scholarly journals Словесные ассоциации как лингвокультурный феномен

2020 ◽  
Author(s):  
Miriama Bilčíková
Keyword(s):  
University Students ◽  
Russian Language ◽  
Word Associations ◽  
Language Environment ◽  
The Russian Language ◽  
Slovak Language

The aim of the article is to analyze verbal associations as a linguocultural phenomenon, taking into account the general and diverse features of the Slovak and Russian linguocultures. The analysis is based on the data of a free associative experiment with university students in the Slovak language environment and on the data of similar experiments in the Russian language environment, recorded in associative dictionaries, primarily in the “Russian Associative Thesaurus”, which is available online and regularly updated. In our article, we will try to show what place word associations in the associate ranks of the experiment participants fill in.

scholarly journals The Project of Communicative Educational Resource in Russian as a Foreign Language with the Use of V-Learning Technology

2021 ◽  
Vol 19 (1) ◽  
pp. 34-50
Author(s):  
Vladimir A. Zhiltsov ◽  
Igor A. Maev
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Russian Language ◽  
Theory And Practice ◽  
Theoretical Research ◽  
Educational Resource ◽  
Learning Technology ◽  
Electronic Resources ◽  
Language Environment ◽  
The Russian Language

The article describes the project structure of an electronic educational resource in Russian as a foreign language which is based on a system of social interaction including a component of virtual simulation of the Russian language environment. The relevance of the study arises from modern trends in the development of communicative language learning and computer technology that provides the need to study and develop new efficient approaches improving the theory and practice of distance learning of Russian as a foreign language. The purpose of the study is to make a theoretical research on drawing up the structure of an electronic educational resource in Russian as a foreign language with the use of a virtual simulator of the Russian language environment as its component. The main methods are observation of modern trends in the development of electronic resources, analysis of research literature, generalization of the authors' empirical experience in the development of prototypes of learning systems based on the technology of virtual worlds and educational and game applications in the Russian language. The research materials are the works of Russian and foreign researchers devoted to the use of virtual reality technology in language learning. In the course of the study, the modern trends in the development of electronic resources were analyzed, and on this basis the basic principles and practical approaches to the formation of an electronic language environment were identified. The study resulted in theoretical and practical provisions considering an electronic educational resource in Russian as a foreign language as a living and self-developing virtual ecosystem. The results can be used to create a communication-oriented electronic educational resource on Russian as a foreign language.

scholarly journals Designing Russian Teaching Material for University Students: Rationale and Mock Unit

2020 ◽  
Vol 10 (7) ◽  
pp. 713
Author(s):  
Paola Bocale
Keyword(s):  
University Students ◽  
Language Teaching ◽  
Spoken Language ◽  
Russian Language ◽  
Teaching Material ◽  
Teaching Materials ◽  
The Russian Language

The aim of this study is to present some teaching materials that were developed to teach contemporary aspects of the Russian language. The methodology is based on the recognition of the central role played by spoken language in the construction of language teaching syllabuses. The first part of the study describes the rationale and justifies the design of the teaching units; the second part presents the text of a mock lesson.

STUDYING THE RUSSIAN LANGUAGE AS A FACTOR OF HUMANITARIAN COOPERATION IN THE EURASIAN SPACE

2021 ◽  
pp. 112-124
Author(s):  
Vadim M. Shneider ◽  
Keyword(s):  
Language Policy ◽  
Russian Language ◽  
Point Of View ◽  
The Status ◽  
Soviet Space ◽  
Level Of Training ◽  
Language Environment ◽  
The Russian Language ◽  
Post Soviet Space

The article considers issues related to the status and role of the Russian language in the post-Soviet space. It is emphasized that Russian language remains one of the main factors that still unites the countries of the post-Soviet region, different from a socio-cultural point of view. The author pays special attention to the study of the Russian language in schools. It is noted that in a number of states in the region, the Russian language is compul- sory for learning. These countries include Belarus, Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan, Armenia and Azerbaijan. In Ukraine, Georgia, Moldo- va, Latvia, Lithuania, Estonia and Turkmenistan, Russian language is taught in secondary schools as a second foreign language. The author emphasizes that language policy does not always correspond to the language environment, which develops naturally and depends on a number of socio-cultural factors. In this regard, the author considers in detail the linguistic situation in each of the countries of the post-Soviet space. In the final part of the article, the author emphasizes that the prospects for studying the Russian language in the post-Soviet countries depend on various factors: the level of training of teachers, the demand for the Russian language, the preservation of the Rus- sian-speaking environment and the pursuit of a flexible language policy.

scholarly journals A сoursebook on linguocultural studies for foreigners studying the Russian language: concept and content

2020 ◽  
Vol 18 (3) ◽  
pp. 315-327
Author(s):  
Olga A. Senatorova
Keyword(s):  
Teaching And Learning ◽  
Communicative Competence ◽  
Russian Language ◽  
Russian Culture ◽  
Language And Culture ◽  
Active Approach ◽  
Applied Art ◽  
Language Environment ◽  
Teaching Learning ◽  
The Russian Language

The article continues studying interconnected teaching of Russian language and culture in linguistic and сultural aspect of the methodology of teaching Russian as a foreign language (RFL) from the perspective of communicative and active learning. The relevance of this study is associated with the need to develop a system of theoretical and practical recommendations on using cultural potential of language environment in teaching and learning RFL as part of communicative and active approach to teaching. The research attempts to develop the concept and content of a coursebook on linguocultural studies, aimed at extending knowledge of Russian culture and developing communicative competence of foreigners studying the Russian language. This is an important condition for linguocultural adaptation. The research was carried out on the basis of traditional folk culture realities, which most vividly reflect the peculiarities of national mentality and provide opportunities for both theoretical and practical cultural activities in teaching/learning RFL: decorative and applied art and folk crafts, traditional folk dolls, and cuisine. The methods of the research are analysis, generalization and forecasting. The research resulted in developing the concept of a coursebook on linguocultural studies and determining its content. The author makes conclusion about effectiveness of the communicative-activity approach in teaching and learning aimed at extending foreigners knowledge about Russian culture and Russian national mentality, forming their communicative competence and providing successful linguistic and cultural adaptation. The conclusion is based on the materials of a coursebook on linguistic and cultural studies for foreigners learning Russian.

scholarly journals THE USE OF THE VERB PRINIYAT (TO ACCEPT) IN THE RUSSIAN LANGUAGE AND ITS EQUIVALENTS IN THE PERSIAN LANGUAGE

2020 ◽  
Vol 30 (3) ◽  
pp. 421-427
Author(s):  
Moghaddam Mohsen Khademi ◽  
Mousa Abdollahi
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Theory And Practice ◽  
Persian Language ◽  
Russian Verb ◽  
Wide Range ◽  
Language Environment ◽  
The Russian Language ◽  
Practice Of Teaching

The object of this paper is the Russian verb priniyat (to accept) which has a wide semantic potential and a wide range of commonly used features in the Russian language. The authors explore various aspects of this verb. At the beginning of the paper, the authors briefly present the etymology of this verb, provide various lexical classifications, restrictions in the use of personal forms of the verb priniyat (to accept), stable combinations and idioms with this verb in the Russian language, and the most common associations with it. Then they give equivalents of this verb in the Persian language. The data presented in the paper can contribute to the theory and practice of teaching Russian as a foreign language in the Persian language environment, primarily in mastering the verbal subsystem due to its connection with other verbs that in some meanings have similar usage.

scholarly journals SHORT FILM НЕ МОЙ IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Author(s):  
С. Рудольф ◽  
Л.Б. Волкова
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Short Film ◽  
Friedrich Schiller ◽  
Educational Materials ◽  
Speech Activity ◽  
Language Environment ◽  
The University ◽  
The Russian Language ◽  
Slavic Studies

Предлагаемые учебные материалы направлены на активизацию речевой деятельности студентов, развитие коммуникативной и социокультурной компетенции, что особенно актуально вне языковой среды. Материалы были апробированы в работе со студентами Института славистики и кавказоведения Йенского университета им. Фридриха Шиллера. The proposed educational materials are aimed at enhancing students' speech activity, developing communicative and sociocultural competence, which is especially important outside the language environment. The materials were tested when teaching the Russian language to students of the Institute of Slavic Studies and Caucasian Studies at the University of Jena named after Friedrich Schiller.

scholarly journals ADDRESSEE OF THE WORK BOOK «WINTER STORIES OF RUSSIA»

2021 ◽  
pp. 97-103
Author(s):  
О.Н. Каленкова ◽  
О.Э. Чубарова
Keyword(s):  
Translation Studies ◽  
Target Audience ◽  
Russian Language ◽  
Bilingual Children ◽  
Teaching Methodology ◽  
Language Environment ◽  
The Russian Language

Цель статьи – рассказать о пособии «Зимние истории России», методический потенциал которого позволяет работать с учащимися разных категорий: как иностранцами, изучающими русский язык, так и детьми соотечественников, проживающими в условиях ограниченной языковой среды. Рассматриваются точки пересечения методики преподавания РКИ и методики обучения русскому языку билингвов. Обсуждаются особенности учебных пособий, допускающих расширение целевой аудитории. Анализируется опыт работы с детьми-билингвами и взрослыми иностранцами, обучающимися по специальности «Перевод и переводоведение». This article aims to present the work book «Winter stories of Russia», which has a methodological potential to teach students of different categories: both foreigners who study Russian, and children of compatriots living in a limited language environment. The meeting points of the teaching methodology of the Russian language as a foreign and the methodology of teaching Russian the bilingual language are considered. The features of textbooks that allow the expansion of the target audience are discussed. The experience of working with bilingual children and adults – foreigners studying in the specialty «Translation and Translation Studies» is analyzed.

scholarly journals How to achieve understanding in the process of Russian-Chinese intercultural communication?

2020 ◽  
pp. 239-246
Author(s):  
Yangping Li
Keyword(s):  
Comparative Analysis ◽  
Intercultural Communication ◽  
Great Powers ◽  
Russian Language ◽  
Chinese University ◽  
Similarities And Differences ◽  
Language Environment ◽  
The Russian Language ◽  
Development Of Students

The development of students’ ability to carry out the intercultural communication is an important issue of the modern methodology of teaching the Russian language in the context of studying outside the language environment in a Chinese university. Using certain examples, we carried out the comparative analysis of facts of culture in the Russian-Chinese intercultural communication, and revealed similarities and differences. The results of the analysis will contribute to better understanding in the process of intercultural communication between representatives of two great powers – Russia and China.

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