DIGITAL RESOURCES IN THE EDUCATIONAL MODEL FOR BI- AND MULTILINGUAL EDUCATION OF YOUNG RUSSIAN LANGUAGE LEARNERS

2019 ◽  
Author(s):  
Gulnara Sadykova ◽  
Alsu Vafina ◽  
Albina Kayumova
Keyword(s):  
Language Learners ◽  
Russian Language ◽  
Educational Model ◽  
Digital Resources ◽  
Multilingual Education

Morphosyntactic Knowledge in Late Second Language Learners and Heritage Speakers of Russian

2019 ◽  
Vol 16 (2) ◽  
pp. 124-150
Author(s):  
Kira Gor
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Developmental Trajectories ◽  
Judgment Task ◽  
Russian Language ◽  
Heritage Speakers ◽  
Language Curriculum ◽  
Grammaticality Judgment ◽  
Early Learners

The current study pursues two goals. First, it establishes developmental trajectories in the acquisition of 10 morphosyntactic features of Russian by American learners, using a grammaticality judgment task (GJT), an offline test of morphosyntactic knowledge that allows for direct comparison of native and nonnative performance through a highly controlled set of materials. Second, it compares the performance of late second language learners and heritage speakers (early learners) of Russian matched in global proficiency as established by the ACTFL Oral Proficiency Interview (OPI), and ranging from Intermediate to Superior proficiency. The study demonstrates that heritage speakers outperform late second language learners on most, but not all the morphosyntactic features tested in the GJT. These findings shed new light on the development of nonnative grammatical knowledge in early and late learners of Russian, and will inform Russian language curriculum development.

scholarly journals A longitudinal study of language learners’ images about Russia

2016 ◽  
Vol 4 (2) ◽  
pp. 103-117
Author(s):  
Larisa Nikitina
Keyword(s):  
Longitudinal Study ◽  
Language Learners ◽  
Research Literature ◽  
Russian Language ◽  
Target Language ◽  
Systematic Classification ◽  
European Languages ◽  
East Malaysia ◽  
Questionnaire Surveys

Abstract Several studies in the field of applied linguistics have explored images held by language learners about a target language country. However, for the most part, these studies focused on learners of modern European languages, such as German, Spanish and French and they were conducted in Western educational contexts. Besides, none of the previous investigations attempted to conduct a systematic classification of the language learners’ images. The present longitudinal study addressed these gaps in the research literature. It explored images about Russia held by Malaysian learners of the Russian language in a large university in East Malaysia. This article reports the findings of three questionnaire surveys conducted in 2004, 2007 and 2010. It was found that the images about Russia held by the participants were diverse and clustered around eight countryrelated aspects. Content of some categories of images was stable and changed little over time. Other categories were more fluid and more prone to change. The paper concludes with a discussion of pedagogical implications that can be derived from the findings.

scholarly journals Vocational Students’ Perceptions of Mobile Assisted Language Learning (MALL) Materials

2019 ◽  
Vol 4 (10) ◽  
pp. 1347
Author(s):  
Helena Octavia ◽  
Utami Widiati ◽  
Enny Irawati
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Traditional Learning ◽  
Vocational Students ◽  
Immediate Feedback ◽  
Digital Resources ◽  
Mobile Assisted Language Learning ◽  
Facilitated Learning

<p><strong>Abstract:</strong> Digital resources have been proven able to assist English language learners in improving their interaction skills, widening their vocabulary range, and enhancing their reading comprehension. Despite their benefits, digital tools can also create distractions for students. This article reports on the result of a survey to 150 vocational students on Mobile Assisted Language Learning (MALL) materials. The students agreed that MALL materials were more authentic (67%) and more accessible (59%) than traditional learning materials. The use of MALL materials could trigger classroom interactions (64%) and facilitated learning (56%). The implementation of MALL materials allowed students to get immediate feedback from the teachers (73%).</p><strong>Abstrak:</strong><em> </em>Sumber daya digital telah terbukti dapat membantu pelajar bahasa Inggris dalam meningkatkan keterampilan interaksi, memperluas jangkauan kosa kata, dan meningkatkan pemahaman bacaan mereka. Selain bermanfaat, alat digital juga dapat menggangu proses belajar. Artikel ini melaporkan hasil survei terhadap 150 siswa kejuruan terkait dengan implementasi materi berbasis gawai atau Mobile Assisted Language Learning (MALL). Ditemukan bahwa siswa sepakat bahwa materi MALL lebih otentik (67%) dan lebih mudah diakses (59%) daripada materi pembelajaran tradisional. Penggunaan MALL dapat memicu interaksi kelas (64%) dan memfasilitasi pembelajaran (56%). Dengan menerapkan materi berbasis gawai atau MALL materials di kelas, para siswa mengakui bahwa mereka bisa mendapatkan umpan balik langsung dari para guru (73%).

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