Beiträge zur Didaktik des Russischen als Zweitsprache. Eine Didaktik der Impliziten in der Perspektive einer integrierten Didaktik

After some preliminary considerations on lexicon as “poroždajuščee ustrojstvo” and on the dynamic aspects of lexical competence, some of the most productive lexical suffixes in Russian language are analyzed, focussing on the “nepredskazuemost’” of their communicative functions and on the pragmatic inferences they invite to for the reconstruction of the “idées latentes” hidden behind them. A didactical approach oriented to the reconstruction of the implicit meanings is suggested, in order to bring learners of Russian as a second language to simulate in a fast natural way native speakers in their perception of the context-boundedness of these suffixal forms. The here outlined inferential perspective is developed within an integrated didactical approach, which takes into account relevant contemporary frame semantic-based orientations in the acquisition of Russian lexicon by non-native speakers. The second part of the work focuses on the non-canonical, resultative uses of imperfective forms of Russian verb, in concurrence with perfective forms in their canonical resultative value. These context-bound imperfective forms are outlined in their semantic and pragmatic functions, with particular attention to the inferential processes necessary for their interpretation and to the didactical implications in learning Russian as a second language.