scholarly journals Synthetic artistic culture as a fundamental principle of culturally-oriented teaching of the Russian language in Slovakia: to Eva Kollarova’s anniversary

2019 ◽  
Vol 17 (4) ◽  
pp. 408-413
Author(s):  
Frantisek Heiser
Keyword(s):  
Foreign Language ◽  
Significant Contribution ◽  
Language Education ◽  
Fundamental Principle ◽  
Foreign Language Education ◽  
Russian Language ◽  
Educational Work ◽  
Russian Art ◽  
The Russian Language

The report is devoted to culturological research in foreign-language education, issues of working at masterpieces of Russian art in connection with a systemic-chronological presentation of ingenious representatives of Russian culture in the dialogue with Slovak culture. The communicativecultural concept constitutes the basis of long-term research and educational work of the remarkable Slovak specialist in Russian philology Eva Kollarova. An analysis of Eva Kollarova’s textbooks and monographs presented in the article shows her significant contribution to the Russian language diffusion not only in Slovakia, but also in other European countries.

scholarly journals The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool

2019 ◽  
Vol 9 (3) ◽  
pp. 210 ◽  
Author(s):  
Kanellopoulou ◽  
Kermanidis ◽  
Giannakoulopoulos
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Dual Coding ◽  
Learning Theories ◽  
Teaching Tool ◽  
Vocabulary Recall

The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning.

Continuity in foreign language education in Australia

2017 ◽  
Vol 40 (3) ◽  
pp. 280-310
Author(s):  
Marinella Caruso ◽  
Josh Brown
Keyword(s):  
Foreign Language ◽  
Large Scale ◽  
Empirical Investigation ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Study ◽  
English Speaking ◽  
Incentive Plan ◽  
Using Data

Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.

scholarly journals Axiological Aspects of the Implementation of Russian Language Policy in Professional and Methodological Training of Foreign Language Teachers

2019 ◽  
pp. 32-43
Author(s):  
A.V. Malev ◽  
S.V. Chernyshov
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Language Education ◽  
Foreign Language Education ◽  
Russian Language ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Normative Documents ◽  
Professional Activities ◽  
Cultural Concepts

The article considers the language as the value of human existence and ethno-cultural society, which determines the importance and significance of language policy of states. The article reflects the main directions of the language policy in Russia with reference to the fundamental normative documents in this area, describes the conditions for the successful language policy in the field of foreign language education. The article presents the survey results among the students of Moscow Pedagogical State University, studying in the direction of training 44.03.01 “Pedagogical education”, which allowed to identify the degree of readiness of the students to implement the Russian language policy in their future professional activities. In conclusion, the authors propose to highlight the basic linguistic and cultural concepts in professional and methodological training of foreign language teachers and the main axiological guidelines at each level of higher education, ensuring the full implementation of language policy in foreign language education in Russia.

scholarly journals Russian language education in Germany

2021 ◽  
Vol 7 (4) ◽  
pp. 65-69
Author(s):  
V. Leonteva
Keyword(s):  
Foreign Language ◽  
Educational Level ◽  
Language Education ◽  
Russian Language ◽  
Foreign Languages ◽  
Cultural Relations ◽  
Russian Culture ◽  
The Status ◽  
History Of ◽  
The Russian Language

Russian is one of the languages which are learnt in Germany at any educational level. Though today it has lost its positions in the rate of foreign languages chosen by the Germans, there are many interesting projects and initiatives supporting and maintaining the status of the Russian language in Germany. In this paper, I am going to give an overview of the history of cultural relations between Russia and Germany, try to explain the reasons of the current situation and describe the perspectives of the Russian language in today’s Germany. By way of examples, I will discuss such events and projects as “To4ka-Treff”, “RussoMobil” and the activities of the Russian culture centers in Germany, as well as programs in Russian as a foreign language at schools and universities in Germany.

scholarly journals Using Game as an Educational Phenomenon in Foreign Language Education of Adults (Practical Instructions)

2019 ◽  
pp. 1-5
Author(s):  
Ilka Birova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Adult Students ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Russian Language ◽  
General Definition ◽  
Intercultural Skills ◽  
Definition Of

This review paper is dedicated to the learning game as an educational phenomenon in foreign language education of adults. Gamification becomes one of the main trends in language education not only of children but of adults as well. Game is a central subject of the author’s recent research works, including a monograph about game in foreign language education on the base of Russian language. In the article a general definition of game in language education is given. A conception regarding practical foreign language education with active use of game activities is generally presented. Using game in teaching process is active if it takes an average of 30% learning time. The author gives an explanation about relevance of this proportion. Useful practical instructions for using different game activities at elementary, intermediate and advanced levels of foreign language teaching to adults are presented. Game in the foreign language learning process is a real challenge to the intellect and emotions of adult students. Game activities stimulate not only speaking or writing skills but cognitive, creative, social and intercultural skills as well. The game is a valuable educational phenomenon which has to be actively used in foreign language education of adult students.

scholarly journals “一带一路”倡议背景下中国新疆高校外语教育发展路径探索

2021 ◽  
Vol 20 (4) ◽  
pp. 187-194
Author(s):  
Xuemei Shan
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
National Development ◽  
Language Education ◽  
Foreign Language Education ◽  
Practical Significance ◽  
Belt And Road Initiative ◽  
Belt And Road ◽  
The Belt And Road

The most important competition of the 21st century is that of talents. How to make higher education and the cultivation of talents contribute to the long-term national development agenda and the construction of a community of a shared future for mankind is a significant task and mission of higher education in China. The Belt and Road Initiative is one of the means to share the Chinese experiences, Chinese wisdom and bonus of reform and opening-up. Construction of the core area of the Silk Road Economic Belt and the implementation of the Open Up West Program call for talents to contribute to the regional development. It has brought both opportunities and challenges to foreign language education in universities and colleges in Xinjiang. The cultivation of talents in foreign language education must integrate into the scope of internationalization in national higher education and meet its expectations of talents by focusing on fostering character and civic virtue, maintaining and serving regional social stability and long-term security and pursuing development in the long run. The tripartite route of development is as follows. Firstly, it is expected to design and carry out the tasks and agenda in line with China’s Ministry of Education’s concern of internationalization in higher education. Secondly, it is vital to focus on important aspects with a deep awareness of opportunities and challenges of internationalization. Thirdly, it is of practical significance to explore various potentials of development through Sino-Russian cooperation in faculty training and development, cultivation of talents, scientific research and cultural exchange with the help of platforms of cooperation in operation. With the joint efforts of both parties, there is hope that the cultivation of talents in foreign language education will bolster mutual capabilities in serving the Belt and Road Initiative.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence

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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