Peculiarities of teaching students foreigners the basics of oratory

2019 ◽  
pp. 45-51
Author(s):  
Galina Sokolova
Keyword(s):  
Communication Skills ◽  
Learning Process ◽  
Foreign Students ◽  
Public Speaking ◽  
Russian Language ◽  
Asian Countries ◽  
Nominative Case ◽  
The Public ◽  
Grammar Rules ◽  
At Home

We substantiate the necessity of teaching students foreigners the aesthetics of Russian language, speech culture and oratory. This is due to the fact that the students in the learning process have to speak publicly: to participate in discussions, conversations, dialogues, make presentations and reports on scientific topics, read the verses, retell the texts, defend coursework, diplomas, etc. It is necessary for them to acquire communication skills to communicate in Russian language, get acquainted with the culture, traditions and customs of our country. It is well known that public speaking foreigners studying Russian language at home in most cases, using textbooks and with fewer practical classes are not always convincing, of course. It is well known that public speaking of foreigners who studied Russian in their native country, in most cases with the help of textbooks and with a small number of practical classes, do not always sound convincing and naturally. Pov-erty of lexicon leads to voids in the speech, ignorance of basic grammar rules entails the use of nouns only in the nominative case, and verbs in the infinitive form. Students, especially from Asian countries, are very much afraid of public speaking, nervous, worrying, often go astray, for-get words, etc. In connection with this we analyze the main aspects of teaching foreign students the public speaking. We formulate the requirements for the speech technique and speed, intona-tion, tone and timbre of their voices, the use of specific rhetorical techniques, lexical means of ex-pressiveness, pantomimicry of students and the formation of general informativeness, expressive-ness and beauty of oratorical speeches.

Phraseology in Teaching Professional Communication in Russian Language to Foreign Students

2021 ◽  
Vol 10 (4) ◽  
pp. 61-66
Author(s):  
N. Basko
Keyword(s):  
Communication Skills ◽  
Foreign Students ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Communication ◽  
Economic Discourse ◽  
Linguistic Resources ◽  
Speech Control ◽  
Teaching Professional

The article is devoted to the role and possibilities of using phraseology in teaching professional communication skills in Russian to foreign students. As an example, phraseological units are discussed that are used in professional communication in the field of economics and business. The article contains such linguistic characteristics of phraseological units in the economic discourse as semantics, stylistic properties, etymology, communicative value. Teaching professional communication with the use of phraseology assumes acquaintance of foreign students with the main linguistic characteristics of phraseological units, i.e. with their grammatical properties, lexical and syntactic compatibility, features of functioning in speech. Control tests are aimed at mastering the semantics of phraseological units, at developing the skills and abilities of using phraseological units in professional speech. The author of the article comes to the conclusion that the use of phraseological expressions in teaching professional communication allows to consider phraseology as one of the linguistic resources that contributes to the formation of communicative competence in the professional sphere among foreign students.

TEACHING RUSSIAN TO FOREIGN STUDENTS USING CURRENT BORROWED VOCABULARY

2021 ◽  
Author(s):  
Natalya Nikolaevna Mukhina ◽  
Keyword(s):  
Learning Process ◽  
Foreign Students ◽  
Russian Language ◽  
Native Languages ◽  
The Russian Language

The article is devoted to the consideration of difficult issues of teaching aspects of the Russian language to foreign students. It is emphasized that the most difficult for foreigners is polysemantic vocabulary. An introduction to the learning process is offered: analysis of words borrowed from the students ' native languages, and illustrations of the meanings acquired by these lexical units.

scholarly journals The Influence of Storytelling Method on the Public Speaking Communication Skills among the Students of Mercu Buana University Meruya West Jakarta

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Gustina Romaria
Keyword(s):  
Communication Skills ◽  
Public Speaking ◽  
Hypothesis Test ◽  
Statistical Test ◽  
Test Results ◽  
The Public ◽  
Normality Test ◽  
Before And After ◽  
Post Test ◽  
The Impact

The study aims at identifying the public speaking communication skills among the students of Mercu Buana University Meruya, West Jakarta, before and after the implementation of the storytelling method. In addition, the study also aims at identifying the presence or the absence of the impact of the storytelling method on the public speaking communication skills of the Mercu Buana University students in Meruya, West Jakarta. By using the SPSS Version 20, 40 students have been gathered as the samples of the study and these students come from all faculties in the Mercu Buana University. After the data have been gathered, the data are analyzed using the descriptive statistical test and the hypothesis test. In this regard, the researchers have implemented the normality test and the hypothesis test. The hypotheses within the study are tested using the following criteria: (1) if the rate of significance < a (sig. value < 0.05) then Ho is rejected and Ha is accepted; and (2) if the rate of significance > a (sig. value > 0.05) then Ho is accepted and Ha is rejected. The results of the study show that the students of Mercu Buana University have understood the concept and the implementation of the storytelling method. From the results of the analysis toward the assessment category of the storytelling method, out of 8 assessment variables 3 variables do not have significant influence on the storytelling method that the students of Mercu Buana University have implemented and the three variables are Pressure, Material Disclosure, and Participant Gesture. In addition, the results of the paired sample t-test there are significant differences between the pre-test results and the post-test results. These findings show that the storytelling method is highly influential for the changes on the public speaking communication skills that the students of Mercu Buana University perform.

scholarly journals Analisis Personal Branding Selebgram Vincent Raditya di Instagram

Prologia ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 215
Author(s):  
Mellisa Mellisa ◽  
H.H. Daniel Tamburian
Keyword(s):  
Communication Skills ◽  
Public Speaking ◽  
Field Research ◽  
Daily Activities ◽  
Data Display ◽  
The Public ◽  
Analysis Techniques ◽  
The World ◽  
Personal Branding ◽  
The Times

The problem in this research is how Vincent Raditya's celebrity forms Personal Branding in the Instagram social media account. This study uses data and interviews through the informant himself, Vincent Raditya and also data from the views of Vincent Raditya's followers. In the process of publishing it to the public so that it can be easier for researchers to carry out field research processes, especially for the process of collecting data. The theory used in this research is The Eight Law of Personal Branding theory. There are 4 informants used in this study. This technique collects data by interview while data analysis techniques use descriptive qualitative research with the stages of data reduction, data display, presentation of conclusions. The results of this study indicate that Vincent Raditya formed his personal branding by utilizing features in Instagram. Vincent Raditya's personal branding is seen from eight concepts namely specialization: the pilot program has the ability of public speaking and communication skills and has a hobby of making videos about the world of aviation and looking with his trademark wearing a pilot uniform. Leadership: Vincent Raditya has a leadership figure who is shown when carrying out his daily activities and is carried out properly. Personality: Vincent Raditya has a good personality, ridiculing, cheerful and likes to mingle with the community. Distinctiveness: Vincent Raditya has a difference in introducing himself through abilities and hobbies. Visibility: Vincent Raditya always holds monthly meet and greet activities for his followers. Unity: a good personality, ridiculing, cheerful and likes to blend in accordance with what is determined by the brand. Persistence: Vincent Raditya consistently builds his personal branding and is the type of person who follows the times. Goodwill: positive image and reputation of a pilot with his social life.Permasalahan dalam penelitian ini adalah bagaimana selebgram Vincent Raditya membentuk Personal Branding diakun sosial media Instagram.. Penelitian ini menggunakan data dan hasil wawancara melalui informan itu sendiri yaitu Vincent Raditya dan juga data dari pandangan followers  Vincent Raditya. Dalam proses mempublikasikannya kepada masyarakat sehingga dapat  memudahkan peneliti untuk melakukan proses penelitian lapangan terutama untuk proses pengumpulan data. Teori yang digunakan dalam penelitian ini yaitu teori The Eight Law Of Personal Branding. Informan yang digunakan dalam penelitian ini sebanyak 4 orang. Teknik ini mengumpulkan data dengan wawancara sedangkan teknik analisis data menggunakan penelitian deskriptif kualitatif dengan tahapan reduksi data, display data, penyajian kesimpulan. Hasil penelitian ini menunjukan bahwa Vincent Raditya membentuk personal branding nya dengan memanfaatkan fitur-fitur yang ada di dalam Instagram. personal branding Vincent Raditya dilihat dari 8 konsep yaitu secara spesialisasi: selebgram pilot memiliki kemampuan publik speaking dan skill berkomunikasi serta memiliki hobi membuat video tentang dunia aviasi dan berpenampilan dengan ciri khasnya memakai seragam pilot. Kepemimpinan: Vincent Raditya memiliki sosok kepemimpinan yang di tunjukan saat menjalankan kegiatan kesehariannya dan dilaksanakan dengan baik. Kepribadian: Vincent Raditya memiliki kepribadian yang baik, humoris, periang dan suka berbaur dengan masyarakat. Perbedaan: Vincent Raditya memiliki perbedaan dalam memperkenalkan dirinya yaitu melalui kemampuan dan hobi. Terlihat: Vincent Raditya selalu mengadakan kegiatan meet and greet setiap bulannya terhadap followers nya. Kesatuan: kepribadian yang baik, humoris, periang dan suka berbaur sejalan dengan yang ditentukan oleh brandnya. Keteguhan: Vincent Raditya konsisten membangun personal brandingnya dan merupakan tipe orang yang mengikuti perkembangan zaman. Nama baik: citra dan reputasi positif selebgram pilot dengan jiwa sosialnya.

scholarly journals ОСОБЕННОСТИ ОБУЧЕНИЯ АУДИРОВАНИЮ ИНОСТРАННЫХ СТУДЕНТОВ-НЕФИЛОЛОГОВ

World Science ◽  
2019 ◽  
Vol 2 (2(42)) ◽  
pp. 39-45
Author(s):  
Алиева Б. Б.
Keyword(s):  
Learning Process ◽  
Foreign Students ◽  
Russian Language ◽  
Listening Skills ◽  
Learning Tool ◽  
Professional Orientation ◽  
Complex Process ◽  
Different Types ◽  
Oral Speech ◽  
Nature Of Information

The article "Peculiarities of teaching listening to foreign students non- philologists" studies the problems of listening and its types. When teaching Russian language to foreign non-philology students at the pre- university stage, learning educational listening is significant. Educational listening is a learning tool, the basis for mastering oral speech, the formation and development of communicative listening skills. Considering the different functions of listening in the learning process, goals, nature of information understanding and a foreign student’s state of attention at the time of the hearing, there are various types of educational listening. We consider the levels of listening, audit competence and its components, as well as a special type of monological listening - listening to lectures on specialty.Listening is a complex process causing great difficulties and special attention has been paid to their reasons. Taking into consideration, when teaching foreign non-philology students, given their professional orientation different types of listening should be improved.

scholarly journals Public Speaking serta Teknik Ice Breaking dan MC Sebagai Upaya Pengajaran yang Menarik

2020 ◽  
Vol 2 (2) ◽  
pp. 127-132
Author(s):  
Rudi Kristanto ◽  
Sudarwanto Sudarwanto ◽  
Wahyuni Kurniawati
Keyword(s):  
Communication Skills ◽  
Learning Process ◽  
Teaching Methods ◽  
General Public ◽  
Teaching And Learning ◽  
Public Speaking ◽  
Soft Skills ◽  
Governmental Organizations ◽  
Event Description ◽  
Non Governmental Organizations

Methods of public speaking and ice breaking, master of ceremonies (MC), or "master of ceremonies" are very important to support activities that are often carried out in an institution or institutions, both governmental and non-governmental organizations in activity both formal or activity on formal at every activity event. Students often feel less touched by the teaching methods presented so there is a need for creativity in communication that has an impact on the effectiveness and is interesting in the teaching and learning process.        Public speaking, can improve expertise in academics and careers, improve communication skills in general. Public Speaking will develop and improve communication skills, improve speaking skills in front of an audience. The speaker is not born but is created. Ice-breaking can create conditions that are equal or equal to fellow trainees, eliminating gaps or boundaries between participants, so there are no differences so that similarities and opportunities for progress arise. The Master of Ceremonies MC was introduced by the SAPA method (Greetings and Greetings, Appreciation, Introductions, Attention and Event Description). This method is easy to remember and easy to memorize.         All the participants felt the benefits and said that the event was lacking in time. So it was felt that it was necessary to make similar activities aimed at providing soft skills to all audiences

scholarly journals Teaching Russian Interrogative Intonation to Foreign Students

2020 ◽  
Vol 9 (29) ◽  
pp. 45-50
Author(s):  
Marina Nikolaevna Shutova ◽  
Sergey Sergeevich Khromov ◽  
Tatyana Vyacheslavovna Nesterova
Keyword(s):  
Communication Skills ◽  
Foreign Students ◽  
Russian Language ◽  
The Russian Language

The article deals with teaching Russian intonation of interrogative sentences to foreign students. Mastering this complex aspect of the Russian language causes great difficulties, and Russian intonation is not studied at the origin countries of foreign students. That is why we propose to study interrogative intonation based on variable rows developed by E.A. Bryzgunova. The rows enable students to improve the intonation structure of interrogative sentences, as well as their communication skills.

Development of communication skills among foreign students on the basis of an interactive approach and training of interested communication

2021 ◽  
pp. 96-103
Author(s):  
Galina E. Sokolova
Keyword(s):  
Communication Skills ◽  
Foreign Students ◽  
Communicative Competence ◽  
Russian Language ◽  
Interactive Approach ◽  
Communicative Behavior ◽  
Effective Role ◽  
Cognitive Activities ◽  
And Training

We justify the need to develop communication skills among foreign students studying Russian, based on an interactive approach to learning. During their internship in Russia, students should not only learn the language rules and rules, but also get acquainted with the culture, customs and traditions of our country, learn to interact at the level of collective cooperation. Teaching the interested productive communication is not introduced separately into the learning process, but is manifested as a result of joint cognitive activities as a result of group learning subjects. Interactive learning in classes on the development of oral and written speech is a comprehensive devel-opment of international students. They develop communicative competence in the cognitive field (in the form of comprehension of their own communicative behavior on the basis of knowledge gained in the classes, existing norms and approaches), in individual personal properties (tolerant perception), in behavioral patterns (mastering verbal and non-verbal communication skills, eti-quette norms), in emotional personality properties (receiving a positive charge from communica-tion, trust in the teacher and his classmates, development of sincerity, interest, emancipation, psy-chological comfort in communication). We emphasize the polydirectionality of interactive teach-ing of the Russian language to foreign students and notes the effective role of interpersonal com-munication in the development of communicative competence, representing a new, creative indi-vidual educational result.

scholarly journals Thematic group “Education” in Russian language (using analysis of Russian jargon dictionary as an example)

2021 ◽  
Vol 7 (2) ◽  
pp. 212
Author(s):  
Kristina O. Selezneva
Keyword(s):  
Learning Process ◽  
Foreign Students ◽  
Russian Language ◽  
Educational Institutions ◽  
Group Education ◽  
School Subjects ◽  
The Subject ◽  
Study Process

The article is devoted to the lexemes which are entered into the composition of the thematic group “Education”. Some lexemes from Russian jargon dictionary are used. Solid sorting is used as a method. There is a list of the lexemes which are in the groups and minigroups in the thematic group «Education» as a result of the author’s study. The author has done systematization and classification of these lexemes. The author’s study gave an opportunity to sort out the following subgroups and minigroups: Students’ names, Actuals’ names that are connected with education learning process, Teachers’ names, School subjects, Educational institutions, Educational departments, Separate workers’ names in education, Marks, Students and teachers’ names of several educational institutions, Forms of control and types of accounting, Allusions that appear after specific teachers, students and educational workers mentioning. Some subgroups have the following minigroups: Students’ names connecting to their attitude to the study process, Students’ names depending their department, Common students’ names, Students’ names depending their grade, Foreign students’ names, Students’ names depending their duties and privileges, Students’ names depending their interests, Students’ names depending their form of studying, Teachers’ names depending subjects, Teachers’ names depending the allusions connecting with the subject they teach, Common teachers’ names.

TEACHING INFORMATICS IN A PEDAGOGICAL UNIVERSITY TAKING INTO ACCOUNT FOREIGN LANGUAGE STUDENTS

2019 ◽  
pp. 13-21
Author(s):  
M. S. Zubrilina ◽  
A. A. Zubrilin
Keyword(s):  
Foreign Students ◽  
Russian Language ◽  
Higher Education System ◽  
Russian Higher Education ◽  
State Pedagogical ◽  
State Pedagogical Institute ◽  
And Mathematics ◽  
Independent Work ◽  
Russian Universities ◽  
Theoretical Foundations

The emergence of an increasing number of foreign students in Russian universities indicates the importance of the Russian higher education system in the world community. At the same time, a new problem emerged on the agenda — how to train foreigners from abroad with high quality, taking into account their different readiness in mastering the Russian language and different subject training. The article describes the problems that foreign students face when studying informatics at a pedagogical university. The combined profiles, including “Informatics”, of the Faculty of Physics and Mathematics of Mordovian State Pedagogical Institute named after M. E. Evsevjev were the experimental research site. On the example of the “Theoretical Foundations of Informatics” discipline, the ways of teaching informatics are shown. Examples of assignments, including tasks for independent work, for teaching foreign students to informatics at the specified university are given.

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