Zero Exponents in the Russian Language and Peculiarities of Their Learning

The research aims at finding methods and techniques for intensifying educational activities of students in the study of the Russian language, increasing their motivation, developing creative potential, and meaningfully studying the facts of the Russian language using the capabilities of the digital educational environment. The purpose of the article is to justify the effectiveness of accessing digital resources, primarily the National Corps of the Russian Language as an information and reference system based on a collection of Russian texts in electronic form, providing wide access to linguistic and speech facts in the process of teaching Russian as a foreign language. Research objectives: to analyze the features of the methodology for studying word formation using data from the National Corpus of the Russian Language (NCRL) and to show the possibilities of using the corpus to identify semantic differences between word-building synonyms. The main research methods include theoretical analysis of scientific and educational literature, language analysis method, pedagogical observation, modeling of the educational process, conversation method. Key findings of the study are 1) we considered the productive word-formation types of zero suffix names in scientific grammar and educational-methodical complexes, 2) we analyzed NCRL materials on the derivational synonymy of names of zero suffixation and semantic with a variety of synonyms, 3) we have proven the need to use digital educational resources in the educational process and, above all, the opportunities provided for the Russian language project by the NCRL project.


Introduction
The process of development of digital pedagogy in Russia, the widespread use of information and communication technologies in the educational process, active application of electronic library resources and systems for automatically translating texts and speech from various languages in the educational environment, in general, digitalization of education require the formation of students' ability to work with information (information competencies) and developing learning reading skills. In the practice of teaching Russian as a native or a foreign language, the requirement for learning reading skills is necessary when analyzing linguistic material and comparing linguistic units that are similar in meaning and are represented in different linguistic bodies.
The research problem consists at finding methods and techniques for intensifying the educational activities of students in the study of the Russian language, increasing their motivation, developing creative potential, and meaningfully studying the facts of the Russian language using the capabilities of the digital educational environment.

Purpose and objectives of the study
The purpose of the study is to justify the effectiveness of accessing digital resources, primarily the National Corps of the Russian Language as an information and reference system based on a collection of Russian texts in electronic form, providing wide access to linguistic and speech facts in the process of teaching Russian as a native or a foreign language.
The phenomenon of zero suffixation is one of the debatable issues of linguistics (Korneyeva 2016(Korneyeva , 2019Shaikhutdinova, Korneyeva, & Markova, 2016Volskaya, Korneyeva, & Markova, 2018). The contradictions in science cause inaccuracies in the compilation of didactic materials for teaching at school and university.

Methodology
The main research methods include: theoretical analysis of scientific and educational literature, methods of language analysis, pedagogical observation, modeling of the educational process, conversation method. The study of special literature on the topic made it possible to identify the main methods and techniques used in teaching Russian as a native or a foreign language, to focus on the use of information technologies in the educational process, to identify language difficulties that students encounter at the initial and advanced stages of training. Modeling of the educational process made it possible to single out learning strategies and tactics, predict student behavior, and optimally organize the educational process. Pedagogical observation made it possible to collect factual material and analyze the learning outcomes. Using the method of language analysis, language facts are revealed that require didactic support and implementation in educational activities, an idea is formed about further improvement of the educational process. The method of conversation helped to identify psychological characteristics of students in the study of material of increased complexity and the impact on them of the proposed learning system.

Results
The names of zero suffixation in the Russian language are verbal, adjective, substantive formations, united by a common structural feature, namely the presence of a materially not expressed word-forming morpheme, which in some cases is revealed in the word-formation paradigm (as, for example, in the cases: begat 'beganiye, begotnya, beg; khodit'khozhdeniye, khod; siniysineva, sin' etc.). In grammatical terms, these are the nouns of the masculine, middle gender of the first declension (vkhod, delo), the feminine and general gender of the second declension (igra, podliza), the feminine gender of the third declension (dal'), the nouns of the adjective declension (Ivanova, dezhurnaya) and the group pluralia tantum (sumerki, vesy); adjectives (pyatyy, priyezzhiy); status category word (zhal'). In addition, the zero suffix element is represented in confix formations (beskhvostyy, bezrogiy), in complex nouns (truboprovod, vodosbros) and complex adjectives (belozubyy, mnogogolosyy), in adverbs (vzamen, naugad). The most productive type of formations of zero suffixation (according to the academic "Russian Grammar" (2005) includes the type of masculine nouns of the first declension with the meaning of an abstract action (state) (khod, razgovor, oplata, pogonya), word-formation types of masculine and feminine nouns with the values of a single act (potseluy, vzglyad), person -producer of the action (storozh, prisluga), tool (nasos, klyuv, oprava, pila), place of action (vkhod, sklad), item action (dar, provod, obuv'), of abstract feature (zelen', gorech') and some others. These word-building types of zero suffixation are most represented in the educational complexes of teaching Russian as a foreign language at an advanced stage of learning (level B1) (Antonova, Nakhabina, & Tolstykh, 2016Egorova, 2016). These word-building types are paid special attention to when studying the courses "Modern Russian Language: Word Formation" and "Modern Russian Language: Morphology" as part of an advanced stage of training.
The main method of studying and introducing into speech practice formations of zero suffixation is the exercise method. The most common methods and exercises include tasks for 1) forming verbal nouns and making phrases with them, 2) finding the root in a group of cognate words (for example, torgovat ', torgovlya, torgovets, torgovyy; bolet', bol'noy, bolezn', bol'), 3 ) to find the verbs from which the proposed nouns are formed (for example, vkhod, vykhod, ot"yezd, priyezd, perekhod, pereyezd, polot, vylet), 4) to continue a number of phrases (for example, vkhod v metro, vykhod na ulitsu, dobycha nefti i gaza) or 5) per expression of all possible phrases according to the model (for example, from the verbs vypuskat' (gazetu), vybirat' (prezidenta), dobyvat'), 6) to make sentences for this beginning (for example: Cherez mesyats posle vstrechi…; Za den' do ot"yezda…; Za chas do otkhoda poyezda…; Pered snom…), 7) for a synonymous replacement of the structure with prepositions (for example, Pri perevode stat'i vy mozhete pol'zovat'sya slovarom; Pri vstreche lyudi zdorovayutsya; Pri vkhode v teatr zriteli pred"yavlyayut bilety kontroloru) and other exercises. As a rule, exercises on recognition, education and introduction of speech examples of the word-formation field of verbal nouns do not contain an indication of the structural features of these words and include cases with a variety of morphemes producing, which often makes it difficult for foreign students to comprehend the peculiarities of Russian word production and leads to speech errors.
Expanding the possibilities of forming sets of various exercises for studying names of zero suffixation and organizing classroom and independent work with digital educational resources using NCRL data.
First of all, the Russian National Corpus contains materials on the word-building synonymy of zero suffix names and the semantic difference of synonyms in certain contexts. If the lexical meaning of such synonyms can be clarified in explanatory dictionaries (for example, "The Great Universal Dictionary of the Russian Language" edited by Professor Morkovkin (Morkovkin, Bogacheva, & Lutskaya, 2016), then examples of use and the possibility of compatibility for the development of exercises for distinguishing semantics in NCRL are represented much more widely. For example, the word "khod", which is widespread in modern Russian, has synonymous diverbates khod'ba and khozhdeniye. The main meanings of this word include: 1) moving, moving someone (uskorit' khod), 2) the way the athlete moves (kon'kovyy khod lyzhnika), 3) moving the vehicles (dat' zadniy khod), 4) moving any object (nablyudat' za khodom svetil) (Morkovkin et al., 2016) chego-libo, vmeshat'sya v khod chego-libo, sledit' za khodom chego-libo, sudit' po khodu chego-libo, etc. An analysis of the NCRF data allows us to note the predominant use of this token in the texts of scientific and journalistic styles.
The word khozhdeniye has four meanings: 1) action according to the meaning of the verb khodit', 2) circulation of money, securities, 3) out of date. wandering, travel, 4) out of date. courtship of someone (Efremova, 2000). Sometimes foreign students mention a similar sounding word khadzh. However, this word is borrowed from the Arabic language and means "a pilgrimage to Mecca to the Muslim shrine of Kaaba or to Medina to the tomb of Muhammad, considered among Muslims a feat of piety" (Efremova, 2000). In NCRL, phrases are fixed: sovershit' khadzh, otpravlyayutsya v khadzh, na puti v khadzh, ne imeyet deneg na khadzh, yezhegodnyy khadzh v Mekku, mesyats khadzha, net ogranicheniy dlya poyezdok v khadzh.
Consider another pair of diverbatives: povorachivaniye and povorot. In this case, as in the previous one, the formation of zero suffixation in the semantic plane is more saturated. The main meanings of the word povorachivaniye include: 1) the process of changing the position of something due to the rotational movement of the hand, 2) the process of changing the position of any part of the body by turning it in a certain direction, 3) changing the direction of movement of someone or something (Morkovkin, Bogacheva, & Lutskaya, 2016). The word is formed from a verb of an imperfect form povorachivat', therefore dictionary entries provide a reference to a verb of a perfect form povernut', which makes it difficult for foreign students to work with lexicographic sources. When studying a derivative of a noun, it is advisable to first draw the attention of students to the peculiarities of the compatibility of the producing verb. In the NCRL, quite simple cases of its usage are recorded, and it is not difficult for foreign students The formation of zero suffixation povorot is a more capacious. Dictionaries indicate the following meanings of a given word: 1) a complete or partial change of someone, something by a rotational movement, as well as the action and state according to the meaning of verbs povernut'sya, povorachivat'sya and povortyvat'sya; 2) a change in position (head, body) to the opposite or other; 3) a change in the direction of its movement; 4) a place where something (road, street, river) turns, deviates to the side; 5) giving something else direction. The semantics of the noun reflect not only the process, but also the result of the action. It is no coincidence that stable combinations are present only in this pairing pair: ot vorot povorot, vpisat'sya v povorot, oboyti na povorote, etc. The most frequent definitions of the word turn (according to NCRL) include: strategicheskiy, syuzhetnyy, interesnyy, rezkiy, the most frequency phrases with uncomplicated and prepositional controls should include: povorot golovy; povorot na 60 i 120 gradusov ot gorizontali; pri povorote, pri vyyezde s peresecheniya proyezzhey chasti; povorot sud'by and some others.
A similar work using NCRL data can be done with synonyms: lov-lovlya, sud-suzhdeniye, klov-klevaniye, rozysk-razyskivaniye, vizg-vizzhaniye, podzhog-podzhiganiye, beg-begotnya-begstvo, pusk-puskaniye, vzdokh-vzdykhaniye, kontrol'-kontrolirovaniye and many others. As noted by Markov (2001), "the formations of zero suffixation give many examples of suffixial synonymy in parallel with the names -ka,niye, -stvo, etc. One of the consequences of the interaction of names like hod with literary formations with the suffix -niye was their specialization in modern Russian early values, the ever-increasing consolidation of formations of zero suffixation in the role of the names of specific objects".
Appeal to the texts of NCRL helps to identify texts of different genres and styles in which there are formations of zero suffixation, and organize the work of pleasure reading (reading with pleasure). Pleasure reading "is a method of teaching a foreign language, based on independent reading by students of authentic fiction in the target language. <...> A feature of this technique is the ability to focus on certain groups of lexical and grammatical phenomena necessary for enhancing students' speech skills" (Korneyeva, 2019).
For example, when studying names of zero suffixation, you can refer to the novel by A.V. Ivanov's "Geographer drank the globe" (1995) (Ivanov, 2013), which describes the life of the provincial city of Perm in the mid-90s. 20th century and the search for its place in this life of the protagonista young geography teacher. In the novel, verbal, adjective, and sub-substantive formations are widely represented, including zero suffixation. First of all, these are names with meanings of an abstract action (beseda, shum, krik, vizg, over 60 examples in total), an abstract concept (smysl, pravo, dobro, zlo, about  Thus, the use of NCRL in the study of zero-suffix formations allows one to solve many educational, methodological, didactic, linguistic and psychological problems, namely: to identify the features of the use of these formations in speech, to trace the differences in the semantics of word-building synonyms and the peculiarity of their valence, to note the frequency of use of certain forms and on this basis to prepare a variety of didactic material to explain, consolidate the topic and control the knowledge gained.

Discussions
Studying the features of the functioning of zero derivational exhibitors in speech, we drew attention to the need to consider the artistic functions of this language phenomenon. The role of zero word-building exhibitors in texts of different genres and styles, namely: in proverbs, poetic works, in modern prose, raises questions. In scientific literature, the names of zero suffixation are often considered in connection with the study of occasional words in poetry at the beginning of the 20th century. However, the usual formations of this type also require special consideration. This is important both for research purposes and for the didactic support of the educational process.

Conclusion
The use of electronic and digital educational resources in the educational process in the age of rapid development of information technology is becoming an urgent requirement of the time. In modern conditions, the teacher is greatly assisted by educational and methodological complexes based on the principle of interactive interaction of subjects of the educational process. The task of the teacher is to help the student competently use the available information resources to form a high level of linguistic, linguistic and communicative competence and, in general, develop a linguistic personality that is close to the linguistic identity of a native speaker of the Russian language. In this regard, the importance of the National Corps of the Russian language (n.d.) as an information and reference system based on a collection of Russian texts in electronic form is growing. The work presents only one of the ways to use NCRL data in the educational process, examples are offered for removing lexical and syntactic difficulties on one, albeit a very complex topic. Meanwhile, in general, the didactic potential of NCRL has not yet been revealed and requires further study in the methodology of teaching Russian as a foreign language.