From the Experience of Training Russian As Foreign Language: Group and Individual Lessons for the Development of the Speech, with the Pupils, Having Different Level of Preparation

2015 ◽  
Vol 4 (4) ◽  
pp. 27-29
Author(s):  
Салимова ◽  
D. Salimova ◽  
Кудрявцева ◽  
E. Kudryavtseva
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Language Group ◽  
Foreign Nationals ◽  
Individual Form ◽  
The Subject ◽  
The Individual ◽  
Complex Methods

The article deals with the peculiarities of teaching Russian as a foreign language by teachers of the department, the main burden of whom is to work in the Russian groups, the preparation of teachers of Russian language and literature. Special conditions, namely uneven preparedness for the group of trainees, different goals and intentions of the students, a variety of ethnic composition – all this requires from specialists in Russian philology maximum compression and concentrated types and forms of learning, different both in structure and content. Only the most advanced and complex methods causing interest in the subject, participation in the classroom at the same time two or three teachers, attraction to participate in the classroom as a teaching and Russian students give the opportunity to work effectively in a group of foreign nationals. Maximum results and maximum impact can be achieved only by the individual form of training (two or three teachers and one trainee).

scholarly journals Bilingual cognitive map in the space of teaching public administration: a russian case

2016 ◽  
Vol 9 (20) ◽  
pp. 81-88
Author(s):  
Mariia Rubtcova ◽  
Oleg Pavenkov ◽  
Vladimir Pavenkov
Keyword(s):  
National Identity ◽  
Public Administration ◽  
Cognitive Maps ◽  
Cognitive Map ◽  
Russian Language ◽  
Bilingual Programs ◽  
Closed Area ◽  
The Subject ◽  
The Individual ◽  
Map Approach

The introduction of bilingual programs for future bureaucrats turned out to be a great challenge. In Russia this is one of the “classic” areas, in which the spirit of conservatism and collectivism prevails. In this area, the idea of teaching in English may be perceived with hatred: English can invade the closed area communication of offi cials, to make the excessive diversity of their contacts and violate patriotism and national identity. We used a cognitive map approach. It allows us to create diff erent kinds of cognitive maps and teaching materials for university students who need to learn in one course the terminology in both languages. The results show that the study of the subject/course in English is not harmful to the development of professional Russian language. It was confi rmed by the individual discussion in Russian. At the same time, the skills of reading articles in English were signifi cantly improved.

A Term of «Metodics» in the Context of Modern Llinguadidactics

10.12737/7163 ◽  
2014 ◽  
Vol 3 (6) ◽  
pp. 39-44
Author(s):  
Anatoliy Shchukin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Russian Language ◽  
Modern Approach ◽  
The Subject ◽  
Communicative Approach

The article focuses on the content of the term methodology of foreign language teaching and its use in the field of teaching Russian as a foreign language in the context of modern linguadidactics. The article also considers attributions of the term “method” from the position of modern approach to foreign language teaching (sistematic, speach of activites, competence). The article describes the object, the subject of linguadidactics, means of teaching in the context of communicative approach as well as the types of modern methodics (classical, communicative, education drama, intensive, integrative) that have extensive application in foreign and Russian language teaching.

scholarly journals Functionality of foreign-language inclusions in Russian-language texts (on the material of modern media)

Litera ◽  
2021 ◽  
pp. 33-39
Author(s):  
Ruzilya Raifovna Yakhina ◽  
Elena Vladimirovna Afonina
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Functional Adaptation ◽  
Technical Literature ◽  
Stage Of Development ◽  
Modern Media ◽  
The Subject ◽  
General Linguistics ◽  
The Russian Language ◽  
Current Stage

The subject of this research is the approaches towards studying inclusions as a part of foreign-language technical terminology. This article is dedicated to examination of the problem of functionality of foreign language inclusions of English origin at the current stage of development of the Russian language. The texts from scientific and technical journals, automotive and aviation journals, and other periodicals served as the material for this research. The author considers the questions associated with graphical and functional adaptation of foreign-language terminological lexicon. Based on the available in linguistics classifications, the groups of foreign-language technical inclusions are determined according to the graphic arrangement in the texts and degree of assimilation. The acquired results can be used in compiling terminological dictionaries and teaching general linguistics. The novelty of this work consists in systematization, generalization, and analysis of the ways of functionality of technical foreign-language inclusions in modern Russian language and industry periodicals, namely on the example of aviation and automotive terminology. The conclusion is made that foreign-language technical terminology preserves the semantics of foreign-language inclusions in the recipient language, as well as heterogeneity of their arrangement. The increase of foreign-language inclusions in the scientific and technical literature is substantiated by the requirements specified for the terms: linguistic economy, systematicity. The frequency of functionality of foreign-language inclusions in the scientific and technical literature emphasizes the relevance of the selected topic.

scholarly journals The nature and content of psychological-pedagogical problems of multilingualism: linguistic and psychological aspects

2021 ◽  
Vol 102 (2) ◽  
pp. 150-156
Author(s):  
A. Kim ◽  
◽  
D. Assanova ◽  
M. Knol ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Russian Language ◽  
Language Experience ◽  
Multilingual Education ◽  
The Family ◽  
The Republic ◽  
Definition Of ◽  
The Individual ◽  
Bilingualism And Multilingualism

Recently the concept of multilingualism has become a defining approach to the problem of language learning. Multilingualism occurs as an individual's language experience, expands culturally from the language used in the family to the language used in society, and then to the acquisition of languages of other peoples. The individual does not “keep” these languages and cultures separate from each other, but forms a communicative competence based on all knowledge and all language experience, where languages are interconnected and interact with one another. One of the most important approaches to both bilingual and multilingual education is, in our opinion, the study of psycholinguistic and neuro-linguistic mechanisms of bilingualism and multilingualism formation. The peculiarity of the language situation of the Republic of Kazakhstan is the presence of bilingualism, which occured in the country as a natural process in a multinational state. However each region of the country has its own specifics in terms of language. In this regard, there is a need for a regional approach to the study of the language situation in the Republic of Kazakhstan. It is worth noting that the definition of the role and place of Russian language in teaching a foreign language in the context of multilingualism is insufficiently studied. Russian language is not only a universal means of communication generally accepted in the Republic of Kazakhstan, but also the main means of knowledge of sciences and support in learning a foreign language. Linguistic situation of foreign language teaching in multilingual environment in many respects differs from the linguistic situation of learning a foreign language in a monolingual audience.

scholarly journals Teaching expats Russian as a foreign language

2019 ◽  
pp. 64-71
Author(s):  
A. Zhukovska
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Traditional Approach ◽  
Russian Language ◽  
Elementary Level ◽  
New Approach ◽  
Approach To Teaching ◽  
Foreign Corporations ◽  
The Individual ◽  
The Russian Language

This article focused on the challenges of teaching the Russian language as a foreign language at elementary level on individual basis with expatriates-employees of foreign corporations working in Russia. The article discusses in detail the characteristics of this student category and analyzes the differences between the individual classes of the teacher of Russian as a foreign language with expatriate students, from working with students in a group. Meanwhile, there has been an attempt to substantiate a new approach to teaching this group of students, which by many criteria it should differ significantly from the traditional approach to teaching Russian as a foreign language, presented in modern textbooks for foreigners. Considering the information findings, teachers have to create their own teaching materials that cannot replace a professionally created textbook. Undoubtedly, this complicates the work of the teacher, slows down the learning process, and does not stimulate the students to work on classes.

scholarly journals RESEARCH ON THE FUNCTIONING OF ETHNOGRAPHIC VOCABULARY IN THE SPEECH OF STUDENTS

2021 ◽  
Vol 58 (1) ◽  
pp. 3988-4000
Author(s):  
Kholmatova Dilorom Abdusamiyevna
Keyword(s):  
Foreign Language ◽  
Positive Impact ◽  
Russian Language ◽  
Personal Factors ◽  
Comprehensive Development ◽  
Professional Self ◽  
Main Thing ◽  
The Individual ◽  
The University ◽  
The Russian Language

This article reveals topical issues of the study of ethnographic materials at the present stage and ethnographicisms in the speech of student youth, describes the results of the questionnaire survey in the process of ascertaining the level of knowledge of students of ethnographic vocabulary and its functioning and use in the speech activity of students of the direction "Russian as a foreign language" philological faculty. Aim. The aim of this article is focused, first of all, on students' independent acquisition of information not only in the professional field from original foreign-language sources but also knowledge from different areas of life. Various information, including ethnographic format, expanding the horizons of student youth, enriching it with relevant knowledge, in turn, is associated with the problems of the comprehensive development of the individual in general, and professional self-development, in particular. Methods. Descriptive and comparative research methods, survey, observation and interview methods are used, which can be applied in the study of the Russian language and ethnographic terms. Results. The results of questionnaires and observations can serve as an important source for future educational and search, linguistic, scientific, methodological and other research. As a result of the research, it was revealed that students do not know enough ethnographic terminology. The main thing is that any attempt to identify and assimilate students of ethnographic terminology will have a positive impact on such internal personal factors as spiritual and cultural education, national values, mentality and outlook of students. Conclusions. The study of the use of ethnographic materials by students in the study of Russian as a foreign language at the university showed the relevance and topicality of the use of ethnographic materials for the development and improvement of the Russian speech of student youth. It was revealed that the conclusions drawn in the process of questioning and interviewing students will diversify the content of Russian language classes at the university, stimulate students to study the Russian language, as well as the widespread use of ethnographic words by student youth in the Russian speech stream.  

scholarly journals Comparative-semantic analysis of the adverb of time frequency in the Chinese and Russian languages

Litera ◽  
2021 ◽  
pp. 80-89
Author(s):  
Лянь Цзинь
Keyword(s):  
Foreign Language ◽  
Comparative Research ◽  
Semantic Analysis ◽  
Chinese Language ◽  
Chinese Students ◽  
Russian Language ◽  
Theory And Practice ◽  
Time Frequency ◽  
The Subject ◽  
The Russian Language

This article presents a comparative research of adverbs with the meaning of time in the Russian and Chinese languages. Analysis is conducted on the adverb of time in the Russian languages; characteristic is given to macro- and micro-aspects. Macro-description is an attempt to determine and classify the adverbs of time. Micro-aspect, first and foremost, implies semantic analysis of a specific adverb of time. The subject of this research is the adverb of time ‘always’ in the Russian language in comparison with the corresponding adverb in the Chinese language. The goal of this research consists in the analysis of semantic characteristics and variables that depend on the semantics of grammatical and pragmatic characteristics of the adverb of time frequency “always” in the Russian as compared to the Chinese language. The scientific novelty lies in description of the macro- and micro- aspects, identification of semantic and compatible characteristics of the adverb of time frequency ‘always ' in the Russian languahe in comparison with the corresponding adverb in the Chinese — 总是 [zong shi]. The acquired results indicate that the use of the adverb ‘always’ with the meaning of continuity or frequency requires fulfilling certain conditions. This article can be valuable in further research on the topic, in theory and practice of translation, as well as in teaching Russian as a foreign language to the Chinese students.

scholarly journals ЧЕТ ТИЛИНИ ЎРГАТИШДА КЎРГАЗМАЛИЛИК ПРИНЦИПИ

2019 ◽  
pp. 142-151
Author(s):  
Gulchekhra SHAKHALDAROVA
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Organization And Management ◽  
The Social ◽  
The Subject ◽  
The Individual ◽  
Effective Use ◽  
Effective Result

Маълумки, ўқув жараёнининг муваффақиятли ва самарали натижаси таълимга қўйилган дидактик талаблар ва принципларга қай даражада амал қилинишига ҳам боғлиқ. Ушбу мақола чет тилини ўқитишда дидактик принциплар татбиғи хусусиятларини ўрганишга қаратилган. Чунки таълим принциплари ўқув жараёнига қўйиладиган ижтимоий талаблар, таълимни ташкил этиш ва бошқаришда риоя этиладиган қонун-қоидалар сифатида амалда қўлланилади. Ўқувчиларга чет тили фанидан бериладиган билим, малака, кўникмалар улар томонидан онгли, пухта ва мустаҳкам ўзлаштирилган бўлиши лозим. Бунинг учун ўқитувчи томонидан тақдим этиладиган ўқув материалларининг ўқув режаси, дастури ўқувчиларнинг индивидуал ёш хусусиятларига мос тарзда тушунтирилиши, улардаги сезги аъзоларининг кўпроқ иштирок этишига эришиш, кўргазмали қуроллар, техника воситаларидан самарали фойдаланиш, дарс давомида ўқувчиларнинг амалий фаолиятини ташкил этиш, мустақил ишлаш, тафаккур қилиш, мантиқий хулосалар чиқара олиш кўникмаларини шакллантиришга катта аҳамият берилиши лозим. Шу сабабли мақолада дидактик принципларнинг назарий асослари, талқини ўрганилиб, чет тили таълимида татбиқ этилишининг айрим хусусиятлари кўргазмалилик принципи мисолида кўриб чиқилган. The main purpose of this article is aimed at teaching a foreign language, studying the features of the application of didactic prints. It is known that the successful and effective result of the educational process depends on the extent to which the laws of the educational process, that is, the didactic requirements for education and the observance of prints. Because educational printouts are valid as the social requirements imposed on the educational process, the laws that are observed in the organization and management of Education. The knowledge, qualifications, skills given to the students on the subject of a foreign language must be consciously, meticulously and firmly mastered by them. To do this, the teacher should draw great attention to the fact that the educational material that he gives is the curriculum, the curriculum should be explained in accordance with the individual age characteristics of the students, the achievement of greater participation of the members of the students ' intuition, the effective use of sighted weapons, technical means, the organization of practical activities of the For this reason, the theoretical basis of didactic printsips, their application in foreign language education by studying interpretation, some features were considered in the example of visual printsip.

scholarly journals Some Features of Etiquette Speech Acts of the Russian Wedding Ceremony in the Aspect of the Formation of Pragmatic Competence of Chinese Students by the study of Russian language

2019 ◽  
Vol 10 (1) ◽  
pp. 463-474
Author(s):  
Hu Yawei
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Chinese Students ◽  
Russian Language ◽  
Pragmatic Competence ◽  
Communicative Behavior ◽  
The Subject ◽  
Wedding Ceremony ◽  
Ritual Speech ◽  
The Russian Language

The subject of the article is the problems of communicative behavior of students. As a result of studying the theoretical material and the practice of its application, an effective method of studying Russian by Chinese students through national features of speech etiquette. All this will increase the level of practical language skills. This article is devoted to the study of Russian as a foreign language on the example of ritual speech acts of the wedding rite in Russian culture. The author believes that the use of speech formulas of etiquette in the teaching of the Russian language will facilitate the effective assimilation of knowledge and the formation of pragmatic competence of students.

scholarly journals Russian language as one of the educational components of the modern media space of Mongolia.

2021 ◽  
Vol 4 (1) ◽  
pp. 59-63
Author(s):  
V.V. Vasilieva ◽  
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Language And Culture ◽  
Modern Media ◽  
Media Space ◽  
Science And Culture ◽  
The Subject ◽  
The Russian Language

This article shows the subject “Russian as a foreign language” as one of the educational components of the modern media space in Mongolia, and also reveals aspects of the activities of the Russian Centre of Science and Culture in Ulaanbaator related to the popularization of the Russian language and culture in the framework of cooperation with Mongolian television.

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