On the formation of value attitude to the Russian language study at school

2019 ◽  
pp. 156-164
Author(s):  
Irina Pavlinova
Keyword(s):  
Foreign Students ◽  
Native Language ◽  
Russian Language ◽  
National Language ◽  
School Students ◽  
Leading Role ◽  
National Values ◽  
Language Study ◽  
The Russian Language ◽  
State Language

In the Russian Federation, as a multinational country, bilingualism is widespread: the process of learning the state language (Russian language) and national language (Bashkir, Yakut, Buryat, etc.) is programmed, vital and natural. We see the problem in that the national languages of the indigenous peoples of Russia are studied from the perspective of patriotic upbringing and education, while the Russian language is presented to Russian-speaking children more as the offi-cial state language of our country and, to a lesser extent, as their native language. When studying the Russian language, either its undoubted rich history and culture is leveled out, or a small and unsystematic amount of national values associated with the Russian language is provided to stu-dents. Underestimation of the axiological, communicative and culturological approach to the study of Russian as a native language we consider an urgent problem of contemporary education. In primary school these approaches are of particular importance. We consider the issues of studying the Russian language as a state language, as a native and as a foreign one. We put forward the idea of integrating approaches to the Russian language study, the leading role of speech training of school students. In this regard, we conduct a detailed analysis of textbooks on the Russian language for grades 1–4 and a comparative analysis of Soviet and Russian textbooks. We pay attention to foreign experience, the study of Russian as a foreign language, and textbooks on the Russian language for foreign students. We connect the conclusions about the formation of the value attitude of younger school students to the Russian language both with the educational material content and with the form of its presentation to children.

Approaches to the study of the Russian as a native language in primary school

2020 ◽  
pp. 147-152
Author(s):  
Irina A. Pavlinova
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Native Language ◽  
Russian Language ◽  
Theory And Practice ◽  
National Language ◽  
Native Languages ◽  
Language Study ◽  
First Time ◽  
The Russian Language

This study is a logical continuation of the work “On the formation of value attitude to the Russian language study at school”, which addressed the issues of language learning in three aspects: as a state, as a native and as a foreign language. In July 2018, Russia adopted the law “On the study of native languages” for the first time. Along with other national languages, for the first time Russian was considered not only as a state language, but also as a national language, requiring special attention and study. In this regard, we raise the problem of the choice of scientific approaches to the native Russian language study at the first stage of education. We study the course of “native Russian language”, define its goals and objectives and propose a list of scientific and methodological approaches to its teaching. We offer the native Russian language study from the position of four scientific aspects: axiological, communicative-activity, linguocultural and hermeneutic. The essence of each presented approaches is analyzed from the standpoint of the degree of study, development, expediency of use in primary school in theory and practice. We connect the conclusions about the success of applying the presented approaches to the native Russian language study, first of all, with the teachers, who should be an example of real knowledge of the Russian language, love for it, recognize and appreciate the richness of the native culture. We note that the introduction of additional hours of the Russian language is not intended to level the gaps in the students’ knowledge of basic course of the Russian language. Native language study should contribute to the formation of students’ perception of themselves as part of Russian culture, to form a valuable attitude not only to the language, but also to its study.

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 Current issues of teaching methods of Russian native language

Neophilology ◽  
2021 ◽  
pp. 618-625
Author(s):  
Lуudmila N. Verkhovykh
Keyword(s):  
General Education ◽  
Teaching Methods ◽  
Native Language ◽  
Language Education ◽  
Russian Language ◽  
National Language ◽  
School Students ◽  
Language And Culture ◽  
Ethnographic Approach ◽  
Depth Study

We consider the issues of teaching methods of Russian native language, which is included in the system of basic general education and is important for teaching school students. Among the current ones, there are issues associated with the awareness of the importance of the Russian native language course by both teachers and school students, not only for deepening knowledge, but also for fostering patriotism, as well as issues caused by the training of teachers and the insufficient appeal of teachers to linguo-regional material, reflecting the foundations of the national language and culture. Based on the analysis of regulatory sources and scientific and me-thodological literature, the work substantiates the possibility of solving the problems that have ari-sen by in-depth study of specialized disciplines by students-philologists within the framework of a specialty, as well as by using the linguistic-ethnographic approach in teaching Russian native lan-guage, contributing to the study of national foundations Russian language, education of patriotism

scholarly journals TERMINOLOGICAL ASPECTS OF MODERN RUSSIAN LANGUAGE POLICY

2021 ◽  
Vol 14 (2) ◽  
pp. 37-46
Author(s):  
A.D. Vasilyev ◽  
Keyword(s):  
Language Policy ◽  
The State ◽  
Russian Language ◽  
National Language ◽  
The Public ◽  
Basic Law ◽  
Public Consciousness ◽  
Methodological Principles ◽  
The Russian Language ◽  
State Language

Issues of language policy are constantly relevant for any state, including Russia, which is a multinational country as stated officially. According to the current constitution, the Russian language is the state language of the Russian Federation; amendments to the 2020 Basic Law have finally and justly established the state-forming status of the Russian people. Naturally, the current speech-communicative processes in different spheres of life of society give rise to various conflicts. This also applies to the field of official communication – lawmaking, law enforcement, legal procedures, etc. Therefore, the sporadic attention of the authorities to the use of the Russian language as a state language is understandable. This was the key in the agenda of the meeting of the Russian Language Council, held on November 5, 2019 under the personal chairmanship of the President Vladimir V. Putin. However, the meeting participants did not pay due attention to a number of rather obvious problems that arise in this regard. Among them are, in particular, the pressing tasks of clearly differentiating stable varieties of the use of the national language and their normative labelling, some methodological principles of practical lexicography, probable linguodidactic innovations and specific forms of their implementation; finally, issues of juridical linguistics and of legal nature. The purpose of the article is to analyze the terminological aspect of language policy in Russia. As a result, it is obvious that the term “state language” should be filled with a clear conceptual content. This will also strengthen its place in the public consciousness.

scholarly journals Language situation and status of languages in the Republic of North Ossetia-Alania

2021 ◽  
Vol 12 (4) ◽  
pp. 1247-1259
Author(s):  
Elena B. Besolova ◽  
Bella K. Zakaeva ◽  
Varvilina P. Dzhioeva ◽  
Anastasia V. Denisenko ◽  
Julia M. Kalinina
Keyword(s):  
Native Language ◽  
The State ◽  
Russian Language ◽  
National Language ◽  
Loss Of Self ◽  
The Republic ◽  
The Russian Language ◽  
North Ossetia ◽  
Interethnic Communication

The article substantiates the socio-economic and cultural-historical introduction of the Ossetians to the Russian language, which is considered as the result of the natural development of the standard of living of the highlanders. The aim of the study is to consider the history and characteristics of national-Russian bilingualism, the role of language interaction in the formation of a bilingual personality, society, identification of deformed linguistic processes that led to both the loss of the function of language proficiency and its use in everyday life, as well as measures that contribute to the revival of native language. The article emphasizes that the Russian language has become a civilizing factor that has significantly accelerated the development of the spiritual culture of the mountaineers, that it, along with the Ossetian language, is recognized as the state language of the Republic of North Ossetia-Alania as a language of interethnic communication, it is provided with free functioning throughout the republic. The work also focuses on the ethno-demographic composition of the population, emphasizes the polyethnicity of the region, which contributes to the strengthening of the role of the Russian language as a language of interethnic communication. During the 20th century, a sharp delimitation of the functions of the Russian and native languages leads to a weakening of the role of the national language, which exposes it to the threat of extinction. Loss of language entails a loss of self-awareness, culture, perception of the world, as well as the loss of self-identification. According to the authors, the republic itself needs to be concerned about the widespread use and all-round development of the native language in national government bodies, public organizations of science, culture, education, health care and the service sector. We need to work with those native speakers who do not consider it prestigious to communicate in their native language in the family, do not try to pass it on to the next generation: the lack of linguistic continuity is destructive. To preserve the language in the context of globalization, the authors propose to strengthen the role of the state and society, to consolidate the efforts of scientists, statesmen and public figures in order to influence the activities of the media to preserve the language and culture; direct their efforts towards harmonious bilingualism.

scholarly journals Relationship of the verbal aspect with types of verbs in the constructions, meaning prohibition and methods of their transfer to persian language

Kavkaz-forum ◽  
2021 ◽  
pp. 32-37
Author(s):  
А. Валипур ◽  
А. Рухоллах
Keyword(s):  
Foreign Students ◽  
Native Language ◽  
Russian Language ◽  
Language Teachers ◽  
Negative Particle ◽  
Verbal Aspect ◽  
Persian Language ◽  
Grammatical Categories ◽  
Relationship Of ◽  
The Russian Language

Категория глагольного вида является одной из основных грамматических категорий в морфологии русского языка, которая вызывает трудности не только у иностранных студентов, изучающих русский язык, но и у работающих с ними преподавателей. Это связано с тем, что данная категория во многих языках отсутствует. Поэтому иностранные учащиеся сталкиваются с проблемой при выборе видов глагола и при переводе глагола с родного языка на русский. В русском языке, как известно, существует два вида глагола: совершенного и несовершенного вида. Замена видов глаголов во многих случаях приводит к изменению смысла всего предложения. Смысл целого предложения меняется также при замене видов глагола в конструкциях с модальным значением. Долженствование в русском языке может выражаться при помощи различных модальных значений. В настоящей статье исследуется употребление видов глаголов в конструкциях, где после модального глагола применяется отрицательная частица «не». Данная проблема изучается на основе примеров из официальных документов. Нами приводятся правила выбора видов глаголов в разных случаях и анализируются способы их перевода на персидский язык. Модальное значение глагола иногда может выражаться в форме долженствования, побуждающего не осуществлять какое-либо действие. Данное значение (близкое к значению запрещения) нельзя относить к формам с модальным значением запрещения. В этой работе мы ставим целью сравнить данные двух конструкций и изучить влияние отрицательной частицы «не» на выбор вида глаголов. Category of verbal aspect is one of the main grammatical categories in Russian morphology, which causes difficulty not only for foreign students, studying the Russian language, but also for their language teachers. The absence of this category in many languages as in the Persian language accounts for this. Therefore, foreign students face difficulty when choosing aspects of the verb and translating the verb from their native language into Russian. In the Russian language there are two kinds of verbal aspects: Perfective and Imperfective. Replacing the verbal aspects in many cases leads to the change of the meaning and gives it additional meanings. Replacement of the verbal aspects significantly affects the meanings in the modal constructions. Obligation is one of the various modal meaning in the Russian language. In this article we study the use of verbal aspects in constructions, where after modal wordthe negative particle ‘не’is used. This theme is studied based on the material taken from the official documents. In this article the rules for choosing verbal aspects in these cases and are presented methods of the transfer of the verbal aspects to Persian languageare presented. The modal meaning of a verb can sometimes be expressed in the form of a must, which encourages not to perform any action. This value (close to the prohibition value) cannot be attributed to forms with a modal prohibition value. In this work, we aim to compare the data of the two constructions and to study the influence of the negative particle ‘не’on the choice of the type of verbs.

scholarly journals THE ROLE OF THE STATE LANGUAGE IN THE ETHNIC PRESS: CRIMEAN EXPERIENCE

2018 ◽  
pp. 255-261
Author(s):  
N. V. Yablonovskaya
Keyword(s):  
Ethnic Groups ◽  
Native Language ◽  
The State ◽  
Russian Language ◽  
Role Of The State ◽  
Ethnic Press ◽  
Linguistic Aspect ◽  
The Russian Language ◽  
State Language

The article studies the functioning of the Crimean ethnic press from the end of XIX century to the beginning of the XXI century in the linguistic aspect, in particular, the role of the Russian language in Crimean ethnic publications of the past and the present is studied. Based on the analysis, the author draws conclusions about the main opportunities for using the state language in the ethnic press. The author believes that the ethnic press, which represents the interests of its ethnos and speaks on its behalf, should be extremely interested in giving information about the life of its people, its history, traditions, problems for as wide a range of readers as possible. And for this task, the ethnic press actively uses both state and languages of interethnic communication. This happened in Crimea, where, from the very moment of its appearance in January 1860, the ethnic press began to turn to the Russian language, striving to be as effective as possible in solving the problems of the represented ethnic groups and in promoting their achievements. According to the author, the Russian language in ethnic publications of the Crimea is non-alternative for editions of ethnic groups who have lost their native language; gives an opportunity to expand the audience for editions of ethnic groups, not all representatives of  which have a sufficient command of their native language; promotes the increase of the audience at the expense of representatives of other peoples interested in this or that cultural-national autonomy, while promoting intercultural dialogue and a tolerant approach to solving confessional and national problems; helps the representation of a certain ethnos at the national and international levels.

scholarly journals ФОНЕТИЧЕСКАЯ ИНТЕРФЕРЕНЦИЯ И ЕЕ ПРИЧИНЫ

World Science ◽  
2018 ◽  
Vol 3 (7(35)) ◽  
pp. 11-14
Author(s):  
Алиева Б. Б.
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Native Language ◽  
Russian Language ◽  
Foreign Languages ◽  
Sound System ◽  
The Russian Language ◽  
Different Parts

The article deals with the problem of interference arising in the process of teaching a foreign language. The types of interference due to distinguished the nature of the interaction of the native and foreign languages, the subjective and objective factors on which the depth and volume of interference depend, the wide and narrow interpretation of the term interference, the need to distinguish between interference phenomena and analogy are considered. Particular attention is paid to phonetic interference and pronouncing accent, the reasons for their occurrence and the appearance of two types of accent in the speaker's speech.Interference, being an integral part of the process of mastering a foreign language, manifests itself in different parts of the sound system, and attention is drawn to the subordination of these errors to certain regularities. The set of admitted errors is not accidental, but is programmed by the peculiarities of the native language, and the knowledge of this program allows to predict errors in the Russian language speech of foreign students.

scholarly journals THE STUDY OF THE BATTLE OF STALINGRAD IN THE PRACTICE OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE IN VOLGOGRAD STATE MEDICAL UNIVERSITY

2020 ◽  
Author(s):  
Т.В. Демидович
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Authentic Texts ◽  
National Values ◽  
Historical Heritage ◽  
Medical University ◽  
Common Understanding ◽  
The Russian Language ◽  
Practice Of Teaching

В статье рассматривается лингвострановедческий потенциал учебных (неаутентичных) и аутентичных текстов о Великой Оте-чественной войне и Сталинградской битве в практике преподавания РКИ. Автор делится опытом формирования у студентов-иностранцев единого представления о культурно-историческом наследии Волгограда и России, повышения мотивации к изучению русского языка через углубление знаний русской истории и культуры, приобретения навыков работы в международной команде, приближения студентов к пониманию русских национальных ценностей, приобщение к спорту. The article considers the linguistic-cultural potential of educational (inauthentic) and authentic texts about the Great Patriotic war and the battle of Stalingrad in the practice of teaching Russian as a foreign language at the Volgograd state medical University. The author shares the experience of forming a common understanding of the cultural and historical heritage of Volgograd and Russia among foreign students, increasing motivation to study the Russian language through the deepening of knowledge of Russian history and culture, acquiring skills of working in an international team, bringing students closer to understanding Russian national values, familiarizing to sports.

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.

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