scholarly journals Ways of studying O. Pushkin’s creativity in the classroom with foreign students-philologists

2020 ◽  
pp. 186-194
Author(s):  
O. M. Kirichenko ◽  
◽  
S. I. Kryzhanovskyi ◽  
Keyword(s):  
Foreign Students ◽  
Music Perception ◽  
Aesthetic Experience ◽  
Research Work ◽  
Russian Language ◽  
Film Interpretation ◽  
Language And Literature ◽  
Oral Speech ◽  
Literary Process ◽  
New Research

The article examines the ways of effective assimilation of the development of oral speech by foreign students when studying the creative heritage of Oleksandr Pushkin. Unresolved issues and problems of teaching Russian language and literature as a foreign language remain and are a stimulus for new research. This determines the relevance of the article, the purpose of which is to strive to choose a methodological direction and an effective approach when acquainting with the literary heritage of Oleksandr Pushkin in the classroom on the Russian language and literature with foreign students of philology. To understand a work of art not only as a means of teaching and upbringing, but as a source of personal inspiration and inspiration for foreign students, an incentive to attract them to creative research work; to perceive a literary and artistic work as an individual and unique system of artistic speech, the interpretation of which will contribute to the understanding of the individuality of the author’s personality, expressed through the concept, emotional-evaluative attitude and a set of considerations of the work; to analyze the connections between artistic phenomena of the literary process – these are the main directions of research in this article. The authors are convinced that in the classroom with foreign students of philology, it will be effective to study the poet’s work with the involvement of the interaction of various types of art: Pushkin author’s illustrations, portraits of the poet, paintings by outstanding artists. The appeal to musical compositions based on the works of Oleksandr Pushkin is justified. Musical works will allow foreign students-philologists not only to learn about the interpretation of Oleksandr Pushkin’s poems by composers, but also to enrich their own aesthetic experience of music perception. Methodically conditioned by the use of film interpretation in the classroom with foreign students, it allows you to motivate not only to read the works of O. Pushkin, but also to create your own films and animation works based on the poet's work.

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 Language Transfer: Dominant Channels in Perception

2021 ◽  
pp. 195-208
Author(s):  
Yana V. Datiyeva ◽  
Tatiana Yu. Tameryan
Keyword(s):  
Cognitive Style ◽  
Language Proficiency ◽  
Foreign Students ◽  
Cognitive Linguistics ◽  
Russian Language ◽  
Speech Compression ◽  
Native Languages ◽  
Oral Speech ◽  
Indian Students ◽  
The Russian Language

The paper covers a range of issues related to the specifics of Russian language mastering by Indian students studying in English and Russian. The research is based on an integrative methodological platform that combines approaches to multilingualism formation from the standpoint of psychological linguistics, cognitive linguistics, the theory of language contacts, discourse and communication science. The research involves the techniques of psychological and semantic analyses and verbal associations, the methods of contextual analysis and comparison. The material of the paper is the data obtained from online surveys of Indian students who have been studying at universities in North Ossetia-Alania for six years (elementary and pre-intermediate levels of Russian language proficiency). The study is aimed at identifying perception channels that represent the features of foreign students cognitive style in the Russian natural environment, descripting level-by-level interfering influence of native languages and weak interference of English. Based on text fragments and lexical units, vectors and methods of interlingual interference were demonstrated, its leading types were determined, that are phonetic, phonemic, graphemic, phonemic-graphemic, morphological and lexical. The role of English as a communicative mediator is defined. The analysis done confirmed complex application of auditory, visual and kinesthetic channels at the information input, and revealed the dominance of the auditory perception channel at the information output while learning the Russian language by Indian students. The Indian students cognitive style tends to be simplified through contamination of written and oral speech, compression, abbreviations usage, intensification of associative and semantic links. Strategies for using Internet translation, imitation of mastering the Russian language, literal translation from English into Russian, strategies for the implementation of graphic, phonetic-graphic principles of writing, phonemic and grammatical reduction were identified as the basic communication strategies of Indian students learning Russian.

scholarly journals The Formation of Intercultural Competence of Foreign Students by Means of the Russian Language and Literature

2020 ◽  
Vol 8 (11D) ◽  
pp. 9-19
Author(s):  
Elena I. Tsymbalyuk ◽  
Nadezhda M. Romanenko ◽  
Anastasyia V. Romanenko ◽  
Marina A. Volkova
Keyword(s):  
Intercultural Competence ◽  
Foreign Students ◽  
Russian Language ◽  
Language And Literature ◽  
The Russian Language

Why modern poetry could use more ‘red ink’

2021 ◽  
pp. 77-88
Author(s):  
A. E. Smirnov
Keyword(s):  
Figurative Language ◽  
Russian Language ◽  
Expert Assessment ◽  
Modern Poetry ◽  
Literary Field ◽  
Self Reflection ◽  
Key Characteristics ◽  
Language And Literature ◽  
Literary Process ◽  
The One

The article offers to look at contemporary poetry from the viewpoint of an ‘ordinary reader,’ uninvolved in the literary process and unaffiliated with the notional ‘establishment.’ The author uses his position as a bystander, on the one hand, and a training that enables expert assessment (the author teaches Russian language and literature and holds a master’s degree in cognitive research), on the other, to examine the processes behind presentday literary awards and criticism of poetry. According to Smirnov, modern poetry and modern criticism both have disintegrated into separate segments within a common literary field. The continuous erosion of language norms and dilution of criteria have pushed contemporary art, and poetry in particular, away from the rules of the classical ontology. Thus, a text cannot be identified as pertaining to ‘poetry’ by such key characteristics as rhyme, rhythm, or use of figurative language. In this situation, the author pins his hopes on the institution of criticism: unless it engages in self-reflection in order to recognise the circumstances and phenomena behind its failures, constructive changes remain unlikely.

scholarly journals Traditions of «Honouring the Bookish» as Value Orientation in Modern Philological Education

2020 ◽  
Vol 2020 (3) ◽  
pp. 185-196
Author(s):  
Elena N. Bekasova
Keyword(s):  
Historical Memory ◽  
Research Work ◽  
Russian Language ◽  
Educational Systems ◽  
Modern Times ◽  
Bible Translations ◽  
Lack Of Information ◽  
Scientific Research Work ◽  
Language And Literature ◽  
Russian Literary

A thousand-year tradition of «honouring the bookish» is one of the most important components of the educational system and social enlightenment, which is moved, among other things, by intellectual and spiritual reflection of the educators Cyril and Methodius. However, despite the fact that the national holiday of Slavic Alphabet and Culture has been present for twenty years, in modern conditions of weakening the historical memory and the significance of Christianity, there is a serious lack of information about the lives and activities of Konstantin the Philosopher, Methodius and their followers in the spiritual life of Slavdom and establishment of Russian mentality. That is why the great educational endeavor of the brothers of Thessaloniki, appropriately valued only in modern times, requires support from educational systems. Elaborating the details of historical and cultural preconditions to the appearance of the first Slavic ABC books, Bible translations and their existence in the Slavic world is extremely important to the future teachers of the Russian language and literature, and especially in the conditions of wide spread misinformation and decreasing amount of academic hours for studying the disciplines of historical and linguistic sciences, which, in one way or another, touch upon the problems of the origin of the ancient literary and scriptory language of the Slavic and its establishment under the influence of Russian literary language. Such position presupposes the need of providing a number of scientific and educational events in association with Memorial Day of Slavic Teachers and other dates, dedicated to language and book-learning. These events aid to redeeming the lost educational opportunities in bachelors’ philological training, as they help to build up beneficial cultural, educational and spiritual space, which is based on the traditions of «honouring the bookish», dating back to the Slavic enlighteners. A seventeen-year experience of holding such events helps not only to generalize existing study material, but also to introduce a system of extracurricular communication among educators, students and schoolchildren, contributing to integration of educational and disciplinary processes with scientific research work.

THE LINGUODIDACTIC METHODS OF FAMILIARIZING STUDENTS WITH FOREIGN CULTURAL CONCEPTS

2019 ◽  
pp. 125-131
Author(s):  
I. M. Prozhohina
Keyword(s):  
Foreign Students ◽  
Native Speakers ◽  
Academic Discipline ◽  
Heuristic Method ◽  
Russian Language ◽  
Cultural Concepts ◽  
A Value ◽  
Language And Literature ◽  
The Russian Language ◽  
Insight Into

Modern philological education provides a deep introduction to the national culture as well as the national mentality of native speakers of a particular language. Linguistic conceptology is an academic discipline serving this purpose. There are some tutorials created by Taras Shevchenko National Uni- versity of Kyiv professors I.O. Holubovska, O.S. Snytko, N.V. Slukhay, and others, that are dedicated to this subject matter. However, the linguodidactic aspect of linguistic conceptology, especially for training foreigners, has not been investigated yet. This article deals with some of the linguodidactic methods concerning familiarizing foreign students with Russian cultural concepts. These methods are used by the author of this article in an academic course “The Russian Language and Cultural Con- cepts” which is a part of the educational program “The Russian Language and Literature” for foreign students of master’s degree in the Institute of Philology. A teacher’s intention is to provide foreign students with some information concerning national peculiarities of Russian linguocultural concepts. Familiarizing students with cultural concepts must include three pillars: an image, a conceptual component and a value dimension which is the most important one. The linguodidactic methods for this purpose are: visualization of information using heuristic approach; insight into metaphorical traits of a concept; use of idiomatic expressions etc.; use of synonyms; explanation of word etymology and ascertaining of derivational links; experimental data received through psycholinguistics methods; cognitive analysis of poets’ and writers’ sentences about a topic. Specific pieces of Russian cultural concepts (УЮТ, ДУША, ИНТЕЛЛИГЕНЦИЯ, НЕПРИКАЯННЫЙ, МАЯТЬСЯ and some others) are good examples of these methods usage. Choos- ing a method depends on concept peculiarities. It is proved that the heuristic method is the most effec- tive one, considering the necessity of development master’s general and special competences.

Modern Russian language: Morphemics. Word-formation

2019 ◽  
Author(s):  
Андрей Пантелеев ◽  
Andrey Panteleev ◽  
Инна Ковтуненко ◽  
Inna Kovtunenko
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Word Formation ◽  
Russian Language ◽  
Self Control ◽  
Federal State ◽  
Educational Standard ◽  
Language And Literature ◽  
State Educational ◽  
Modern Russian

The textbook contains theoretical information on morphemics and word formation of the modern Russian language; Glossary of terms, plans of practical classes, tasks and exercises for them; tasks for self-control, options for tests and tests; schemes and samples of analysis of language units, a list of scientific and educational literature; questions for the exam. Prepared in accordance with the Federal state educational standard of higher education in directions of preparation "Pedagogical education", "Philology", in accordance with the approximate program of the course "Modern Russian language" and is intended for students enrolled in the profile "Russian language and literature, Russian language and foreign language", "national Philology", for students of the specialist degree, students majoring in "Russian language and literature", master of Philology, as well as for foreign students studying Russian language.

scholarly journals Corpus in teaching Russian language and literature

Rhema ◽  
2019 ◽  
pp. 93-123
Author(s):  
M. Paramonova ◽  
A. Olkhovskaya
Keyword(s):  
Life Stories ◽  
Work Organization ◽  
Research Work ◽  
Russian Language ◽  
Speech Corpus ◽  
Student Research ◽  
Language And Literature ◽  
Colloquial Speech ◽  
Language Literature ◽  
National Corpus

The article deals with the methodical potential of the corpus in the field of the student research work organization. The paper presents the exercises that can be used in the practice of teaching Russian language, literature and other philological disciplines. The exercises are aimed at analyzing phenomena of polysemy, neologisms, colloquial speech, title of the works, literary imagery, intertextuality. Each exercise is accompanied by the search description and methodological commentary of the teacher's actions and student’s results. The source for most of the exercises was the Russian National Corpus. One of the exercises is based on the sound speech corpus “Funny Life Stories”.

scholarly journals Semiotics of fiction in teaching Russian as a foreign language

2021 ◽  
pp. 184-192
Author(s):  
Anastasia Alexandrovna Korshunova ◽  
Svetlana Maksimovna Petrova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Literary Text ◽  
Russian Language ◽  
Educational Technologies ◽  
Approaches To Teaching ◽  
Effective Form ◽  
Oral Speech ◽  
Russian Universities ◽  
The Russian Language

One of the conditions for the spread of the Russian language is the education of foreign students in Russian universities. Consequently, the search for new approaches to teaching Russian as a foreign language becomes relevant. Practice has shown that literature is a guide to understanding the characteristics of the Russian language and the development of oral speech. The object of the study is a literary text in the system of teaching the Russian language. The purpose of this work is to search for the effective forms and methods of teaching foreign students the Russian language on the basis of literary text. The results of the study showed that the most effective form of training is the use of educational technologies based on practice-oriented aspects of semiotics. On the material of the Gogol's poem "Dead Souls" the technique of working with literary text is shown.

scholarly journals Shaping and Co-Shaping Forms of Vitality in Music: Beyond Cognitivist and Emotivist Approaches to Musical Expressiveness

2013 ◽  
Vol 8 (3-4) ◽  
pp. 162 ◽  
Author(s):  
Jin Hyun Kim
Keyword(s):  
Music Perception ◽  
Aesthetic Experience ◽  
Empirical Studies ◽  
Theoretical Framework ◽  
Research Perspective ◽  
Psychological Mechanisms ◽  
And Performance ◽  
The Aesthetic ◽  
New Research ◽  
Forms Of Vitality

Over the last three decades, there has been an increasing number of empirical studies on how music conveys and induces emotional expressiveness, revolving around both the longstanding discourse over compositional and performance features related to recognized or felt emotions, and more recent interest in (neuro)psychological mechanisms underlying emotions induced by music. However, the question of how expressive forms of music are shaped and co-shaped within the ongoing process of music-making and music perception has received little investigation. This paper focuses on the expressive forms of music that the developmental psychologist Daniel N. Stern refers to as ‘forms of vitality’, discussing how they are (co)shaped and give rise to aesthetic experience of music. The aim is the development of a theoretical framework allowing for a new research perspective on musical expressiveness—taking into account the aesthetic experience of music—in relation to the process of (co)shaping forms of vitality in music. Further, a hypothesis for and methodologies of empirical research fitting into this theoretical framework are considered, expanding the schema beyond cognitivist and emotivist approaches to musical expressiveness.

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