scholarly journals Word-formation motivation as a means of lexicalizing derivative words in the classroom in Russian as a foreign language

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Elena Demidova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Word Formation ◽  
Russian Language ◽  
Holistic View ◽  
Generating Relations ◽  
Systemic Understanding ◽  
Derivatives Of ◽  
Selection Of

The article examines the place of the word-formation component of the communicative competence of foreign students in the process of their learning Russian as a foreign language. The word-formation component, along with other linguistic components, participates in the formation of the communicative competence of foreign students, however, the problem of Russian word formation remains insufficiently developed in the linguodidactic plan. The author expresses his opinion that the increase in the vocabulary of foreign students should be accompanied by the systematization of lexical units, taking into account their derivational connections and relations. Therefore, when lexicalization, one should use not the selection of synonyms or the descriptive method, which leads to the mechanical memorization of the meaning, but by means of correlation with the same root words, to activate in the minds of foreign students the living connections of the lexical units of the Russian language. This applies not only to derivatives of words associated with generating relations of full direct motivation, but also to those derivatives where these connections are not explicitly expressed. Such an interpretation through a productive word not only makes the meaning of the new lexeme understandable, facilitates its memorization, but also creates a single picture of lexical and word-formation relationships within the language, forms a systemic understanding of the language among students. The skills of correlating a derivative word with its derivative, obtained in the study of Russian as a foreign language, make it possible to understand the meanings of unfamiliar words. The speed of memorizing the meanings of derived words in this case directly depends on the understanding of the word-formation structure of the word. This technique will greatly facilitate the development of the vocabulary and will contribute to the formation of a holistic view of the language as a system among foreign students.

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.

Modern Russian language: Morphemics. Word-formation

2019 ◽  
Author(s):  
Андрей Пантелеев ◽  
Andrey Panteleev ◽  
Инна Ковтуненко ◽  
Inna Kovtunenko
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Word Formation ◽  
Russian Language ◽  
Self Control ◽  
Federal State ◽  
Educational Standard ◽  
Language And Literature ◽  
State Educational ◽  
Modern Russian

The textbook contains theoretical information on morphemics and word formation of the modern Russian language; Glossary of terms, plans of practical classes, tasks and exercises for them; tasks for self-control, options for tests and tests; schemes and samples of analysis of language units, a list of scientific and educational literature; questions for the exam. Prepared in accordance with the Federal state educational standard of higher education in directions of preparation "Pedagogical education", "Philology", in accordance with the approximate program of the course "Modern Russian language" and is intended for students enrolled in the profile "Russian language and literature, Russian language and foreign language", "national Philology", for students of the specialist degree, students majoring in "Russian language and literature", master of Philology, as well as for foreign students studying Russian language.

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.

Implementation of game technologies in distance learning of Russian as a foreign language

2021 ◽  
pp. 79-89
Author(s):  
Marina V. Kholodkova ◽  
Zhanna I. Zherebtsova ◽  
Tatiana А. Dyakova
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Online Game ◽  
Face To Face ◽  
Online Tools ◽  
Effective Use ◽  
Traditional Game ◽  
Selection Of

The possibilities of implementing game technologies for distance learning of Russian as a foreign language using online services are considered. The relevance of the work is due to the development of education digitalization and the high didactic potential of gaming. The purpose of this study is to formulate guidelines for the selection of Web 2.0 services for the implementation of gaming technologies aimed at the development of linguistic, communicative, linguistic-cultural competences of foreign students in the course of distance learning of their Russian language. The study analyzed the techniques and methods of using online game tasks in teaching Russian as a foreign language from the standpoint of the following features: methodic tasks, distance learning format, the number of players, the presence of automatic verification of answers, the nature of the choice, the presence of a creative component, the possibility of instant switching of the game template within one content, translation features. It is concluded that many traditional game tech-niques that have become habitual in face-to-face work can be applied in distance learning. Online tools make it possible to organize manipulative play activities, team play, and communication in a digital environment in a form that is fun for students. The results of this study are essential both for understanding the methodoic features of the organizing distance learning process in general, and for the effective use of gaming technologies when teaching Russian to foreigners.

scholarly journals Podcasts as a method of teaching the system of precedent texts in the language of sustainable education

2020 ◽  
Vol 208 ◽  
pp. 09033
Author(s):  
Alla Evtyugina ◽  
Lydia Volkova
Keyword(s):  
Foreign Language ◽  
Predictive Modeling ◽  
Foreign Students ◽  
Educational Practice ◽  
Russian Language ◽  
Educational Institutions ◽  
Current State ◽  
The Russian Language ◽  
Separate Discipline ◽  
Selection Of

The relevance of the problem under study is due to the increasing number of foreign students studying Russian and the need to expand approaches to their education in this area, taking into account the current state of the Russian language, its contextuality and precedence. The article is aimed at identifying the need to distinguish precedent units as a separate discipline for the course “Russian as a foreign language” and the selection of methodological tools that are relevant for this discipline, allowing students to develop speech skills based on the current state of Russian speech. The leading approach to the study of this problem is the method of predictive modeling, which makes it possible to identify the likely advantages of introducing methodological innovations into educational practice. Also, the research methods were a survey with subsequent analysis of the data obtained. The article substantiates the expediency of identifying a separate discipline based on precedent texts for students of Russian as a foreign language, based on the methodological use of educational podcasts. The materials of the article are of practical value for teachers of Russian as a foreign language in higher educational institutions.

scholarly journals SOME BARRIERS AND DIFFICULTIES IN LEARNING FOREIGN LANGUAGE SPEECH COMMUNICATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
V.A ALTUKHOVA ◽  
◽  
I.A ALTUKHOVA ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
English Language ◽  
Word Formation ◽  
Russian Language ◽  
Speech Communication ◽  
Stage Of Development ◽  
The One ◽  
The Russian Language ◽  
Communicative Activity

The article presents an analysis of the system of Russian as a foreign language not as a list of theoretical rules presented in the level-by-level description of the language (phonetics → word formation → morphology → syntax → text), but as a component of meaningful, purposeful and meaningful communication based on a communicative-activity approach. It is noted that at the present stage of development of methods of teaching foreign languages, special attention is paid to the development of skills and abilities of adequate communication. At the same time, teachers of Russian as a foreign language are faced with the need to teach students how to form thoughts by means of the Russian language at all levels of proficiency, despite the barriers that arise in teaching foreign communication. A teacher of the Russian language is able to do this only with a purposeful, clear strategy for teaching foreign students who are taught with the help of an intermediary language, relying on a communicative-activity approach. The article notes the teacher's duty to activate the mechanisms of conscious perception of linguistic facts for the development of active speech. This helps to overcome the one-sided view of teaching the language to students of the English-language form of education

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.

LEXICOGRAPHICAL PORTRAIT OF THE LEXEME «POGRYAZNUT’» (X - XVII CENTURIES)

2021 ◽  
pp. 23-30
Author(s):  
Е.Ю. Долгова
Keyword(s):  
Native Speakers ◽  
Word Formation ◽  
Russian Language ◽  
Distinctive Features ◽  
Old Russian ◽  
Slavonic Language ◽  
Abstract Nouns ◽  
Derivatives Of ◽  
The Church ◽  
The Russian Language

Статья посвящена описанию глагола «погрязнуть» по лексикографическим источникам, фиксирующим словарный состав русского языка X - XVII вв. В работе используется метод лингвистического портретирования, позволяющий объединить данные этимологических и исторических словарей и увидеть динамику развития семантического, словообразовательного, сочетаемостного и стилистического потенциала языковой единицы в диахронии. В статье подробно изложены материалы этимологических и исторических словарей русского языка, приведены и описаны многочисленные варианты употребления имперфектива грязнуть и перфектива погрязнуть, зафиксированные в словарях, содержащих лексику древнерусского и старорусского периодов: гр#зъти, гр#зhти, гр#зити, гр#знqти, погрязати - погр#зти, погр#зити, погр#знqти. Установлено, что в древнерусском языке глагол гр#зноути (гр`t#знuти) имел прямое номинативное значение «погружаться, тонуть» и редко употреблялся в памятниках письменности. Многозначным и наиболее частотным был положительный, результативный член глагольной видовой пары перфектив погрязнуть (погр#зноути). В статье приведены все лексико-семантические варианты глагола и примеры словоупотреблений, зафиксированные в словарях, отражающих лексику X - XVII веков. В статье приведены синонимы и многочисленные дериваты глагола погрязнуть , в том числе рассмотрена семантика абстрактных существительных, образованных от глагола погрязнуть ( погрязение, погрязнение, погрязновение ) и отражающих влияние церковнославянского языка на книжно-письменный литературный язык древнерусского и старорусского периодов. Лексикографический портрет лексемы погрязнуть проявляет неоднозначность в трактовке некоторых значений в разные исторические периоды. Проведенный анализ позволяет сравнить значения лексемы, увидеть их отличительные особенности и сделать вывод о существовании самостоятельных стереотипных образов, существующих в сознании носителей языка в X - XVII веках. The article is devoted to the description of the verb "to wallow" from lexicographic sources that fix the vocabulary of the Russian language of the X - XVII centuries. The method of linguistic portraiture is used to combine data from etymological and historical dictionaries and see the dynamics of the development of the semantic, word-formation and stylistic potential of the language unit in the diachrony. The article details the materials of etymological and historical dictionaries of the Russian language, presents and describes numerous variants of the use of an imperfective “gryaznut’” and a perfective “pogryaznut’”, recorded in dictionaries containing the vocabulary of the Russian language of the X - XVII centuries. It has been established that in the ancient Russian language, the imperfective “gryaznut’” had a direct nominative meaning of "dive, sink" and was rarely used in monuments of writing. The multi-valued and most frequency used was the positive, effective perfective “pogryaznut’”. The article presents all lexical and semantic variants of the verb and examples of word usage recorded in dictionaries that reflect the vocabulary of the X - XVII centuries. The article presents synonyms and numerous derivatives of the verb, including the semantics of abstract nouns formed from the verb “pogryaznut’” and reflecting the influence of the Church Slavonic language on the book-written literary language of the old Russian period. The lexicographic portrait of the lexeme “pogryaznut’” shows ambiguity in the interpretation of certain meanings in different historical periods. The analysis allows us to compare the meanings of the lexeme, see their distinctive features and conclude that there are independent stereotypical images that exist in the minds of native speakers in the X - XVII centuries.

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.

THE ROLE OF PRODUCTIVE WORD-FORMATION MODELS IN COMMUNICATIVE COMPETENCE

2020 ◽  
Author(s):  
Диана Григорьевна Акубекова
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Word Formation ◽  
Language Classes

В статье освещается проблема использования продуктивных словообразовательных моделей на занятиях иностранного языка. The article presents the problem of using productive word-formation models in foreign language classes.

Sign in / Sign up

Export Citation Format

Share Document