scholarly journals AUDIOVISUAL MEANS IN THE PROCESS OF TEACHING RUSSIAN LANGUAGE AS FOREIGN LANGUAGE

2019 ◽  
pp. 24-30
Author(s):  
Anna Viktorovna Zaiets
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Student Development ◽  
Cognitive Activity ◽  
Russian Language ◽  
Educational Value ◽  
Feature Film ◽  
Audiovisual Media ◽  
Speech Activity ◽  
Methodological Aspects

The purpose of the research is elucidation of audiovisual media in the process of teaching Russian language as a foreign language. The task of the work is to study the existing types of audiovisual means of training; analysis of the possibilities of using audiovisual means as a modern type of training. The object of the research is audiovisual media, through which while learning of the Russian language as a foreign language appropriate mastering of the material is carried out. Descriptive method and method of analysis of intelligence information are used. As a result of the research, the main methodological aspects of work with audiovisual means of education on Russian as foreign language lessons were highlighted. Conclusions: 1. The key stages of the work are chosen according to the scheme «task – viewing a film – task». 2. The task before watching a movie involves analyzing information about the movie. 3. The tasks after watching a movie include exercises on understanding of the content, as well as the consolidation and introduction of the new vocabulary in the broadcast. 4. The broadcast of feature films has both an emotional effect, and serves as an impetus for activating an additional stimulus in the next educational, practical, and creative activity. The analysis made it possible for us to determine that the film's review must include the appropriate purpose, everyday situations, clear dialogues, in which repetitive words and phrases that occur on the film repeatedly help to better remember the new vocabulary and as a result – the development of speech activity students The ability to compare read and seen causes excessive interest of students and activates them into cognitive activity. The feature film is not a universal admission, but it has certain prerogatives: it provides work of educational value, which helps in the process of intensive language proficiency; suppresses the psychological potential of the student (development of attention, memory, thinking); promotes the interconnection of various types of speech activity; takes into account peculiarities of language usage in various stylistic aspects, etc.  

scholarly journals Levels of tests of Russian as a foreign language in terms of school age characteristics

2021 ◽  
Vol 19 (2) ◽  
pp. 222-234
Author(s):  
Nadezhda A. Dubinina ◽  
Dmitrii V. Ptiushkin
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Russian Language ◽  
School Students ◽  
Second Language Proficiency ◽  
Academic Literature ◽  
Training Courses ◽  
Guidelines And Recommendations

The current paper discusses possibilities for school students to successfully pass TORFL-I/B1, TORFL-II/B2 and TORFL-III/C1. The relevance of this article is determined by the fact that despite Russian as a foreign (second) language has been taught within the framework of the TORFL system for more than two decades, there is a shortage of methodological material aimed at preparing school students for TORFL. In addition, the issue of choosing the level of testing in accordance with the level of Russian language proficiency and taking into account age specifics is not sufficiently covered in Russian academic literature. The aim of this paper is to define age reference marks for school students who plan to pass TORFL. The materials to review and analyse were the works of Russian and foreign researchers in the field of foreign (second) language proficiency, language development of children and adolescents, assessment of school students communicative competence, language assessment, and correlation of these data with the requirements for completing tasks of the TORFL-I/B1, TORFL-II/B2, TORFL-III/C1 Writing subtests selected as an example. The paper has resulted in providing recommendations on the choice of examination level for senior and junior school students, within the framework of TORFL-I/B1, TORFL-II/B2, TORFL-III/C1, which can also be used in the development of training courses in Russian as a foreign language for schools. The authors concluded that there is need to develop a new methodological area in testing of Russian as a foreign language system capable to provide guidelines and recommendations for preparing school students for examinations, and designing TORFL training courses and teaching materials according to the school students age.

scholarly journals REALIZATION OF SUBJECT-SUBJECT INTERACTION IN CONDITIONS OF DISTANCE LEARNING OF FOREIGN LANGUAGES BY MEANS OF ICT

2021 ◽  
pp. 36-41
Author(s):  
H. Vaskivska ◽  
H. Skyba
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Learning Style ◽  
Language Proficiency ◽  
Cognitive Activity ◽  
Education Institution ◽  
Educational Process ◽  
Foreign Languages ◽  
Learning Material ◽  
Learning Time

The article examines innovative aspects of distance learning of a foreign language using ICT in current epidemiological realities. The authors have analysed advantages of the introduction of ICT in distance learning of foreign languages as an effective technical visual and auditory tool and a mean of educational and cognitive activity of students, which helps to increase the motivation and desire of students to learn a foreign language. Means of increasing interactive and communicative activity in the process of learning foreign languages have been researched. The use of ICT in the educational process (foreign language teaching) makes it possible to bring something new to the usual forms of work of a teacher of higher education institution and a teacher of general secondary education, which contributes to discovering more interesting, more comprehensive and more complete innovative potential of distance learning. In this context, the use of ICT contributes to a clearer presentation of even complex learning material and thus allows to reduce learning time for successful mastering of topics. With the implementation of ICT (Zoom, Skype, Teams, etc.) in the process of distance learning of a foreign language, you can not only create an artificial foreign language environment, but also bring it closer to the natural, through the organization of communication with native speakers. Thanks to ICT in the process of distance learning it is possible to solve problems of learning foreign languages in cooperation, as well as individualization and differentiation of learning considering various factors: level of foreign language proficiency, speed of learning, time limits, learning style, personal educational needs and learning pathways etc.

scholarly journals PROBLEM OF LEXICAL COMPETENCE DEVELOPING AMONG FOREIGN STUDENTS OF RUSSIAN PHILOLOGY: LINGUISTIC, SOCIAL, CULTURAL AND METHODOLOGICAL ASPECTS

2020 ◽  
Author(s):  
З.Л. Новоженова ◽  
А. Климкевич
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
The Status ◽  
Status Information ◽  
Lexical Competence ◽  
The Moment ◽  
Methodological Aspects ◽  
The Russian Language ◽  
Speech Situation

В настоящий момент задача формирования лексической компетенции у иностранных студентов-филологов осложнена рядом обстоятельств: состоянием современной коммуникативно-речевой ситуации в России, изменением соотношения нормы и узуса в речевой коммуникации россиян, расширением границ узуса как реального функционирования языка. В этой ситуации многие периферийные (узуальные и ненормативные) явления языка перемещаются в центр. Меняются социально-культурный фон, в котором изучается русский язык, и информационное состояние иностранного студента-русиста. Эти обстоятельства отражаются в содержании и формах обучения. Их игнорирование может создать коммуникативно-речевые риски и профессиональную некомпетентность. Авторы рассматривают проблему нормативного и узуального в практике обучения польских студентов-русистов на трех методических уровнях: программ и академических курсов, учебника и организации, языкового наполнения занятий. Russian as a foreign language, lexical competence, lexical minimum, language norm, usus, social request. The article notes that at the moment the task of forming the lexical competence of foreign students of philology is complicated by factors: this is the state of modern communicative speech situation in Russia, the ratio between the norm and Usus, expanding the boundaries of Usus as a real functioning of language, in this situation, many peripheral (of usual and deviant) moved into the center of the phenomenon; changes in the socio-cultural background, in which we study the Russian language and change the status information of the foreign philology student. These circumstances are reflected in the content and forms of education of foreign students-specialists in Russian philology. Ignoring these circumstances, the training can create communicative speech risks and professional incompetence of the philology students.

scholarly journals Формирование поликультурной образовательной среды как средства интенсификации обучения русскому языку как иностранному

2021 ◽  
Vol 12 ◽  
pp. 82-97
Author(s):  
Людмила Кипнес ◽  
◽  
Елена Непоклонова ◽  
Keyword(s):  
Foreign Language ◽  
Decisive Role ◽  
Russian Language ◽  
Joint Project ◽  
Flexible System ◽  
Russian State ◽  
Teachers And Students ◽  
Science And Culture ◽  
The University ◽  
Methodological Aspects

The article discusses ways of forming a multicultural educational environment as an actual means of effective teaching of Russian as a foreign language. Methodological issues are considered in close interaction with the issues of the relationship between science and culture at the present stage, special attention is paid to the decisive role of methodological reflection in the competence model of a modern researcher and how to form it in the process of teaching research skills at the stages of school and university learning using the example of teaching the Russian language as to foreign. Particular attention is paid to modern educational projects aimed at creating an effective multicultural interaction between students studying Russian as a foreign language in order to intensify learning. In the framework of the multicultural interaction project between Turkmen and Russian students, implemented at the Russian State Medical University, the article discusses the methodological aspects of linguistic Olympiads and the joint project activities of Turkmen and Russian students. The article also discusses the prospects of creating a Russian-Turkmen language center on the basis of the university as a scientific community of teachers and students, suggesting a flexible system of various types and methods of integration in order to solve various professional problems.

scholarly journals THE ROLE OF THE COGNITIVE-COMMUNICATIVE APPROACH IN THE FOREIGN LANGUAGE TEACHING: THEORETICAL ASPECTS

2021 ◽  
Author(s):  
Hanna Holubova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Teaching ◽  
Cognitive Activity ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Communicative Interaction ◽  
Professional Activities ◽  
Leading Role ◽  
Communicative Approach

The scientific research is devoted to the investigation of the cognitive-communicative approach in the foreign language teaching. It is emphasized that for providing language proficiency at the level that would allow the use of the foreign language in professional activities, students’ positive motivation must be paid great attention as the incontestable factor in successful learning. Teaching a foreign language based on cognitive communicative technologies is one of the most dynamically developing areas in the methodology, whereas the leading role in its implementation is played by the communicative principle and the principle of consciousness, being the base of forming an adequate understanding of speech phenomena and skills, as well as the ability to apply them in real communication. The cognitive-communicative approach is understood as such organization of the educational process, the basis of which is students’ communicative interaction, which provides their participation as an object and subject of cognitive activity.

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 ON THE FORMATION OF FOREIGN STUDENTS’ LINGUOCULTUROLOGICAL COMPETENCE IN TEACHING RUSSIAN PRONUNCIATION

2020 ◽  
pp. 140-143
Author(s):  
L.S. Shkurat
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Foreign Students ◽  
Russian Language ◽  
Speech Activity ◽  
Full Participation ◽  
The World ◽  
The Russian Language

The article gives the concept of linguoculturological competence. It is emphasized that the full participation of foreign students in intercultural communication is possible only if they master a certain linguoculturological base. The emphasis is made on the need to form linguoculturological competence in teaching foreigners all aspects of the Russian language and types of speech activity. Based on the experience of the author of the article on teaching Russian pronunciation to foreign students from different countries of the world, examples of materials for phonetic exercises that have high linguoculturological potential are given, some methodological recommendations for their use in teaching Russian as a foreign language are offered.

scholarly journals WORKING WITH FOREIGN LANGUAGE TEXTS ON A SPECIALTY IN NON-LINGUISTIC HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 387-391
Author(s):  
Iryna Stepanova ◽  
Liudmyla Ibrahimova ◽  
Svitlana Nykyporets ◽  
Vitalina Derun
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Higher Education Institutions ◽  
Cognitive Activity ◽  
Technical Literature ◽  
Speech Activity ◽  
Methods And Techniques ◽  
Stages Of Learning

The article gives a brief description of some peculiarities of the work with popular scientific and technical literature in a non-linguistic university. Given types of exercises and materials demonstrate the variety of forms and methods of the work with foreign texts in specialty in technical universities. The role of choosing methods and techniques of the work when forming skills of productive reading and their improvement at all stages of learning a foreign language is considered. Reading is considered to be as one of the most important types of communicative and cognitive activity. Reading promotes mastering all aspects of foreign language and speech activity. Some of the issues are analysed both in theoretical and practical terms.

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 Text in the system of development of native and foreign speech activity: the relationship of the linguistic base of education in school and HEI

2019 ◽  
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Transfer Of Knowledge ◽  
Speech Activity ◽  
School Programs ◽  
The University ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

The article deals with the problem of interrelation of linguistic base of development of native and foreign speech activity of schoolchildren and students. The authors identify the actual difficulties experienced by Chinese students in mastering the Russian language at an advanced stage in the University, and justify the assumption that one of the reasons for difficulties in the creation of a complete text is in the margin of the linguistic base (insufficient information about the text) development of native language activity in the school to the needs of foreign language teaching at the University . In search of the reason, the authors carry out a comparative analysis of school programs in the native language of the two countries - Ukraine and China – and provide an opportunity for the pedagogical community to get acquainted with the content of training on the development of speech activity, with the structure of programs in order to understand and choose a more effective way of building the program and filling it with the necessary content from the field of linguistics of the text. This information, according to scientists, is the basis for the development of both native and foreign speech. Strengthening the school base for the development of a speech activity in the field of the native language will contribute to the transfer of knowledge and skills from the field of the native language to the field of foreign language and, thus, overcome the difficulties in mastering the ability to create a complete text in a foreign language, since the laws of construction of the text are similar in different languages. The continuity of knowledge between the links of the educational system in this aspect is an important condition for the effectiveness of mastering communicative competence, and its observance is the care of the compilers of programs and textbooks.

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