







































Asian Themes in Social Sciences Research 
ISSN: 2578-5516 

Vol. 2, No. 1, pp. 1-3 
2018 

DOI: 10.33094/journal.139.2018.21.1.3 
© 2018 by the authors; licensee Online Academic Press, USA 

1 
© 2018 by the authors; licensee Online Academic Press, USA 

  

 
 
 

Developing the Culture of Speech of Secondary School Students 
Under Dialectical Conditions 
 
 
 

Lhasaranova Bairma Bastuevna1* --- Sodnomov Sonombal Tsydenovich2 --- Oshorov Sergey 
Garmaevich3 --- Dondokova Soelma Dorzhievna4 --- Tsyrempilova Butid 
Tsyrendorzhievna5 

 

1The Scienсе Doctor of Pedagogical Sciences, Professor, Buryat State University, Ulan-Ude, Republic of Buryatia, 
Russia 

 
2The Scienсе Doctor of Pedagogical Sciences, Professor, Buryat Republic Institute of Education Policy, Ulan-Ude, 
Republic of Buryatia, Russia 
3Ph. Doctor of Pedagogical Sciences, Professor, Buryat State University,Ulan-Ude, Republic of Buryatia, Russia 
4,5Postgraduate, Buryat State University, Ulan-Ude, Republic of Buryatia, Russia 
 

 
 

Abstract 

In modern times, the study of the problems of educating secondary school students in culture of 
speech under dialectical conditions is one of the most important tasks of the Buryat language 
teaching methodology. This problem in the Buryat language has not been studied. In the 

methodology, only some aspects of work on the norms of the literary language were considered. 
The norms of the Buryat literary language are defined in general terms. They are not fully 
established and are not fixed in special dictionaries and reference books. In this article, the 
problem of educating students in culture of speech under dialectical conditions is described and 
ways to improve the literary speech of students under dialectical conditions are given. 
 
 

Keywords: Buryat, Language, Dialect, Speech, Pronunciation. 
Licensed:  This work is licensed under a Creative Commons Attribution 4.0 License.  

 
 
1. Introduction 

As a special linguistic discipline "Culture of Speech" was formed relatively recently. One of the directions 
developed in this field became the culture of speech under dialectical conditions. The relevance of this article is 
determined by the following:  

• the problem of education of culture of speech under dialectical conditions has not actually been 
studied; in the methods of teaching the Buryat language only aspects of work on the norms of the 
literary language were considered; 

• school programs and textbooks on the Buryat language are uniform for all schools of the Buryat 
republic, and due to their specificity the school programs do not pay attention to t eaching under the 
conditions of dialectical speech environment. The dialectical component is still widely present in rural 
schools. This necessitates the development of programs, textbooks and manuals that consider 
influences of local dialects on students' speech and are adjusted to the Buryat language school course; 

• the tasks of educating culture of speech under dialectal conditions need further extension. Along with 
working on the norms of the literary language, it is necessary to teach children to distinguish 
between the phenomena of the literary language and the dialect and to bring to the consciousness of 
schoolchildren the possibility of using dialectal words in certain speech situations.  

https://www.doi.org/10.33094/journal.139.2018.21.1.3


Asian Themes in Social Sciences Research 2018, Vol. 2, No. 1, pp. 1-3 

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© 2018 by the authors; licensee Online Academic Press, USA 

To solve problems associated with the development of literary speech in a dialectical environment, the 
teacher needs knowledge of dialectology and of the linguistic features of the dialect and spoken language of 
that locality that form the speech environment and students’ speech. The task of acquainting dialect -speaking 
students with a dialect as part of the Buryat language and of establishing the norms of the literary language in 
their speech needs to be undertaken in juxtaposition of the literary language and dialect. This approach 
provides a conscious attitude to the dialect as part of the culture of the Buryat people.  

Learning the Buryat literary language under dialectical conditions is fraught with certain difficulties. The 
child learns its native language at an early age in the process of communicating with adult s through imitation, 
mimicking adult speech, and subconscious modelling. This suggests that the child's speech depends on the 
speech environment where it was born and grew up. Thus, the teacher deals with children who from an early 
age speak the local dialect, their “mother tongue.”  
The Buryat language has four dialects and many subdialects according to the classification of E. R. Radnaev:  
1. Khorinsky dialect with subdialects: - Khorinsky subdialect (Khorinsky, Kizhinginsky, Eravniansky 

districts); - Aginsky subdialect (Aginsky Buryat Autonomous Region of Transbaikal Region); - 
Muhorshibirsky dialect (Mukhorshibirsky, Zaigraevsky, Bichursky districts, except for village 
Harlun).  

2. Ehirit-Bulagatsky dialect: - Ehiritsky subdialect (Ehirit-Bulagatsky, Bayandayevsky districts of the 
Ust-Ordynsky Buryat Autonomous District of Irkutsk Region); - Bulagatsky subdialect (Bokhan and 
Osinsky districts of the Ust-Orda Buryat Autonomous District); - Nizhneudinsky subdialect (in 
Krasnoyarsk Region); - Kachugsky subdialect (in Irkutsk Region); - Barguzinsky subdialect 
(Barguzinsky and Kurumkansky districts); - Baikal-Kudarinsky subdialect (Kabansky district); - 
Ivolginsky dialect (Ivolginsky district).  

3. Khongodorsky dialect: - Alarsky subdialect (Alarsky, Nukutsky districts of Ust-Orda Buryat 
Autonomous District); - Tunkinsko-Okinsko-Zakamensky subdialect (Tunkinsky, Okinsky, 
Zakamensky districts), the subdialect of the Unginsky Buryats.  

4. Tsongolo-Sartulsky dialect: - Tsongolsky subdialect (Selenginsky, Kyakhtinsky districts); - Sartulsky 

subdialect (Dzhidinsky district) (Radnaev, 2011). 
The literary basis of the language should be unified and therefore in 1936 the Khorinsky dialect was 

chosen as the standard language, which the predominant part of the Buryat population of the  republic speaks. 
This dialect became the language of education starting the birth of the Buryat literary language.  

The foundations of the literary language are created in the primary school where children are introduced 
to the sound system of the Buryat language, acquire skills of correct pronunciation. In junior grades, the 
education of culture of speech is based on the study of sounds, letters and those pronunciation skills that the 
students of the Buryat language acquired in children education.  

Work on the improvement of culture of speech in school is undertaken in accordance with the concept's 
B.N. Golovin “two levels of mastering the literary language, defined in linguistics: 1) work on the correctness 
of speech, the norms of the literary language; 2) work on communicative speech, its qualities” (Golovin, 2008).  

While the first level of teaching the norms of the literary language under dialectal conditions is 
undertaken in schools, the second level - communicative use of the means of the Buryat literary language - has 
not been fully studied and developed.  

Teachers of the Buryat language make attempts to tackle the problems created by the dialectal 
environment. They actively work to correct and prevent dialectical mistakes in the speech of students, but this 
process is irregular. It is not a trivial task even for an experienced teacher to adjust the content of the Buryat 
language school course to the dialectical component of teaching. 

Teachers working in the influence of local dialects need a methodology that allows organizing work on 
the development of culture of speech aimed at the literary speech of students under dialectical conditions:  

• correcting dialectal speech mistakes should not be a fight against the dialect and should not be aimed 
at removing the dialect as a negative influence on students' speech; 

• it is necessary to maintain a respectful attitude to the dialect as to the “mother language” of children 
and to the richness of the Buryat literary language; 

• while differentiating the phenomena of the literary language and dialect, it is necessary to educate the 
notions of appropriateness and inappropriateness of the use of dialectical words in speech.  

When developing exercises for the formation of speech and communication skills, one can rely on the 
didactic concept's I.Ya. Lerner of contents and teaching methods in the basis of which is the nature of student 
activities. ”In accordance with the nature of student activities all methods of teaching in didactic science are 
divided into two groups: reproductive and productive. Reproductive methods are used to provide sustainable 
skills and abilities, productive – to contribute to the development of students' creative thinking” (Lerner, 
2001).  

Taking the aforementioned didactic concept as the basis of ana lysis, we considered “methodical 
interpretation of productive and reproductive methods in the development of students' spe ech” developed by 
Kapinos (2001). In teaching the Buryat language, both reproductive and productive methods are used. It is 
conditioned by the nature of the subject itself and depends on which aspect of the language is the subject  of 



Asian Themes in Social Sciences Research 2018, Vol. 2, No. 1, pp. 1-3 

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© 2018 by the authors; licensee Online Academic Press, USA 

study: “language system (mastering the norms) or linguistic material (mastering the skills of communicative - 
expedient use of language means)” (2, p. 67).  

All exercises are based on either complete didactic material or incomplete didactic material that needs 
further work or are related to the creation of texts.  

To represent the types of exercises, we used the classification of A.Y. Kupalova that is based on the types 
of training activities and received a methodical adaptation. Exercises on content are divided into teaching 
lexical norms; training of grammatical norms; work on students’ communicative use of lexical dialectisms in 
their own expressions. 

“By activity, all types of exercises can be classified as follows:  
1. Exercises on prepared material: - observation per specially prepared questions and tasks; - 

identification and characterization of dialectical phenomena; - comparison of literary and dialectical 
vocabulary; - text analysis.  

2. Exercises on material that requires a partial revision to: - an insert; - replacement of the form, 
including the sample; - editing of sentences and text.  

3. Exercises to create a text: - construction of sentences; - construction of text fragments; - descriptions 
after the models suggested by the teacher; - correction; - compilation of working materials for 
writing; - creation of fragments of essay in accordance with a given type of speech (description of the 
subject) and style; - the beginning of the description, the ending of the composition; - creation of text” 
(Kupalova, 2015).  

By constructing this method of teaching of literary speech in the dialectical environment, we considered 
the data of modern linguistics from the field of culture, speech, dialectology, as well as research on the method 
of teaching the Buryat language. The education of culture of speech under dialectical conditions requires a 
differentiated methodology and entirely depends on the nature of students’ dialect or subdialect. 

 

References  
Golovin, B.N. (2008). The foundations of the culture of speech. Moscow: Science. pp: 320. 
Kapinos, V.I. (2001). The development of speech: Theory and practice of teaching: 5-7 Grade, book for the 

teacher. Moscow: Education. pp: 191. 

Kupalova, A.Y. (2015). Russian language is the native language: Exercises for independent work. Moscow: 
Russian Language, 17: 25-28.  

Lerner, I. Y. (2001). Didactic bases of teaching methods. Moscow: Pedagogika. pp: 186. 
Radnaev, E.R.  (2011). Buryat literary pronunciation. Irkutsk: Publishing House of the ISU. pp: 95. 

 
  


