scholarly journals Virtual reality as a tech tool for students studying Russian in China

2020 ◽  
Vol 18 (3) ◽  
pp. 328-341
Author(s):  
Xin Qiu
Keyword(s):  
Virtual Reality ◽  
Language Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Original Text ◽  
Language Faculty ◽  
Teachers And Students ◽  
State Accreditation ◽  
The One ◽  
The Russian Language

The article analyses the experience of implementing virtual reality (VR) in foreign language teaching, particularly teaching the Russian language in Chinese universities. Basing on different approaches and the results of applying VR in practical classes at the Russian Language Faculty of Sichuan University, the research on the effectiveness of VR technologies has been done in terms of stimulating Russian language learners motivation, enhancing their knowledge, strengthening their language capability, developing basic oral Russian, as well as improving the quality of teaching Russian in a non-native environment. The research subject is determined by the transformation of the educational process among students with a relatively good language capability. The novelty and actuality of the topic are due to the following factors. Firstly, it is modelling situations with real-world samples when the organizer of educational process makes it immersive by using computer and recordings. Secondly, auto-reading module can be used. Thirdly, the system can check the consistency between the original text and the one recognized by voice recognition module. The author reviews indicators of the experiment, aimed at assessing teaching results and summarizing the changes in knowledge acquiring with using VR technologies at the Russian Language Faculty of Sichuan University. According to the results of the survey, the author studies the pros and cons of the changes brought by VR and concludes the opinions of the tested students and teachers participating in the experiment. The results of the experiment illustrate changing roles of teachers and students. To be specific, the teacher is no longer a simple organizer, but a supervisor, assistant and consultant, playing a supporting role. Students gradually master the functions of training systems. It stimulates them to work independently under VR. This has been proved by the students results in the semester exam and the state accreditation test of translators. Besides, the statistical data are presented on the differences between the traditional model of language teaching and the one under VR.

scholarly journals Юмор как способ мотивации в процессе изучения иностранного языка

2021 ◽  
Vol 25 ◽  
pp. 239-249
Author(s):  
Оксана Самусенко ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Communication Barrier ◽  
The Russian Language

The paper deals with foreign language teaching methodology. It especially focuses on the ways of optimization of educational process for foreigners learning the Russian language. The goal of this article is the teaching of humorous texts as one of the ways to motivate students while mastering a foreign language. The paper includes an analysis of Russian educational material with a humorous component. The author explores the main difficulties of implementing humorous texts in the educational process and pays special attention to humour in animated movies. The conclusion is that an appropriately chosen humorous text motivates students to learn a foreign language, contributes to the development of linguistic, sociolinguistic and sociocultural competencies, and helps to overcome the communication barrier.

scholarly journals Learning the Russian Language in the Game: Traditional and New Approaches

2019 ◽  
Vol 8 (7) ◽  
pp. 50
Author(s):  
Julia Vladimirovna Kapralova ◽  
Lada Alekseevna Moskaleva ◽  
Iana Arthurovna Byiyk
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
University Education ◽  
Modern Culture ◽  
Role Playing Games ◽  
Structural Peculiarities ◽  
Teachers And Students ◽  
Game Forms ◽  
The Russian Language

The article deals with the traditional game approaches that have well recommended themselves at the lessons of the Russian language, and their potential and ways of modifying into a single game space of the lesson is being discussed. Basing on personal experience, the authors of the article present the possibilities of organizing a Russian language lesson in the form of a quest. Many experts rightly paid attention to the effectiveness of using games in the learning process. Despite the attractiveness for teachers and students, until recently, game approaches as a form of education have remained on the periphery of the educational process, being just a supplement to the main methods. Only role-playing games can be called an exception, with their being included both in the educational process of school and university education, and in professional-oriented training of specialists. However, under the influence of processes in modern culture and the active development of gaming technology, the "gamification" of education acquires the character of a mass phenomenon both at school and in higher educational institutions, and ignoring these processes is not only impossible but impractical. In this regard, the article provides a scientific and methodological understanding of this form of education and identifies the structural peculiarities of the quest unlike the other game forms. The article is addressed to teachers of Russian as a foreign language and can be used as a kind of model for conducting quests in classes both in various courses on grammar, reading, writing, listening, linguistic and cultural studies, and in students' independent educational activities.

scholarly journals ONLINE TEACHING OF RUSSIAN LANGUAGE TO LAW STUDENTS

2020 ◽  
Vol 75 (1) ◽  
pp. 329-339
Author(s):  
R. Bekishev ◽  
Keyword(s):  
Online Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Law Students ◽  
Higher Education System ◽  
Advantages And Disadvantages ◽  
Learning Platforms ◽  
Online Format ◽  
The One ◽  
The Russian Language

This article deals with the application of ZOOM and TIAMS online learning platforms in the higher education system. The author notes both the advantages and disadvantages of the listed online services. In order to increase the motivation of students to study the Russian language in the online format, the author proposes the use of advanced tasks technology using ICT in the educational process, namely computer presentations. The article describes in detail examples of advanced assignments in the Russian language, which enable law students to master the educational material in an individual format, contribute to conscious study and stronger memorization. Among the proposed advanced tasks, there are those that are designed, on the one hand, to consolidate the knowledge, skills and abilities acKuired in the classroom, and on the other, allow the student to show independence, to find a solution to a non-standard issue or task himself.

scholarly journals TEXT ON SPECI ALTY AS AN I MPORTANT UNI T OF TEACHI NG RUSSI AN LANGUAGE AT THE UNI VERSI TY

2020 ◽  
Vol 75 (1) ◽  
pp. 333-339
Author(s):  
G. Yermekbayeva ◽  
◽  
M. Alieva ◽  
Keyword(s):  
Educational Process ◽  
Russian Language ◽  
Law Students ◽  
Higher Education System ◽  
Advantages And Disadvantages ◽  
Learning Platforms ◽  
Online Format ◽  
The One ◽  
The Russian Language ◽  
Or Task

This article deals with the application of ZOOM and TIAMS online learning platforms in the higher education system. The author notes both the advantages and disadvantages of the listed online services. In order to increase the motivation of students to study the Russian language in the online format, the author proposes the use of advanced tasks technology using ICT in the educational process, namely computer presentations. The article describes in detail examples of advanced assignments in the Russian language, which enable law students to master the educational material in an individual format, contribute to conscious study and stronger memorization. Among the proposed advanced tasks, there are those that are designed, on the one hand, to consolidate the knowledge, skills and abilities acquired in the classroom, and on the other, allow the student to show independence, to find a solution to a non-standard issue or task himself.

A Nationally Oriented Russian Language Textbook for Foreigners (RFL) in Croatian Audience. What Should It Be Like?

2020 ◽  
Vol 9 (2) ◽  
pp. 29-34
Author(s):  
Natal'ya Koneva ◽  
Ana Zalović
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Educational Process ◽  
Russian Language ◽  
Language Teachers ◽  
Elementary Level ◽  
School Students ◽  
Teachers And Students ◽  
History Of ◽  
The Russian Language

The topicality of the stated topic is due to the lack of nationally oriented Russian language textbooks in Croatia. Russian-Croatian relations from the XVIII century to the present day are briefly reviewed in the article and attention is paid to the history of Russian language learning in Croatia. The paper touches upon the topic of intercultural communication, which is particularly important for the organization of educational process, in which the teacher of Russian as a foreign language must take into account the national and cultural students’ characteristics. A survey among teachers of Russian as a foreign language and language school students in Croatia was conducted by the authors of this article in order to substantiate prerequisites for creating a nationally oriented Russian language textbook. Russian language teachers’ methodical preferences, aims of studying Russian language and possible factors which can increase students’ motivation are shown; most often difficulties linked to mastering the Russian language are revealed, the same as teachers’ and students’ recommendations regarding a creation of nationally oriented Russian language textbook for elementary level.

scholarly journals Designing Online Educational Russian Language Courses in Finland

2021 ◽  
Vol 19 (1) ◽  
pp. 66-84
Author(s):  
Ahti Olavi Nikunlassi ◽  
Anastasia D. Loginova ◽  
Georgy V. Ufimtsev ◽  
Ekaterina Y. Protassova
Keyword(s):  
Online Teaching ◽  
Language Teaching ◽  
Educational Institution ◽  
Educational Process ◽  
Russian Language ◽  
University Teaching ◽  
It Use ◽  
Learning Platform ◽  
Teachers And Students ◽  
E Learning

When switching to online teaching, the question arises about the feasibility, methods and form of transposing existing teaching materials into the Internet and creating new ones. The aim of the study is to show what opportunities electronic educational environment ViLLE, developed in Finland, has for teaching Russian as a foreign language and as a second home language. The material of the article include exercises created in this e-environment, and the methods of the research include various software and pedagogical solutions aimed at implementing the methodology. During research, starting in 2017, e-learning platform ViLLE has allowed the Russian language to find and to take its place in Finlands digital language teaching system. Different courses were created, with different sets of tasks and exercises that can be used by teachers and students of any educational institution. Some of the courses, among them those aimed at bilinguals, provide an opportunity to familiarize students with the included theoretical material. Having mastered the necessary minimum skills of using ViLLE, any teacher can independently modify tasks and exercises, combine them in the desired sequence and volume, and thus create courses adapted to the needs of their students. An integrated performance analysis system makes their work easier by allowing the teacher to focus on a specific language teaching problem. The results showed that among the existing electronic educational resources, online platforms and e-learning environments are the most essential tools for teaching a foreign/second language, since only they give the teacher the opportunity to independently plan and structure the entire educational process, manage it, use existing materials and create new ones, automatize certain functions, combine various educational events, and communicate with students. The article compares criteria for evaluating such resources and dividing them into two categories: (1) general criteria that include multi-functionality, the set of features provided by the environment, and compatibility with regard to encoding and format of training materials and other system components; (2) those considering needs of specific teachers and students and their resources, namely, resource administrating, creating tasks and courses, managing and monitoring the learning process. The future plans concern carrying out extensive monitoring of the effectiveness of the system in school and university teaching.

Educational text in the aspect of intellectualization of the university teaching of the russian language

2019 ◽  
Author(s):  
Karina Amaiakovna Oganesian
Keyword(s):  
Literary Text ◽  
Educational Process ◽  
Russian Language ◽  
University Teaching ◽  
Motivational Level ◽  
Linguistic Aspect ◽  
The University ◽  
The Russian Language

The article discusses the issue of intellectualizing the process of learning a language through the prism of studying literary text, describes the multiplicity of approaches and directions in studying an artistic text in order to reveal its nature in the linguistic aspect, increase the motivational level and update the educational process.

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

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 Translations of Cicero in Lomonosov’s A Brief Guide to Eloquence

2020 ◽  
Vol 8 (4) ◽  
Author(s):  
Anna Smirnova
Keyword(s):  
Eighteenth Century ◽  
Comparative Method ◽  
Practical Importance ◽  
Russian Language ◽  
Original Text ◽  
European Literature ◽  
Translation Techniques ◽  
Word Translation ◽  
The Russian Language

This article examines Mikhail V. Lomonosov’s translation techniques and idiolect in his A Brief Guide to Eloquence (1748), with most of the examples being translated fragments of European literature. A comparison of the translated fragments from Cicero (the author analyses 82 excerpts from the antique orator’s works) with Lomonosov’s own Latin texts makes it possible to see some features of Lomonosov’s translation techniques. Except for the translated fragments included in the textbook on rhetoric, some of Cicero’s works were entirely translated into Russian in the eighteenth century. The author also compares Lomonosov’s translated fragments from Cicero (Cic. Leg. Man., Cat., Arch., Har. resp., etc.) with translations by K. Kondratovich, which were released twenty years after those by Lomonosov. The aim of the research is to show the peculiarities of Lomonosov’s translations, resulting both from the specifics of his translation techniques and the task of these texts as examples of Russian eloquence. The comparative method allows the author to conclude that Lomonosov managed to adequately convey the content and form in his translations and to recreate the style while closely adhering to the original – all this convinced him that the Russian language ‘stands out among all the languages of Europe in its grandeur and richness’. In Lomonosov’s translation techniques, there is a tendency for word-by-word translation and an attempt to preserve the Latin syntax; there is also a noticeable tendency to replace specific ancient culture-specific concepts with modern ones (a principle dating back to humanistic translations into Latin and vulgar languages). The translator’s adherence to the original is of practical importance for historians of literature and allows us to determine when the original text was taken from textbooks on rhetoric.

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