Work With “Eralash” in the Exercise in Russian as a Foreign Language (Methodological Development)

2021 ◽  
pp. 51-55
Author(s):  
O. Ariskina ◽  
A. Gromova ◽  
E. Dryangina
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Main Idea ◽  
Methodological Development ◽  
Communicative Intention ◽  
Teaching Aids ◽  
Initial Stage ◽  
Clear Idea ◽  
Speech Situation

One of the main tasks of teaching a foreign language is the formation of communicative competence. This concept was introduced by the american linguist D. Himes. He believed that language proficiency is not limited to knowledge of the vocabulary and grammar, but presupposes a clear idea of in what speech conditions certain words and grammatical constructions can or should be used. In the process of distance learning, the formation of communicative competence becomes much more difficult and requires the search for new teaching aids. A similar tool is the «Yeralash» film magazine. Short authentic stories are understandable sometimes even without words. On their basis, it is easy to introduce new and repeat the already learned vocabulary and phraseology of various thematic groups, to study grammar. In addition, the plots of the magazine allow you to analyze a specific speech situation (for example, a dialogue in a lesson, a conversation on the phone, a conversation between friends): to determine the topic of communication, the communicative intention of the addressee and the addressee; evaluate the appropriate language tools. And then build your own statement: formulate the main idea of the plot, express your opinion, substantiate it, etc. This thought is not completely new. However, the study of literature, methodological publications (Kazakova Yu. V., Kashpireva T.B., Kigel Tali, Solovyova T.A., Khramchenko T.A.) made it possible to conclude that there are not so many such studies. At the same time, there is a lack of developments specifically for the initial stage of studying RFL on specific topics of "Yeralash", and not general reflections and conclusions about the use of issues of this journal as methodological material. This article attempts to partially fill this gap.

scholarly journals FEATURES OF WRITING TRAINING IN ENGLISH LESSONS IN THE HIGHER EDUCATION INSTITUTION

2020 ◽  
Vol 72 (2) ◽  
pp. 601-608
Author(s):  
G. Omarbayeva ◽  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Graphic Design ◽  
English Language ◽  
Communicative Competence ◽  
Education Institution ◽  
Functional Aspects ◽  
Initial Stage ◽  
Key Factor ◽  
Language Writing

The relevance of this article is justified by the consideration of some features of writing at the initial stage of teaching a foreign / English language. The goal of this work is the functional aspects of the content of speech activities, where written and the level of formation of the communicative competence of students, which provide more efficient use of writing as a means and opportunity for improving the graphic design of the text, as well as creating a base for spelling learning, is an important and key factor written training that determines the level of language proficiency. The result of studying the question of this article is the formulation of the problem, which is associated with the process of organizing training in writing, and is based on methodological recommendations for creating a base of reproductive and productive skills in foreign language writing.

scholarly journals Levels of tests of Russian as a foreign language in terms of school age characteristics

2021 ◽  
Vol 19 (2) ◽  
pp. 222-234
Author(s):  
Nadezhda A. Dubinina ◽  
Dmitrii V. Ptiushkin
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Russian Language ◽  
School Students ◽  
Second Language Proficiency ◽  
Academic Literature ◽  
Training Courses ◽  
Guidelines And Recommendations

The current paper discusses possibilities for school students to successfully pass TORFL-I/B1, TORFL-II/B2 and TORFL-III/C1. The relevance of this article is determined by the fact that despite Russian as a foreign (second) language has been taught within the framework of the TORFL system for more than two decades, there is a shortage of methodological material aimed at preparing school students for TORFL. In addition, the issue of choosing the level of testing in accordance with the level of Russian language proficiency and taking into account age specifics is not sufficiently covered in Russian academic literature. The aim of this paper is to define age reference marks for school students who plan to pass TORFL. The materials to review and analyse were the works of Russian and foreign researchers in the field of foreign (second) language proficiency, language development of children and adolescents, assessment of school students communicative competence, language assessment, and correlation of these data with the requirements for completing tasks of the TORFL-I/B1, TORFL-II/B2, TORFL-III/C1 Writing subtests selected as an example. The paper has resulted in providing recommendations on the choice of examination level for senior and junior school students, within the framework of TORFL-I/B1, TORFL-II/B2, TORFL-III/C1, which can also be used in the development of training courses in Russian as a foreign language for schools. The authors concluded that there is need to develop a new methodological area in testing of Russian as a foreign language system capable to provide guidelines and recommendations for preparing school students for examinations, and designing TORFL training courses and teaching materials according to the school students age.

scholarly journals PREPARATION TECHNIQUE FOR WRITING ESSAYS AT INTERNATIONAL EXAMS IN ENGLISH

2020 ◽  
Vol 224 ◽  
pp. 72-79
Author(s):  
E.V. Bessonova ◽  
◽  
I.K. Kirillova ◽  
YU.A. Tarabarina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Main Idea ◽  
Point Of View ◽  
Task Orientation ◽  
Preparation Technique ◽  
Essay Writing ◽  
High Level ◽  
International English

Today experts with a high level of proficiency in a foreign language are considered in demand in the labour market. The level of foreign language proficiency is confirmed by a high test result of international exams in a foreign language. The essay is a mandatory part of international English language exams such as TOEFL, IELTS, and Cambridge Advanced English. We examined the requirements and assessment criteria for the essay writing exam task. The task assesses the level of speech skills formation necessary to create your own pieces of writing in a foreign language. As part of the research, we developed a technology for teaching writing based on a product-oriented approach. According to the technology we have identified the following stages of text production: task orientation, text planning, text writing, and text self-editing. We have also proposed a set of exercises aimed at developing following skills: task understanding, formulating the author’s point of view and its proving with relevant examples, planning a cohesive and coherent text, text division into paragraphs, highlighting of the paragraph’s main idea, development of the idea in the text, expressing ideas in the text logically in accordance with the rhetorical structure of English essay, usage of lexical cohesive means, text self-editing. This technology was tested during experimental training; its results prove the effectiveness of the proposed technology for teaching essay writing according to international English language exams requirements.

scholarly journals Formation of paremiological competence using mobile applications in a foreign language lesson in elementary school

2021 ◽  
Vol 113 ◽  
pp. 00058
Author(s):  
M.A. Kulkova ◽  
A.I. Giniatullina ◽  
N.V. Konopleva
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Mobile Applications ◽  
Mobile Application ◽  
Communicative Competence ◽  
Teaching English ◽  
Initial Stage ◽  
Flexible Adaptation ◽  
The Individual

This article is devoted to the study of the conditions for the formation of paremiological competence in a foreign language lesson using mobile applications. Their usage allows to improve the quality of the process of learning foreign language thanks to the elements of interactivity. Mobile applications provide the ability of flexible adaptation of educational content to the individual needs of the teacher. Using the mobile application called ‘Quizlet’ is one of the most effective ways to form the paremiological component of communicative competence in schoolchildren at the initial stage of education. The success of using this mobile application in teaching English vocabulary is confirmed by the results of the pedagogical experiment.

scholarly journals TRANSLATED TERMINOLOGICAL E-DIKTIONARIES AS AN URGENT REQUIREMENT OF THE PRESENT IN THE PROCESS OF LANGUAGE STUDENTS OF HEI

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 233-236
Author(s):  
Olena Kolhan ◽  
Tetiana Kolgan ◽  
Ruslana Padalka
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
21St Century ◽  
Communicative Competence ◽  
Mining Industry ◽  
Educational Process ◽  
Professional Activity ◽  
Original Material ◽  
Language Communication ◽  
High Level

The article reveals the problems that appear in linguistics of the 21st century, in particular, in terminology in direction of forming foreign language competent specialists. The works focus on the issue of the modern state of Ukrainian terminology in the mining industry. In the study, it is analysed the original material, it is monitored the present thesauruses of the mining industry of different types as well as translated ones. The authors present in brief the short description of the basic achievement of Ukrainian terminography in the mining industry starting with the middle of the 19th century till the present.The scientists have clearly stated the dependence of the development of terminography in the field of Ukrainian mining on the lingual and extra-lingual factors. Particular attention is paid to the problem of the absence of mining dictionaries (both monolingual and multilingual) in modern linguistics, which undoubtedly negatively affects the process of formation of foreign language communicative competence of the specialists of the future mining industry. The relevance of the article isdue to the urgent need to provide students of institutions of higher education with new innovative technologies for the formation of foreign language communicative competence and the search for modern approaches during the educational process in the educational institutions of both mining and humanities profiles. After all, the 21st century requires specialists in any field of human activities (as well as the mining one) to expand opportunities for intercultural communication, to deepen their knowledge of achievements in a particular field (including the mining one) by means of language communication, etc. All this becomes possible only under the condition of the formation of the number of competences, in particular, communicative. Creating and developing the e-dictionarywill enable free communication between representatives of different countries for the purpose of taking on the experience gained during the professional activity, as well as in the field of the mining industry, and will be worth representing the achievements of the domestic industry at the world stage. The high level of foreign language proficiency of graduates of Ukrainian universities will contribute to affirming the positive educational and scientific image of our country.

scholarly journals COMMUNICATIVE TASKS FOR IMPROVING FOREIGN LANGUAGE SPEAKING COMPETENCE OF PROSPECTIVE TEACHERS

2021 ◽  
pp. 231-234
Author(s):  
Iryna Lobachova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Prospective Teachers ◽  
English Language ◽  
Practical Importance ◽  
Scientific Article ◽  
Teaching Aids ◽  
Language Classes ◽  
Language Communication ◽  
Language Environment

The article deals with the implementation of communicative exercises in foreign language classes to improve the foreign language speaking competence of prospective teachers. The relevance of the article is determined by the need to consider the outlined problem for increasing the level of English language proficiency in order to personal and career prospects of prospective teachers. The purpose of the article is a theoretical and practical justification for the use of communicative exercises in the study of English in foreign language classes for prospective teachers in higher education. To achieve this goal it is necessary to solve the following tasks: 1) to analyze the efficiency of using communicative tasks to improve students’ foreign language speaking competence; 2) to offer exercises for communication, which provide for the creation of life situations of foreign language communication; 3) to substantiate the efficiency of using these exercises to improve foreign language speaking competence of future teachers. To achieve this purpose the following research methods are used in the scientific article: generalization, analysis and synthesis, descriptive method, which allow to consider in detail the proposed problem and come to important conclusions. It is determined that the specificity of learning a foreign language is to create an artificial language environment, which is absent in practice in most cases. Foreign language space is extremely important for the realization of one of the factors influencing the acquisition of a foreign language – the speed of establishing associative language connections. It is found out that in the communicative environment both the conscious training of vocabulary and grammar, and the necessary language tools accumulate during communicative activities intuitively. The speed of appropriate language reactions, a sense of language are developed in this activity (phonetic, lexical, grammatical aspects). The permanent search for new teaching aids, the development of more effective methods of work are of practical importance for increasing the student’s motivation to learn a foreign language and automate the experience of its using. The proposed types of communication exercises create the most adequate conditions for the formation of language skills, stimulate the mechanisms of involuntary memorization, as well as provide for the solution of certain methodological, linguistic and psychological problems.

scholarly journals AN INTEGRATIVE APPROACH TO THE ORGANIZATION OF A FOREIGN LANGUAGE ENVIRONMENT IN TERMS OF PRE-SCHOOL EDUCATION ESTABLISHMENTS

2018 ◽  
pp. 121-131
Author(s):  
Nataliya Voloshchenko ◽  
Iryna Mordous
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Integrative Approach ◽  
Productive Activities ◽  
Initial Stage ◽  
Significant Difference ◽  
Communicative Approach ◽  
Language Environment ◽  
Main Engine ◽  
Children's Activities

The initial stage of mastering a foreign language resembles the process of a native language formation, although there is a significant difference between them. It should be emphasized that the main engine that encourages a child to master the language is the vital need for communication, the need to solve communicative tasks, if necessary. So, all aspects of learning a foreign language should be subordinated to communicative goals. Communicative competence is integrated in its content and consists of three main types of competencies: speech, language, socio-cultural, which, in turn, also include a number of competencies. Integration of a foreign language into all types of children's activities ensures the implementation of communicative competence. Play activity allows you to implement a communicative approach in learning a foreign language at ease, through interpersonal activities of children. In the preschooler's productive activities, a foreign language becomes a means of expressing emotional experiences. In educational activities, the communicative approach implies both the assimilation of the rules and their practical usage, which occurs on the conscious and subconscious levels. The independent activities of children help to unlock the personal potential of children, is a means of socializing the child and helps to realize communicative speech competence.

scholarly journals COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES WITH THE HELP OF TBLT APPROACH IN FOREIGN LANGUAGE LESSONS

2021 ◽  
pp. 409-414
Author(s):  
Svitlana Nykyporets ◽  
Nataliia Hadaichuk
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Competence Development ◽  
Low Level ◽  
Advantages And Disadvantages ◽  
Foreign Language Proficiency

The article contains a comparative analysis of PPP and TBLT approaches to the foreign language learning including the detailed description of the main stages of teaching and lessons planning in the framework of each approach; the advantages and disadvantages of both approaches are also considered in the article. It is also emphasized that using TBLT approach in groups of students from non-linguistic universities with a low level of foreign language proficiency (A2) is rather difficult. In such situations authors recommend considering the traditional PPP method, which allows practicing and fixing the necessary speech patterns.

scholarly journals Persepsi Mahasiswa Terhadap Proses Pembelajaran Kemahiran Bahasa

2017 ◽  
Vol 3 (4) ◽  
pp. 297
Author(s):  
Faisal Hendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Evaluation Process ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching Methodologies ◽  
Teaching Aids ◽  
Five Elements

<p><em>Abstrak</em><strong> - Keberhasilan penerapan kurikulum pembelajaran bahasa asing diperguruan tinggi harus didukung dengan kemampuan profesional pendidik dan lembaga pendidikan mengawal pelaksanaan lima unsur yang ada dalam kurikulum. Kelima unsur ini adalah: tujuan yang ingin dicapai dalam pengajaran bahasa asing, bahan ajar yang digunakan, metodelogi penganjaran yang dipakai oleh dosen, alat bantu pengajaran yang mendukung proses pembelajaran bahasa dan yang terakhir proses evaluasi yang digunakan dosen dalam menentukan sejauhmana keberhasilan pembelajaran bahasa asing yang dipelajari. Keseimbangan lima unsur dalam pembelajaran bahasa asing di Fakultas Sastra, Universitas Al Azhar Indonesia menjadi satu keharusan untuk diterapkan. Dari hasil penelitian ini didapatkan data bahwa lima unsur kurikulum dalam pengajaran bahasa asing di Fakultas Sastra sudah dilaksanakan dengan baik walaupun dibeberapa sisi masih perlu untuk ditingkatkan lagi. Untuk mengembangkan kurikulum dan meningkatkan proses pembelajaran kemahiran berbahasa asing di Fakultas Sastra, Universitas Al Azhar Indonesia kedepannya, maka penelitian ini dilakukan.</strong></p><p><em><strong>Kata kunci:</strong> persepsi, mahasiswa, proses pembelajarn, kemahiran berbahasa</em></p><p><em>Abstract</em><strong> - The success of the curriculum of foreign language implementation at a University level should be supported by the educator’s professional skills and educational institutions itself that supports the implementation of the five elements in the curriculum. These five elements are: the goal in teaching foreign languages, the teaching materials, the teaching methodologies used by lecturers, the teaching aids that support the process of language learning and finally, the evaluation process used by lecturers in determining how far the success of the foreign language learning studied has achieved. The balance of these five elements in foreign language learning at the Faculty of Letters, Al Azhar University of Indonesia becomes a must to apply. From the results, this study obtained data that the five elements of the curriculum in the teaching of foreign languages in the Faculty of Letters has been implemented well, although some areas still need a lot of improvement. To develop the curriculum and improve the process of learning foreign language proficiency in the Faculty of Letters, Al Azhar University of Indonesia in the future, this research is conducted.</strong></p><p><em><strong>Keywords</strong>: perception, student, learning process, language proficiency</em></p>

CONDITIONS OF DEVELOPMENT OF FOREIGN LANGUAGE COMPETENCE OF STUDENTS

2021 ◽  
pp. 220-225
Author(s):  
MUKHANALIEVA A.A. ◽  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Theory And Practice ◽  
Evaluation Tools ◽  
Language Competence ◽  
The Real ◽  
Foreign Language Proficiency

This article deals with the theory and practice of the development of the foreign language communicative competence of students of non-linguistic areas. The importance and structure of the funds of evaluation tools for the discipline aimed at identifying the real level of foreign language proficiency of students is explained.

Sign in / Sign up

Export Citation Format

Share Document