ABSTRACT
Any analysis of existing school courses on the Russian language is enough to convince one that the communicative function of language, its role in the broad social life of man, is not being made sufficiently clear to pupils. In acquiring the complex system of grammatical rules, the schoolchild is not always clear about where (other than in the practical activity of educated writing) and how this knowledge can be utilized beyond the confines of school itself. Textbooks that provide a rich foundation for school instruction in speech development (E. A. Golushkove [8], B. T. Panov [21], N. P. Erastov [11], A. A. Voloshenko et al. [19]) continue to be optional. The upshot of this has been, as numerous authors (N. S. Rozhdestvenskiy [23], T . A. Ladyzhenskaya [ 15 ], N. A. Algazina [ 1 ], I. E. Sinitsa [27], V. V. Golubkova [19]) have noted, a faulty development of the written and spoken language of the schoolchild, and even a diminished interest in the study of language.
