A Pedagogical Analysis of How Unprefixed Verbs of Motion are Presented in Instructional Materials for Beginner Russian Language Learners

Authors

Elena Petrova, Illinois State University
Kristina B. Lewis, Illinois State University

Author ORCID Identifier

ORCID¹ https://orcid.org/0009-0002-0607-0256

ORCID² https://orcid.org/0000-0002-0511-7967

Keywords

verbs of motion, second language acquisition, directionality, thinking-for-speaking, pedagogical materials

Abstract

It is well-known that verbs of motion (VoM) are quite challenging for Russian language learners. We analyze four VoM-specific pedagogical materials (three textbooks and one mobile application) for their usefulness in supporting second language acquisition and the development of new thinking-for-speaking (TFS) patterns in beginner-level Russian language learners. Focusing on directionality, scaffolding, comprehensible input, the use of visuals, and communicative activities, we highlight how these materials lay a foundation for understanding VoM but are not sufficient for helping learners fully develop new TFS patterns. We pose recommendations for future research, teaching, learning, and materials development in the area of Russian VoM.

Recommended Citation

Petrova, E., & Lewis, K. B. (2025). A Pedagogical Analysis of How Unprefixed Verbs of Motion are Presented in Instructional Materials for Beginner Russian Language Learners. Russian Language Journal, 75(1). https://doi.org/10.70163/2831-9737.1505