Teaching Verbs of Motion in a Task-Based Russian as a Foreign Language (RFL) Course

The paper focuses on one of the most complex topics in Russian as a Foreign Language (RFL) instruction: verbs of motion (VoM). We introduce an innovative approach to teaching these verbs, grounded in Task-Based Language Teaching (TBLT), and contrast it with the traditional approach that follows the...

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Autores: Markina, Elena, Castellví Vives, Joan
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/226984
Acceso en línea:https://hdl.handle.net/2445/226984
Access Level:acceso abierto
Palabra clave:Rus
Ensenyament de llengües estrangeres
Verbs
Russian language
Foreign language teaching
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spelling Teaching Verbs of Motion in a Task-Based Russian as a Foreign Language (RFL) CourseMarkina, ElenaCastellví Vives, JoanRusEnsenyament de llengües estrangeresVerbsRussian languageForeign language teachingVerbsThe paper focuses on one of the most complex topics in Russian as a Foreign Language (RFL) instruction: verbs of motion (VoM). We introduce an innovative approach to teaching these verbs, grounded in Task-Based Language Teaching (TBLT), and contrast it with the traditional approach that follows the Presentation-Practice-Production (PPP) framework, which has dominated the field until now. By analyzing a sample of widely used textbooks specializing in VoM, we show that introducing the VoM system—specifically, the sequence in which the verbs are presented—follows the PPP design and is primarily grammar-oriented. This approach is based on the concept of “directionality,” which relates to the principle of binary opposition; thus, VoM are presented through lexicogrammatical contrasts. We discuss our experience applying the TBLT approach to teaching VoM at low proficiency levels (A2) at the University of Barcelona as an alternative to the traditional method. We outline the design of a four-task instructional module that is part of a TBLT-based course syllabus. The four tasks within the module require the use of a limited set of VoM forms (both unprefixed and prefixed) and aim to develop linguistic and communicative skills related to the following speech situations: asking/providing directions; explaining how you are getting to and have reached a destination; speaking about a usual schedule and plans for movement within a city; and narration about a summer trip. The originality of this approach lies in its suggestion to teach VoM forms based on selected communicative goals and task complexity rather than adhering to the conventional grammar-oriented order. The discussion of this module's implementation is enhanced by a brief reference to a comparative study that examines the results achieved by learners who received TBL instruction versus those who were taught using the PPP method, in both communicative task performance and traditional grammar tests.BYU ScholarsArchive2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/226984Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.70163/2831-9737.1495Russian Language Journal, 2025, vol. 75, num.1https://doi.org/10.70163/2831-9737.1495(c) BYU ScholarsArchive, 2025info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/2269842026-05-27T06:46:51Z
dc.title.none.fl_str_mv Teaching Verbs of Motion in a Task-Based Russian as a Foreign Language (RFL) Course
title Teaching Verbs of Motion in a Task-Based Russian as a Foreign Language (RFL) Course
spellingShingle Teaching Verbs of Motion in a Task-Based Russian as a Foreign Language (RFL) Course
Markina, Elena
Rus
Ensenyament de llengües estrangeres
Verbs
Russian language
Foreign language teaching
Verbs
title_short Teaching Verbs of Motion in a Task-Based Russian as a Foreign Language (RFL) Course
title_full Teaching Verbs of Motion in a Task-Based Russian as a Foreign Language (RFL) Course
title_fullStr Teaching Verbs of Motion in a Task-Based Russian as a Foreign Language (RFL) Course
title_full_unstemmed Teaching Verbs of Motion in a Task-Based Russian as a Foreign Language (RFL) Course
title_sort Teaching Verbs of Motion in a Task-Based Russian as a Foreign Language (RFL) Course
dc.creator.none.fl_str_mv Markina, Elena
Castellví Vives, Joan
author Markina, Elena
author_facet Markina, Elena
Castellví Vives, Joan
author_role author
author2 Castellví Vives, Joan
author2_role author
dc.subject.none.fl_str_mv Rus
Ensenyament de llengües estrangeres
Verbs
Russian language
Foreign language teaching
Verbs
topic Rus
Ensenyament de llengües estrangeres
Verbs
Russian language
Foreign language teaching
Verbs
description The paper focuses on one of the most complex topics in Russian as a Foreign Language (RFL) instruction: verbs of motion (VoM). We introduce an innovative approach to teaching these verbs, grounded in Task-Based Language Teaching (TBLT), and contrast it with the traditional approach that follows the Presentation-Practice-Production (PPP) framework, which has dominated the field until now. By analyzing a sample of widely used textbooks specializing in VoM, we show that introducing the VoM system—specifically, the sequence in which the verbs are presented—follows the PPP design and is primarily grammar-oriented. This approach is based on the concept of “directionality,” which relates to the principle of binary opposition; thus, VoM are presented through lexicogrammatical contrasts. We discuss our experience applying the TBLT approach to teaching VoM at low proficiency levels (A2) at the University of Barcelona as an alternative to the traditional method. We outline the design of a four-task instructional module that is part of a TBLT-based course syllabus. The four tasks within the module require the use of a limited set of VoM forms (both unprefixed and prefixed) and aim to develop linguistic and communicative skills related to the following speech situations: asking/providing directions; explaining how you are getting to and have reached a destination; speaking about a usual schedule and plans for movement within a city; and narration about a summer trip. The originality of this approach lies in its suggestion to teach VoM forms based on selected communicative goals and task complexity rather than adhering to the conventional grammar-oriented order. The discussion of this module's implementation is enhanced by a brief reference to a comparative study that examines the results achieved by learners who received TBL instruction versus those who were taught using the PPP method, in both communicative task performance and traditional grammar tests.
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/226984
url https://hdl.handle.net/2445/226984
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.70163/2831-9737.1495
Russian Language Journal, 2025, vol. 75, num.1
https://doi.org/10.70163/2831-9737.1495
dc.rights.none.fl_str_mv (c) BYU ScholarsArchive, 2025
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) BYU ScholarsArchive, 2025
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv BYU ScholarsArchive
publisher.none.fl_str_mv BYU ScholarsArchive
dc.source.none.fl_str_mv Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
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