scholarly journals Taking into account Chinese students’ cognitive and psychological characteristics while teaching Russian grammar

2020 ◽  
Vol 9 (1) ◽  
pp. 283-288
Author(s):  
Yu Sun
Keyword(s):  
Comparative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Psychological Characteristics ◽  
Oral Speech ◽  
The Russian Language ◽  
Specific Learning

This paper aims to discuss the problem of nationally oriented teaching of Russian grammar to Chinese students. The author analyzes the works that are devoted to the study of Chinese students cognitive and psychological characteristics. The analysis revealed specific learning strategies that Chinese students use when learning a foreign language. When training a mono-ethnic group, the national-oriented approach is considered optimal. To implement this approach, a comparative analysis of systems of contacting languages is necessary to determine the zones of interlanguage and intralanguage interferences. The most important factor in the effectiveness of the educational process is the adequacy of the teachers ideas about students from different regions. The author concludes that in order to maintain motivation for mastering the Russian language and optimize the learning process as a whole when developing curricula and class books for Chinese students, it is necessary to strive to make the learning process not only effective, but also as comfortable as possible for students. Taking into account Chinese students cognitive and psychological characteristics will not only contribute to the development of strong grammar skills, but will also ensure the development of oral speech skills in Russian. The paper provides recommendations for intensifying the process of teaching Russian grammar to Chinese students. The following research methods were used: a comparative analysis, an analysis and a synthesis.

scholarly journals System of exercises for teaching general knowledge of Russian language and specialty language to Chinese engineering students

2019 ◽  
Vol 8 (1) ◽  
pp. 322-330
Author(s):  
Lyudmila Gienovna Yun
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Engineering Students ◽  
Chinese Students ◽  
Russian Language ◽  
Psychological Characteristics ◽  
Teaching Aids ◽  
Video Lectures ◽  
High Level ◽  
The Russian Language

The paper deals with the problem of optimizing the language training process for Chinese engineering students in the framework of joint Sino-Russian programs. The existing curricula on the Russian language as a foreign language (RFL) used to train future engineers have several disadvantages, and therefore do not provide a high level of subject and language competences. This is primarily due to weak contacts between teachers of special disciplines and teachers of the Russian language, the lack of coordination of teaching methods used by Russian and Chinese teachers of Russian. Features of training in a non-linguistic and linguistic environment predetermine the expediency of interconnected teaching of all types of speech activity in Russian. In this case, the system of exercises should be based on taking into account the ethno-psychological characteristics of Chinese students and the learning strategies they use when learning a foreign language. Particular attention should be paid to teaching the language of the specialty on the material of authentic video lectures of subject teachers in Russian. The author concludes that it is necessary to develop nationally oriented teaching aids for Chinese students-non-philologists who study in joint training programs for engineers in 2 + 2 and 3 + 1 schemes.

Modern Pedagogical Technologies Of Teaching The Russian Language At The University

2021 ◽  
Vol 03 (01) ◽  
pp. 115-119
Author(s):  
Tuychibaeva Sh.Sh. ◽  
Keyword(s):  
Student Development ◽  
Learning Process ◽  
Educational Process ◽  
Russian Language ◽  
Venn Diagram ◽  
Pedagogical Practice ◽  
Innovative Teaching ◽  
Motivation For Learning ◽  
Innovative Learning ◽  
The Russian Language

The entry of the Republic of Uzbekistan into the world market, the expansion of international relations necessitates the formation of the language culture of students in foreign languages, especially world languages, which include the Russian language. The purpose of this work is to show the possibilities of using modern pedagogical technologies and techniques in teaching Russian to students of national groups. The objectives of the study are determined by the following: presentation of innovative learning models, description of the methods used and methods of organizing the learning process based on the experience of teaching the Russian language. comparative and descriptive methods were used. The article reveals the possibilities of using innovative teaching methods in the practical course of the Russian language. The concept of "innovative learning" is defined, which includes a personal approach, fundamental education, creativity, professionalism, use of the latest technologies. The tasks of innovative teaching are indicated, including: optimization of the teaching and educational process, creation of an environment for cooperation between a teacher and a student, development of long-term positive motivation for learning, selection of material and methods of its presentation. Describes the variety of technologies and techniques that have become widespread in pedagogical practice and used in the practical course of the Russian language. Their choice is determined by the goals, objectives, stages of the lesson, the level of students' knowledge. Particular attention is paid to methods and technologies of innovative teaching. The author dwells separately on such techniques as: "fish skeleton", "chain", "matching", "scissors", "T-diagram", "Venn diagram", "5-minute essay". The effectiveness of the use of multimedia presentations in the learning process is substantiated.

scholarly journals The Theory of Ecotranslatology in the Development of Translation Skills of Chinese Students

2021 ◽  
Vol 3 (2) ◽  
pp. 55-66
Author(s):  
L. G. Petrova ◽  
Sun Jikhao
Keyword(s):  
Comparative Analysis ◽  
Cognitive Process ◽  
Chinese Students ◽  
Russian Language ◽  
Contextual Analysis ◽  
Careful Study ◽  
Basic Principles ◽  
Authentic Texts ◽  
Main Research ◽  
The Russian Language

The present study aims to analyze the theory of ecotranslatology developed by the Chinese translator-theorist Hu Gengshen. The authors pay great attention to the application of its basic principles to teaching translation in general and the development of translation skills of Chinese students in particular. The main research methods are descriptive and comparative analysis, the method of systematization of language material, contextual analysis, component analysis of the word. In the course of the study, an experiment was conducted in which more than 30 Chinese students took part. The material for the study was the authentic texts of works of Russian fiction. By analyzing the examples of the translation of the works of A. P. Chekhov and N. A. Taffy into Chinese, the authors of this article demonstrate the main difficulties encountered in the practice of translation. A number of recommendations are given that help Chinese students develop translation skills from Russian into Chinese. In their conclusions, the authors point out that when teaching translation, it is necessary to draw students’ attention to the careful study of scientific works on the theory of translation, to develop students’ sense of language, to expand their stock of spoken vocabulary of the Russian language so that the emotional coloring of the work is not lost in the process of translation, and also to remember that the study of phraseological units is a cognitive process.

scholarly journals VIDEO LESSONS AS ONE OF AN EFFECTIVE METHODS IN TEACHING RCL TO CHINESE STUDENTS

2020 ◽  
Vol 74 (4) ◽  
pp. 428-432
Author(s):  
Duo Li ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Comparative Method ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Video Tutorials ◽  
Video Lesson ◽  
Teaching Chinese ◽  
The Russian Language

The Russian language is one of the richest languages ​of our time. Currently, more than 200 million people speak Russian. It is also one of the ten working languages ​​of the United Nations. The Russian language is one of the most difficult for foreign students to learn, which necessitates a better approach to the educational process. The article examines the study of the problem of increasing the effectiveness of teaching Chinese students Russian as a foreign language. A solution to the problem in the auxiliary application of video tutorials is proposed. An analysis of several existing video tutorials available online is being carried out. The article deals with the comparative method of difficult moments that may arise for Chinese students studying Russian. It is confirmed that the creation of a new video lesson and the linguo-methodological foundations of its implementation in the educational process are new and relevant.

scholarly journals LANGUAGE INTERFERENCE IN NATIONALLY ORIENTED TEACHING RUSSIAN TO CHINESE STUDENTS

2021 ◽  
pp. 205-211
Author(s):  
Елена Владимировна Крапивник
Keyword(s):  
Learning Process ◽  
Chinese Students ◽  
Russian Language ◽  
Speech Errors ◽  
Independent Learning ◽  
Full Time ◽  
Constructive Interference ◽  
Significant Difference ◽  
Linguistic Interference ◽  
The Russian Language

Статья посвящена лингводидактической интерпретации языковой интерференции. Цель исследования состоит в установлении методического потенциала языковой интерференции при обучении русскому языку мононациональных групп китайских студентов. В статье представлены примеры использования конструктивной языковой интерференции на основе выявленного межъязыкового сходства русского и китайского языков, проводится обоснование целесообразности использования явлений конструктивной интерференции в национально-ориентированном обучении китайских студентов. Полученные результаты свидетельствуют о том, что языковая интерференция представляет собой явление многомерное, методически неоднозначное и реализуется как в речевых ошибках обучающихся, так и в сознательно используемых преподавателем приемах интенсификации процесса обучения. Существенное различие русской и китайской языковых систем провоцирует появление в процессе изучения русского языка китайскими студентами отрицательной языковой интерференции, которая может нивелироваться использованием знаний о типологических различиях языков и предупреждением речевых ошибок, типичных для данного контингента. Выявленное межъязыковое сходство позволяет использовать в китайских мононациональных группах конструктивную интерференцию разных видов (фонетическую, морфологическую, лексическую и синтаксическую) не только в процессе очного обучения, но и при организации дистанционного и самостоятельного обучения студентов, что способствует большей эффективности преподавания, увеличению объема изученного языкового материала и прочности его усвоения, а также сокращению сроков обучения иностранному языку. The article is devoted to the linguodidactic interpretation of linguistic interference. The study describes the methodological potential of linguistic interference in teaching the Russian language in Chinese mono-ethnic groups. The article presents interlingual similarities of the Russian and Chinese languages and offers examples of constructive interference usage. The article substantiates the rationale for the inclusion of constructive interference elements in the Chinese students training. The results of the research show that linguistic interference is manifested both in the speech errors of students and in the teacher’s conscious use of methods of intensifying the learning process. The significant difference between Russian and Chinese is the reason for negative linguistic interference in the process of studying the Russian language by Chinese students. Negative linguistic interference can be leveled by using knowledge about typological differences in languages and by preventing typical speech errors. Interlingual similarity allows the use of constructive interference of different types (phonetic, morphological, lexical and syntactic) in Chinese mononational groups not only in the full-time learning process, but also in the organization of distance and independent learning of students, which contributes to greater teaching efficiency, increasing the volume of the studied language material and the level of its acquisition, as well as shortening the time of teaching a foreign language.

scholarly journals Experience in the use of interviews in teaching Russian to Chinese students-specialists in Russian philology

2020 ◽  
pp. 68-74
Author(s):  
Vladislav D. Yanchenko ◽  
Wei Ningning
Keyword(s):  
Foreign Language ◽  
Professional Education ◽  
Communicative Competence ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Constructive Dialogue ◽  
The Russian Language

The article highlights the key issue of the organization of educational activities of Chinese students through interviews. It is recommended to use interviews to increase the communicative competence of students, to develop speaking skills. The teaching potential of the interview is revealed, the great possibilities of the interview are shown in the modernization of the educational process at the pedagogical university, for the professional education of Chinese students studying the Russian language. Teaching students to speak is organized based on the method of posing the question and the methodology of the unfinished thesis, using the “Bloom daisy” technique. Thanks to this, Chinese students are involved in a constructive dialogue, learn to ask counter questions and give detailed answers. The proposed methods enrich the teaching methodology of Russian as a foreign language, improve the quality of education.

scholarly journals Realization of intervocalic consonant clusters in frequency words of the Russian language

2020 ◽  
Vol 17 (4) ◽  
pp. 672-690
Author(s):  
Elena I. Riekhakaynen ◽  
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Chinese Students ◽  
Russian Language ◽  
Consonant Clusters ◽  
Consonant Cluster ◽  
Russian Speakers ◽  
Oral Speech ◽  
Recognition Systems ◽  
The Russian Language

The article describes the realization of frequent words with the intervocalic consonant clusters [gd] and [ljk] in the oral speech of three groups of informants: adult native speakers of the Russian language, children aged four to six years and Chinese students learning Russian as a second language (929 realizations of 11 words). The data obtained confirm the hypothesis that the most frequent form of reduction of the analyzed combinations of consonants in Russian speech is the loss of the first consonant. However, the variants with the reduction of the consonant and without it are equally probable in the speech of native Russian speakers for the majority of the analyzed words. In adult native speakers of Russian, there is a tendency to maintain a consonant cluster when the word is at the absolute beginning of the inter-pause interval. Children aged four to six years tend to use only one variant of the consonant clusters in each of the considered words. The main distinctive feature of Russian speech for Chinese students is the large number of sound changes in both intervocalic consonant combinations, as well as the statistically significant prevalence of the full pronunciation over the variant with the loss of the first consonant in the intervocalic cluster for all words with the [ljk] combination. The results can be used to improve existing automatic speech recognition systems, as well as in teaching Russian as a second language.

scholarly journals COMPARATIVE ANALYSIS OF EDUCATIONAL PROGRAMS IN RUSSIAN AS A FOREIGN LANGUAGE IN RUSSIA AND IN CHINA

2020 ◽  
Vol 54 (4) ◽  
pp. 169-178
Author(s):  
Aiyisha YUSUFU ◽  
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Chinese Students ◽  
Educational Programs ◽  
Russian Language ◽  
Educational Institutions ◽  
Elementary Level ◽  
Similarities And Differences ◽  
Basic Level ◽  
The Russian Language

Statement of the problem. The article is devoted to a comparative analysis of educational programs in the Russian language at universities in China and Russia on the example of the Chinese “Curriculum for the Russian language for higher educational institutions” (2012) and the Russian “Linguodidactic program in Russian as a foreign language. Elementary level (A1). Basic level (A2). The first certification level (B1)” (2017). The main sections of the curriculum, related to the description of the goals and content of training, act as a guideline for both teachers and authors of textbooks. At the same time, Russian language curricula aimed at Chinese students at universities in Russia and China differ in their content. The purpose of the article is to compare the goals and content of teaching Russian to Chinese students in China and Russia. Methodology (material and methods). The material of the research was the Chinese “Curriculum for the Russian language for higher educational institutions” published by the Publishing House for Research and Teaching Foreign Languages ​​of China and the “Linguodidactic Program in Russian as a Foreign Language. Elementary level (A1). Basic level (A2). First certification level (B1)”. In the course of the study, the method of comparative analysis was used. Research results. The study revealed the similarities and differences in the goals and content of teaching aspects of the language and types of speech activity for Chinese students in two countries, an attempt was made to explain these similarities and differences. The research results can be used in teaching Russian to Chinese students. Conclusion. It has been established that the difficulties experienced by Chinese students in the study of the Russian language in Russian universities are not only subjective, but also objective. They are conditioned by the conditions of education (in the linguistic environment or outside it) and different linguodidactic traditions. This is revealed in the course of the analysis of the curriculum aimed at Chinese students studying Russian language: the authors of the Chinese program focus on teaching grammar and writing, while the authors of the Russian program emphasize on teaching oral speech.

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.

A comparative analysis of the Slovenian particles še and že against the background of the Russian language

2020 ◽  
pp. 324-345
Author(s):  
Mariya L. Kuleshоva ◽  
Keyword(s):  
Nineteenth Century ◽  
Comparative Analysis ◽  
Russian Language ◽  
Time Axis ◽  
Temporal Modifiers ◽  
The Russian Language ◽  
Negative Form

The article compares the Slovenian particles še and že mainly with the Russian particles еще and уже. Unlike the Russian particle уже, the Slovenian particle že cannot be combined with the negative form of the verb: instead of it, the adverb več is used in such contexts. The most subtle differences between the Slovenian and Russian languages are found in the combinations of še and že with temporal modifiers, where the so-called “plot time” is characteristic of the Slovenian language. The event is interpreted as localized on the time axis, not from the perspective of the «speaker’s time», which is manifested in the possibility of using že in such contexts as umrl je že v devetnajstem stoletju (he died in the nineteenth century already). Moreover, že is not able to express the meaning ‘no earlier / no later than’, because the particle šele replaces it in this function. The author comes to the conclusion that Slovenian particles are more widely used as modal than their Russian equivalents. The particle še has numerous intensifying functions, correlating with the functions of Russian particles даже, еще и, и. The particle že can be used in the same way as two Russian words уже and уж. In contrast to уж, že does not always express displeasure and can add the meaning of a concession to the statement.

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