Presentation of the literary Russian language norms and their variability. Russian literary language

2 An integral part of a person’s general culture is the culture of speech, i.e. the ability of a writer or speaker to express his thoughts in accordance with the content, correctly and expressively. The concept of “language norm” is one of the key concepts in the doctrine of correct speech. The norm of a literary language is a socially approved rule, i.e. the generally accepted use of words, phrases, word forms, syntactic structures, enshrined in dictionaries and reference books.

4 Grammatical norms of a language Morphological norms are norms of inflection when declension of nominal parts of speech, when conjugating verbs, norms of word formation and determination of gender. Syntactic norms are rules for the use of syntactic constructions, ignorance of which leads to incorrect construction of phrases or sentences

6 Determine which sentences have NO syntax errors, explain your choice: 1. Several boys looked at each other in surprise. 2. The launch vehicle is delivered into orbit. 3. The train departed according to the schedule. 4. She was young and beautiful. 5. I was traveling with a group of children playing sports. 6. When you look around, you get the impression that you have already been here.

7 Syntactic errors Violation of agreement between the predicate and the subject Four students participated in the game. Violation of control According to the order Violation of coordination A pair of windows curtained with a curtain is visible. Violation of the way of expressing the predicate in individual constructions. Everyone was happy and cheerful. Errors in the use of aspectual and tense forms of verbs I live in Lermontov and was happy.

8 Syntactic errors Errors in sentences with participle phrases The path is covered with melting snow underfoot Errors in sentences with participial phrases When you started studying, you had little time. Errors in constructionThe book teaches me to think, which I read as a child. Mixing direct and indirect speech. Petya said that I do not agree with your opinion. Violation of supply boundaries. It was already night when I returned home.

9 Vocabulary - orthoepic warm-up 1). Determine the lexical meaning of paronyms: well-fed - nourishing, swampy - swampy, come to life - revive, subscriber-subscription, everyday - everyday, act - offense. 2).In what sentence should the word WATER be used instead of the word WATER? 1. Reclamation of swamps has disrupted the water balance. 2. There are a lot of water beetles in an overgrown pond. 3.Water canals have become very popular, especially among young people. 4. When it rains, plants store up moisture and can survive on their water reserves for a long time.

10 3.Solve spelling problems: 1. Which word has the stress on the 2nd syllable? a/ beets b/ blinds c/ wholesale d/ glimpse 2. Which word has the stress on the 1st syllable? a/ otherwise b/ expert c/ drowsiness d/ sign 3. Which word has the stress on the 3rd syllable? a/ instrument b/ yawning c/ outright d/ accepted 4. Which word has more sounds than letters? a/ south b/ explained c/ hatch d/ shooting 5. In which word is the sound Y pronounced? a/ nanny b/ village c/ entrance d/ wheels

11 Write down the nouns in the nominative plural: Address, director, doctor, master, professor, silk. Contract, engineer, officer, coach, driver, month, cake, hospital. Rewrite, opening the brackets: a pair (felt boots, shoes, boots, stockings, socks); a lot (things, places, apples, tangerines); kilogram (oranges, tangerines, tomatoes, tomatoes); group (engineers, trainers, drivers). Decline the numerals 749, one and a half, both. Form all possible forms of degrees of comparison from the following adjectives: beautiful, bitter, sweet, deep, small. Form the imperative mood of the verbs: go, kindle, lie down, erase.

12 TEST YOURSELF Find a grammatical error in the formation of the word form, write this word correctly: School directors, a container being loaded, five kilograms, in the snow, thousands of Bashkirs, a lot of people, a lot of Georgians, all the drivers, two pairs of socks, my shoe, several tangerines , a lot of apples, 5 kilobytes, delicious coffee, a batch of cadets, the prettiest of all, I manage a warehouse, put it aside for later, six hundred meters away, an hour and a half away, a glass of juice, a lot of snow.

Slide 1

Slide 2

Goal: - develop the ability to evaluate linguistic facts from the point of view of normativity. Objectives: - identifying typical errors in students’ written speech; - developing skills to comply with lexical and grammatical norms of the Russian literary language.

Slide 3

Research problem. Why was this topic chosen? Good or excellent knowledge of spelling and punctuation does not allow you to get the desired grade on an essay or presentation. The reason is logical, stylistic, lexical and grammatical errors. We decided to establish which errors are most often found in the creative works of students in our class, and to work to prevent them.

Slide 4

Hypothesis: the study of theoretical material and educational and methodological recommendations on this topic will allow us to systematize knowledge about the stylistic, speech and grammatical norms of the Russian literary language and improve speech culture.

Slide 5

The methods we followed when conducting the research: activity planning, observation, comparison of individual facts, comparison, classification of facts, generalization.

Slide 6

Experiment plan: 1. Study of the theory of the issue in the specialized literature. 2. Determination of typical mistakes in students’ creative works. 3. Classification of errors. 4. Selection of tasks for working on mistakes. 5. Independent preparation of test tasks containing material on the prevention of lexical and grammatical errors.

Slide 7

Speech errors: - use of a word or phraseological unit in a meaning that is unusual for them, - confusion of synonyms, - inability to use paronyms, - ignorance of the meaning of a borrowed word, - violation of the lexical compatibility of words in a free phrase, - violation of the components of a phraseological unit, - unjustified use of a number of cognate words (tautology ), - unjustified repetition of the same word, poverty of speech, - use of an extra word (pleonasm), - ambiguity in the use of personal or demonstrative pronouns, - violation of aspect-tense relationships of verb forms, - monotony of syntactic constructions, violation of stylistic unity: - use of the word a different stylistic coloring, - a mixture of vocabulary from different historical eras (archaisms, historicisms, neologisms), - inappropriate use of colloquial or dialect words, - inappropriate use of an expressively colored word.

Slide 8

Grammatical errors: - erroneous formation of words or grammatical forms, - error in agreement, - error in prepositional or non-prepositional control, - violation of the connection between subject and predicate, - violation of the aspectual or temporal connection of predicates in individual constructions, - omission of a necessary word, - violation of the boundaries of a sentence, - in constructing a sentence with a participial phrase, - in constructing a sentence with an adverbial clause, - in constructing sentences with homogeneous members, - when using constructions with direct and indirect speech, - in constructing a complex sentence.

Slide 9

Arriving at Manilov, Chichikov made his first deal. Chichikov came to Manilov and made a deal. I just don’t get around to studying. They can’t even reach the lessons directly. There are many works in literature that tell about the author’s childhood. There are many works in literature that tell about the author’s childhood. In St. Petersburg A.S. Pushkin immediately came to the court, not to the royal court, of course, things didn’t work out right away. In St. Petersburg A.S. Pushkin immediately came to the court, not to the royal court, of course, things didn’t work out right away. Only the dog, delighted with its owner, wagged its tail. Only the dog, as always happy at the sight of his owner, happily wagged his tail. Corrections Examples

Slide 10

Grandmother loved her only grandson and was proud of him. Grandmother loved and was proud of her only grandson. Pushkin led his Madonna to the crown - “the purest example of pure beauty.” Pushkin led his Madonna to the crown - “the purest example of pure beauty.” When I opened the latest newspaper, one interview caught my attention. Having opened the latest newspaper, one interview caught my attention. Corrections Examples

Slide 11

1. Agreement of the predicate with the subject. Indicate sentences with grammatical errors. 1) The artist’s apartment museum is closed for restoration. 2) A review of the book was published in the magazine. 3) In “The Cherry Orchard” there is sad, funny, and tragic. 4) The club’s board, including the chairman and deputy, did a lot to organize the evening. 2. Constructing a sentence with homogeneous members. Indicate sentences with grammatical errors. 1) This issue was covered in books and lectures, in newspapers and brochures, reports and magazines. 2) The trust organized and manages enterprises. 3) The book not only has educational value, but also educational value. 4) Both the performers of the main roles and all participants in the performance performed successfully.

Slide 12

Carrying out further research work, it is necessary to study the development of skills: - the ability to formulate the main problem of the text in accordance with the author's intent, - correctly determine and express the author's position, - clearly and correctly express one's own point of view on the problem raised by the author, subordinate the composition of the essay to the communicative intent , the ability to comply with the stylistic norms of the Russian language.

Lesson topic: “Lexical norms of the modern Russian literary language” Lesson type: combined Method of implementation: practical, partially exploratory

Completed by V.V. Zhulega, teacher of Russian language and literature

State Autonomous Institution "College of Entrepreneurship"

Kaliningrad

Lesson objectives:

• educational: introduce the lexical norms of the Russian literary language, practice the ability to correctly use lexical units in speech and correct speech errors, construct statements in accordance with the norms of the Russian literary language
• developing: promote the development of expressive speech, form logical thinking when performing independent work, develop communicative competence
• educational: to help awaken interest in the discipline being studied, to form a speech culture, to cultivate independence, responsibility, and love for the artistic word

Open lesson plan for academic discipline

Russian language and speech culture

Lesson type: combined

Method: practical, partially exploratory

Lesson equipment: video projector, lesson presentation, handouts

MPS: Russian language and literature

“The system of vowels and consonants of the Russian language”

“The word is the central unit of language.”

"Lexical groups: synonyms, antonyms, homonyms."

“Fine and expressive means of the Russian language”

"Words as parts of speech"

“Basic units of syntax. Collocation"

"Language and Speech"

“Orthoepic norms of the modern Russian literary language”

Lesson progress

Name of the structural element of the lesson

Organizational moment.

Checking students’ readiness for the lesson (attendance, availability of writing materials)

Time

Initial motivation

Teacher's activities

Updating students' knowledge

Orthoepic minute

Terminological warm-up

Practical work on the formation of lexical skills

Marks absentees, explains the course of the lesson, makes demands

Student activities

Prepare for the lesson, divide into groups, choose a “captain”

Communication of new knowledge

Paronyms and their use

(insert missing word)

Synonyms and their use

Dialect words

(match synonyms of dialect words to commonly used words)

Speaks of relevance. Comments on the epigraph to the lesson

Fixing the material

Test task

Offers to “voice” the text, observing the norms of literary pronunciation

Offers to find correspondences between the concept and definition, gives an explanatory comment

Offers to compose word combinations, comments and monitors the completion of the task

Ultimate Motivation

Gives theoretical material, suggests performing practical tasks, comments and monitors their implementation, sums up the practical work

Prepare in groups, answer at the board

Work in groups, give answers, compare with the standard

Distributes individual test tasks. Based on the results of execution, gives the correct answers

They work in groups, give answers, conduct mutual testing and self-testing according to the standard of answers, fill out assessment sheets

Summing up the lesson.

Assessment of group work

Talks about the importance of the lesson topic

Homework

Complete tasks. Get answer options and test yourself

Summarizes the lesson, analyzes the work of groups, gives grades

Offers to prepare presentations on the topic: “The origin of phraseological units”

Write down homework in a notebook

Teacher _____________________ Zhulega V.V.

Epigraph

«… A word can kill, a word can save,

With a word you can lead the shelves with you … »

V. Shefner

“Voice” the text by placing emphasis on the highlighted words.

Third the quarter has begun unsuccessful. Agreement not signed - exhausted All funds . Blinds broken. To drivers Not you'll get through by phone– line busy. U bartender whooping cough- sent to dispensary. In the morning they uncorked banks with beets- and thrown into garbage chute . Cakes on wholesale market, one more beautiful the other one was taken away carpenters - Ukrainians . Jealous and it’s offensive to the point of tears. Directly Apocalypse some kind.

Terminological warm-up

1. words related to the characteristics of any specialty - PROFESSIONALISM

2. Vocabulary, vocabulary - LEXICON

3. New words – NEOLOGISMS

4. Words that have fallen out of active use due to the disappearance of any objects or phenomena from life HISTORISM

5. Words of the same part of speech that have similar lexical meanings - SYNONYMS

6. Words that have fallen out of active use, although the corresponding object (phenomenon) remains in real life and receives other names - ARCHAISMS

7. Words of the same part of speech that are written and pronounced the same way, but have different lexical meanings - HOMONYMS

8. A word of the same part of speech with opposite lexical meaning – ANTONYMS

9. The science that studies the lexical meaning of words - LEXICOLOGY

“Theory without practice is dead. Practice without theory is blind!” (Roger Bacon)

Make up phrases.

1. Flock a. camels

2. Herd b. cows

3. Caravan c. curious

4. Otara city of demonstrators

5. School of sheep

6. A herd of fish

7. Crowd bees

8. Column h. pigeons

9. Roy and. horses

10. Group of tourists.

Response standard

1. Flock h. pigeons

2. Herd and. horses

3. Caravan a. camels

4. Flock of sheep

5. School of fish

6. Herd b. cows

7. Crowd c. curious

8. Column of demonstrators

9. Roy f. bees

10. Group of tourists.

Speech culture and literary norms for the use of words.

DRESS WEAR

(someone) (to yourself)

• DRESS WEAR (someone) (to yourself)
• DRESS WEAR (someone) (to yourself)
• DRESS WEAR (someone) (to yourself)
• DRESS WEAR (someone) (to yourself)

REMEMBER:

• REMEMBER:
• REMEMBER:
• REMEMBER:
• REMEMBER:

DRESS - UNDRESS

PUT ON – TAKE OFF

• DRESS - UNDRESS PUT ON – TAKE OFF
• DRESS - UNDRESS PUT ON – TAKE OFF
• DRESS - UNDRESS PUT ON – TAKE OFF
• DRESS - UNDRESS PUT ON – TAKE OFF

Insert the verbs to dress/wear into the sentences

1. Mom __________ suitcase cover

2. Girl ______________ doll

3. Older brother __________ sister

4. Today the girl ________ new shoes

5. Brother ______________ the watch on his hand.

6. The girl was given a game "_______ teddy bear"

7. Grandmother ___________ grandson

8. Grandma ______________ new coat

9. The astronaut ______________ spacesuit.

10. The coniferous forest _______ all the mountains and came close to the sea.

STANDARD ANSWER

1. Mom put a cover on her suitcase.

2. The girl DRESSED the doll

3. The older brother dressed his sister

4. Today the girl WEARED new shoes

5. The brother put the watch on his hand.

6. The girl was given a game « DRESS little bear"

7. Grandmother DRESSED her grandson

8. Grandma WEARED a new coat

9. The astronaut put on a spacesuit.

10. The coniferous forest covered all the mountains and came close to the sea.

PARONYMS(from Greek para - near and onyma - name) – These are words of the same root, close in meaning and sound.

Addressee-sender

Addressee - recipient

Emigrant – leaving the country

immigrant - entering a country

Export-export of goods

Import – import of goods

Mixing paronyms indicates insufficient speech culture of the speaker and is a typical speech error

Dialect words – These are words used by the inhabitants of a particular area.

Synonyms – These are words that are close in meaning and belong to the same part of speech.

Match common words with synonyms of dialect words

1. Grip a) stag, containers

2. Buzz b) rukoternik

3. Hide and seek c) wipe

4. Sneak d) weak-armed

5. Towel d) rotan

6. Pugnacious e) bumming, bumming

7. Handkerchief g) smear

8. Loud man h) puff

9. Bell and) choronushki, lovichki

10. Mushroom-raincoat k) vertebra

STANDARD ANSWER

1. Grip a) stag, containers

2. Buzz e) buzz, buzz

3. Hide and seek and) choronushki, traps

4. Whisper g) smack

5. Towel b) rukoternik

6. Pugnacious d) weak-armed

7. Handkerchief c) wiping

8. Loud man d) rotan

9. Bell k) vertebra

10. Mushroom raincoat h) puff

1. Indicate the extra word in a series of synonyms.

A) in vain

B) carefully

B) pointless

D) in vain

2. indicate the word that has a homonym

A) success

B) spicy

B) drown

D) sit

3. Which of the four words is considered obsolete?

A) sailboat

B) guard

B) frontier

D) patrol

4. What word means “PUBLIC SALE IN WHICH THE HIGHEST PRICE BIDDER BECOMES THE BUYER”?

A) competition

B) vacancy

B) auction

D) deal

5. Which of the following words means “INAPPROPRIATELY CHOOSE, TOO LOOSE”?

A) extravagant

B) eccentric

B) enchanting

D) familiar

6. Which of the following words means “A FEELING OF HOSTILITY, DISPOSALITY TO SOMEONE OR SOMETHING”

A) apathy

B) antipathy

B) skepticism

D) pessimism

7. Which of the following words means “STRONG EXCITATION, EXCITATION; THE STRUGGLE OF INTERESTS AROUND SOMETHING”?

A) courage

B) mirage

B) hype

D) surroundings

8. The meaning of which word is defined incorrectly?

A) addressee - person, sending letter

B) auction - public sale

B) misinform – report distorted or false information

D) import - export of goods from countries for sale

9. In what example is the word “deaf” used in its literal meaning?

A) deep dissatisfaction

B) deaf to requests

B) voiceless consonant

D) deaf old man

10. In which series are pairs of words NOT antonyms?

A) routine – innovation

B) denial - affirmation

C) wise - stupid

D) abstract - secret

Criteria for assessing group work

"5" - 38-39 correct answers

"4" - 31-37 correct answers

"3" - 21-30 correct answers

Homework

Prepare a presentation “ORIGIN OF PHRASEOLOGISM”

In modern linguistics, the term “norm” is understood in two meanings: firstly, the norm is the generally accepted use of various linguistic means, regularly repeated in the speech of speakers (reproduced by speakers), and secondly, prescriptions, rules, instructions for use, recorded in textbooks, dictionaries , reference books. STANDARDS OF LITERARY LANGUAGE 3

The main features of the literary norm: - relative stability and dynamism - processing - prevalence - common use - universally binding - compliance with tradition and the capabilities of the language system. STANDARDS OF LITERARY LANGUAGE 4

Depending on the belonging of units to different linguistic levels in a literary language, the following types (types) of norms are distinguished: orthoepic (pronunciation), accentological (norms of stress), grammatical (norms of morphology and syntax), lexical. The first two types of norms (orthoepic and accentological) are applicable only to oral speech. Special norms of written speech are spelling and punctuation norms. STANDARDS OF LITERARY LANGUAGE 5

Imperative (i.e. strictly obligatory) ¾ are those norms, the violation of which is regarded as poor command of the Russian language (for example, violation of the norms of declension, conjugation or belonging to a grammatical gender). These norms do not allow options (they are not variable), any other implementations of them are considered incorrect: met Vanya (not Vanya), they are calling (not calling), the block (not the block), my callus (not my callus), washing my hair shampoo (not shampoo). STANDARDS OF LITERARY LANGUAGE 6

Dispositive (inflammatory, not strictly mandatory) norms allow stylistically different or neutral options: otherwise - otherwise, croutons - croutons (colloquial), thinking - thinking (obsolete), whirl - whirl (permissible), brown - brown, piece of cheese - piece cheese, I have a test book - a record book, three students went - three students went. Evaluations of options in this case do not have a categorical (prohibitory) character, they are more “soft”: “so to speak, better or worse, more appropriate, stylistically more justified.” STANDARDS OF LITERARY LANGUAGE 7

The concepts of dynamic norms were introduced into circulation by Lev Ivanovitch Skvortsov. In terms of speech culture, the most important signs of a norm are stability and variability. Literary language connects generations of people, and therefore its norms, ensuring the continuity of cultural and speech traditions, must be as stable and stable as possible. If the norms were not stable, the linguistic connection between generations would be broken. But the stability of norms is not absolute, but relative. The norm, like everything in language, slowly but continuously develops, changes, it has a dynamic character. Dynamic theory of norm 8

Recently, linguists have established that the chronological “step” - the period during which significant changes in the development of a language accumulate, ranges from up to or more years. Three types of evolution have been identified: 1) highly dynamic, or accelerated, type (years); 2) moderately dynamic type, which is characterized by smoother shifts in time (years); 3) low dynamic, or slow, type of evolution, which is characterized by a slight change in the state of the norm (50 years or more). STANDARDS OF LITERARY LANGUAGE 9

An example of an accelerated type of evolution is the active invasion of foreign language (mainly American) vocabulary, observed from 1995 to 1995. It was during this decade that such words as business tour, bodybuilding, digest, dealer, killer, exclusive and many others came into use. STANDARDS OF LITERARY LANGUAGE 10

An example of a moderate type of evolution can be the changes that have occurred in the norm of use of grammatical forms, in which the ratio of variants has changed over the years: not traditional ones (characteristic of the language of the 19th or early 20th century), but competing variants have become normative. So, for example, in the 3040s there was a gradual rooting of colloquial forms of the type “The head of the women’s section declared”, “The grandmaster made match after match”) (instead of the traditional ... declared, did - about both a man and a woman), and by the end of the 60s and beginning of the 70s. The new norm has already become entrenched in the literary language. STANDARDS OF LITERARY LANGUAGE 11

The slow (low dynamic type) evolution can be illustrated by the history of the infinitive forms of some verbs in -nut. So, for more than two centuries (starting from the 19th century), two forms have been used: to reach - dostvich, to fasten, to fasten, to fasten - nastvich, to reach - postvich. Despite the fact that in our time in colloquial speech the shorter form, without suffix, is clearly preferred (dostvich, postvich, etc.), both options are found in written literary language. STANDARDS OF LITERARY LANGUAGE 12

Changes in language entail the emergence of variants of certain norms. Variation (variability) is a fundamental property of the language system (this phenomenon is characteristic of all levels of language). Variants (or doublets) are varieties of the same linguistic unit that have the same meaning, but differ in form. In other words, these are modifications of the same linguistic unit, which remains itself despite all changes. STANDARDS OF LITERARY LANGUAGE 13

Options are classified depending on different characteristics. In each period of development of a language, there are chronological variants of the norm: obsolete (in dictionaries it is usually marked as acceptable: for example, the pronunciation of the combination chn as sh in the words everyday, ten-kopeck), recommended (in dictionaries it is marked as the main one and is listed first) and new (usually in dictionaries accompanied by the mark “acceptably new”: snow [sn] and tolerance new [sn]). Classification of options 14

Depending on whether the variants belong to different levels of language, the following types are distinguished: 1) phonetic variants; depending on the nature of the varying trait, the following varieties are distinguished: orthoepic variants - aggression - aggression, rains - rains; accent – ​​marketing – marketing; cottage cheese - cottage cheese; phonematic - galosh, galosh, zero - zero; 2) grammatical; in accordance with the structure of the grammar, the following types of grammatical variants are distinguished: inflectional (variants of inflectional forms): forms of the type spasm - spasma, giraffe - giraffe; case forms of typa cheese - cheese, on vacation - on vacation; primary forms of type frozen - frozen, etc.; word-formative: omvich - Omsk resident, standardize - standardize, etc.; syntactic (options of control, coordination and adjacency): the majority sought - the majority sought, you cannot buy matches - you cannot buy matches, a request for asylum - a request for asylum; 3) lexical (varieties of the same word): zlato - gold, silvered - silvered, etc. STANDARDS OF LITERARY LANGUAGE 15

Usually there are stylistically neutral, or literary common, and stylistically colored (marked) options: 1) neutral and colloquial: busy and busy; cottage cheese and cottage cheese; piece of cheese - piece of cheese; I’m a canteen and a canteen, I’m a test book - a record book. 2) neutral and bookish: silver and silver (folk poetic); more beautiful and beautiful. 3) neutral and professional: mining and mining; compass and compass; bile and gall; bottling and bottling (meaning “pouring from large vessels into smaller ones”) - in these pairs, the second options are used only in professional speech, for example: selling wine by the glass. Most options are subject to stylistic differentiation, and only some of them are not differentiated stylistically: otherwise - otherwise, stack and stack, shutter and shutter. STANDARDS OF LITERARY LANGUAGE 16

The system of normative marks in special (normative) dictionaries is as follows: equal options are usually connected by the conjunction and: waves and waves; I am the maid and I am the maid. From the point of view of correctness, these options are the same (equal). STANDARDS OF LITERARY LANGUAGE 17

Variants of norms, of which one is recognized as the main one: a) the mark “permissible” (permissible) / “permissible expanded”: gave and permission. gave, sher [st ׳ ]ь and additional. wool; now [with ׳ vich ׳ ac] and admission. decomposition [hour] The mark “acceptable” means that the option to which it refers is less preferable, although it is not considered incorrect (usually used in colloquial speech). The main option is given first; b) the mark “acceptably obsolete” (permissible obsolete): gathered and gathered, tyhy [х ׳ й] and tolerance. outdated you [high]. Pometa indicates that the variant she evaluates was the main one in the past, and is now gradually being lost (but it is still actually used by at least some native speakers). It is recommended to use the first (main) option; c) the mark is permissible new (permissible new): ba[s ׳ e)en and permissible new baen, [z ׳ d ׳ ]decisions and permission. new [zd ׳] solutions. This mark characterizes a variant that is correct from the point of view of the norm, but has a connotation of novelty that has recently appeared in the language and is characteristic primarily of the speech of the younger generation. STANDARDS OF LITERARY LANGUAGE 18

To indicate these (non-standard) options, so-called prohibitory marks are introduced: “wrong” (incorrect) and “not recommended” (not rec.). For example: nationalism! wrong. national[z ׳ ]m; future! wrong. future; everyday! not rec. everyday life STANDARDS OF LITERARY LANGUAGE 19

The stylistic coloring of words (belonging to one or another functional style) is recorded in the stylistic notes of dictionaries, in which, before interpreting the lexical meaning of a word, its stylistic characteristics are given in brackets. For example: confidential (bookish), configuration (special), embarrassed (colloquial). A word can have two labels that characterize it from both a functional and an emotional-evaluative point of view. For example: mediocrity (colloquial, disdainful), clunker (colloquial, joking). STANDARDS OF LITERARY LANGUAGE 20

Different dictionaries use different systems of stylistic marks, but there are always functional stylistic marks “bookish” and “colloquial” (usually also “special” and “official”) and emotional-evaluative marks: “disapproving”, “affectionate”, “playful” ", "ironic" and "abusive". The label “colloquial” in dictionaries usually denotes reduced words that go beyond the boundaries of the literary language itself: bogeyman, nonsense, yelling. Sometimes dictionaries define as colloquial words that relate to oral colloquial speech: valandatsya, hard worker, lip slap. STANDARDS OF LITERARY LANGUAGE 21

There is a constant struggle (competition) between the options; their equality is usually a temporary phenomenon. Ultimately, one of the options gives way to the other. It should be noted that in the process of linguistic development, the number of variants, according to most researchers, is noticeably and continuously reduced. This is due to the increase in the general literacy of the population, the increasing influence on the culture of speech of the media and propaganda, the normalizing activities of linguists, the constant unification in the fields of spelling and spelling, the strengthening of book styles of the language - speech, etc. STANDARDS OF LITERARY LANGUAGE 22

The understood speech and error should not be confused with the understood variation. The first phenomenon (variation) is associated with the possibility of choosing options used in different communication situations, the second (speech error) - with violations of norms. Just a few years ago, all deviations from the norm of the literary language (except for spelling and punctuation) were considered “stylistic errors”, without any further differentiation. This practice was considered vicious. Errors began to be differentiated depending on the speech level at which they were made. Understood speech errors 23

Most researchers identify speech errors at the phonetic, lexical and grammatical levels (with further differentiation, for example, “error in the pronunciation of consonants”, “mixing paronyms”, “contamination”, “errors in declension of numerals”, etc.). STANDARDS OF LITERARY LANGUAGE 24

Actually, “stylistic” errors are considered to be those that are associated with a violation of the requirement of unity of style (uniformity), i.e. stylistic errors are currently considered as a type of speech errors: Tourists lived in tents, cooked food over a fire; Nastya went crazy, and the Actor hanged himself; At the beginning of the novel, we see Pavel as an ordinary working guy who is interested in partying; The responsibility for my little brother was entrusted to me. STANDARDS OF LITERARY LANGUAGE 25