The Educational Value of Grammatical Transitivity in Teaching Russian: Syntactic Conditions for the Adverbialization of Nouns

Abstract

In the professional training of philology students and future Russian-language teachers, it is especially important to develop the ability to justify the categorial status of ambiguous units. The article treats the adverbialization of prepositionless noun forms as material for developing that ability. The study aims to identify contextual markers that make it possible to distinguish substantive, intermediate, and adverbial uses of formally identical units. The material consists of examples from the Russian National Corpus and constructions created by the authors. Oppositional, structural-semantic, transformational, distributional, and componential methods are used. Five contextual positions are identified, reflecting the successive redistribution of noun and adverb features. The authors show that the classification of a word form depends on its syntactic function, the way it is linked to the head word, the presence of dependents, and the semantic connection to the source lexeme. The linguistic classification is interpreted as a system of didactic reference points for comparing contexts, transforming constructions, and justifying the analytical decision. The authors propose structuring classroom analysis around the comparison of contexts, the transformation of constructions, and the justification of the chosen classification. The results can be applied in training philology students and future Russian-language teachers.