scholarly journals FEATURES OF SPEECH DEVELOPMENT DURING TEACHING RUSSIAN AS A FOREIGN LANGUAGE AT THE A1 LEVEL

2021 ◽  
Keyword(s):  
Foreign Language ◽  
Speech Development

scholarly journals Factors of formation of foreign language communicative competence of future construction specialists through overcoming the language barrier

2021 ◽  
Vol 274 ◽  
pp. 12002
Author(s):  
Khanif Makayev ◽  
Guzal Makayeva ◽  
Natalia Sigacheva
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Language Barriers ◽  
Speech Development ◽  
Construction Sites ◽  
School Students ◽  
Communicative Skills ◽  
Practical Development ◽  
Language Growth

Employees at construction sites need to have good communicative competence on all the issues occurring there. The survey of higher school students revealed presence of language barriers in the process of communication. They should be able to cope with all the speech situations requiring proper practical language skills. Therefore, the research considers necessity of development of communicative speech skills of future construction specialists in English considering the factors that would contribute to overcoming language barriers. To realize this, the authors empirically surveyed groups of a higher school final-year students to improve their language level through mastering their communicative skills on the base of necessary teaching factors, and simultaneously eliminating possible obstacles. The research was conducted on the base of communicative method and the teaching-practicing-controlling approach supported by observing, questioning, and surveying methods. The results obtained show that proper practical development of future specialists’ communicative skills taking into account all kinds of barriers can improve their professional language growth and overcoming their speech barriers. The research results obtained one can use in language teaching practice, as well as for making some possible contribution to education and through it communication skills of research participants’ speech development.

scholarly journals Translation Techniques In Reproducing The Semantics Of Russian Political Terms(Переводческие Приемы В Воспроизведении Семантики Русскоязычных Политических Терминов )

2021 ◽  
Vol 0 (44) ◽  
pp. 300-316
Author(s):  
Mohammed Akif Almohadawi ◽  
◽  
Hisham Ali Hussain
Keyword(s):  
Foreign Language ◽  
Structure Functions ◽  
Speech Development ◽  
Russian Language ◽  
Lexical Borrowing ◽  
Content Structure ◽  
Semantic Level ◽  
Translation Techniques ◽  
Lexical Composition

Political terminology differs from any other type of terminology not only in the presence of political terminology, but also in content, structure, functions and the recipient who perceives it. Taking this into account, it is inappropriate to consider the semantic difficulties of translating Russian-language political terms solely at the semantic level. In our opinion, it is inextricably linked with the lexical, syntactic and grammatical levels. If we combine all 4 levels, then the following translation techniques can be distinguished: lexical borrowing (transcription / transliteration, tracing); modulation; generalization / concretization; omission / addition; descriptive translation; conversion [Komissarov 2013]. One of the most common methods to replenish the lexical composition of the language is foreign language borrowing. The process of borrowing foreign words into any recipient language is due to a complex of lingual and extra-lingual factors, the level of speech development and its structure, the completeness of the vocabulary in the recipient language [Srebryanskaya, 2020]. Политическая терминология отличается от любого другого вида терминологии не только наличием политических терминосистем, но и содержанием, структурой, функциями и реципиентом, который ее воспринимает. Учитывая это, нецелесообразно рассматривать семантические трудности перевода русскоязычных политических терминов исключительно на семантическом уровне. По нашему мнению, он неразрывно связан с лексическим, синтаксическим и грамматическим уровнями. Если объединить все 4 уровня, то можно выделить следующие переводческие приемы: лексическое заимствование (транскрипция / транслитерация, калькирование);модуляция; генерализация / конкретизация; опущение / добавление; описательный перевод; конверсия [Комиссаров 2013]. Одним из самых распространенных способов пополнения лексического состава языка является иноязычные заимствование. Процесс заимствования иностранных слов в любой язык-реципиент обусловлен сложным комплексом лингвальных и экстралингвальных факторов, уровнем развития речи и ее структурой, полнотой словарного запаса в языке-реципиенте [Сребрянская, 2020].

The Development of Speaking Skills using the Immersion Teaching Model: A Case Study of a 5th Grade Greek Primary Class in an EFL Context

2017 ◽  
Vol 2 (4) ◽  
Author(s):  
Athina Nteli ◽  
Makrina Zafiri
Keyword(s):  
Foreign Language ◽  
Student Motivation ◽  
Initial Level ◽  
Speech Development ◽  
Teaching Model ◽  
Efl Context ◽  
Research Findings ◽  
5Th Grade ◽  
Speaking Skills

This paper investigates the development of students’ speaking skills, using the Immersion Teaching Model (ITM) as a form of process differentiation. It aims to explore whether the ITM intervention in an English as a Foreign Language (EFL) context will have an impact on the students’ speech development and motivation, and will furthermore investigate its feasibility as a teaching approach. A 5th Grade class of a Greek state Primary school was used and action research was implemented. The research findings revealed enhancement of the speaking skills for the students that have at least an initial level of language speaking competence, but no difference was detected for the students of no speaking competence, indicating the need for further differentiation. However, the ITM intervention was proven feasible to use in the EFL classroom and highly affective to student motivation. The implications of the present research for the EFL context have shown that the ITM is flexible enough to accommodate the diverse educational needs, and benefit meaningful speech production if appropriately applied.

scholarly journals Application of problematic situational tasks method at Russian as a foreign language classes in technical high school

2020 ◽  
Author(s):  
Elena Shtekhman ◽  
Yulia Melnik ◽  
Anastasia Zhurova
Keyword(s):  
High School ◽  
Foreign Language ◽  
Foreign Students ◽  
Speech Development ◽  
Professional Activity ◽  
Problem Solution ◽  
Technical High School ◽  
Independent Analysis ◽  
Engineering Activity ◽  
Analysis And Synthesis

The article discusses application of situational tasks method in teaching Russian as a foreign language course in technical high school. Being educational, situational task is formulated in terms and conditions student may face in future professional activity. The task is a problem solution which foreign students need to find by independent analysis and synthesis of necessary information and providing an answer in Russian. Particular emphasis is placed on the improvement of speaking skills. The method promotes vocabulary expansion, vigorous speech development, working out appropriate speech behavior in real communication. Solving problematic situational task students learn about peculiarities of implementation of technical discourse in engineering activity. Practical orientation of situational tasks involves solution of them by using obtained knowledge in different topics in practice. Topics are closely connected with acquiring qualification. Components included into a task, requirements and methodology of tasks development have been described as well as examples of such tasks provided.

scholarly journals CRITICAL THINKING AS ONE OF THE SKILLS DEVELOPED THROUGH THE DIALOGUE OR CONVERSATION

2021 ◽  
pp. 37-46
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Speech Development ◽  
New Approaches ◽  
Different Levels ◽  
Language Teaching And Learning

The article is about the new approaches for teaching a foreign language among students of different levels and ages. It defines the main impact on language teaching and learning through critical thinking. As it is written in the article critical thinking can solve some problems of speech development. It enables students to accept the information and process it. Also, it helps learners to develop their logic thinking which is necessary in the informational era.

scholarly journals FORMATION SPEAKING SKILLS OF PRESCHOOL CHILDREN ON LESSONS FROM FOREIGN LANGUAGE

2019 ◽  
Author(s):  
Vira Prokhorchuk
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Language Learning ◽  
Native Language ◽  
Preschool Education ◽  
Foreign Language Learning ◽  
Speech Development ◽  
Foreign Languages ◽  
Speaking Skill ◽  
Speaking Skills

The article deals with issues concerning the general characteristics of the features and ways of optimizing the process of forming the preschool children’s speaking skills at the foreign language lessons; the stages, exercises and tasks of forming the speaking skills are substantiated. education of in a foreign language learning by preschool children is not compulsory, so it isn’t provided by programs of the Basic component of preschool education in Ukraine and refers to the variable component. But, on the basis of a theoretical analysis of the works by foreign and Ukrainian scientists it has been proved that the studying of foreign languages at early age is aimed at preschool children’s speech development of in the most favorable period for them. The theoretical and methodical bases of preschool children’s speaking skill formation are examined. The emphasis is on the main methodological stages of the foreign language learning process. The essence of the concept "method", which means the means to achieve any goal and the solution of a specific task is considered. The author of the article defines the types of exercises and tasks, characterizes their functions for preschool children’s speaking skills teaching foreign language communication. The importance of using the native language in classes has been proved, since gaming activities are organized, the tasks, ways of their performance are explained in the native language. It is determined that the main purpose of preschool education in foreign languages is to formulate children’s idea of a foreign language as a means of communication, as well as the development of elementary skills of foreign communication. The basic tendencies of teaching preschoolers as well as speaking skill forming are presented.

scholarly journals FORMATION OF FOREIGN-LANGUAGE ACTIVITIES OF 6-7-YEAR-OLD CHILDREN USING THE WEB-SERVICE LEARNINGAPPS.ORG

2021 ◽  
Vol 2 (36) ◽  
pp. 59-64
Author(s):  
K. Brovko
Keyword(s):  
Foreign Language ◽  
Web Service ◽  
Creative Thinking ◽  
Word Formation ◽  
Speech Development ◽  
English Classes ◽  
Grammatical Skills ◽  
Interactive Exercises ◽  
The Web

The study considers the potential opportunities and features of using the Web-service LearningApps.org in the for- mation of foreign-language activities of 6-7-year-old children in English classes. The classification of types of tasks on a functional basis (Multiple-choice, Sequence or Pairing, Order, Filling in, Group Puzzle, Crossword, Word grid, Patring Game and ect.) is carried out. A brief description is given. A strategic analysis of the Web- service LearningApps.org in the formation of foreign-language activities of 6-7-year-old children is presented. A set of methodological, didactic, pedagogical and psychological principles, which is implemented in the process of using Web-services LearningApps.org in English classes, is described. Didactic possibilities of formation foreign-language activities of 6-7-year-old children in English classes are considered. Among them: activation of children’s vocabulary, formation reading skills and abilities, improvement of children’s written speech, development of basic speech skills: listening, speaking, practicing children’s use of grammatical forms, stimulation of children’s word formation. Emphasis is placed on the effectiveness of using the Web-service LearningApps.org for the development of critical and creative thinking; formation of communication skills, in particular: analysis of material, comparison, comparison, establishment of associations; development of logic of sequence of actions and decisions, ability of systematization and generalization of material; teamwork skills in the process of solving problems. Fragments of own development of interactive exercises in the Web-service LearningApps.org aimed at studying lexical units, grammatical skills, listening and consolidation of the studied material by the topic «Parts of body. Appearance» are presented.

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.

scholarly journals INTEGRATIVE RUSSIAN FOR SPECIAL PURPOSES` VOCABULARY COURSE

2020 ◽  
pp. 183-191
Author(s):  
Ольга Константиновна Грекова
Keyword(s):  
Foreign Language ◽  
Speech Development ◽  
Educational Process ◽  
Written Text ◽  
Speech Activity ◽  
Teaching Aids ◽  
Course Material ◽  
Main Item ◽  
Educational Course

Введение. Рассмотрены современные методы обучения лексике языка специальности «Русский язык как иностранный» (РКИ), выдвинут на обсуждение интегративный курс с многоканальным предъявлением учебного материала и принципы его организации. За основу такой программы взят курс аудирования учебных лекций, построенный исключительно на материале аутентичных лекционных фрагментов. Глоссарии лекций, являясь материалом для повторения основных трудностей русского произношения для инофонов, в то же время представляют предметный ряд дисциплины. В результате выстраивается компактный многоцелевой курс, охватывающий такие области, как фонетика/акцентуация/ритмика в совокупности с лексикой/грамматикой/логикой/композицией/риторикой/анализом текста звучащего и письменного/развитием речи. Поскольку типология заданий по каждой лекции обширна и воспроизводится неоднократно, учащиеся получают возможность увидеть каждый предмет с разных сторон в его единстве и противоречиях. Цель статьи – описание передаваемых интегративно знаний и представление ряда способов работы со знанием в ходе подобного обучающего курса. Материал и методы. Ведущим методом исследования послужил сопоставительный анализ гипотетических и реальных способов соединения разных целей и задач функционального курса русского языка как иностранного в едином курсе. Результаты и обсуждение. Выяснилось, что цели и задачи формирования ряда разных по своей природе компетенций совместимы в едином курсе обучения. Несущей основой такого курса может служить аудирование как вид речевой деятельности, а отрабатываемые в обсуждаемом трехчастном учебном комплексе умственные действия (извлечение информации из неоднородных источников, предлагаемых на разных носителях, сопоставление явлений, выделение главного, составление из разрозненных элементов целого, формулирование общей и частных проблем, исчисление аспектов проблемы) формируют определенный тип мышления, необходимый не только обучающимся по специальности «Филология: Лингвистика: Литературоведение». Заключение. Интегративный учебный курс представляет собой целостную систему, вовлекающую учащегося сразу в несколько видов умственной и речевой деятельности. Многоканальное предъявление учебного материала формирует коммуникативную компетенцию ускоренно. Следовательно, подобные курсы служат способом интенсификации учебного процесса РКИ. Introduction. The paper deals with Language for Special Purposes Vocabulary Course Modern Teaching Methods. It limelights the integrative course with the multichannel teaching aids’ presentation and lines out its organization principles. This program is based on the auditive educational lectures’ course, built exclusively on the educational material of authentic lectures’ extracts. Lectures’ glossaries as a pattern for revising the main pronunciation difficulties at the same time introduce the discipline subject index. Totally it results in forming the compact multipurpose course, involving the spheres of Phonetics/Accentuation/Rhythmics/ in the aggregate with Lexicon/Grammar/Logic/Composing/Rhetoric/Sounding &Written text Analysis/Speech Development. As soon as each lecture’s task typology is vast and is reproduced repeatedly, students gain the possibility to see every object diversely in its totality and contradictions. The purpose of this article is not only to describe the integratively introduced knowledge, but to present a system of methods for working with knowledge in the flow of such educational course. Material and methods. The principle research method is the comparative analysis of hypothetical and real ways of uniting the different purposes and aims of the functional Russian as a Foreign Language course in a solid program. Results and discussion. It turned out that the purposes and aims of forming competences, being different in their nature, are compatible in the integral whole in the educational course. Such course can be based on listening as a type of speech activity. And it’s the diverse kinds of mental activity (extracting information from different non-homogenous sources, presented on different vehicles, phenomenae’ comparison, emphasizing the main item, making whole of an odd set, general and concrete problems’ formulating, enumerating the problem aspects) that forms a certain mentality type. And it is vital not only for those, specialized in “Philology: Linguistics: Literature Studies”. Conclusion. An integrative educational course is an integral system, simultaneously involving students in several kinds of mental and speech activity. Multichannel teaching aids presentation forms the communicative competence rapidly. Hence such courses contribute to intensifying Russian as a Foreign Language educational process.

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