Interdisciplinary approach in preparation for the Russian language Olympiads

Learning a language requires versatile philological training both for teachers and students. Unfortunately, the Russian language school course language, the subject of which is the modern Russian language, is directed to learn a language primarily in the synchronous aspect. In recent years, one of the sections of the All-Russian Olympiad in the Russian language was the section of "The History of Language, Dialectology, and Slavic Studies", it includes tasks to identify the specifics of the Russian language among other languages of the Slavic group, a comparison of ancient and modern word meanings, modern and obsolete (literary and dialectal) forms, etc.). Among the main reasons for the difficulty in preparing for these tasks, most of the Russian language teachers we interviewed (74 %) indicated "lack of methodological space" associated with lack of available literature on the history of language for both teachers and students. In addition, most manuals contain only a general description of certain historical processes in the language and do not contain practical examples. Thus, it is important to consider the main historical processes in the history of the Russian language, to make a historical commentary on assignments on the history of Russian writing, the history of language, and Slavic studies. In connection with the above said, we consider the idea that historical linguistic knowledge is a part of systemic language thinking, and the philological basis of language teachers preparation. The purpose of the undertaken research is to consider the main historical linguistic processes that influenced the development of the system of the modern Russian language and the development of historical linguistic commentary on typical tasks of linguistic olympiads of different levels. Assignments of Olympiads related to the history of the development of the language and Slavic studies, include a block of questions involving knowledge of linguistic affinity and Slavic languages that require special training. In the course of the study, we analyzed the tasks of the Olympiads of past years and presented the most common algorithms for completing. Thus, we consider the following groups of linguistic phenomena: phonetic correspondence of related Slavic language systems; Cyrillic etymon reflexes in the Russian culture, the history of the alphabet; the phenomenon of complete agreement / disagreement, reflexes of reduced vowels, the historical changes in the field of consonants. The article offers models for completing tasks and general recommendations on the performance of tasks in comparative historical linguistics.