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Abstract: The article considers the process of preparation and conduct of Olympiads in the Russian language for school and college students at the Ural State Pedagogical University. One Olympiad has a regional status (“The Linguistic Quest”), the other is an all-Russian one (“The Russian Word”). The Olympiad movement in Russia is saliently polyfunctional: it contributes to the realization of scientific, educational, motivational, and pragmatic goals. The Olympiad tasks are developed based on the project method and linguistic analysis, and are accompanied by answers and methodological commentary. This publication has a clear linguo-methodological focus, in other words, the developed Olympiad tasks are described and commented on from the point of view of language theory, the specificity of the content of the school subject “Russian Language”, and the linguistic analysis of language phenomena in school practice. The article summarizes the ten-year experience of organizing linguistic Olympiads at the Ural State Pedagogical University, which allow testing not only the basic knowledge and skills of participants in the Russian language, but also the degree of their linguistic intuition and ability to solve linguistic problems and generate texts. The study formulates and presents the principles of developing tasks for the designated Olympiads – content-related, thematic, synchronic-diachronic, and testing. These principles have made it possible to develop an adequate type of Olympiad series – 30 tasks in all sections of linguistics, synchronic and diachronic in nature, sometimes combined thematically. The Test Wizard allows creating closed type (with a choice of answers, establishing correspondences and sequence, classification) and open type (with a short and detailed answer) tasks, flexibly evaluate the participants’ answers taking into account their contribution to the completion of each task. After presentation and explanation, the tasks can be used by a language teacher as diagnostic tools (for example, if we are talking about the input diagnostics of students’ knowledge and skills), training exercises at the stage of preparing potential participants for linguistic Olympiads, and control assignments aimed to evaluate students’ progress in the theory and history of language, linguistic facts and phenomena analyzed from a synchronic point of view.

About the author(s) :

Tatyana V. Gogolina

Ural State Pedagogical University (Ekaterinburg, Russia)

Evgenia N. Ivanova

Ural State Pedagogical University (Ekaterinburg, Russia)

ORCID ID: https://orcid.org/0000-0002-9521-5340

Publication Timeline:

Date of receipt: 12.05.2025; date of publication: 30.06.2025

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