scholarly journals B1 I CO DALEJ? O KONIECZNOŚCI PRZYGOTOWANIA PROGRAMU NAUCZANIA JĘZYKA POLSKIEGO JAKO OBCEGO DLA CELÓW AKADEMICKICH

Neofilolog ◽  
2019 ◽  
pp. 129-142
Author(s):  
Agnieszka Jasińska
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Research Study ◽  
Academic Discourse ◽  
Substantial Growth ◽  
The Past ◽  
Polish Language ◽  
Language Instructors

For the past several years we have been observing a substantial growth of interest in studies in Poland among foreign students, particular those from the East. The required level of language proficiency for Polish universities is B1 which is not difficult to achieve in a year. It is, however, by no means sufficient to participate in university classes, to follow academic discourse, to write papers or prepare for exams. This article presents the results of a research study conducted among academic lecturers and Polish language instructors teaching preparatory classes on the lacks and needs of foreign students. It also presents core demands regarding teaching Polish as a foreign language for academic purposes.

Organizational and pedagogical conditions of master students teaching written academic discourse

2019 ◽  
pp. 21-31
Author(s):  
Ivan Dronov
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Language Proficiency ◽  
Current Trend ◽  
Academic Discourse ◽  
Maximum Effect ◽  
Scientific Article ◽  
Technology Learning ◽  
Scientific Papers ◽  
Definition Of

The higher education intensive development current trend with the help of innovative approaches to systematization necessitates the creation of system organizational and pedagogical conditions to achieve the maximum effect of foreign language teaching. In this paper we give the author’s definition of this system as a set of interconnected components necessary for the formation of written academic discourse skills. This system includes the following components (conditions): a) motivation; b) formedness of the students and teachers linguistic and computer competence; c) the language proficiency of students and teachers which is not below the C1 level on the common European of reference for language proficiency; d) the implementation of the technology “Learning in cooperation”; e) combination of classroom and extracurricular forms of work. We note the commonality of the methodological functions of the various types of self extracurricular work and skills in writing academic discourse, and develop a list of types of extracurricular forms of work and develop with them the skills of written academic discourse: writing an essay on a giv-en topic, composing a Curriculum Vitae, writing an structural abstract, writing review of the work read, writing essays on writing speech given at scientific conferences, writing scientific papers, applications for participation in scientific events, the abstract writing for scientific article, writing report, writing poster presentation. We also propose a definition of the term “linguistic and com-puter competence”, which is interpreted as the set of language competencies and skills of modern information and communication technologies necessary for mastering of communicative skills in learning a foreign language.

scholarly journals Transformation Text as a Tool for Forming a Language Guess while Teaching Russian as a Foreign Language

2020 ◽  
pp. 142-148
Author(s):  
I. I. Yazykov
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Language Variation ◽  
Source Text ◽  
Distinctive Features ◽  
Proficiency Levels ◽  
Variation Patterns ◽  
Substitution Models

The aim of the study is to analyse the didactic possibilities of the source text on the basis of exercises aimed at its modification (transformation). The article pays attention to substitution and transformation exercises for students-inophones (language proficiency levels on the scale TORFL-1, TORFL-2). Exercises with substitution models (language variation patterns) are described as tools for creating modified (transformational) text, in which students-inophones, while working with source texts, can produce statements in the process of synthesis of supporting text elements into a whole and coherent text (statement by analogy). Examples of substitution and transformation exercises for foreign students are given. Distinctive features of the texts promoting formation of a language guess in lessons of Russian as a foreign language are noted. The results of the research allow to draw a conclusion about the possibility to form a language guess at students-inophones on the basis of transformation of the source text.

scholarly journals НАВЧАННЯ ЧИТАННЯ НАУКОВО-ПОПУЛЯРНИХ ТЕКСТІВ НА ПРАКТИЧНИХ ЗАНЯТТЯХ З УКРАЇНСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ (ВИСОКИЙ РІВЕНЬ)

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 7-10
Author(s):  
Svitlana Derba
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Foreign Student ◽  
Specific Data ◽  
Educational Abstract ◽  
Complex Process ◽  
Actual Material ◽  
High Level ◽  
Meaningful Connections

The article studies and analyzes the principles of optimization of the learning process of Ukrainian language by foreign students. At the present stage, an important problem for methodologists and teachers of Ukrainian as a foreign language is the improvement and use of certain methods and techniques. Yes, reading as a language activity is extremely important because it helps to develop the speaking and writing of foreign students. The purpose of reading is to uncover meaningful connections, to understand the visual message. It is worth noting that learning to read is a complex process. It is extremely important in the system of teaching Ukrainian as a foreign language, as it contributes to mastering the language, as well as a way to familiarize students with Ukraine and its culture. There are the following types of reading: review, introductory, educational, abstract (some methodologists). At a high level, foreign language proficiency in foreign students should be equal to their native language reading mechanism. But when choosing text, the teacher should be clearly aware of its volume, logical and compositional structure, the complexity of the language material. It is from the text that a foreign student receives information that shapes his or her outlook, enriches country-specific data about Ukraine. We considered the thematic filling of texts for level C1, as well as the system of tasks that is necessary for students to master the actual material.

scholarly journals CERTYFIKATOWE TESTY Z JĘZYKA POLSKIEGO I ANGIELSKIEGO NA POZIOMIE C2 W UJĘCIU PORÓWNAWCZYM

Neofilolog ◽  
2019 ◽  
pp. 71-88
Author(s):  
Małgorzata Banach
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Language Proficiency ◽  
Test Design ◽  
Proficiency Tests ◽  
Polish Language ◽  
Certificate Examination ◽  
Similarities And Differences ◽  
Task Types ◽  
Practical Implications

The amendment to the Polish Language Act in 2015 has resulted in significant changes in the system of the state certificate examinations in Polish as a foreign language. One of the changes is a revised format of the certificate examination at C2 level. The author begins by briefly presenting the recent revisions to the test. The Polish examination is then compared with its English equivalent: C2 Proficiency, a renowned British test which has undergone numerous changes since its first administration in 1913. The comparative analysis is focused on the structure of both examinations and their parts, task types that are used and skills that are tested. Through showing similarities and differences between the analyzed language proficiency tests the author reflects on practical implications of various choices made by experts who are responsible for test design and development.

Game technologies in the study of russian as a foreign language

2020 ◽  
pp. 62-70
Author(s):  
Elena Nikolaevna Chugunova
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Language Proficiency ◽  
Foreign Students ◽  
Sociological Theory ◽  
Educational Games ◽  
Active Form ◽  
Russian Language ◽  
Motivation For Learning ◽  
The Individual

This work is devoted to the use of gaming technology in teaching Russian as a foreign language to Chinese undergraduates, at the Moscow State University named after M.V. Lomonosov at the faculty of teacher education. A typology of educational games is given. The crucial role of overcoming the language barrier in the socialization of Chinese students in Russia is emphasized. The contribution of the sociological “theory of roles” to training using game technologies is considered, and the relationship of the individual with the environment that surrounds her is shown, and how this connection is realized in the performance of various social roles. The games that we use when teaching at various levels of Russian language proficiency for the study and development of lexical and grammatical material are presented. The positive and negative aspects of the use of games in the training of foreign students are analyzed. It is concluded that the use of gaming technologies in teaching Russian as a foreign language is also an exercise for a more active form of adaptation to other new cultural life models, to mastering skills in interpersonal communication in the context of another cultural matrix, recorded primarily in the language. During the game, there is an increase in motivation for learning, interest in studying the subject is growing, activity in learning is increasing, and as a result, the level of language proficiency improves.

scholarly journals Fremdsprachliche Interferenzen gestern und heute im Kontext der sprachexternen Faktoren. Eine Studie zum englisch-deutschen und deutsch-polnischen Sprachkontakt

2020 ◽  
Vol 24 ◽  
pp. 201-226
Author(s):  
Piotr A. Owsiński ◽  
Keyword(s):  
Foreign Language ◽  
Language Contact ◽  
Research Area ◽  
Cultural Development ◽  
Target Language ◽  
German Language ◽  
Linguistic Study ◽  
The Past ◽  
Polish Language

The paper hereunder is an attempt at an analysis of foreign-language interferences which follow from language contact in the context of extralingual factors based on the example of English lexical borrowings and the degree of their assimilation in the target language. The research area has been presented on two levels: on one level the analysis includes English verbs which have come into contemporary German language. On another level the corpus constitutes some German words borrowed into the Polish language as a result of language contact from the past. The analysis was conducted in view of factors supporting the borrowing process. The context for the linguistic study is a historical and industrial background, which depends on the current needs of the specific society and on the direction from which the cultural development is propagated.

scholarly journals The role of transformational text in the development of students’ communicative abilities in Russian as a foreign language

2020 ◽  
pp. 94-100
Author(s):  
Igor I. Yazykov
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Language Proficiency ◽  
Foreign Students ◽  
Communicative Competence ◽  
Language Variation ◽  
Variation Patterns ◽  
Didactic Material ◽  
Communicative Abilities

The article deals with the issue of forming the communicative competence of students-inophones in learning Russian as a foreign language based on changes and / or additions (transformation) of the original didactic material. The article contains examples of exercises aimed at text transformation of the prepositive didactic material (language variation patterns) with the help of which foreign students (level of language proficiency on the TRKI-1 and TRKI-2 scales) are invited to create their own modified and/or amended (transformation) text. The purpose of the article is to demonstrate the educational capabilities of the prepositive didactic material (language variation patterns) in developing communication skills of foreign students in Russian as a foreign language lessons.

scholarly journals TRANSLATION AND DICTIONARIES IN FOREIGN LANGUAGE ACQUISITION: THE CASE OF THE LATVIAN LANGUAGE

2017 ◽  
Vol 5 ◽  
pp. 686-692
Author(s):  
Diāna Laiveniece ◽  
Linda Lauze
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Language Attitudes ◽  
Personal Information ◽  
Full Time ◽  
Exchange Program ◽  
Foreign Language Acquisition ◽  
Direct Observations

In modern linguodidactics, there is no uniform understanding of the necessity of translation in the acquisition of a foreign language. The aim of the research is to find out the language attitudes held by full-time and Erasmus exchange program foreign students towards translation in acquiring Latvian as a foreign language on language proficiency level A1 and A2.The research is based on a qualitative study dealing with the results of survey data as well as direct observations inferred from the work with foreign students. The questionnaire consists of 11 questions on translation and usage of dictionaries and a question about personal information. The answers of 35 respondents from 12 countries have been analyzed. 91.43 % of the respondents enjoy translation tasks, only 8.57 % of answers are negative. The highest evaluation was given for word translation, that is, 4.23 for translation from a foreign language (Latvian) into English (being the intermediary language) and 4.15 the other way round in a five point scale. Diverse linguistic experience, differences among language systems, students’ language attitudes establish the purposeful use of translation in foreign language acquisition.

scholarly journals Looking for the traces of Polish heritage on the map of Ukraine. Linguistic educational game

2021 ◽  
pp. 297-302
Author(s):  
Barbara Januszkiewicz
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Cultural Heritage ◽  
Educational Game ◽  
Board Game ◽  
The Past ◽  
Starting Point ◽  
Polish Language ◽  
The Common ◽  
Game Board

The article describes the idea for an educational game Polskie dziedzictwo na mapie Podola (Polish Heritage on the Map of Podolia) aimed at learning Polish as foreign language using a historical map. The article presents a map (as a game board) that was drawn up by a 17th-century cartographer Guillaume Le Vasseur de Beauplan. The map of Podolia provides a starting point for preparing scenarios of educational classes that would present historic figures, places, events and architectural monuments connected with Poland. The game is supposed to enhance the interest in learning Polish and teach respect for the common historical and cultural heritage, as well as encourage young people to study the past and discover their ‘personal homeland’. The author of the article suggests to use the board game as part of teaching the Polish language, which would certainly make linguistic education more attractive.

USING ANECDOTE AS A WAY OF BROADCASTING VALUES OF CULTURE IN TEACHING THE DISCIPLINE "RUSSIAN AS A FOREIGN LANGUAGE"

2020 ◽  
Keyword(s):  
Soviet Union ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Language Proficiency ◽  
Foreign Students ◽  
Speech Development ◽  
Basic Knowledge ◽  
Cultural Meanings ◽  
The Soviet Union ◽  
Communicative Act

This article discusses the actual problems of teaching Russian as a foreign language. When delivering classes, firstly, it provides for the practical focus of the "situation of entertainment" in the classroom on various aspects of TRFL in groups of foreign students. It is about using the humorous effect (anecdotes) as a way of activating grammar and speech. Besides "revitalizing" the classes, anecdotes using according to a specially developed method allows the teacher to solve several tasks, for example, to develop the principle of "language guess," to expand the students’ vocabulary, to work out reading, auditing and speech development skills, because mycrotexts are reproduced well. The second, the reasons for the inadequate perception by the communicative act participants of nationally colored Russian humor are investigated. The authors identified the most significant reasons: 1) ignorance of Russian history and culture realities (for example, anecdotes about the Soviet Union, about our modern reality); 2) absolute misunderstanding of the realities associated with the names of famous and popular people in Russia (for example, Vasilyi Ivanovich Chapayev, Stirlitz, Anatoly Wasserman, Nicholas Valuev, etc.); 3) ignorance and misunderstanding of Russian culture values deep (for example, jokes which cornerstone proverbs, sayings, phraseological units and other "popular wisdom" are); 4) absolute misunderstanding of humor based on "wordplay" (e.g. so-called linguistic anecdotes, often based on metaphor, polysemia, etc.). At the same time, the authors give numerous examples of anecdotes, explaining the reasons for their misunderstanding by foreign students who carry a different culture. The third, the very notion of "intercultural communication" as well as the humorous effect as a way of broadcasting the values and cultural meanings in intercultural communication is analyzed., It is necessary to have a certain basic knowledge: language proficiency, understanding of behavioral stereotypes, mental realities, features of national character, values and meanings of other culture to understand and estimate its features.

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