The tenth anniversary of the international association of teachers of Russian language and literature (MAPRYAL)

1977 ◽  
Vol 23 (1) ◽  
pp. 202-202
Author(s):  
Gunnar Jacobsson
2020 ◽  
Vol 18 (1) ◽  
pp. 7-38 ◽  
Author(s):  
Manetu Ndyay ◽  
Wu Hyong Ti Nguyen ◽  
Evgeniya O. Grunina

Last decade saw growing interest to innovative technologies in methods of teaching Russian as a foreign language (henceforward RFL). The article presents a review of most recent scientific publications on modern computer technologies. The material of the research includes conference papers, manuals, monographs, dissertations of 2018-2019, materials of congresses of International Association of Teachers of Russian Language and Literature (MAPRYAL) (2016, 2019), Russian Society of Russian Language and Literature Teachers (ROPRYAL) (2015, 2018), articles in scientific journals “Russian Language Abroad” and “The World of Russian Word” which are considered to be the most authoritative journals in the sphere of methods of teaching RFL. The research methods are descriptive and statistic methods, method of continuous sampling. The research revealed main issues on possibilities and reasonability of using innovative technologies in teaching RFL. The growing number of publications on the issue shows the perspectives of innovative technologies in teaching RFL.


2021 ◽  
Vol 2 (24 A) ◽  
pp. 183-199
Author(s):  
Halina Uchto

The present paper aims to detail the profile of the scientific-didactic illustrated journal “Russian Language Abroad”, established by International Association of the Russian Language and Literature Teachers and State Russian Language Institute and set in Lomonosov Moscow State University. A new project carried out by Pushkin State Russian Language Institute in Moscow involves a compilation of special issues of “Russian Language Abroad” under the title “Russian Studies Worldwide”.


2020 ◽  
Vol 81 (1) ◽  
pp. 7-14 ◽  
Author(s):  
M. I. Shutan

In this article, the author sets out to investigate the principles of teaching schoolchildren how to work with word concepts during Russian language and literature lessons, including distinction between the lexical meaning of the word and the concept, creation of the image of a word concept (on the example of the concept "face"), visualisation of concepts, textocentrism. The identification of these principles is based on the analysis of scientific publications and accumulated pedagogical experience. The concluding part of the article correlates classroom activities of working with word concepts with the content of Russian state exams in the 9th and 11th forms.


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