scholarly journals Variable educational models for the development of foreign students’ professional-communicative competence in the Russian-language business communication

2021 ◽  
Author(s):  
Nina Navichna Romanova
Keyword(s):  
Foreign Students ◽  
Communicative Competence ◽  
Business Communication ◽  
Russian Language ◽  
Educational Models ◽  
The Russian Language

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.

scholarly journals Club-based format of teaching Russian as foreign language to Chinese students

2021 ◽  
Vol 14 (33) ◽  
pp. e15526
Author(s):  
Svetlana Yrievna Zalutskaya
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Traditional Culture ◽  
Russian Language ◽  
Interactive Technologies ◽  
Content Model ◽  
North Eastern ◽  
The Individual ◽  
The Russian Language

The study deals with the issue of applying the communicative club format for organizing leisure, educational, and cultural activities for foreign students interested in the Russian language. The authors describe the structural and content model of the Almaz Russian-language Russian-Chinese communication club created based on centers for the Russian language, literature, and culture at the Ammosov North-Eastern Federal University. The model includes target, technological, and content components and implementation mechanisms. The authors conclude that interactive technologies of leisure show great potential for developing foreign students' communicative competence and creative abilities and enriching the individual with knowledge about the traditional culture of peoples inhabiting the multicultural territory of Russia.

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.

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

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.

scholarly journals Project technology in the development of communicative competence in schoolchildren: Extracurricular classes of Russian language

2018 ◽  
Vol 13 (4) ◽  
pp. 461-468
Author(s):  
Guzel M. Nurullina ◽  
Alexandr F. Muraviyov ◽  
Anastasiya A. Martyanova ◽  
Iskander E. Yarmakeev
Keyword(s):  
Extracurricular Activities ◽  
Personal Experience ◽  
Communicative Competence ◽  
Individual Characteristics ◽  
Russian Language ◽  
Productive Activity ◽  
Educational Impact ◽  
Educational Work ◽  
Knowledge And Skills ◽  
The Russian Language

The article considers the project technology as a way of forming the communicative competence in students during extracurricular activities connected with the Russian language, the importance of this pedagogical technology in the organisation of teaching and educational work that allows the teacher to deepen the knowledge and skills of students obtained during the lesson. The project technology has a wide educational impact on the student in extracurricular activities connected with the Russian language: they reveal individual characteristics and abilities of students; enrich personal experience of students and their cognitive interest and develops the desire to be involved in a productive activity approved by society. The use of project technology in extracurricular classes allows the teacher to consolidate the knowledge of students in the vocabulary and phraseology of the Russian language, expand the vocabulary of students; promotes the development of their speech, logical thinking, improving the skills of expressive reading and the implementation of interdisciplinary communications. Keywords: Project technology, communicative competence, Russian language, extracurricular activities, methods of language teaching

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.

scholarly journals Training Foreign Students of Medical University for Medical Practice in Hospitals

2020 ◽  
pp. 72-79
Author(s):  
О.Н. Маслова ◽  
О.В. Алексеева
Keyword(s):  
Foreign Students ◽  
English Language ◽  
Foreign Student ◽  
Russian Language ◽  
Hospital Environment ◽  
Successful Implementation ◽  
Practical Training ◽  
Language Program ◽  
Medical University ◽  
The Russian Language

Скорость и качество овладения русским языком иностранными студентами, обучающимися в медицинских вузах России, во многом зависят от того, имеется ли у этих студентов возможность пройти предварительную языковую подготовку на подготовительном факультете. В условиях ее отсутствия студенты получают образование на языке-посреднике, а русский язык становится факультативной дисциплиной, в результате чего погружение в русскую культуру, понимание правил невербальной коммуникации в русскоязычной среде, равно как и просто уверенное владение русским языком становятся уделом избранных лиц. Вместе с тем каждый иностранный студент должен проходить практику в русских медицинских учреждениях. В связи с этим перед преподавателем русского языка как иностранного встает несколько задач, к числу которых относится не только общеязыковая подготовка иностранных обучающихся к прохождению медицинской практики, но и речевая, культурологическая и психологическая. Успешной реализации поставленных задач может способствовать создание и использование на занятиях специального словаря-разговорника, который позволит студентам заблаговременно познакомиться с правилами поведения в больнице, освоить необходимый для практики лексический минимум, ввести в активный речевой оборот ряд фраз, актуальных в повседневном общении медперсонала с больными. В статье раскрывается и объясняется структура словаря, обозначены его задачи и целевая аудитория. The speed and the quality of mastering the Russian language by foreign students studying at medical universities in Russia largely depend on whether these students have the opportunity to take a preliminary year-long Russian language course at the preparatory division. If the students receive education in the English language, the Russian language program is reduced to an optional course, not sufficient to ensure understanding of Russian culture and rules of non-verbal communication in a Russian-speaking environment. However, every foreign student must undergo practical training in Russian medical institutions. In this case the Russian language teacher faces an almost insurmountable task of equipping students with the skills of communicating with Russian patients and colleagues and with sufficient cultural and psychological awareness for adequate verbal and non-verbal behavior in a hospital environment. The successful implementation of these tasks can be facilitated by developing and using a special vocabulary-phrase book at the lessons of the Russian language. This manual will allow students to get acquainted with the rules of behavior in the hospital in advance, master the lexical minimum necessary for practice and introduce a number of phrases that are relevant in everyday communication of medical staff with patients. The article reveals and explains the structure of the manual, identifies its objectives and target audience.

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).

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