lingnguВестник НГУ. Серия: Лингвистика и межкультурная коммуникацияNSU Vestnik. Series: Linguistics and Intercultural Communication1818-7935Новосибирский государственный университет10.25205/1818-7935-2025-23-2-130-144lingngu-985Research ArticleПСИХОЛИНГВИСТИКАPSYCHOLINGUISTICSОсвоение прямого дополнения при изучении взрослыми русского языка как иностранногоDirect Object Acquisition in the Speech of Adult L2 Russian Learnershttps://orcid.org/0000-0002-1343-1630КашлеваК. К.KashlevaK. K.

Кашлева Ксения Константиновна, кандидат филологических наук, доцент

Москва

Kseniia K. Kashleva, Candidate of Sciences (Philology), Associate Professor

Moscow

kkashleva@hse.ruhttps://orcid.org/0000-0001-8830-5121КраснощековаС. В.KrasnoshchekovaS. V.

Краснощекова Софья Викторовна, кандидат филологических наук, научный сотрудник

Санкт-Петербург

Sofia V. Krasnoshchekova, Candidate of Sciences (Philology), Researcher

Saint Petersburg

 

krasnoshchekova_sv@iling.spb.ruНациональный исследовательский университет «Высшая школа экономики»РоссияHSE UniversityRussian FederationИнститут лингвистических исследований РАНРоссияInstitute for Linguistic Studies of the Russian Academy of SciencesRussian Federation202512102025232130144Copyright © Кашлева К.К., Краснощекова С.В., 20252025Кашлева К.К., Краснощекова С.В.Kashleva K.K., Krasnoshchekova S.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://lingngu.elpub.ru/jour/article/view/985

В статье исследуется освоение прямого дополнения при изучении взрослыми русского языка как иностранного (L2). Для этого был проведен эксперимент со студентами уровней А1-С1. Полученные данные сравнивались с контрольной группой носителей русского (L1). Исследование показало, что важную роль в этом процессе играют как лингвистические, так и экстралингвистические факторы. Глаголы с 5–6 типами объекта продемонстрировали большую разницу между группами L1 и L2, чем глаголы с 3–4 типами объекта. Выяснилось, что типы прямого дополнения, которые используют изучающие РКИ с низким уровнем владения, не всегда самые частотные в русском языке. На употребление типов прямого дополнения уровень владения языком влияет только частично. Изучающие РКИ почти на любом уровне знакомы с разными типами объектов, при этом употребление периферийных типов объектов, таких как инфинитивы, не зависит от уровня владения языком.

This article investigates direct object acquisition by adult learners of Russian as a second language (L2). Students of different proficiency levels (A1-C1) took part in the experimental study and their data was compared with that produced by the L1 speakers. It found that verb valency, as well as learner proficiency levels, significantly impact this process. Verbs with 5–6 object types demonstrate more differences between L1 and L2 groups than verbs with 3–4 object types, indicating a link between verb valency and acquisition difficulty. Object types used by low proficiency level speakers turned out not to be always the most common or frequent in standard Russian, as the most common types do not equal the simplest ones. The distribution of direct object types was only partly affected by the proficiency level. L2 learners of almost any level appeared to be familiar with different direct object types. It claims that non-accusative, peripheral object types, like infinitives, do not depend on the language proficiency level, regardless of their frequency.

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The authors declare that there are no conflicts of interest present.