts. In the field of Russian as a foreign language (RFL), this revival can be associated with the increase of didactic proposals that have both transformed the methods of employing literary texts in RFL classrooms and broadened the syllabus of literary works. In fact, the latter currently range from Russian classics of the 19th century to contemporary prose and poetry. However, despite strong interest in today’s Russian literature on the part of RFL learners, the linguistic, cultural and conceptual complexity of contemporary Russian writing calls into question its use in RFL classrooms, especially at lower levels of language competence. Based on the novel Реки (“Rivers”) by Evgeniĭ Grishkovets, the study aims to examine the possibility and didactic benefits of introducing unabridged texts of the “newest” (новейшая) Russian literature at the upper-intermediate (B2) level of RFL instruction. The article advances a multi-level model of textual analysis, aimed at assisting language instructors in the process of selecting literary texts, and offers methodological recommendations for the effective use of Реки in an upper-intermediate RFL classroom.
|Number of pages||30|
|Journal||Russian Language Journal|
|Publication status||Published - Jan 2019|