Moscow: IBA Publishing House, 2014, 312 p. (in Russian)

The Turkish Grammar workshop, developed by Elena Oganova and Evgenia Larionova, is the first part of the educational and methodological package, reflecting the authors ' solid experience in teaching and methodical work: 15 years and 7 years, respectively. As indicated in the Preface, this part is intended for students of 1-2 years of higher education, as well as for those who study Turkish "from scratch" on courses and independently. Despite the presence in Russia of a significant number of textbooks on Turkish grammar, the presented publication favorably distinguishes a number of innovative features that meet both modern requirements of foreign language teaching methods and the realities of today's life, in particular, Russian-Turkish relations, the active development of which has recently led to an increase in demand for qualified specialists with knowledge of foreign languages. Turkish language.

The manual consists of a preface (p. 3-5), the main part, which includes 17 sections (p.6-238), 15 appendices (p. 239-267), as well as control and review exercises for all sections of the 1st part of the workshop (p. 268-290). Each section of the publication is devoted to several grammatical topics and consists of exercises, mainly for translation

Nadezhda Malikovna ACHAN-Candidate of Historical Sciences, Associate Professor of the Department of Oriental Studies, Ural Federal University, Yekaterinburg.

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from Turkish to Russian and from Russian to Turkish. At the same time, the exercises intended for translating from Russian use the same grammatical aspects that were given in the previous exercise for translating from Turkish. Thanks to this, the student, having in front of him a template for using the corresponding lexical and grammatical constructions in the Turkish language, masters the skills of adequate translation from Russian into Turkish. Thus, the workshop is built on the principle of a simulator, which, as E. A. Oganova and E. I. Larionova rightly point out in the Preface, is an innovation and has no analogues in Russian textbooks and textbooks on the Turkish language. I would like to point out that the authors used a comprehensive approach to writing exercises: grammatical topics are presented holistically, in various aspects. A total of 268 grammar topics are introduced in the first part of the manual.

A positive feature of the reviewed manual is that in some cases, in exercises for translating from Russian into Turkish, after a word / phrase in parentheses, its "literal" translation from Turkish is given. This allows students to make an adequate translation and avoid mistakes caused by interference associated with differences in the structure of the Turkish and Russian languages.

The manual presents a number of grammatical topics that were not previously covered or insufficiently developed in Turkish textbooks published in Russia. Among them, we can distinguish such grammatical phenomena as the position of the definition in a two-suffix isafet, the use of the plural form of pronominal adverbs, the complex juxtaposition of emotional verbs, the peculiarities of translating the Russian preposition " o " into Turkish, special cases of using the plural - 1Ar, etc. These grammatical constructions are among the topics that cause the greatest difficulties for Russian-speaking students.

I will highlight the exercises given in the workshop on comparing grammatical constructions and lexemes. A number of phenomena of Turkish grammar have no analogues in the Russian language, so students often have difficulties in choosing and using adequate language tools, especially when two (or more) different constructions in Turkish sound identical in translation into Russian. Such topics are presented in the workshop in comparison. Here are just a few examples: constructions with "burada" and "burası" , constructions of presence-absence and constructions of possession, interrogative pronouns "nasıl" and "hangi", sentences with a nominal predicate in the past tense in-DI and sentences with the verb-copula "olmak" in the past tense in-DI, participles on - (y)An and locative adjectives with the affix-DAki, as well as various simple and complex tenses, various types of participles and adverbs, etc.

The structure of the workshop takes into account the principle of fixing the completed material: previously introduced grammatical aspects are repeated in subsequent exercises by combining them with new ones.

The manual is distinguished by its communicative orientation, which meets the requirements of modern standards of teaching foreign languages. Starting from the very first exercise, the reader of the workshop learns the most necessary expressions and phrases for communication, used when meeting, greeting, saying goodbye, and various phrases of politeness. Further, in many exercises, the use of the introduced grammatical material is shown in dialogues that reflect various situations of everyday communication.

In my opinion, the lexical material on which the tasks of the manual are based is very well chosen. At the beginning of the workshop, the most common vocabulary is introduced: the names of things around us, the most common adjectives. Further, the exercises cover topics that affect almost all areas of everyday life: study, work, recreation and travel, shopping, food, health, interpersonal relationships, etc., as well as partially economic and political topics. I would like to mention the introduction of new realities, which are mainly related to the technical means that appeared at the beginning of the XXI century: tablet computer, touch phone, smartphone, scanner, online store, Skype, social networks, Power Point presentation, etc. These realities have become an integral part of life both in Turkey and in Russia, but so far they have not been reflected, perhaps, in any textbook on the Turkish language. It is also quite appropriate to use some elements of slang of the modern Turkish language in the materials of the workshop.

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The undoubted advantage of the workshop is the active use on its pages of phraseological units, sayings, proverbs, as well as stable expressions that are constantly used in the real life of Turks. The Turkish language is characterized by the presence of a large number of such stable formulas, and anyone who learns this language and communicates with its native speakers inevitably encounters them. Therefore, it seems quite reasonable that the authors of the manual paid special attention to the study of such speech material, especially since its use in exercises is organically connected with one or another grammatical topic to which the corresponding section is devoted. Thus, the use of the plural affix of nouns is shown by the example of various wishes that are constantly used in colloquial Turkish (p. 8). When studying the infinitive, the proverb is given as an illustration: Bilmemek ayıp değil, sormamak ayıptır ("It is not a shame not to know, it is a shame not to ask") (p. 39). The most commonly used stable communicative phrases are also given in Appendix 1 to the workshop.

An important element of the manual is the reflection of not only grammatical, lexical, and syntactic components, but also the country-specific component. By performing the exercises, students also acquire certain knowledge about the culture, literature, geography, history, and culinary traditions of Turkey.

Some of the suggestions contained in the exercises are very successful jokes. Such humorous elements, as a rule, arouse increased interest of students and allow them to "defuse the situation" in the classroom.

From the point of view of the manual design, it is very useful to graphically highlight various grammatical elements: affixes, particles, interrogative words, etc., which ensures that students ' attention is drawn to the grammatical phenomenon being worked out.

The appendices to the workshop are also very valuable, providing a short guide to some grammatical topics (with an emphasis on exceptions) introduced in the first part of the workshop. I will mention appendices 7-10 devoted to verb management, as this topic often causes difficulties for students. The final control and review exercises are especially useful because they require the student to be able to independently determine which grammatical constructions should be used in a particular situation. These exercises can be used to repeat and consolidate the material studied, as well as as control and measurement tools that allow you to evaluate the knowledge and skills acquired by students.

Due to the listed methodological and content features, the workshop of E. A. Oganova and E. I. Larionova is an example of a textbook that helps students develop key linguistic and linguistic competencies and allows them to master modern spoken Turkish as a result. The authors take into account current trends in the development of the Turkish language in the field of grammar, vocabulary, phonetics, some of which are noted in the notes to the exercises. The use of the workshop in the course of the educational process will undoubtedly contribute to the implementation of the principles of communicative orientation of training, activity, strength and systematicity. I hope that the second part of the training package, which will reflect those aspects of Turkish grammar that were not covered in the first one, will be equally successful and will be a good help for learning Turkish at an advanced level.

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