scholarly journals Virtual Tourism as Part of the Russian Language Classroom

2021 ◽  
pp. 109-130
Author(s):  
Vesselina Laskova
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Teaching Methodology ◽  
Virtual Tour ◽  
Web Resources ◽  
Virtual Tourism ◽  
Language Classroom ◽  
Class Room ◽  
The Russian Language

This paper suggests that tourist web resources could successfully become part of the L2 class-room with the effect of reinforcing the students’ motivation and adding to their knowledge of the places in which the foreign language is spoken. We aim to show that such resources could be particularly useful if combined with a recently developed teaching methodology relying mainly on oral translation being principally based on work with texts. We suggest that a lecture would become far more exciting if presented in the form of a virtual tour. Such an experience offers not only the possibility to enjoy a virtual visit to new places, but also to learn a lot about them, while learning a foreign language at the same time.

scholarly journals Юмор как способ мотивации в процессе изучения иностранного языка

2021 ◽  
Vol 25 ◽  
pp. 239-249
Author(s):  
Оксана Самусенко ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Communication Barrier ◽  
The Russian Language

The paper deals with foreign language teaching methodology. It especially focuses on the ways of optimization of educational process for foreigners learning the Russian language. The goal of this article is the teaching of humorous texts as one of the ways to motivate students while mastering a foreign language. The paper includes an analysis of Russian educational material with a humorous component. The author explores the main difficulties of implementing humorous texts in the educational process and pays special attention to humour in animated movies. The conclusion is that an appropriately chosen humorous text motivates students to learn a foreign language, contributes to the development of linguistic, sociolinguistic and sociocultural competencies, and helps to overcome the communication barrier.

scholarly journals Actual directions of the modern methodology of teaching Russian as a foreign language: content analysis results

2021 ◽  
Vol 49 (1) ◽  
pp. 249-264
Author(s):  
Viktoriia D. Gorbenko ◽  
◽  
Tatiana N. Dominova ◽  
Natalia O. Ilina ◽  
Julia A. Kumbasheva ◽  
...  
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Russian Language ◽  
Teaching Methodology ◽  
The Past ◽  
Current Trends ◽  
Units Of Analysis ◽  
Leading Position ◽  
Language Content ◽  
The Russian Language

Introduction. The modern methodology of teaching Russian as a foreign language (RFL) is a multidimensional system in which a number of different directions can be distinguished. The purpose of this work is to identify, based on the elements of content analysis, the most relevant directions in the teaching methodology of RFL over the past 5 years. The relevance of the study lies in identifying the main paradigmatic guidelines of this science at the present stage of its development. Materials and methods. The material for the theoretical part of the study was the work of Russian methodologists published over the past 10 years and devoted to the description of current trends in the teaching methods of RFL, as well as scientific works describing the specifics of content analysis as a research method. The empirical part of the study was carried out on the material of scientific and methodological journals and collections of materials of congresses devoted to the issues of teaching RFL and published over the past 5 years. Results. As a result of the analysis, 1969 mentions of the analyzed units of analysis were identified in 9 key areas of modern RCT methods over the past 5 years. The largest number of references to units of analysis was revealed in the framework of the conceptual (29 percent of total mentions), professionally oriented (16 percent) and linguistic (12 percent) directions. The leading position of the conceptual direction indicates that in the last 5 years there has been an active search for the most effective methods and technologies for teaching Russian to foreigners. The interest of researchers in professionally oriented education is proof that Russian as a foreign language is becoming a tool for obtaining higher education. The popularity of the linguistic trend is due to the fact that the search for optimal ways of teaching foreigners to various aspects of the Russian language is still ongoing. Conclusion. The scientific novelty of the conducted research lies in the fact that the authors made an attempt to identify the current trends in the methods of teaching RFL based on the elements of an objective quantitative method.

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 Methods of Teaching the History of Language to Foreign Students

2019 ◽  
Vol 8 (7) ◽  
pp. 74
Author(s):  
Elena Viktorovna Khabibullina ◽  
Ekaterina Gennadievna Shtyrlina ◽  
Lubomir Guzi
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Slavonic Language ◽  
Language Classroom ◽  
History Of ◽  
Methodological Approaches ◽  
Historical Grammar ◽  
Russian Universities ◽  
The Russian Language

The article discusses the features of methods of teaching the history of language in a foreign language classroom. With regard to the increase of the number of applicants who enroll in Russian universities directly on the basis of secondary education, bypassing the preparatory faculties, which arises the problem of an insufficiently prepared group of learners, in which the disciplines related to the study of the history of the language are taught. Accordingly, the teacher has to solve the problem by revising the methodological approaches to the teaching of the discipline. In particular, it is necessary to vary the volume and content of the educational material, implement the principle of communicativeness in teaching, and use interactive ways to enhance the activities of the students. In fact, the courses become less academic and more oriented towards the practical application of acquired knowledge by the students in order to improve their own knowledge in the field of Russian grammar. We offer our view on the construction of courses "Old Slavonic language" and "Historical grammar of the Russian language" in a foreign audience, methods and ways to ensure the principle of continuity and the actualization of the knowledge gained when studying subsequent courses. The article discusses the types of assignments, by fulfilling which students reinforce their knowledge and skills. The work with foreign students, in the classes of the Old Slavonic language and historical grammar of the Russian language, is focused on creating in the students a positive attitude towards the Russian language and Russian culture.

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.

USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Work ◽  
Russian Language ◽  
Interactive Communication ◽  
Innovative Teaching ◽  
Teaching Language ◽  
New Methods ◽  
The Russian Language

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered

Next lesson – Let's Go to the Theater!

2021 ◽  
Vol 23 (4) ◽  
pp. 383-389
Author(s):  
Rozalina Dimitrova ◽  
Keyword(s):  
Foreign Language ◽  
Emotional Experience ◽  
Considerable Change ◽  
Russian Language ◽  
Educational Objectives ◽  
Russian Culture ◽  
Creative Abilities ◽  
The Russian Language

Theatrical pedagogics allows for the considerable change of the ordinary school lessons and transforms its educational objectives. The students become stronger in their confidence of their skills to use Russian language as a means of communication and willingness to improve their knowledge. Dramatization in Russian language brings positive emotional experience, cultivates creative abilities in children, adds to their personality, trains interest towards the Russian language and Russian culture. Theatrical lessons create conditions for increasing motivation in studying Russian language with lessons in Russian as a foreign language.

scholarly journals On the problem of typological research of the Russian phonetic system in a linguodidactic context

2021 ◽  
pp. 4-9
Author(s):  
Е.Л. Бархударова
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Target Language ◽  
Foreign Accent ◽  
Language Background ◽  
Sound Structure ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

В основе разработки курсов практической фонетики, адресованных иноязычной аудитории, лежит анализ типологического своеобразия фонетической системы изучаемого языка в контексте лингводидактики. К числу важных направлений типологического исследования звукового строя русского языка следует отнести, во-первых, изучение соотношения консонантизма и вокализма в его фонетической системе на иноязычном фоне, во-вторых, – анализ позиционных закономерностей русской фонетической системы в сопоставлении с функционированием звуковых единиц в типологически разных языках. В позиционных закономерностях звукового строя языка наиболее ярко проявляется его идиоматичность: в каждом языке позиционные закономерности носят специфический характер и определяются соотношением парадигматики и синтагматики звуковых единиц. Большое число фонологически значимых отклонений в иностранном акценте обусловлено интерферирующим воздействием позиционных закономерностей родного языка на русскую речь учащихся. The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics. It is necessary to designate two important areas of typological research of the sound structure of the Russian language: the study of the relationship of consonantism and vocalism in its phonetic system against a foreign language background and the analysis of positional rules of the Russian phonetic system in comparison with the functioning of sound units in typologically different languages. Idiomatic character of the language is most clearly manifested in the positional patterns of its sound structure. In each language, positional patterns are specific and are determined by the dominance of paradigmatic or syntagmatic relations of sound units. A large number of phonologically significant deviations in a foreign accent are due to the interfering influence of the positional laws of the native language on the Russian speech of students.

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.

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