Phraseology in Teaching Professional Communication in Russian Language to Foreign Students

2021 ◽  
Vol 10 (4) ◽  
pp. 61-66
Author(s):  
N. Basko
Keyword(s):  
Communication Skills ◽  
Foreign Students ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Communication ◽  
Economic Discourse ◽  
Linguistic Resources ◽  
Speech Control ◽  
Teaching Professional

The article is devoted to the role and possibilities of using phraseology in teaching professional communication skills in Russian to foreign students. As an example, phraseological units are discussed that are used in professional communication in the field of economics and business. The article contains such linguistic characteristics of phraseological units in the economic discourse as semantics, stylistic properties, etymology, communicative value. Teaching professional communication with the use of phraseology assumes acquaintance of foreign students with the main linguistic characteristics of phraseological units, i.e. with their grammatical properties, lexical and syntactic compatibility, features of functioning in speech. Control tests are aimed at mastering the semantics of phraseological units, at developing the skills and abilities of using phraseological units in professional speech. The author of the article comes to the conclusion that the use of phraseological expressions in teaching professional communication allows to consider phraseology as one of the linguistic resources that contributes to the formation of communicative competence in the professional sphere among foreign students.

Development of communicative competence in language teaching of a future profession

2021 ◽  
pp. 173-179
Author(s):  
Elena M. Miloserdova ◽  
Nadezhda G. Serebrennikova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Mental Activity ◽  
Language Teachers ◽  
Professional Communication ◽  
Foreign Language Teachers ◽  
Key Concepts ◽  
Teaching Professional

We consider the methods of teaching professional communication in the field of medicine at the lessons of Russian as a foreign language. The stages of work with professionally directed material in the aspect of speech competence are presented. The description of listening as a productive form of language teaching from the perspective of perception and understanding of professional terminology is given. In addition, examples of assignments for all types of pre-text, text and post-text listening work are given. A generalized characteristic of teaching dialogue and monologue speech based on the material of professional medical nomenclature is given. The most productive types of tasks that ensure the development of communicative competencies of future doctors have been highlighted. The conclusion is formulated that tasks for the development of speech among foreign students should contribute to effective mental activity; activation of language guess; enrichment of passive and active vocabulary; predicting the naming ability of text and text units, key concepts of a word and main content; the development of the ability to extract the main information from the text, independently evaluate what has been read, and also improve the lexical and grammatical competencies of students. The work is addressed to lecturers of Russian as a foreign language, teachers of Russian as a foreign language in secondary schools.

Development of communication skills among foreign students on the basis of an interactive approach and training of interested communication

2021 ◽  
pp. 96-103
Author(s):  
Galina E. Sokolova
Keyword(s):  
Communication Skills ◽  
Foreign Students ◽  
Communicative Competence ◽  
Russian Language ◽  
Interactive Approach ◽  
Communicative Behavior ◽  
Effective Role ◽  
Cognitive Activities ◽  
And Training

We justify the need to develop communication skills among foreign students studying Russian, based on an interactive approach to learning. During their internship in Russia, students should not only learn the language rules and rules, but also get acquainted with the culture, customs and traditions of our country, learn to interact at the level of collective cooperation. Teaching the interested productive communication is not introduced separately into the learning process, but is manifested as a result of joint cognitive activities as a result of group learning subjects. Interactive learning in classes on the development of oral and written speech is a comprehensive devel-opment of international students. They develop communicative competence in the cognitive field (in the form of comprehension of their own communicative behavior on the basis of knowledge gained in the classes, existing norms and approaches), in individual personal properties (tolerant perception), in behavioral patterns (mastering verbal and non-verbal communication skills, eti-quette norms), in emotional personality properties (receiving a positive charge from communica-tion, trust in the teacher and his classmates, development of sincerity, interest, emancipation, psy-chological comfort in communication). We emphasize the polydirectionality of interactive teach-ing of the Russian language to foreign students and notes the effective role of interpersonal com-munication in the development of communicative competence, representing a new, creative indi-vidual educational result.

scholarly journals Ways to improve professional communicative competence among cadets of FPS of Russia educational institutions of higher education

2021 ◽  
Vol 232 (9) ◽  
pp. 63-70
Author(s):  
TATYANA V. NIKITINA ◽  
Keyword(s):  
Communicative Competence ◽  
Russian Language ◽  
Professional Communication ◽  
Educational Institutions ◽  
Penal System ◽  
Language And Culture ◽  
Research Activities ◽  
Current State ◽  
Service Activities ◽  
Everyday Communication

The article deals with the problem of increasing the professional communicative competence of cadets of the FPS of Russia educational institutions. The article deals with the problem of increasing the professional communicative competence of cadets of the FPS of Russia educational institutions. To implement the research tasks, the following research methods were used: analysis and generalization of pedagogical and methodological literature on the topic of the work, questionnaires, observation, generalization of pedagogical experience. As a result of the work carried out, the current state of the communicative training of applicants and graduates of departmental universities has been analyzed, the importance of professional communicative competence for the further service activities of the penal system staff has been substantiated, and ways of developing this competence in the process of training at a departmental university have been proposed. The author believes that the study of the disciplines «Russian language and culture of speech» and «Russian language in business documentation» is the first stage in the formation of professional communicative competence of cadets, since it lays down communication skills that allow optimal use of the means of the Russian language not only in everyday communication, but also in professional communication. The development of this competence is positively influenced by the cadets' involvement in research activities, meetings with practitioners of the Penal system, reading various literature, as well as modern digital technologies that allow them to independently increase the level of their communicative competence. These measures will have a positive effect on the formation of the professional communicative competence of cadets, which affects the further service activities of the penal system staff.

scholarly journals Linguistic and Cognitive Analysis of Inter-Cultural Business Discourse from the Perspective of “Dialogue of Cultures” in the Formation of Inter-Cultural Communicative Competence

2020 ◽  
Vol 15 (09) ◽  
pp. 173
Author(s):  
Irina Belousova ◽  
Svetlana Bairamova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Business Communication ◽  
Russian Language ◽  
Intercultural Communicative Competence ◽  
Native Culture ◽  
Foreign Culture ◽  
Business Behavior ◽  
Synergetic System

The article discusses the creation of a qualitatively new educational system in intercultural business communication, capable of providing real interaction between specialists in the global cultural space. Under the current conditions of expanding international cooperation, the humanities specialist must speak a foreign language at a fundamentally new level as an instrument of professional intercultural communicative competence. The aforesaid determines the existence of contradictions between the provisions developed in linguistics and linguistic didactics concerning the theory of intercultural communication and methods of teaching foreign students the Business Russian Language and the lack of their integration and extrapolation in the training of foreign students for interaction in the business sphere of communication. The question of interest is what happens to a linguistic personality when it enters a "foreign" environment undergoing the processes of cognitive consciousness transformation. Based on the studies of the cultural synergy model in the formation of intercultural communicative competence of foreign citizens in business communication, it is concluded that the possession of a foreign-language code that allows a successful intercultural professional interaction requires knowledge of a “foreign” culture and determines the specifics of the social and business behavior of the speakers of this culture. In the “native" culture, a linguistic personality assimilates language through reality, and in a "foreign” culture, the reality is assimilated through language. In this case, the interaction process of communication participants is considered as a complex synergetic system, in which the traditions accepted in the native culture are neutralized and the traditions accepted in the culture of business partners are updated.

Peculiarities of teaching students foreigners the basics of oratory

2019 ◽  
pp. 45-51
Author(s):  
Galina Sokolova
Keyword(s):  
Communication Skills ◽  
Learning Process ◽  
Foreign Students ◽  
Public Speaking ◽  
Russian Language ◽  
Asian Countries ◽  
Nominative Case ◽  
The Public ◽  
Grammar Rules ◽  
At Home

We substantiate the necessity of teaching students foreigners the aesthetics of Russian language, speech culture and oratory. This is due to the fact that the students in the learning process have to speak publicly: to participate in discussions, conversations, dialogues, make presentations and reports on scientific topics, read the verses, retell the texts, defend coursework, diplomas, etc. It is necessary for them to acquire communication skills to communicate in Russian language, get acquainted with the culture, traditions and customs of our country. It is well known that public speaking foreigners studying Russian language at home in most cases, using textbooks and with fewer practical classes are not always convincing, of course. It is well known that public speaking of foreigners who studied Russian in their native country, in most cases with the help of textbooks and with a small number of practical classes, do not always sound convincing and naturally. Pov-erty of lexicon leads to voids in the speech, ignorance of basic grammar rules entails the use of nouns only in the nominative case, and verbs in the infinitive form. Students, especially from Asian countries, are very much afraid of public speaking, nervous, worrying, often go astray, for-get words, etc. In connection with this we analyze the main aspects of teaching foreign students the public speaking. We formulate the requirements for the speech technique and speed, intona-tion, tone and timbre of their voices, the use of specific rhetorical techniques, lexical means of ex-pressiveness, pantomimicry of students and the formation of general informativeness, expressive-ness and beauty of oratorical speeches.

scholarly journals Word-formation motivation as a means of lexicalizing derivative words in the classroom in Russian as a foreign language

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Elena Demidova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Word Formation ◽  
Russian Language ◽  
Holistic View ◽  
Generating Relations ◽  
Systemic Understanding ◽  
Derivatives Of ◽  
Selection Of

The article examines the place of the word-formation component of the communicative competence of foreign students in the process of their learning Russian as a foreign language. The word-formation component, along with other linguistic components, participates in the formation of the communicative competence of foreign students, however, the problem of Russian word formation remains insufficiently developed in the linguodidactic plan. The author expresses his opinion that the increase in the vocabulary of foreign students should be accompanied by the systematization of lexical units, taking into account their derivational connections and relations. Therefore, when lexicalization, one should use not the selection of synonyms or the descriptive method, which leads to the mechanical memorization of the meaning, but by means of correlation with the same root words, to activate in the minds of foreign students the living connections of the lexical units of the Russian language. This applies not only to derivatives of words associated with generating relations of full direct motivation, but also to those derivatives where these connections are not explicitly expressed. Such an interpretation through a productive word not only makes the meaning of the new lexeme understandable, facilitates its memorization, but also creates a single picture of lexical and word-formation relationships within the language, forms a systemic understanding of the language among students. The skills of correlating a derivative word with its derivative, obtained in the study of Russian as a foreign language, make it possible to understand the meanings of unfamiliar words. The speed of memorizing the meanings of derived words in this case directly depends on the understanding of the word-formation structure of the word. This technique will greatly facilitate the development of the vocabulary and will contribute to the formation of a holistic view of the language as a system among foreign students.

scholarly journals The evaluation of intercultural professional technology-based communicative competence formation for students

2021 ◽  
Vol 13 (2) ◽  
pp. 272-287
Author(s):  
Tatyana Mikhailova ◽  
Kulyash Duisekova ◽  
Farida Orazakynkyzy ◽  
Gulshat Beysembaeva ◽  
Saule Issabekova
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Communicative Competence ◽  
Professional Communication ◽  
Methodological Aspect ◽  
State University ◽  
Future Career ◽  
Important Requirement ◽  
The Future

The purpose of the study is to determine the evaluation of the Intercultural Professional-Technology based communication  Based Communicative Competence Formation of Students. Overall 22 respondents of the 2nd year at a State university took part in the research like focus groups. The results were taken by the interview in the Google forms.  The results of the analyzes showed that the development of the intercultural professional-communicative competence of natural studies students is considered to be a very important requirement, and the formation of their professional communication skills can open up great opportunities for the future career of students. Students’ interview has also shown that from methodological aspect a case study technology-based communication is highly valued. Therefore, effective ways of using communicative-cognitive case technology-based communication in the classroom were analyzed and an algorithm for working with it was developed.     Keywords: Intercultural Professional Communicative Competence, technology based communication, cognitive, intercultural.

ROLE AND VALUE OF COMMUNICATIVE COMPETENCE OF FUTURE MILITARY PSYCHOLOGIST DURING PROFESSIONAL DEVELOPMENT

2020 ◽  
Vol 17 (1) ◽  
pp. 83-89
Author(s):  
Ruzanna PETROSYAN ◽  
Sona MAKICHYAN ◽  
Lida ARAMYAN
Keyword(s):  
Professional Development ◽  
Communication Skills ◽  
Communicative Competence ◽  
Communication Competence ◽  
Psychological Problem ◽  
Educational Programs ◽  
Professional Communication ◽  
Joint Activities ◽  
The Future

The psychological problem of the formation of communication competence of a military psychologist is conditioned by the unity of the problems faced by our army and the educational programs. It focuses on the process of formation and development of communication skills of the future military psychologist in the field of professional communication, in which the emphasis is on the direction of the future specialist in communication. Based on the results of the research, it is proposed to ensure the principle of uniformity of joint activities in the curricula and the introduction of training and innovation methods for communicative competence formation.

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