Verbs of movement in a figurative meaning in teaching Russian to Myanmar students

The relevance of the present review is determined by the need to identify the main methodological problems related to the study of Russian grammar among Myanmar learners. The modern linguodidactic materials analyzed show little interest in the comparative analysis of the Russian and Burmese languages. The aim of the study is to justify, based on an analysis of current literature, a methodology for teaching verbs of motion with figurative meanings in the didactic-methodological context for Myanmar students learning Russian as a foreign language (RFL). The research employed the method of comparative analysis of verbs of motion in Russian and Burmese, as well as a generalization of didactic-methodological approaches to teaching students from the Republic of the Union of Myanmar a specific group of Russian verbs. Additionally, it involved summarizing the experience of teaching RFL (both personal experience and that of colleagues) at Myanmar universities. The study demonstrated that both general theoretical prerequisites for the difficulties faced by native speakers of Burmese and specific practice-oriented challenges in the use of verbs of motion with figurative meanings can be addressed at the propaedeutic stage of RFL instruction, provided that certain methodological conditions are met, such as the gradual introduction of vocabulary and comparison with the students’ native language. Based on the literature review and the proposed methodological recommendations, it is necessary to develop didactic materials that would not only help reduce the number of errors and improve students’ language competence but also accelerate their cultural and academic adaptation. From the didactic-grammatical perspective, it is also promising to study and apply in practice techniques of comparative-visual and descriptive approaches that would help Myanmar students differentiate verbs of motion with figurative meanings in the Russian language.