scholarly journals Prospects of Russian as a Foreign Language Online Learning in Russian Universities

2021 ◽  
Vol 19 (1) ◽  
pp. 102-115
Author(s):  
Elena N. Strelchuk
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Online Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Pedagogical Tools ◽  
The World ◽  
Russian Universities

The COVID-19 pandemic has made significant changes in the educational process in almost all countries of the world. The methods and approaches, techniques and technology that teachers used in offline learning, turned out to be ineffective. The issues related to online teaching of Russian as a foreign language have become particularly relevant, since many students had to leave Russia and study the language only online. The purpose of the study is to consider the prospects (immediate and long-term) of the Russian language online teaching to foreign students in Russian universities. The research materials are the results of a survey conducted among the 1st year master degree students, specialty 45.04.01 Russian as a Foreign Language of the Faculty of Philology of the RUDN University (Moscow), as well as the experience of the author, who teaches Russian to foreign students online on the TEIS (Telecommunication Educational and Informational System) and Microsoft Teams platforms. The study revealed the pros and cons of online learning of Russian as a foreign language, and showed the ways of improving its effectiveness in Russian universities. As a result of the conducted research, the immediate prospects are identified, which include the implementation of relevant components of pedagogical tools in Russian as a foreign language online learning: modern pedagogical technologies, the principles of individualization and differentiation, and the communicative approach. The long-term prospects concern teaching Russian to foreign students only in a mixed format. The formation of communicative competence, the lack of Russian-speaking environment, difficulties in organising control and developing students' writing skills are among the main problems that undermine the quality of teaching Russian as a foreign language online. It is concluded that in the future we should expect the implementation of a new approach in the world education system, since the pandemic will certainly affect the market of educational services all over the world.

scholarly journals SUBJECT-SUBJECT PEDAGOGICAL RELATIONS AS A WAY TO OPTIMIZE INCLUDED TEACHING RUSSIAN LANGUAGE TO FOREIGN STUDENTS

2020 ◽  
pp. 146-156
Author(s):  
Елена Александровна Гасконь
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Russian Language ◽  
Practical Significance ◽  
Academic Literature ◽  
Language Classes ◽  
Pedagogical Relations ◽  
Russian Universities ◽  
The Russian Language

Рассматривается необходимость и целесообразность установления субъект-субъектных педагогических отношений в рамках личностно-ориентированного подхода в период включённого обучения русскому языку иностранных студентов в вузах России для оптимизации учебного процесса. Проведены анализ научной литературы и наблюдения за деятельностью учащихся из разных стран при изучении русского языка. Новизна исследования заключается в учёте особенностей включённого обучения при организации субъект-субъектных педагогических отношений. Практическая значимость изложенного материала - в его использовании при разработке комплекса мероприятий, направленных на обеспечение субъект-субъектных педагогических отношений. Вариант этого комплекса предложен в данной статье и апробирован при обучении иностранцев русскому языку в российских вузах. The article points out the necessity and relevance of establishing subject-subject pedagogical relations within the framework of a personality-oriented approach during the included teaching of the Russian language to foreign students in Russian universities to optimize the educational process. The above conclusion is based on the analysis of academic literature and observation of the activities of students from different countries in the Russian language classes. The novelty of the research is to take into account the features of the included teaching of the Russian language to foreign students when organising subject-subject pedagogical interaction. The practical significance of the material is its use in the development of the set of activities for making subject-subject pedagogical interaction. A variant of this set is proposed in this paper and it is tasted in Russian as a foreign language classes.

M-learning in project activities when teaching Russian as a foreign language

2021 ◽  
Author(s):  
Evgeniya Kallisratidis ◽  
Svetlana Korostova ◽  
Igor' Nefedov ◽  
Andrey Panteleev ◽  
Anna Tretyakova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Russian Language ◽  
Additional Source ◽  
Home Reading ◽  
Introductory Part ◽  
Depth Study ◽  
Advanced Stages ◽  
The Russian Language

The textbook is intended for foreign students who speak Russian at the basic and first certification levels and master the official business and scientific styles of speech. The manual is made up of texts about the Southern Federal University that differ in their level of complexity. Each text is accompanied by pre-text and post-text tasks, including lexical and grammatical exercises aimed at the formation of speech competencies, as well as at repetition and deeper assimilation of the language material studied in the framework of the main courses of Russian as a foreign language. The textbook can be used as an additional source of materials for teaching foreign students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes and as a book for home reading, as well as in the process of independent in-depth study of the Russian language. The textbook is addressed to foreign students of the secondary and advanced stages of education, as well as to all foreign readers interested in the Southern Federal University and seeking to expand their vocabulary, as well as to master the official business and scientific style of speech. The introductory part of the textbook may also be of interest to teachers of Russian as a foreign language (RKI), who expand their professional competencies through the introduction of innovative technologies in the educational process.

scholarly journals ON THE QUESTION OF LINGUO-REGIONAL ORIENTATION OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Vol 14 (4) ◽  
pp. 597-606
Author(s):  
L. Ts. Tarchimaeva ◽  
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Foreign Students ◽  
Language Education ◽  
Local History ◽  
Educational Process ◽  
Russian Language ◽  
State University ◽  
Multicultural Environment ◽  
Regional Component

Abstract. Introduction. The formation of socio-cultural competence in a multicultural environment is an urgent topic of modern foreign language education. The purpose of the research is to reveal the peculiarities of teaching Russian to foreign students in a regional Russian University. Materials and Methods. The object of the research is the method of forming socio-cultural competence in the process of teaching Russian with a linguo-regional orientation. The material of the research is local history texts about the traditions, history and culture of the Buryat people, which are adapted for educational purposes and supplemented by the author’s development of lexical and grammatical tasks. The scientific and methodological material is presented on the basis of a descriptive method of research and analysis of their own pedagogical experience. Results. The scientific novelty consists in the consideration of practical forms of work on the formation of socio-cultural competence, taking into account the national and regional component, using the example of teaching Russian to foreigners at the Buryat state University. The research results in a fragment of a lesson on regional studies developed within the framework of the linguistic and regional orientation of Russian language teaching in the regions of Russia. Conclusion. In the future, the systematic use of local history material in the educational process will expand the productive forms of work on the formation of socio-cultural competence for foreigners who have arrived for a language internship at a regional Russian University. Keywords: Russian as a foreign language, linguistics, national and regional component, linguistics, socio-cultural competence, language training, Buryatia.

scholarly journals Comparative analysis of international students' preferences in the use of modern information technologies in Russian and Chinese universities

2021 ◽  
Vol 49 (1) ◽  
pp. 276-288
Author(s):  
Ekaterina A. Romanova ◽  
◽  
Marina A. Volkova ◽  
Li Baohun ◽  
◽  
...  
Keyword(s):  
Comparative Analysis ◽  
International Students ◽  
Foreign Language ◽  
Foreign Students ◽  
Information Technologies ◽  
Chinese Students ◽  
Russian Language ◽  
Chinese Universities ◽  
Modern Information ◽  
Russian Universities

Introduction. The actual problem of organizing the process of foreign language teaching in modern conditions is the selection and application of appropriate information technologies to increase students' motivation, form an interest in learning a foreign language, implement pedagogical tasks, optimize the learning process and carry out regular interaction with students within the educational process. At the same time, it is important to take into account the preference of the students themselves to choose one or another technology, since a significant part of Chinese students who learn Russian in China then continue studying it in Russian universities. The purpose of this study was to conduct a comparative analysis between foreign students studying in Russian and Chinese universities on the preferences in the use of modern information technology, as well as the way of interaction with the teacher when studying Russian. Research methods. The study involved 417 foreign students from Russian and Chinese universities. The main methods of research: analysis of scientific and methodological literature, survey method, comparative analysis method. The φ-Fisher's test was used to establish statistically significant differences between the two groups. Results. International students from Russian universities use educational videos on the Russian language more often than students from Chinese universities (φemp = 3.591; p < 0.01). The educational platform Coursera is more often used by students studying at Chinese universities (φemp = 3.632; p < 0.01). Mobile applications were more frequently used by Chinese university students (φemp = 4.048; p < 0.01). There were no significant differences between the two groups in the frequency of use of voice assistants, online excursions and virtual travel services, educational environments, web quests, and educational podcasts during the study. The study of students' preferences in choosing a method of interaction with the teacher showed that 70% like to communicate with the teacher via messengers and 52% of respondents are ready to communicate with the teacher via videoconferencing. However, on average 85% responded that they prefer to study Russian in the classroom. Conclusion. The results of the study can be taken into account by teachers working with Chinese students when choosing modern information technologies, as well as ways of interaction with students in the framework of Russian language teaching.

scholarly journals Intermediary languages at the stage of pre-university training

2021 ◽  
Vol 127 ◽  
pp. 02011
Author(s):  
Alina Aleksandrovna Pozdnyakova ◽  
Galina Vasilyevna Kuznetsova ◽  
Tatiana Evgenievna Kolyadina ◽  
Aleksandra Gennadievna Zaitseva ◽  
Larisa Yurievna Morozova
Keyword(s):  
Foreign Students ◽  
International Communication ◽  
Educational Process ◽  
Russian Language ◽  
Ethnic Composition ◽  
Subject Knowledge ◽  
Language Knowledge ◽  
University Training ◽  
Further Development ◽  
Russian Universities

The article considers the intermediary function of languages used at the stage of preparation of foreign applicants for admission to Russian universities. In a situation when the majority of foreigners’ proficiency of the Russian language is not satisfactory, the process of studying special disciplines is significantly slowed down, and the lack of subject knowledge does not allow foreign students to successfully master their chosen specialty. In order to overcome these difficulties and solve the problem of providing students with initial subject knowledge, various forms of presentation of the material are used, but often they can be effective only if an intermediary language is used in the classroom – a common language that is more or less familiar to all the participants in the educational process. For this purpose, English is more often used in modern education. The choice of English as an intermediary language is explained by the role it plays in international communication and its wide representation in the educational process. Since there are different views in linguodidactics on the ways, methods, and “order” of introducing foreign language knowledge, special attention is paid to the expediency –inexpediency of using an intermediary language at different stages of teaching Russian in groups with heterogeneous ethnic composition. The conclusion is made about the importance of the designated problem and the need for its further development within the framework of ethnolinguistics and linguodidactics.

scholarly journals ON THE FORMATION OF FOREIGN STUDENTS’ LINGUOCULTUROLOGICAL COMPETENCE IN TEACHING RUSSIAN PRONUNCIATION

2020 ◽  
pp. 140-143
Author(s):  
L.S. Shkurat
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Foreign Students ◽  
Russian Language ◽  
Speech Activity ◽  
Full Participation ◽  
The World ◽  
The Russian Language

The article gives the concept of linguoculturological competence. It is emphasized that the full participation of foreign students in intercultural communication is possible only if they master a certain linguoculturological base. The emphasis is made on the need to form linguoculturological competence in teaching foreigners all aspects of the Russian language and types of speech activity. Based on the experience of the author of the article on teaching Russian pronunciation to foreign students from different countries of the world, examples of materials for phonetic exercises that have high linguoculturological potential are given, some methodological recommendations for their use in teaching Russian as a foreign language are offered.

scholarly journals Online resources in teaching Russian as a foreign language: expectations vs reality

2020 ◽  
Vol 18 (1) ◽  
pp. 69-84
Author(s):  
Victoria V. Vyazovskaya ◽  
Tatiana A. Danilevskaya ◽  
Margarita E. Trubchaninova
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Educational Process ◽  
Independent Learning ◽  
Online Resources ◽  
Free Access ◽  
Teaching Resources ◽  
Teaching Aids ◽  
Russian Universities

The paper discusses using online resources in modern teaching Russian as a foreign language (henceforth - RFL). A lot of resources for teaching and learning Russian are uploaded online daily. However, the format of their integration into educational process has not been analyzed yet. The acuteness of the present study stems from the necessity to define effective educational online resources for teaching RFL. The study draws upon the data of free-access online resources developed for A0-B1 level students in leading Russian universities. The aim of the study is to analyse online RFL resources, including educational software, applications and sites, their structure and their chances to be integrated into teaching process. The research has resulted in estimating educational and functional value of online teaching resources for students who study Russian in order to enter Russian universities. The paper presents conclusions concerning practical application of online resources in RFL teaching practice in blended education of foreign students in the higher educational establishments. The theoretical significance of the research lies in the fact that the analysis of fundamental scientific articles and electronic materials allows us to expand and deepen our knowledge about the place of e-teaching aids in the sphere of teaching foreign languages and RFL, as well as to justify the need to include electronic teaching materials in order to intensify the learning process. The results of the research can be implemented in blended forms of learning, distance learning, as well as in organizing students' independent learning in the university environment.

scholarly journals VIDEO COURSES AS ONE OF THE METHODS FOR IMPROVING THE EFFICIENCY OF TEACHING THE RUSSIAN LANGUAGE AS A FOREIGN

2020 ◽  
Vol 71 (1) ◽  
pp. 650-655
Author(s):  
D. Li ◽  
◽  
F. Yezhanova ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Russian Language ◽  
Language Level ◽  
The Creation ◽  
The Russian Language

Russian is one of the most abundant languages of our time. Currently, more than 200 million people speak Russian. It is also among the ten working languages of the UN. The Russian language is one of the most difficult for foreign students to study, which necessitates a better approach to the educational process. This article discusses the study of the problem of increasing the effectiveness of teaching foreign students the Russian language as a foreign language. A hypothesis is put forward about the auxiliary use of video courses to solve the problem. An analysis is made of several existing video courses available online, showing their diversity in content, approach, and language level. Some typical difficult moments that may arise in students of the Russian language are considered. It is confirmed that the creation of a new video course and the linguistic and methodological foundations of its introduction into the educational process are new and relevant.

scholarly journals Linguistic Security of Russia in the Mode of Multilingualism

2020 ◽  
pp. 139-152
Author(s):  
Boris Zhigalev ◽  
◽  
Anna Prokhorova ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
The European Union ◽  
Language And Culture ◽  
Language Environment ◽  
The One ◽  
Multilingual Approach ◽  
Russian Universities ◽  
The Russian Language

The article examines the problem of linguistic security of Russia within the logic of integration into the world community. A new language situation is developing in the context of modern socio-economic and political reforms in Russia. While, on the one hand, there is a rejection of monolingualism and a tendency towards the development of Russian national polylingualism, on the other hand, there is a clear orientation towards promoting multilingualism as a consequence of rapprochement with Europe. The European Union is actively promoting the policy of multilingualism, encouraging learners to expand their linguistic repertoires. Like other representatives of non-EU countries, young Europeans entering Russian universities are mostly multilingual, and for them the Russian language offered as part of their university course is just another foreign language. To promote the Russian language and culture through educating foreign students, faculty members of Russian universities seek to create a special language environment, activating all possible means and technologies to optimize the process, teaching Russian courses for international students, and organizing engaging extra-curricular activities. Despite such serious efforts, however, many foreign students perceive this as an imposition that limits them in the study of other languages and cultures. The authors of the article see a potential solution to this problem in using a multilingual approach as a mechanism for “subtle engagement and promotion” of the Russian language and culture among foreign students. They offer a case study of implementing this approach in a technical university where Russian is taught as a foreign language to future engineers and describe the functional characteristics of multilingual modules built into the Russian language course (facilitative, accelerative, communicative, organizational, and transferable), highlighting the advantages and prospects of the multilingual approach in the formation of linguistic security.

scholarly journals Semiotics of fiction in teaching Russian as a foreign language

2021 ◽  
pp. 184-192
Author(s):  
Anastasia Alexandrovna Korshunova ◽  
Svetlana Maksimovna Petrova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Literary Text ◽  
Russian Language ◽  
Educational Technologies ◽  
Approaches To Teaching ◽  
Effective Form ◽  
Oral Speech ◽  
Russian Universities ◽  
The Russian Language

One of the conditions for the spread of the Russian language is the education of foreign students in Russian universities. Consequently, the search for new approaches to teaching Russian as a foreign language becomes relevant. Practice has shown that literature is a guide to understanding the characteristics of the Russian language and the development of oral speech. The object of the study is a literary text in the system of teaching the Russian language. The purpose of this work is to search for the effective forms and methods of teaching foreign students the Russian language on the basis of literary text. The results of the study showed that the most effective form of training is the use of educational technologies based on practice-oriented aspects of semiotics. On the material of the Gogol's poem "Dead Souls" the technique of working with literary text is shown.

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