scholarly journals The richness and beauty of the Russian language as the main advantage of Teachers of Russian literature abroad

2015 ◽  
Vol 2 (4) ◽  
pp. 163-168
Author(s):  
A.V. Shmeleva
Keyword(s):  
Final Stage ◽  
Russian Literature ◽  
Russian Language ◽  
International Competition ◽  
Commonwealth Of Independent States ◽  
The Third ◽  
Language And Literature ◽  
Independent States ◽  
The Russian Language ◽  
Selection Of

This article assesses the third international competition "The best teacher of Russian literature abroad". The competition involved the teachers of Russian language and literature from a variety of countries - The Commonwealth of Independent States, Baltic States, Europe, Asia, USA and Africa. At the final stage, which was held in Moscow, past competitive selection of teachers shared their techniques and revealed features of its implementation.

‘Russia is always ahead of time…’ Аndrey Bitov on himself, the empire, the Russian language and literature

2019 ◽  
pp. 117-132
Author(s):  
Elena K. Chkhaidze
Keyword(s):  
Russian Literature ◽  
Russian Language ◽  
Soviet Period ◽  
Soviet Regime ◽  
The West ◽  
Four Dimensions ◽  
Language And Literature ◽  
Imperial Identity ◽  
The Russian Language

One of the last interviews given by Andrey Bitov, often considered a founder of Russian Postmodernism, before his death. His books are a symbiosis of knowledge (of history, culture, and literature) and play, which is perceived as the driver of alternating meanings constantly undergoing a transformation. The idea behind the conversation was not only to clarify the questions left unanswered upon the reading of Bitov’s epic Empire in Four Dimensions [ Imperiya v chetyryokh izmereniyakh ] and other books, but also to identify the foundations of the writer’s views. In one of his last interviews, Bitov discussed his vision of Russia’s imperial identity and Russian mentality, the Soviet regime and the Soviet period, Stalin’s role in history, his attitude to the West, the Russian language, secrets of his books and his favorite authors. Bitov reminisced about his trips to the Soviet republics of Georgia and Armenia, as well as his friendship with R. Gabriadze and G. Matevosyan. The writer offered his original vision of the development of Russian literature in the 19th c. in light of his fascination with astrology.

scholarly journals The Perception of Literary Discourse by Slovak Students

2021 ◽  
Vol 3 (2) ◽  
pp. 67-79
Author(s):  
Andrea Grominová ◽  
Josef Dohnal
Keyword(s):  
Foreign Language ◽  
Personal Growth ◽  
Russian Literature ◽  
Russian Language ◽  
Literary Discourse ◽  
Literary Critic ◽  
Language And Literature ◽  
Literature Culture ◽  
Theoretical Foundations ◽  
The Russian Language

Based on the authors’ experience in analyzing and interpreting Russian works of art in a Slovak university, the paper identifies some of the difficulties that arise in the process of teaching Russian literature, culture and the Russian language. The conducted research pays attention to the discursive factors of the study of works of fiction, while relying on the theoretical foundations of the world-famous researchers of discourse. First of all, the authors focus on five codes highlighted by one of the representatives of structuralism and poststructuralism, the French philosopher, literary critic, esthetician and semioticist – R. Bart. Deciphering individual codes of literary works can motivate students of the Russian language and literature to read independently, which develops their critical thinking, broadens the horizons of knowledge, and also contributes to their professional and personal growth. In classes on the interpretation of texts of fiction in the framework of teaching Russian as a foreign language, various difficulties are often encountered, in particular, with the decoding of the named codes. The purpose of this paper is to comment on these difficulties, highlight the factors associated with the interpretation of the elements of literary discourse, and also offer some solutions which teachers can implement to help Slovak students studying Russian as a foreign language get rid of these difficulties. The article can become an incentive for further observations in this area, contribute to an increase in the effectiveness of teaching Russian literature of the 18th – 21st centuries in Slovak universities.

ORGANISATION FEATURES OF THE STUDENTS’ INDEPENDENT WORK IN THE COURSE “METHODS OF TEACHING THE RUSSIAN LANGUAGE AND LITERATURE”

2020 ◽  
Vol 4 (97) ◽  
pp. 251-260
Author(s):  
MARINA A. SKVORTSOVA ◽  
IRINA A. SMIRNOVA
Keyword(s):  
Academic Performance ◽  
Russian Language ◽  
Field Methods ◽  
Performance Skills ◽  
The Third ◽  
Language And Literature ◽  
Third Stage ◽  
Independent Work ◽  
The Russian Language ◽  
Repeated Assessment

The article considers the process of training bachelors in the field “Methods of teaching the Russian language and literature”. The article presents the results of a study aimed at identifying the formation level of competencies assigned to this discipline. The study was organized in several stages. An ascertaining stage presupposes determining the level of academic performance, skills and abilities formed before the beginning of the course; the second is a forming stage: implementation of independent work within the framework of the discipline; the third stage is a control one that requires repeated assessment of the competence formation level.

scholarly journals THE STUDY OF THE PHRASEOLOGICAL UNITS OF THE RUSSIAN LANGUAGE BY KYRGIZ SCHOOLCHILDREN (BASED ON THE MATERIAL OF THE PLAY BY A. N. OSTROVSKY “THE STORM”)

2021 ◽  
pp. 122-131
Author(s):  
Анна Владимировна Ковалева
Keyword(s):  
Russian Literature ◽  
Literary Work ◽  
Literary Text ◽  
Russian Language ◽  
Language And Literature ◽  
Methods And Techniques ◽  
Russian Literary ◽  
Correct Reading ◽  
The Russian Language

Введение. Рассматриваются особенности изучения фразеологических единиц (ФЕ) русского языка учениками-киргизами. Исследуются методические и лингводидактические основы изучения русской фразеологии школьниками-киргизами в условиях контекста русского литературного произведения. Цель – анализ ФЕ художественного произведения и разработка методов и приемов работы по их усвоению в киргизской аудитории. Материал и методы. Материалом исследования послужил текст пьесы А. Н. Островского «Гроза», в котором особое внимание было уделено ФЕ и их функциям, выполняемым в контексте данного литературного произведения. Работа выполнена посредством исследовательско-поискового метода, метода сравнения и классификации ФЕ, метода интерпретационного и лингвокультурологического анализа. Результаты и обсуждение. На основе художественного текста выявляются особенности контекстуальных функций ФЕ в речи персонажей. Выстраивается алгоритм работы с ФЕ в процессе чтения литературного произведения. Определяются методы и приемы, благодаря которым интерпретируется произведение и, как следствие, формируется интерес к русской литературе и культуре школьников-киргизов. Основной проблемой является изучение особенностей восприятия и усвоения ФЕ русского языка киргизскими учащимися в условиях контекста литературного произведения (на материале пьесы А. Н. Островского «Гроза»). Предмет исследования – фразеологические единицы в контексте художественного произведения и их интерпретация учениками-киргизами при осмыслении идейно-тематической составляющей пьесы А. Н. Островского «Гроза». Словарно-фразеологическая работа в процессе освоения инокультурного литературного текста учениками-киргизами способствует не только пополнению новыми лексическими единицами их словарного запаса, но и расширению знаний о культуре России, приобщению к моральным и духовным ценностям, что, несомненно, облегчает культурно-языковую интеграцию учеников-киргизов в пространство русского языка и культуры. Результатом исследования стали приемы, которые могут быть применены на практике в процессе чтения русского литературного текста и изучения ФЕ учащимися-киргизами. Заключение. Понимание семантики слов, их функционального значения в контексте произведения может обеспечить правильное прочтение и успешную интерпретацию художественного текста русской литературы учениками-киргизами. В связи с этим на уроках русского языка и литературы тщательным образом должна быть организована работа с этнокультуроведческой лексикой (фразеологизмами). Introduction. The article discusses the peculiarities of studying phraseological units of the Russian language by Kyrgyz students. The methodological and linguodidactic foundations of studying Russian phraseology by Kyrgyz schoolchildren in the context of a Russian literary work are investigated. The purpose of the study is to analyze the phraseological units of a work of art and develop methods and techniques for mastering them in the Kyrgyz audience. Material and methods. The text of the play by A. N. Ostrovsky’s “The Storm”, in which special attention was paid to phraseological units and their functions performed in the context of this literary work. The work was carried out by means of an exploratory and research method, a method of comparison and classification of phraseological units, a method of interpretive and linguocultural analysis. Results and discussion. In this study, on the basis of a literary text, the features of the contextual functions of phraseological units in the speech of characters are revealed. An algorithm for working with phraseological units in the process of reading a literary work is being built. Methods and techniques are determined, thanks to which the work is interpreted, and, as a result, interest in Russian literature and culture of Kyrgyz schoolchildren is formed. The result of our research is a number of techniques that can be applied in practice in the process of reading a Russian literary text and studying phraseological units by Kyrgyz students. Conclusion. Understanding the semantics of words, their functional meaning in the context of a work can ensure the correct reading and successful interpretation of the literary text of Russian literature by Kyrgyz students. In this regard, in the lessons of the Russian language and literature, work with ethnocultural vocabulary (in our case, with phraseological units) should be carefully organized.

FORMATION OF FOREIGNERS COMMUNICATIVE AND CULTURAL COMPETENCE BY ADAPTED PRECEDENT TEXTS

2021 ◽  
pp. 64-69
Author(s):  
Е.В. Свечникова
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Russian Literature ◽  
Russian Language ◽  
The Russian Language ◽  
Selection Of ◽  
Book Circulation

В статье предложены способы и критерии отбора прецедентных текстов русской литературы, используемых в учебных целях. Статья может быть полезна преподавателям РКИ, методика может использоваться и при преподавании любого другого языка. Автор предлагает использовать в учебных целях тексты авторов, чьи персоналии указаны в лингвострановедческом словаре, основанном на концепции прецедентности, а также использовать количественные критерии, в частности, учитывать результаты Wordstat и статистику тиражей. The article suggests methods and criteria for the selection of precedent texts of Russian literature used for educational purposes. The paper may be useful to teachers of the Russian language as a foreign language, the methodology can also be used when teaching any other language. For educational purposes the author suggests using the texts of writers whose personalities are listed in a linguistic-cultural dictionary based on the concept of precedence, as well as using quantitative criteria, in particular, take into account Wordstat results and book circulation statistics.

scholarly journals Self-determination in the space of modernity. On the fate of literary education

2020 ◽  
pp. 121-128
Author(s):  
S.А. Zinin
Keyword(s):  
Russian Literature ◽  
Russian Language ◽  
Self Determination ◽  
Classical Literature ◽  
School Subject ◽  
Literary Education ◽  
Modern School ◽  
Language And Literature ◽  
The Subject ◽  
The Russian Language

The article contains the analysis of the key problems of modern school literary education. Based upon the materials of the All-Russian Congress of Teachers of Russian Language and Literature and the II Congress of the Society of Russian Literature, the author identifies the most significant issues of concern to today’s educators (preservation of the unified educational space, the “golden canon” of Russian classics as the basis for the content of literary education, taking into account the specifics of the subject when choosing the teaching technologies, the expansion of the navigation functions of the textbook, the improvement of the state final certification and the return of the final school essay) and indicates possible solutions, noted in speeches at the Congress of Teachers of the Russian Language and Literature and the Congress of the Society of Russian Literature. Among the most important conclusions made by the author, the following should be noted: the need for a solid list of works of Russian classical literature and the possibility of a more liberal choice of works of modern literature; the caution about using the “technologicalization” of education as applied to literature as a school subject; the revival of the best traditions of domestic literary education, including the essay training.

Modern Languages

Russomania ◽  
2020 ◽  
pp. 319-342
Author(s):  
Rebecca Beasley
Keyword(s):  
Nineteenth Century ◽  
Russian Literature ◽  
Turn Of The Century ◽  
Russian Language ◽  
The Third ◽  
Language And Literature ◽  
The Creation

The third interchapter chapter looks at how Russian language and literature was taught and learned in Britain. While the main chapters show that the British canon of Russian literature was largely the creation of a small number of amateur translators and critics, at the turn of the century the study of Russian was becoming professionalized, with increasing numbers of schools and universities offering courses in Russian. Political imperatives shaped styles of teaching, and in particular the role of literature on Russian courses. The narrow association of Russian literature with realism, deployed by the populists of the nineteenth century, also served the purposes of those who promoted the teaching of Russian as a means of understanding a political and, it was hoped, commercial ally.

The Research Project «Names of Modern Professions» in Extracurricular Work with 6-th Grade Russian Students

2020 ◽  
Vol 81 (6) ◽  
pp. 23-31
Author(s):  
M. I. Vasileva
Keyword(s):  
Theoretical Analysis ◽  
Scientific Literature ◽  
Research Process ◽  
Russian Language ◽  
Research Project ◽  
Educational Activities ◽  
Research Activities ◽  
The Russian Language ◽  
Selection Of

The aim of the study was to investigate approaches to the formation of general educational skills. A survey examining the design and research process was carried out by 6th-grade Russian students over the course of an extracurricular project entitled «Names of Modern Professions». In the paper, the selection of the «Lexicology» section for such activities carried out by school pupils is substantiated and stages of work on the project are described. The applied methodology involves theoretical analysis of scientific literature, formative experimentation, analysis of products of educational activities, observation and description. It is concluded that the design of extracurricular research activities in the Russian language contributes to the formation of general educational competencies in conducting surveys and searching for information on the basis of subject skills.

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