scholarly journals Semantic Differential as a Method for Studying Attitudes to the Native and Russian Languages in Context of Psychological Acculturation

2021 ◽  
Vol 12 (4) ◽  
pp. 1175-1188
Author(s):  
Alexey L. Novikov ◽  
Irina A. Novikova
Keyword(s):  
International Students ◽  
International Student ◽  
Chinese Students ◽  
Semantic Differential ◽  
Russian Language ◽  
Language Teachers ◽  
Acculturation Process ◽  
Level Of Acculturation ◽  
The Russian Language ◽  
Research Show

The relevance of research on the factors of acculturation is constantly increasing in current globalizing and rapidly changing world. The proficiency the language of the host country is one of the most important preconditions for ones successful entry into a new culture, but until recently there were practically no studies on attitudes towards the language as a factor of the acculturation in the international students. The purposes of the pilot empirical study presented in the article were to identify and compare: (1) attitudes towards the native and Russian languages in the groups of Azerbaijani and Chinese university students, and (2) the correlations between attitudes towards the Russian language and the level of acculturation to Russia in these groups of the international students. The study involved 93 (58% - females) Chinese students and 62 (60% - females) Azerbaijani students studying in bachelors and masters degrees at various Russian universities. To diagnose attitudes towards the native and Russian languages, the author's version of the semantic differential (SD) of 10 bipolar scales was used. To measure the level of acculturation The Acculturation Scale to Russia by A. Ardila et al. was applied. The results of the research show that the similarity prevails in attitudes towards the native and Russian languages on most of the SD scales in both groups, (excluding differences in the assessing of the understandableness of the Russian language, and the popularity of the native language). In contrast, there are much more intercultural differences in the factor structures of the SD scales, especially when assessing the Russian language. In turn, assessments of the Russian language on most SD scales are positively associated with the level of acculturation in the international students, but these correlations are more pronounced in the group of Chinese students. The findings of the study can be used both by the Russian language teachers for international student, and by researchers of the acculturation process with the aim of further improving methods for diagnosing its factors and predictors.

scholarly journals Acculturation Scale to Russia (ASR) for International Students: Development and Psychometric Verification

2019 ◽  
Vol 16 (3) ◽  
pp. 393-415
Author(s):  
Alfredo Ardila ◽  
Olga V Maslova ◽  
Irina A Novikova ◽  
Dmitriy A Shlyakhta ◽  
Yussara Yussara Aguilar
Keyword(s):  
International Students ◽  
External Validity ◽  
Mother Tongue ◽  
Russian Language ◽  
Psychometric Analysis ◽  
Repeated Testing ◽  
Educational Work ◽  
High Consistency ◽  
Level Of Acculturation ◽  
The Russian Language

The growing number of migrants makes it relevant to study the problem of acculturation to a new culture and to develop adequate methodological tools for assessing acculturation. Acculturation scales are a common tool for studying the adaptation of international citizens; in Russia, however, there is a shortage of them. The purpose of this study was to develop a short, easy to use, and not requiring translation into the mother tongue scale, aimed at determining the level of acculturation. When developing the methodology, we relied on the analysis of the available acculturation scales and on the recommendations proposed by van de Vijver et al. This study included the following stages: development of the initial version of the scale, testing and analysis of comprehensibility of the scale questions, psychometric analysis, repeated testing and psychometric verification, and finally, determining external validity. At the various stages, the study covered 445 international students (42% female) from 71 countries. For psychometric analysis, descriptive statistics methods, Cronbach α and MacDonald ω coefficients, bifactor analysis were used. To check the external validity, the method of expert evaluations (16 experts are teachers of the Russian language, basic disciplines, tutors on educational work) and correlation analyses were used. As a result, the proposed Acculturation Scale to Russia (ASR) has a high consistency (α = 0,89, ω = 0,91), three-factor structure (3 subscales were identified), and its satisfactory external validity. This scale can be used to assess the level of acculturation of international students in Russia.

scholarly journals Taking into account Chinese students’ cognitive and psychological characteristics while teaching Russian grammar

2020 ◽  
Vol 9 (1) ◽  
pp. 283-288
Author(s):  
Yu Sun
Keyword(s):  
Comparative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Psychological Characteristics ◽  
Oral Speech ◽  
The Russian Language ◽  
Specific Learning

This paper aims to discuss the problem of nationally oriented teaching of Russian grammar to Chinese students. The author analyzes the works that are devoted to the study of Chinese students cognitive and psychological characteristics. The analysis revealed specific learning strategies that Chinese students use when learning a foreign language. When training a mono-ethnic group, the national-oriented approach is considered optimal. To implement this approach, a comparative analysis of systems of contacting languages is necessary to determine the zones of interlanguage and intralanguage interferences. The most important factor in the effectiveness of the educational process is the adequacy of the teachers ideas about students from different regions. The author concludes that in order to maintain motivation for mastering the Russian language and optimize the learning process as a whole when developing curricula and class books for Chinese students, it is necessary to strive to make the learning process not only effective, but also as comfortable as possible for students. Taking into account Chinese students cognitive and psychological characteristics will not only contribute to the development of strong grammar skills, but will also ensure the development of oral speech skills in Russian. The paper provides recommendations for intensifying the process of teaching Russian grammar to Chinese students. The following research methods were used: a comparative analysis, an analysis and a synthesis.

scholarly journals ON THE APPLICATION OF "INTELLECT-CARD" IN THE TRAINING OF OMONYMY CHINESE STUDENTS RUSSIAN LANGUAGE

2020 ◽  
Author(s):  
Yu. Fan' ◽  
Keyword(s):  
Chinese Students ◽  
Russian Language ◽  
The Russian Language

This article is devoted to the use of «Minding map» in teaching the homonymy of Chinese students to the Russian language. Particular attention is paid to the use of Minding map in the process of learning the homonymy of Chinese students

scholarly journals Functional grammar and teaching of Russian grammar in China

2020 ◽  
pp. 119-129
Author(s):  
ZHIQIANG WANG ◽  
XINYI ZHAO
Keyword(s):  
Chinese Students ◽  
Current Situation ◽  
Russian Language ◽  
Speech Communication ◽  
Functional Grammar ◽  
Communicative Function ◽  
Grammar Rules ◽  
The Subject ◽  
The Russian Language ◽  
Grammar Lessons

The subject of this research is the implementation of the theory of functional grammar in teaching of Russian language grammar to Chinese audience. The object of this research is the functional grammar of A. V. Bondarenko and communicative function of G. A. Zolotova. Studying the theory of functional grammar of the Russian language and its application among the Chinese audience allows deepening the understanding of grammar rules and increase the efficiency of teaching Russian grammar to Chinese students. The article analyzes the current situation regarding the teaching of Russian grammar in China. Special attention is given to such question as the method of employment of the theory of functional grammar at the grammar lessons among Chinese audience. The novelty consist in the attempt to implement the theory of functional grammar in teaching of Russian language grammar to Chinese students. The article determines the flaws of the traditional structural grammar and merits of the functional grammar. It is revealed that the application of functional grammar would help the students to improve the command of grammar rules and speech communication.

scholarly journals HISTORY OF COMPARATIVE DIALECT STUDIES

2021 ◽  
Vol 02 (06) ◽  
pp. 55-60
Author(s):  
Madina Nosirovna Musurmankulova ◽  
◽  
Djamshid Berdimurotovich Boymirzayev ◽  
Djahongir Musulmonovich Norbadalov ◽  
◽  
...  
Keyword(s):  
Russian Language ◽  
Language Teachers ◽  
Long Distance ◽  
National Group ◽  
Comparative Aspect ◽  
History Of ◽  
Group A ◽  
The Creation ◽  
Semantic Aspect ◽  
The Russian Language

This article discusses the dialect system of the Russian and Uzbek languages in a comparative aspect. Studying the dialect system of the Russian and Uzbek languages in a comparative aspect makes it possible to create a comparative dialectological competence. This article is devoted to the creation of dialectological competence at the comparative level of different languages. In long-distance areas dialects, dialect systems and folklore still exist. Improving the system of comparative dialect competence of the Russian and Uzbek languages at present can give a methodical direction to students of the national group. A competent approach to the study of the dialect system develops the knowledge of future Russian language teachers in national schools. Dialect words in both the Uzbek language and the Russian language are considered in a semantic aspect.

scholarly journals CONSIDERATION OF MORPHOLOGICAL DIFFERENCES IN TEACHING RUSSIAN GRAMMAR TO MONGOLIANS

2021 ◽  
Vol 16 (4) ◽  
pp. 20-30
Author(s):  
I.V. Boyko ◽  
Keyword(s):  
Mutual Influence ◽  
Russian Language ◽  
Language Teachers ◽  
Educational Institutions ◽  
Syntactic Structures ◽  
Approach To Teaching ◽  
Morphological Differences ◽  
Continuous Work ◽  
Teachers Training ◽  
The Russian Language

Statement of the problem. Russian and Mongolian languages ​​are unrelated, multi-structured, differing from each other in all linguistic aspects, first of all, in grammar. However, unfortunately, their systemic comparative description is still lacking. Besides, the Russian language which used to be compulsory for study as a foreign language in all educational institutions nowadays is studied only in the 7th-9th grades of comprehensive schools. All this negatively affects the Russian language teachers training, many of whom have linguistic and speech competencies insufficiently formed; therefore, in our opinion, the approach to teaching Russian grammar in the Mongolian audience should be improved. The purpose of the article is as follows: on the basis of the comparative characteristics of verbs, nouns and prepositions, to predict the most acute zones of interference in the construction of syntactic structures and to help avoid negative mutual influence. As a result, the main areas of interference are determined. This is, firstly, the structural mismatch of Russian one-piece sentences with their Mongolian equivalents and, secondly, syntactic models with determinants in general and with subject-object ones, in particular. Knowing this will allow the teacher, when planning, to devote more time to these structures, consistent continuous work with them, which ultimately will help the formation of linguistic and speech competence.

scholarly journals SOME THEORETICAL ISSUES ON TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2015 ◽  
Vol 8 (2) ◽  
pp. 65-68
Author(s):  
NUNE AIVAZYAN
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Language Teachers ◽  
Elementary Level ◽  
Educational Materials ◽  
Educational Models ◽  
Distinctive Features ◽  
Theoretical Issues ◽  
The Russian Language

Distinctive features of the methodology of teaching Russian as foreign language, as well as the description of the new textbook of Russian language (elementary level) are outlined in the article. According to the methodology of teaching Russian as a foreign language one of the ways of productive teaching is the usage of good educational materials, a textbook was developed by the Russian language teachers of YSU in which the methodology of teaching Russian as a foreign language is outlined in the form of consequentially given educational models and exercises for fixing the grammatical constructions and for activating the lexis.

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