scholarly journals Spiritual (Including Folklore) Culture As a Tool for Teaching the Russian Language in a Multicultural Environment: Practical Experience

2020 ◽  
Author(s):  
Ekaterina Plotnikova ◽  
Tatiana Zolotova ◽  
Maria Pirogova
Keyword(s):  
Foreign Students ◽  
Publishing House ◽  
Practical Experience ◽  
Russian Language ◽  
Russian Society ◽  
Multicultural Environment ◽  
Spiritual Culture ◽  
Federal Institute ◽  
The Republic ◽  
The Russian Language

The article discusses the issues of improving the methodology of teaching the Russian language and the effectiveness of teaching the Russian language in a multicultural environment with the inclusion of elements of spiritual culture (including folklore) in educational institutions (humanitarian gymnasiums, high schools and institutions of higher education) of the Republic of Mari El. The authors demonstrate differences in the use of folklore in the main (class, out-of-class and out-of-school) activities of the experimental network institutions (Federal Institute for the Development of Education, Moscow) and the training workshop (‘Prosveshchenie’ Publishing House). It is concluded that projects aimed at socio-cultural adaptation, successful socialization and enculturation of Russian youth are of great importance from different angles, including the issue of harmonizing interpersonal and intercultural relations in modern Russian society. The authors’ experience (E. A. Plotnikova, M. N. Pirogova) in introducing certain units of Russian traditional culture into the study of the Russian language by foreign students also had certain positive reviews. It is obvious that at the initial stage of training, students should receive a certain linguistic minimum, including knowledge of the country’s culture, traditions, features of verbal and non-verbal communication, etc. Application of innovative educational technologies, including quests and competitions, gives good results in this case. Keywords: multicultural environment, spiritual culture, folklore culture, teaching the Russian language

scholarly journals Development of Cognitive Activity of Foreign Students by Reading the Texts of Russian Classics

2021 ◽  
Vol 2021 (2) ◽  
pp. 192-204
Author(s):  
Tatiana N. Tokareva
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Students ◽  
Role Model ◽  
Cognitive Activity ◽  
Educational Process ◽  
Russian Language ◽  
Russian Society ◽  
School Students ◽  
The Russian Language

The article examines the problem of foreign high school students living in the territory of the Russian Federation, a stable system of axiological norms and spiritual and moral guidelines of Russian society, the inviolability and correctness of which is proven by centuries-old experience, which captured the best examples of science and art. The need for foreign learners to study works of educational nature is substantiated. The process of understanding Russian culture by foreign students is analyzed as an important part of the educational process, including the study of the rules of communication in a non-native language, as well as the development of communicative competencies focused on the complex and multi-level development of the Russian language. The problem of conformity of artistic texts designed for studying foreign learners, the functions of the best examples of classical literature, is actualized. Understanding the cultural component of education is seen as a way of incorporating foreign citizens into the moral foundations of Russian society, built on the principles of humanism. It is stated that the presence of a role model for the emerging person, that can also be a character of the work as well, that meets the requirements of the best representatives of Russian society to a strong, strong-willed, educated, humane, selfless love for the Fatherland of the personality. The emergence of diverse personalities of foreign high school students is analyzed in the direction of not only education, but also a better understanding of the peculiarities of the Russian language, as well as the cultural identity of Russia by introducing the best examples of art texts. The methodological basis of the work was formed as a result of the complex use of techniques of dialectic, synergies, historical and literary method, content analysis of scientific and literary sources.

scholarly journals ON THE PROBLEM OF RUSSIAN-OSSETIAN LANGUAGE CONTACTS

2018 ◽  
Author(s):  
Е.В. СЕНЬКО ◽  
И.А. ЛАЗАРОВА
Keyword(s):  
Russian Language ◽  
Modern World ◽  
Russian Society ◽  
National Differences ◽  
System Functioning ◽  
Historical Retrospect ◽  
The Republic ◽  
Definition Of ◽  
Scientific Attention ◽  
The Russian Language

  В статье рассматривается проблема контактирования языков, функционирующих на территории современной России: в условиях происходящей в мире глобализации, стирания национальных отличий регионалистические исследования русского языка, то есть определение его региональных особенностей на фонетическом, лексико-фразеологическом, грамматическом и других уровнях, становятся все более важными. Понятие региолекта является относительно новым в лингвистике, тем не менее, лексические единицы, заимствованные из другого языка, но используемые только в зоне контактирования тех или иных языков, привлекают внимание ученых-лингвистов. Конечно, в сравнении с вхождениями из западноевропейских или восточных языков трансляция единиц из языков народов России в русский язык носит иной характер, то есть подобного рода языковые перемещения необходимо описывать в проекции на русскую языковую систему, функционирующую в речи представителей нетитульного этноса того или иного национального региона. Цель статьи — актуализировать научное внимание к указанной проблеме на базе русско-осетинских языковых связей, подчеркнуть значимость последних в свете современных тенденций развития российского общества. Утверждается, что в исторической ретроспективе характер взаимодействия рассматриваемых языков был неоднородным: примерная одинаковость «престижного потенциала» славяно-иранского влияния с течением времени уступила место значительному усилению роли русского языка, сложившейся в силу этого однонаправленности языковых контактов и соответствующего однотипного аспекта их научного исследования. Констатируется, что определенные изменения, произошедшие в последнее время в сфере языковой политики Республики Северная Осетия-Алания, должны обусловить противоположную, осетино-русскую, линию лингвистических исследований соответствующих языковых контактов; данное обстоятельство объективно диктуется самой природой последних: общеизвестно, что любой долговременный этнический контакт не может быть односторонним. The article deals with the problem of language contacting on the territory of modern Russia: in the conditions of globalization taking place in the modern world, the erasure of national differences, namely regional studies of the Russian language, the definition of its regional features on the phonetic, lexical-phraseological, grammatical and other levels are becoming more important. The concept of regiolect is relatively new in linguistics; however, lexical items borrowed from another language, but used only in the zone of contact of various languages, attracted the attention of linguists. Of course, in comparison with the occurrences of West-European or Oriental languages stream units of the languages of the peoples of Russia in Russian language is of a different nature, that is a similar kind of language of movement must be described in the projection on the Russian language system, functioning in the speech of representatives of non-titular ethnic group or another national region. The purpose of the article is to update the scientific attention to this problem on the basis of Russian-Ossetian language relations, to emphasize the importance of the latter in the light of modern trends in the development of Russian society. It is argued that in historical retrospect the nature of the interaction of the languages in question was heterogeneous: the approximate similarity of the «prestigious potential» of the Slavic-Iranian influence over time gave way to a significant strengthening of the role of the Russian language, formed by virtue of this unidirected language contacts and the corresponding similar aspect of their scientific research. It is stated that certain changes that have occurred recently in the field of language policy of the Republic of North Ossetia-Alania, should determine the opposite, Ossetian-Russian, line of linguistic research of the relevant language contacts; this fact is objectively dictated by the nature of the latter: it is well known that any long-term ethnic contact cannot be unilateral.

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.

scholarly journals THE METHODOLOGY OF THE APPLICATION OF SUBJECT-LANGUAGE INTEGRATIVE TECHNOLOGIES FOR TEACHING THE RUSSIAN LANGUAGE AND TEACHING IN RUSSIAN USING THE EDUCATIONAL PLATFORM

2020 ◽  
Author(s):  
В.В. Богданчиков ◽  
Е.А. Тренкина ◽  
Т.А. Шорина
Keyword(s):  
Digital Technologies ◽  
Practical Experience ◽  
Russian Language ◽  
Nikolai Gogol ◽  
Communicative Skills ◽  
Advantages And Disadvantages ◽  
The World ◽  
Subject Areas ◽  
The Subject ◽  
The Russian Language

В статье рассматривается методика применения технологий предметно-языкового интегративного обучения в русских школах за рубежом. Рассматривается и анализируется опыт интеграции предметных областей «Русский язык» и «Окружающий мир». Описываются практический опыт занятий по русскому языку с использованием образовательной платформы в русской школе «Николай Гоголь» в Италии и примеры практической методики обучения фонетике, грамматике, лексике, видам речевой дея-тельности. Выявлены преимущества и недостатки применения цифровых технологий для обучения русскому языку и на русском языке. The article discusses the methodology of applying technologies of subject-language integrative teaching in Russian schools abroad. The experience of integration of the subject areas «Russian language» and «The world around us» is considered and analyzed. The practical experience of classes in the Russian language using the educational platform at the Russian school «Nikolai Gogol» in Italy is described, examples of practical methods of teaching phonetics, grammar, vocabulary, communicative skills activity are described. The advantages and disadvantages of using digital technologies for teaching the Russian language and in Russian are revealed.

scholarly journals Difficulties faced by a foreign student during their first year of study at a Russian university in the Russian language

2020 ◽  
pp. 205-211
Author(s):  
Alla A. Zhukovska
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Foreign Student ◽  
Russian Language ◽  
First Year ◽  
First Year Students ◽  
The Real ◽  
Level Of Knowledge ◽  
The Russian Language ◽  
Lack Of Knowledge

The article deals with the issue of the language adaptation of foreign students who have left the preparatory faculty and begun their studies in Russian in the first year of the main faculty of the Russian University. The main problem is the lack of knowledge of Russian by foreign students to understand and take notes at lectures, to actively participate in seminars. The article identifies and discusses the main difficulties faced by foreigners while studying in Russia and the reasons of their appearance, analyzes the conditions of training of foreign students at the preparatory faculty and the real results of this training, the main of which is the discrepancy between what foreign students know and are capable of and what they need to know and be able to, becoming the first-year students of a Russian University. Most first-year foreign students find it difficult to study at the same level with Russian students, so they need the support and understanding of not only teachers of Russian as a foreign language, but also teachers of other subjects. It is noted that teachers who don’t specialize in teaching Russian as a foreign language can’t and don’t want to adequately assess the level of knowledge of a foreign student and help them if needed. The article proposes a possible solution to this problem.

scholarly journals Training Foreign Students of Medical University for Medical Practice in Hospitals

2020 ◽  
pp. 72-79
Author(s):  
О.Н. Маслова ◽  
О.В. Алексеева
Keyword(s):  
Foreign Students ◽  
English Language ◽  
Foreign Student ◽  
Russian Language ◽  
Hospital Environment ◽  
Successful Implementation ◽  
Practical Training ◽  
Language Program ◽  
Medical University ◽  
The Russian Language

Скорость и качество овладения русским языком иностранными студентами, обучающимися в медицинских вузах России, во многом зависят от того, имеется ли у этих студентов возможность пройти предварительную языковую подготовку на подготовительном факультете. В условиях ее отсутствия студенты получают образование на языке-посреднике, а русский язык становится факультативной дисциплиной, в результате чего погружение в русскую культуру, понимание правил невербальной коммуникации в русскоязычной среде, равно как и просто уверенное владение русским языком становятся уделом избранных лиц. Вместе с тем каждый иностранный студент должен проходить практику в русских медицинских учреждениях. В связи с этим перед преподавателем русского языка как иностранного встает несколько задач, к числу которых относится не только общеязыковая подготовка иностранных обучающихся к прохождению медицинской практики, но и речевая, культурологическая и психологическая. Успешной реализации поставленных задач может способствовать создание и использование на занятиях специального словаря-разговорника, который позволит студентам заблаговременно познакомиться с правилами поведения в больнице, освоить необходимый для практики лексический минимум, ввести в активный речевой оборот ряд фраз, актуальных в повседневном общении медперсонала с больными. В статье раскрывается и объясняется структура словаря, обозначены его задачи и целевая аудитория. The speed and the quality of mastering the Russian language by foreign students studying at medical universities in Russia largely depend on whether these students have the opportunity to take a preliminary year-long Russian language course at the preparatory division. If the students receive education in the English language, the Russian language program is reduced to an optional course, not sufficient to ensure understanding of Russian culture and rules of non-verbal communication in a Russian-speaking environment. However, every foreign student must undergo practical training in Russian medical institutions. In this case the Russian language teacher faces an almost insurmountable task of equipping students with the skills of communicating with Russian patients and colleagues and with sufficient cultural and psychological awareness for adequate verbal and non-verbal behavior in a hospital environment. The successful implementation of these tasks can be facilitated by developing and using a special vocabulary-phrase book at the lessons of the Russian language. This manual will allow students to get acquainted with the rules of behavior in the hospital in advance, master the lexical minimum necessary for practice and introduce a number of phrases that are relevant in everyday communication of medical staff with patients. The article reveals and explains the structure of the manual, identifies its objectives and target audience.

VERBAL ASPECT IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Author(s):  
Liudmila Valova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Teaching Method ◽  
Russian Language ◽  
Verbal Aspect ◽  
Risk Zones ◽  
The Russian Language ◽  
Different Levels

Verbal aspect is one of the grammar “risk zones” of the Russian language. The purpose of this paper is to familiarize the reader with the author’s teaching method which makes it easier for foreign students to grasp the concept of Russian verbal aspect. The techniques and recommendations described in this paper can be applied while teaching students of different levels (A1 – C2).

Lexicographic Work with Foreign Linguistics Students Who Study Russian As a Foreign Language. Advanced Level

2015 ◽  
Vol 4 (4) ◽  
pp. 30-32
Author(s):  
Антропова ◽  
M. Antropova
Keyword(s):  
Public Relations ◽  
Foreign Language ◽  
Foreign Students ◽  
Traditional Method ◽  
Russian Language ◽  
Advanced Level ◽  
Online Newspapers ◽  
Innovative Method ◽  
Russian Higher Education ◽  
The Russian Language

The article represents the author’s experience in creating a PR-glossary in the course of lessons of the Russian language with foreign students who study in Russian higher education institutions at the programme “Advertising and Public Relations”. The author considers work on creating a glossary not only as a traditional method of enlarging a student’s vocabulary but also as an innovative method of teaching students to understand and use vocabulary of the publicistic style on the basis of such modern sources as online magazines, online newspapers, websites, the corpus of the Russian language and online dictionaries, thus developing students’ lexicographic skills.

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