scholarly journals Intermediary languages at the stage of pre-university training

2021 ◽  
Vol 127 ◽  
pp. 02011
Author(s):  
Alina Aleksandrovna Pozdnyakova ◽  
Galina Vasilyevna Kuznetsova ◽  
Tatiana Evgenievna Kolyadina ◽  
Aleksandra Gennadievna Zaitseva ◽  
Larisa Yurievna Morozova
Keyword(s):  
Foreign Students ◽  
International Communication ◽  
Educational Process ◽  
Russian Language ◽  
Ethnic Composition ◽  
Subject Knowledge ◽  
Language Knowledge ◽  
University Training ◽  
Further Development ◽  
Russian Universities

The article considers the intermediary function of languages used at the stage of preparation of foreign applicants for admission to Russian universities. In a situation when the majority of foreigners’ proficiency of the Russian language is not satisfactory, the process of studying special disciplines is significantly slowed down, and the lack of subject knowledge does not allow foreign students to successfully master their chosen specialty. In order to overcome these difficulties and solve the problem of providing students with initial subject knowledge, various forms of presentation of the material are used, but often they can be effective only if an intermediary language is used in the classroom – a common language that is more or less familiar to all the participants in the educational process. For this purpose, English is more often used in modern education. The choice of English as an intermediary language is explained by the role it plays in international communication and its wide representation in the educational process. Since there are different views in linguodidactics on the ways, methods, and “order” of introducing foreign language knowledge, special attention is paid to the expediency –inexpediency of using an intermediary language at different stages of teaching Russian in groups with heterogeneous ethnic composition. The conclusion is made about the importance of the designated problem and the need for its further development within the framework of ethnolinguistics and linguodidactics.

scholarly journals SUBJECT-SUBJECT PEDAGOGICAL RELATIONS AS A WAY TO OPTIMIZE INCLUDED TEACHING RUSSIAN LANGUAGE TO FOREIGN STUDENTS

2020 ◽  
pp. 146-156
Author(s):  
Елена Александровна Гасконь
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Russian Language ◽  
Practical Significance ◽  
Academic Literature ◽  
Language Classes ◽  
Pedagogical Relations ◽  
Russian Universities ◽  
The Russian Language

Рассматривается необходимость и целесообразность установления субъект-субъектных педагогических отношений в рамках личностно-ориентированного подхода в период включённого обучения русскому языку иностранных студентов в вузах России для оптимизации учебного процесса. Проведены анализ научной литературы и наблюдения за деятельностью учащихся из разных стран при изучении русского языка. Новизна исследования заключается в учёте особенностей включённого обучения при организации субъект-субъектных педагогических отношений. Практическая значимость изложенного материала - в его использовании при разработке комплекса мероприятий, направленных на обеспечение субъект-субъектных педагогических отношений. Вариант этого комплекса предложен в данной статье и апробирован при обучении иностранцев русскому языку в российских вузах. The article points out the necessity and relevance of establishing subject-subject pedagogical relations within the framework of a personality-oriented approach during the included teaching of the Russian language to foreign students in Russian universities to optimize the educational process. The above conclusion is based on the analysis of academic literature and observation of the activities of students from different countries in the Russian language classes. The novelty of the research is to take into account the features of the included teaching of the Russian language to foreign students when organising subject-subject pedagogical interaction. The practical significance of the material is its use in the development of the set of activities for making subject-subject pedagogical interaction. A variant of this set is proposed in this paper and it is tasted in Russian as a foreign language classes.

scholarly journals Prospects of Russian as a Foreign Language Online Learning in Russian Universities

2021 ◽  
Vol 19 (1) ◽  
pp. 102-115
Author(s):  
Elena N. Strelchuk
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Online Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Pedagogical Tools ◽  
The World ◽  
Russian Universities

The COVID-19 pandemic has made significant changes in the educational process in almost all countries of the world. The methods and approaches, techniques and technology that teachers used in offline learning, turned out to be ineffective. The issues related to online teaching of Russian as a foreign language have become particularly relevant, since many students had to leave Russia and study the language only online. The purpose of the study is to consider the prospects (immediate and long-term) of the Russian language online teaching to foreign students in Russian universities. The research materials are the results of a survey conducted among the 1st year master degree students, specialty 45.04.01 Russian as a Foreign Language of the Faculty of Philology of the RUDN University (Moscow), as well as the experience of the author, who teaches Russian to foreign students online on the TEIS (Telecommunication Educational and Informational System) and Microsoft Teams platforms. The study revealed the pros and cons of online learning of Russian as a foreign language, and showed the ways of improving its effectiveness in Russian universities. As a result of the conducted research, the immediate prospects are identified, which include the implementation of relevant components of pedagogical tools in Russian as a foreign language online learning: modern pedagogical technologies, the principles of individualization and differentiation, and the communicative approach. The long-term prospects concern teaching Russian to foreign students only in a mixed format. The formation of communicative competence, the lack of Russian-speaking environment, difficulties in organising control and developing students' writing skills are among the main problems that undermine the quality of teaching Russian as a foreign language online. It is concluded that in the future we should expect the implementation of a new approach in the world education system, since the pandemic will certainly affect the market of educational services all over the world.

TEACHING INFORMATICS IN A PEDAGOGICAL UNIVERSITY TAKING INTO ACCOUNT FOREIGN LANGUAGE STUDENTS

2019 ◽  
pp. 13-21
Author(s):  
M. S. Zubrilina ◽  
A. A. Zubrilin
Keyword(s):  
Foreign Students ◽  
Russian Language ◽  
Higher Education System ◽  
Russian Higher Education ◽  
State Pedagogical ◽  
State Pedagogical Institute ◽  
And Mathematics ◽  
Independent Work ◽  
Russian Universities ◽  
Theoretical Foundations

The emergence of an increasing number of foreign students in Russian universities indicates the importance of the Russian higher education system in the world community. At the same time, a new problem emerged on the agenda — how to train foreigners from abroad with high quality, taking into account their different readiness in mastering the Russian language and different subject training. The article describes the problems that foreign students face when studying informatics at a pedagogical university. The combined profiles, including “Informatics”, of the Faculty of Physics and Mathematics of Mordovian State Pedagogical Institute named after M. E. Evsevjev were the experimental research site. On the example of the “Theoretical Foundations of Informatics” discipline, the ways of teaching informatics are shown. Examples of assignments, including tasks for independent work, for teaching foreign students to informatics at the specified university are given.

Prospects for the Development of Russian-African Cooperation in the Cultural and Humanitarian Sphere

2020 ◽  
pp. 5-14
Author(s):  
Olga Konstantinova
Keyword(s):  
Soft Power ◽  
Russian Language ◽  
Cultural Relations ◽  
African Countries ◽  
Science And Culture ◽  
Political Economic ◽  
Russian Education ◽  
Further Development ◽  
Russian Universities ◽  
The Russian Language

The relations between Russia and Africa today go to a new level. This was successfully demonstrated by the first Russia-Africa Summit. The «soft power» that is capable of creating an atmosphere of trust and mutual understanding and supporting the further development of political, economic, and cultural relations between the Russian and African peoples is of great importance for the further advancement of Russia’s interests, which is considered in this article. Currently, the «soft power» of Russia in Africa is represented by the activities of the Russian centers of science and culture, the «Russkiy Mir» Foundation, schools at the Russian Embassies in African countries, the education of Africans in Russian universities and more. However, the author concludes that Russia does not fully use «soft power» on the continent. It is necessary to increase the number of Africans studying the Russian language, to more actively promote Russian education, to involve compatriots and graduates of Soviet / Russian universities to joint projects, which will undoubtedly contribute to the further development of mutually beneficial Russian-African ties.

scholarly journals Development of Identity and Tolerance in Foreign University Students

2020 ◽  
Vol 2020 (3) ◽  
pp. 187-197
Author(s):  
Tatiana Bobrova ◽  
Sergei Dranishnikov
Keyword(s):  
Ethnic Identity ◽  
University Students ◽  
Foreign Students ◽  
Personal Characteristics ◽  
Educational Process ◽  
Social Tolerance ◽  
Tolerance Development ◽  
Sociocultural Environment ◽  
Development Of Identity ◽  
Russian Universities

This article introduces the theoretical and methodological foundations for studying the development of identity and tolerance in foreign university students. The research featured the organization of the educational process that encourages the development of personality identity and tolerance in foreign students. The authors defined the main directions and approaches to the problem of identity and tolerance development as a set of skills. The article describes the identity and tolerance profile of foreign students that study at Russian universities. The author proved that tolerance developed under the effect of national, cultural, and religious factors, as new sociocultural environment affected the personal characteristics of foreign students. The results were both positive and negative, thus forming both tolerant and intolerant attitudes. Subsequently, the personality profile of foreign students demonstrated a combination of tolerant and intolerant traits. The levels of ethnic nihilism and egoism were low; so were the levels of ethnic isolationism and fanaticism. The level of ethnic and social tolerance appeared average. The ethnic indifference and communicative tolerance were also at an average level. However, the level of positive ethnic identity was high. The research revealed a link between tolerance and ethnic identity in foreign students. The results can help to organize the development of identity and tolerance in foreign students.

scholarly journals Pre-university training of foreign students

2020 ◽  
Author(s):  
В.В. Жолудева
Keyword(s):  
Comparative Analysis ◽  
Foreign Students ◽  
Teaching Experience ◽  
Russian Language ◽  
Poor Knowledge ◽  
Mathematical Vocabulary ◽  
The University ◽  
University Training ◽  
The Russian Language ◽  
State Agricultural Academy

Рассмотрены вопросы довузовской подготовки иностранных студентов на примере обучения в Ярославской государственной сельскохозяйственной академии. Проведён сравнительный анализ уровней математической подготовки в национальных африканских школах, школах (вузах) Ближнего Востока и в российских школах. Автором на основе опыта преподавания выявлен ряд проблем у иностранных граждан, приехавших в Россию для обучения на подготовительном отделении вуза: слабое владение русским языком в целом, и математическим русским языком в частности; незнание математической лексики и терминологии; различие в уровнях базовой математической подготовки у обучающихся из разных стран; адаптационные трудности. В то же время проведённый опрос иностранных слушателей позволяет сделать вывод, что изучение математики вызывает у них меньше трудностей, чем изучение других специальных предметов (физика, химия, биология). Анализ уровня математической подготовки у иностранных студентов, обучающихся на подготовительном отделении академии, показал, что он достаточно высокий, выше среднего. The questions of pre-university training of foreign students on the example of training at the Yaroslavl State Agricultural Academy have been considered. A comparative analysis of the levels of mathematical training in national African schools, schools (universities) of the Middle East and Russian schools has been carried out. Based on the teaching experience the author revealed a number of problems for foreign residents come to Russia to study at the preparatory department of the university: poor knowledge of the Russian language in general and the mathematical Russian language in particular, lack of knowledge of mathematical vocabulary and terminology, differences in the levels of basic mathematical training among students from different countries, adaptation difficulties. At the same time a survey of foreign students allows us to conclude that the study of mathematics causes them less difficulty than the study of other special subjects (physics, chemistry, biology). An analysis of the level of mathematical training of foreign students studying at the preparatory department of the academy showed that it was quite high above average.

scholarly journals Development of Cognitive Activity of Foreign Students by Reading the Texts of Russian Classics

2021 ◽  
Vol 2021 (2) ◽  
pp. 192-204
Author(s):  
Tatiana N. Tokareva
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Students ◽  
Role Model ◽  
Cognitive Activity ◽  
Educational Process ◽  
Russian Language ◽  
Russian Society ◽  
School Students ◽  
The Russian Language

The article examines the problem of foreign high school students living in the territory of the Russian Federation, a stable system of axiological norms and spiritual and moral guidelines of Russian society, the inviolability and correctness of which is proven by centuries-old experience, which captured the best examples of science and art. The need for foreign learners to study works of educational nature is substantiated. The process of understanding Russian culture by foreign students is analyzed as an important part of the educational process, including the study of the rules of communication in a non-native language, as well as the development of communicative competencies focused on the complex and multi-level development of the Russian language. The problem of conformity of artistic texts designed for studying foreign learners, the functions of the best examples of classical literature, is actualized. Understanding the cultural component of education is seen as a way of incorporating foreign citizens into the moral foundations of Russian society, built on the principles of humanism. It is stated that the presence of a role model for the emerging person, that can also be a character of the work as well, that meets the requirements of the best representatives of Russian society to a strong, strong-willed, educated, humane, selfless love for the Fatherland of the personality. The emergence of diverse personalities of foreign high school students is analyzed in the direction of not only education, but also a better understanding of the peculiarities of the Russian language, as well as the cultural identity of Russia by introducing the best examples of art texts. The methodological basis of the work was formed as a result of the complex use of techniques of dialectic, synergies, historical and literary method, content analysis of scientific and literary sources.

scholarly journals Reliance on invariant grammatical content when teaching the Russian language to foreign students.

2019 ◽  
Author(s):  
Khalid Innaiat Ali Mukhammad ◽  
Irina Mikhailovna Timofeeva
Keyword(s):  
Foreign Students ◽  
Semantic Content ◽  
Educational Process ◽  
Russian Language ◽  
Grammatical Category ◽  
Pedagogical Strategy ◽  
Intermediate Language ◽  
Standard Text ◽  
Indian Students ◽  
The Russian Language

Annotation The article is devoted to the pedagogical strategy of modeling the educational process of foreign students based on the invariant content of contacting languages: studied - Russian and native - Urdu, taking into account the structures of the intermediate language (English). As the material of the study, the grammatical category of the verb type included in the standard text is considered, producing certain invariant meanings (invariant semantic content). The aim of the work is to model the pedagogical strategy of teaching the Russian language to Pakistani and Indian students at level A0 - A2, based on universal semantic content. The novelty of the search is the creation of a nationally oriented pedagogical strategy based on invariant (universal) units of contact languages.

scholarly journals Experience of using distance technology to teach Chinese undergraduates during the COVID-19 pandemic

2020 ◽  
Vol 210 ◽  
pp. 22019
Author(s):  
Olga Fedotova ◽  
Elena Platonova ◽  
Vladimir Latun ◽  
Igor Filkevich ◽  
Oleg Igumnov
Keyword(s):  
Distance Learning ◽  
Continuing Education ◽  
Foreign Students ◽  
Negative Impact ◽  
Educational Process ◽  
Full Time ◽  
Distance Technology ◽  
Russian Universities ◽  
Chinese Undergraduates ◽  
Significant Factors

The COVID-19 pandemic has significantly affected the organization of the educational process in Russian universities. The object of the research is the experience of implementing e-education and the transition to distance technologies for continuing education of Chinese undergraduates in the Russian metropolitan university. Russian universities had the technical capabilities and used various electronic educational platforms. In the same time, the results of the survey showed a decrease in the satisfaction of Chinese full-time students when switching to distance learning. The study shows the significant factors that had a negative impact on the educational process using distance technology to teach Chinese undergraduates during the COVID-19 pandemic. The authors have grouped these factors into five groups (technical, language, emotional, and financial, content of lecture). Identification of these factors made it possible to develop a program to improve the educational process and enhance the satisfaction of foreign students studying at Russian universities.

M-learning in project activities when teaching Russian as a foreign language

2021 ◽  
Author(s):  
Evgeniya Kallisratidis ◽  
Svetlana Korostova ◽  
Igor' Nefedov ◽  
Andrey Panteleev ◽  
Anna Tretyakova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Russian Language ◽  
Additional Source ◽  
Home Reading ◽  
Introductory Part ◽  
Depth Study ◽  
Advanced Stages ◽  
The Russian Language

The textbook is intended for foreign students who speak Russian at the basic and first certification levels and master the official business and scientific styles of speech. The manual is made up of texts about the Southern Federal University that differ in their level of complexity. Each text is accompanied by pre-text and post-text tasks, including lexical and grammatical exercises aimed at the formation of speech competencies, as well as at repetition and deeper assimilation of the language material studied in the framework of the main courses of Russian as a foreign language. The textbook can be used as an additional source of materials for teaching foreign students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes and as a book for home reading, as well as in the process of independent in-depth study of the Russian language. The textbook is addressed to foreign students of the secondary and advanced stages of education, as well as to all foreign readers interested in the Southern Federal University and seeking to expand their vocabulary, as well as to master the official business and scientific style of speech. The introductory part of the textbook may also be of interest to teachers of Russian as a foreign language (RKI), who expand their professional competencies through the introduction of innovative technologies in the educational process.

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