scholarly journals Comparative typological method as a tool for teacher training philologist in the process of teaching the Russian language

Linguistics ◽  
2021 ◽  
pp. 107-115
Author(s):  
Svitlana Shpetna ◽  
◽  
Оlha Kirichenko ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Native Language ◽  
Russian Language ◽  
Material Structure ◽  
Analysis And Synthesis ◽  
Contact Language ◽  
Complete Exclusion ◽  
Language Environment ◽  
Level Of Motivation

The article considers some aspects of the use of comparative-typological method in the process of studying the educational component «Russian language» by applicants for higher education from Turkmenistan, the role and significance of the comparative characteristics of Turkmen and Russian language to solve a specific methodological task: teaching students the language to master the future profession of teacher of Russian language and literature. In practice, it is proved that the complete exclusion of the native language in the process of learning Russian (as a foreign) language is impossible. Assimilation of Russian by Turkmen students occurs in most cases through the structure of the native Turkmen language, taking into account typological properties in phonetics, lexicology, phraseology, morphology, based on linguistic, cultural, mental features, which affects not only the mastery of a foreign language but and for a better understanding of the native language, thanks to the knowledge of different language cultures, national peculiarities of perception of the world and determination of one's place in it. One of the conditions for effective teaching of Russian to foreign students is the use of comparative-typological method, which allows the teacher to explain language features, clarify similarities and differences between contact language systems, taking into account the processes of interference of native language in Russian. By gradually involving students in such activities, we increase the level of motivation to learn a foreign language, stimulate the improvement of communication skills, as well as the ability to abstract thinking, analysis and synthesis, clear and precise expression, ability to argue and support facts. This approach helps students to more easily learn the material, structure it, organize knowledge of native and Russian languages, which significantly improves the understanding of language as such and linguistic phenomena in general. The use of the method of comparison helps Turkmen students to adapt more quickly to the language environment, to adequately understand and master the material of lectures and practical classes, to prevent typical language mistakes, and in general to overcome difficulties in the learning process. Language comprehension gives students the opportunity to form linguistic and communicative competence in the areas of professional and situational communication in oral and written forms, and thus to be successful in the profession.

scholarly journals Linguistic Security of Russia in the Mode of Multilingualism

2020 ◽  
pp. 139-152
Author(s):  
Boris Zhigalev ◽  
◽  
Anna Prokhorova ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
The European Union ◽  
Language And Culture ◽  
Language Environment ◽  
The One ◽  
Multilingual Approach ◽  
Russian Universities ◽  
The Russian Language

The article examines the problem of linguistic security of Russia within the logic of integration into the world community. A new language situation is developing in the context of modern socio-economic and political reforms in Russia. While, on the one hand, there is a rejection of monolingualism and a tendency towards the development of Russian national polylingualism, on the other hand, there is a clear orientation towards promoting multilingualism as a consequence of rapprochement with Europe. The European Union is actively promoting the policy of multilingualism, encouraging learners to expand their linguistic repertoires. Like other representatives of non-EU countries, young Europeans entering Russian universities are mostly multilingual, and for them the Russian language offered as part of their university course is just another foreign language. To promote the Russian language and culture through educating foreign students, faculty members of Russian universities seek to create a special language environment, activating all possible means and technologies to optimize the process, teaching Russian courses for international students, and organizing engaging extra-curricular activities. Despite such serious efforts, however, many foreign students perceive this as an imposition that limits them in the study of other languages and cultures. The authors of the article see a potential solution to this problem in using a multilingual approach as a mechanism for “subtle engagement and promotion” of the Russian language and culture among foreign students. They offer a case study of implementing this approach in a technical university where Russian is taught as a foreign language to future engineers and describe the functional characteristics of multilingual modules built into the Russian language course (facilitative, accelerative, communicative, organizational, and transferable), highlighting the advantages and prospects of the multilingual approach in the formation of linguistic security.

scholarly journals Technologies teaching students in russian universities within the framework of the person-oriented and competence–based approaches

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 612-623
Author(s):  
Anton Lebedev ◽  
Mariia Murneva ◽  
Elena Samoilova ◽  
Iuliia Pinkovetskaia
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
New Technologies ◽  
Educational Process ◽  
Russian Language ◽  
Active Involvement ◽  
Effective System ◽  
Internationalization Of Education ◽  
Language Environment ◽  
Main Components

In the era of internationalization of education, process integrating the synthesis of the person-oriented and competence-based approaches, the introduction of new technologies for teaching the Russian language to foreign students is especially rapid and intensive being one of the most relevant issues in education sector. Educational process and subsequent socialization in the foreign language environment is based on the acquisition, transformation and active reproduction of knowledge, skills and abilities of the verbal and nonverbal communicative behaviour representing a set of communicative rules being obligatory for the performance in the linguo-cultural community within the standard communicative situations. Research indicates that integration of teaching technologies when mastering Russian as a foreign language forms an effective system of educational process, involving the synthesis of methods, goals, content, forms, means, namely, its main components; students' active involvement in educational activities creates comfortable conditions for implementation of fruitful educational process and improvement of their communicative competence.

scholarly journals Distance learning in the university foreign language environment through the eyes of Chinese students

2021 ◽  
Vol 53 (5) ◽  
pp. 125-138
Author(s):  
Inga Y. Smelkova ◽  
◽  
Ekaterina N. Tuana ◽  
Svetlana A. Gubareva ◽  
Irina A. Krasnova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Chinese Students ◽  
Russian Language ◽  
Alternative Form ◽  
Administrative Services ◽  
Language Environment ◽  
The University ◽  
The Russian Language

Introduction. With the transition of universities around the world to distance learning during the pandemic of COVID-19, the higher education has become the global and accessible, and competition between universities in the international educational market has increased. The opinion of Chinese students about distance learning as an alternative form to the traditional in-person education at Russian university is an important criterion for the evaluation of university's ability to retain and attract the foreign students to study in Russia in an environment of competition among the universities, as the Chinese students exactly are make up the majority among the foreign students of Russian universities. The purpose of the study is to find out the opinion of Chinese students about the distance learning format at the Russian university from the point of view of influence it on the formation of communicative competence in Russian language and adaptation to a foreign language environment of university. Materials and methods. The 100 Chinese students of 1-4 years of the Humanitarian Institute (HI) and 57 students of the 1st year of the Institute of Industrial Management of Economics and Trade (IIMET) of Peter the Great St. Petersburg Polytechnic University took part in the survey. The research methods are analysis and systematization of student’s answers to questionnaires, content analysis. Results and discussion. The results of the research showed: 1) the Chinese students in general assess the distance learning format as more comfortable (89% – comfortable, 3% – not comfortable) in comparison with in-person (43% – comfortable, 54% – not comfortable) education in the psychological aspect, which is associated with their national characteristics (75% of students are not afraid to answer in front of other students in a distance format, 89% of students feel more comfortable in distance classroom lessons); 2) the students do not experience the difficulties in using the new technical programs and Internet resources (56% – no difficulties; 24% – yes difficulties; 20% – no answers); 3) the formation of communicative competencies in the Russian language largely depends not on the format of learning (68% of students like to study Russian in distant format, 59% are satisfied with their success in learning Russian), but on the readiness and individual skills and abilities of the learner to study (58% of students note they use knowledge of the Russian language in the classroom) and on the teacher skills and abilities in the work in a distance format (75% of students note the importance of presentation materials prepared by the teacher); 4) the difficulties in adapting to the foreign language environment of the university are associated with the level of proficiency in the Russian language and the cultural traditions of the countries (74% of students note difficulties in communicating with the administrative services of the university, 64% of students do not use Russian to solve educational and administrative issues). Conclusion. The obtained results and conclusions can be useful for academic staff, as well as employees of the administrative services of the university and all interested persons who works with Chinese students.

scholarly journals ФОНЕТИЧЕСКАЯ ИНТЕРФЕРЕНЦИЯ И ЕЕ ПРИЧИНЫ

World Science ◽  
2018 ◽  
Vol 3 (7(35)) ◽  
pp. 11-14
Author(s):  
Алиева Б. Б.
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Native Language ◽  
Russian Language ◽  
Foreign Languages ◽  
Sound System ◽  
The Russian Language ◽  
Different Parts

The article deals with the problem of interference arising in the process of teaching a foreign language. The types of interference due to distinguished the nature of the interaction of the native and foreign languages, the subjective and objective factors on which the depth and volume of interference depend, the wide and narrow interpretation of the term interference, the need to distinguish between interference phenomena and analogy are considered. Particular attention is paid to phonetic interference and pronouncing accent, the reasons for their occurrence and the appearance of two types of accent in the speaker's speech.Interference, being an integral part of the process of mastering a foreign language, manifests itself in different parts of the sound system, and attention is drawn to the subordination of these errors to certain regularities. The set of admitted errors is not accidental, but is programmed by the peculiarities of the native language, and the knowledge of this program allows to predict errors in the Russian language speech of foreign students.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

scholarly journals On the problem of typological research of the Russian phonetic system in a linguodidactic context

2021 ◽  
pp. 4-9
Author(s):  
Е.Л. Бархударова
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Target Language ◽  
Foreign Accent ◽  
Language Background ◽  
Sound Structure ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

В основе разработки курсов практической фонетики, адресованных иноязычной аудитории, лежит анализ типологического своеобразия фонетической системы изучаемого языка в контексте лингводидактики. К числу важных направлений типологического исследования звукового строя русского языка следует отнести, во-первых, изучение соотношения консонантизма и вокализма в его фонетической системе на иноязычном фоне, во-вторых, – анализ позиционных закономерностей русской фонетической системы в сопоставлении с функционированием звуковых единиц в типологически разных языках. В позиционных закономерностях звукового строя языка наиболее ярко проявляется его идиоматичность: в каждом языке позиционные закономерности носят специфический характер и определяются соотношением парадигматики и синтагматики звуковых единиц. Большое число фонологически значимых отклонений в иностранном акценте обусловлено интерферирующим воздействием позиционных закономерностей родного языка на русскую речь учащихся. The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics. It is necessary to designate two important areas of typological research of the sound structure of the Russian language: the study of the relationship of consonantism and vocalism in its phonetic system against a foreign language background and the analysis of positional rules of the Russian phonetic system in comparison with the functioning of sound units in typologically different languages. Idiomatic character of the language is most clearly manifested in the positional patterns of its sound structure. In each language, positional patterns are specific and are determined by the dominance of paradigmatic or syntagmatic relations of sound units. A large number of phonologically significant deviations in a foreign accent are due to the interfering influence of the positional laws of the native language on the Russian speech of students.

scholarly journals Difficulties faced by a foreign student during their first year of study at a Russian university in the Russian language

2020 ◽  
pp. 205-211
Author(s):  
Alla A. Zhukovska
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Foreign Student ◽  
Russian Language ◽  
First Year ◽  
First Year Students ◽  
The Real ◽  
Level Of Knowledge ◽  
The Russian Language ◽  
Lack Of Knowledge

The article deals with the issue of the language adaptation of foreign students who have left the preparatory faculty and begun their studies in Russian in the first year of the main faculty of the Russian University. The main problem is the lack of knowledge of Russian by foreign students to understand and take notes at lectures, to actively participate in seminars. The article identifies and discusses the main difficulties faced by foreigners while studying in Russia and the reasons of their appearance, analyzes the conditions of training of foreign students at the preparatory faculty and the real results of this training, the main of which is the discrepancy between what foreign students know and are capable of and what they need to know and be able to, becoming the first-year students of a Russian University. Most first-year foreign students find it difficult to study at the same level with Russian students, so they need the support and understanding of not only teachers of Russian as a foreign language, but also teachers of other subjects. It is noted that teachers who don’t specialize in teaching Russian as a foreign language can’t and don’t want to adequately assess the level of knowledge of a foreign student and help them if needed. The article proposes a possible solution to this problem.

VERBAL ASPECT IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Author(s):  
Liudmila Valova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Teaching Method ◽  
Russian Language ◽  
Verbal Aspect ◽  
Risk Zones ◽  
The Russian Language ◽  
Different Levels

Verbal aspect is one of the grammar “risk zones” of the Russian language. The purpose of this paper is to familiarize the reader with the author’s teaching method which makes it easier for foreign students to grasp the concept of Russian verbal aspect. The techniques and recommendations described in this paper can be applied while teaching students of different levels (A1 – C2).

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.

Lexicographic Work with Foreign Linguistics Students Who Study Russian As a Foreign Language. Advanced Level

2015 ◽  
Vol 4 (4) ◽  
pp. 30-32
Author(s):  
Антропова ◽  
M. Antropova
Keyword(s):  
Public Relations ◽  
Foreign Language ◽  
Foreign Students ◽  
Traditional Method ◽  
Russian Language ◽  
Advanced Level ◽  
Online Newspapers ◽  
Innovative Method ◽  
Russian Higher Education ◽  
The Russian Language

The article represents the author’s experience in creating a PR-glossary in the course of lessons of the Russian language with foreign students who study in Russian higher education institutions at the programme “Advertising and Public Relations”. The author considers work on creating a glossary not only as a traditional method of enlarging a student’s vocabulary but also as an innovative method of teaching students to understand and use vocabulary of the publicistic style on the basis of such modern sources as online magazines, online newspapers, websites, the corpus of the Russian language and online dictionaries, thus developing students’ lexicographic skills.

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