TORFL(Test of Russian as a Foreign language) is classified into 6 levels, such as Elementary (Breakthrough) level, Basic (Way stage) level, Certification Level 1 (Threshold), Certification Level 2 (Vantage), Certification Level 3 (Effective Operational Proficiency), Certification Level 4 (Mastery). Each level consists of 5 aspects, which are Vocabulary & Grammar, Reading Comprehension, Listening Comprehension, Writing and Speaking. This study suggests effective methodical approaches to speaking practice on the levels B1-B2, which are essential in a communication. The utterance discourse of this level is not only based on the language systems, but also closely related to extralinguistic elements, such as social, cultural and historic phenomena. In expressing process of speaking and writing, where learners’ consciousness flows from Korean to Russian, I would propose to consider frame and schema models that are first introduced by Bartlett & van Dijk in composing sentences. On the other hand, in the comprehensive process, where learners’ consciousness flows from Russian to Korean, I would suggest to deliberate intertextuality (term of Kristeva), discourse resister (term of Zolotova), or discourse genre (term of Bakhtin). The purpose of learning Grammar is for communication. The unit of thought is a phrase, and people think in phrases, so all discourses (including extralinguistic elements, precedent texts, even human being) communicate in terms of time and space, premising an intertextuality within the phrases. Therefore, this research investigates the strategical approaches to discourse resisters of TORFL as teaching method.
I. 머리말
II. 러시아어 토르플의 발화영역과 담화의 상호텍스트성
III. B1-B2 단계에서 표현영역(말하기, 쓰기)에서의 학습전략
IV. B1-B2 단계에서 이해 영역(읽기, 듣기)의 학습 전략
V. B1-B2 단계의 어휘-문법, 문형 학습 전략
VI. 맺음말