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Lessons with a teacher

How much time do you need to acquire a "decent"
Intermediate level? Usually it takes a year or more of
labourious daily work. Now there is a method whereby you
can reach the Intermediate level and take the exam of Russian
as a foreign language (TORFL-1) within 3–4 months.

Maximum results are achieved by practising (in groups
or individually) 4 academic hours a day (20 hours a week).

Course for expats

The method is particulary suitable for expats.
Not depending on the frequency and duration
of the practice it ensures a visible progress
in acquiring the language and guarantees
a stable result.


Intended for self-study according to the method
the coursebook "Живая речь" has been written
and an additional online course has been developed.

Advantages of the self-study course:

  • Simple and logical form of explanations
  • Sentences used for the "everyday life conversation"
  • Large number of various exercises

About the method "Живая речь" (living speech)

and therefore

The method "Живая речь" (living speech) is the result of a long practical experience and scientific analysis of already existing methods. Originally the method has been developed due to the demand for short-term courses from Europeans, who because of their professional occupation needed to acquire a qualitive knowledge of the spoken Russian language in a very short time and to take the exam of Russian as a foreign language.

The Russian language has not only the image to be one of the most difficult, but also, which is a lot more important, thanks to its structure to be one of the most logical languages. The method "Живая речь" shapes the learning process based on the inner logic of the language, which provides a new solution for traditionally difficult grammatical themes as "the verbal aspects" and "the verbs of motion".


Methodological difficulties in the beginning stage


Currently the Communicative method is considered to be one of the most effective approaches to teach foreign languages. By this method language acquisition happens by taking conversation topics. However this appoach is originally developed for the English language and isn’t equally effective in the beginning stages of Russian as these languages have a completely different grammatical nature.


About the free
word order
or "How to find
the subject?"

Differently from English, Russian is a synthetic language: the relationship between subject, predicate and object is expressed by the inflexion system with a relatively free word order, i.e. the word function is identified by its form, but not by its place in the sentence. For example, in a Russian sentence the subject easily changes places with the object or can be found at a completely "unexpected" place, from a foreigner’s point of view!


The Russian
Elementary level
contains 75% of
the basic

In English the first levels are considered to be the easiest, as the grammar isn’t very difficult and there isn’t a lot of it: it’s enough to learn a small number of grammatical structures and you can add a selection of new words and expressions referring to various topics. In Russian it’s the other way round: the grammatical framework is acquired just at the beginning levels, which makes up 75% of the basic grammar. At higher levels complications are attributed to the extension of the lexical basis and syntax.


What works for English, doesn’t work for Russian

In English there are "simple" conversation topics with a minimal selection of grammatical constructions, which can be used beginning from the first days of language learning. In Russian there aren’t such topics! Every "simple" conversation topic immediately activates the whole grammatical complex of the beginning level — 75% of the basic grammar.

Lexical waterfall

Trying to acquire the Russian language by conversation topics in the beginning stages is useless. As a result of this approach the student comes under a "lexical waterfall" of words and expressions, claiming automatic memorization.

Grammatical collapse

The attempt to understand the grammar of the memorised sentences related to a topic leads to a so-called "grammatical collapse". Usually there are too many new grammatical elements in these sentences or the grammar of a higher level is used or most often — both at the same time.

Parrot effect

Without understanding the grammatical structure und logic of the memorised sentences it is impossible to build analogue sentences when necessary. This leads to the "parrot effect", when the student repeats the memorised sentences and doesn’t understand the context.

Stroke the cat the wrong way

Learning Russian starting from the English logic is like "stroking the cat the wrong way". The incomprehension of the inner logic of the learned language leads to a literal translation from the native language and to the appearance of "Not-Russian" sentences with formally right grammar.


Advantages of the method "Живая речь"

The method "Живая речь" helps you to acquire the grammatical basis in a minimum of time without removal from the real conversation. It is based on three main principles:


Why is

Every language is a living organism, so its grammar is the "skeleton". Its knowledge is indispensable to be able to build sentences.

No matter what you want to talk about — be it politics, economics, family, sports and so on. In any case the "grammatical skeleton" doesn’t change, i.e. the same grammatical constructions are used everywhere. Therefore it will be a lot easier "to build muscles", i.e. enlarge your vocabulary when these basic constructions are already automated.



To avoid a "grammatical collapse", we only take the grammatical minimum the student can immediately make active use of depending on his level of language skills.

In other words, we try to explain all nuances and exceptions to one or another grammatical topic at once. There is no point to learn what won’t be needed in the near future and so will be forgotten quickly. Exceptions and other elements of one or another grammatical topic can be learned only when they are required in the real conversation according to the student’s developing language skills.



To avoid a "lexical collapse", we only take the active lexical minimum which is necessary for the preparation of the new grammatical element in real conversational situations. In doing so, the new grammar is introduced only on the basis of the already acquired lexical material.


instead of

The alternative for conversational topics in the beginning stages is taking dialogues which simulate various social-communicative situations. The language acquisition doesn’t happen by going from conversational topics to vocabulary and grammar, but in the reverse order. So every new lexical-grammatical construction is at once connected with real situations of the daily conversation.

This way the student gets to know the whole communication capability of every lexical-grammatical construction, which enables him to ask and answer to a lot more questions beyond the standard coursebook topics like "Home", "Family", "City", "Public transport", "Appearance".