scholarly journals The Project of Communicative Educational Resource in Russian as a Foreign Language with the Use of V-Learning Technology

2021 ◽  
Vol 19 (1) ◽  
pp. 34-50
Author(s):  
Vladimir A. Zhiltsov ◽  
Igor A. Maev
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Russian Language ◽  
Theory And Practice ◽  
Theoretical Research ◽  
Educational Resource ◽  
Learning Technology ◽  
Electronic Resources ◽  
Language Environment ◽  
The Russian Language

The article describes the project structure of an electronic educational resource in Russian as a foreign language which is based on a system of social interaction including a component of virtual simulation of the Russian language environment. The relevance of the study arises from modern trends in the development of communicative language learning and computer technology that provides the need to study and develop new efficient approaches improving the theory and practice of distance learning of Russian as a foreign language. The purpose of the study is to make a theoretical research on drawing up the structure of an electronic educational resource in Russian as a foreign language with the use of a virtual simulator of the Russian language environment as its component. The main methods are observation of modern trends in the development of electronic resources, analysis of research literature, generalization of the authors' empirical experience in the development of prototypes of learning systems based on the technology of virtual worlds and educational and game applications in the Russian language. The research materials are the works of Russian and foreign researchers devoted to the use of virtual reality technology in language learning. In the course of the study, the modern trends in the development of electronic resources were analyzed, and on this basis the basic principles and practical approaches to the formation of an electronic language environment were identified. The study resulted in theoretical and practical provisions considering an electronic educational resource in Russian as a foreign language as a living and self-developing virtual ecosystem. The results can be used to create a communication-oriented electronic educational resource on Russian as a foreign language.

scholarly journals THE USE OF THE VERB PRINIYAT (TO ACCEPT) IN THE RUSSIAN LANGUAGE AND ITS EQUIVALENTS IN THE PERSIAN LANGUAGE

2020 ◽  
Vol 30 (3) ◽  
pp. 421-427
Author(s):  
Moghaddam Mohsen Khademi ◽  
Mousa Abdollahi
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Theory And Practice ◽  
Persian Language ◽  
Russian Verb ◽  
Wide Range ◽  
Language Environment ◽  
The Russian Language ◽  
Practice Of Teaching

The object of this paper is the Russian verb priniyat (to accept) which has a wide semantic potential and a wide range of commonly used features in the Russian language. The authors explore various aspects of this verb. At the beginning of the paper, the authors briefly present the etymology of this verb, provide various lexical classifications, restrictions in the use of personal forms of the verb priniyat (to accept), stable combinations and idioms with this verb in the Russian language, and the most common associations with it. Then they give equivalents of this verb in the Persian language. The data presented in the paper can contribute to the theory and practice of teaching Russian as a foreign language in the Persian language environment, primarily in mastering the verbal subsystem due to its connection with other verbs that in some meanings have similar usage.

The Lingvodydactic Model of the Assessment of Writing Competence in a Foreign Language

2015 ◽  
Vol 2 ◽  
pp. 63
Author(s):  
Larisa Ignatjeva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Russian Language ◽  
School Age ◽  
Educational Models ◽  
Humanistic Approach ◽  
Writing Competence ◽  
Working Out ◽  
The Russian Language

<p><em>The setting of humanistic concept of education demands the revision of the whole lingvodidactic system of foreign language learning. On the modern stage of the development of pedagogy that allows to put theory into the practice of teaching and assessment of students’ achievements the search for educational models is especially actual. The most important area of the realization of humanistic approach is school education as the development of students’ personality takes place particularly at school age. The article analyses a lingvodydactic model of the competence assessment in writing. The main aim of the working out of this model is to overcome the contradiction between a formal way of assessment which is objective and the necessity of the creation of the conditions for students’ full personal self-expression. This system is being approbated in the Russian language learning as a foreign language in Latvian schools.</em></p>

Bilingualism as an important factor in the methodology of foreign language learning

2021 ◽  
Vol 62 (01) ◽  
pp. 57-61
Author(s):  
Nazly Arif Abdullaeva ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Key Words ◽  
Teaching Methods ◽  
Modern Science ◽  
Foreign Language Learning ◽  
Russian Language ◽  
Optimal Method ◽  
The Russian Language

An important side of the methods of teaching the Russian language as a foreign language is the reference to the scientific-methodological base. Among the important aspects, it is necessary to distinguish bilingualism. In modern science there are many interpretations of the term "bilingualism", which reflect the different approaches of scholars to this phenomenon. It is difficult to choose the most effective and optimal method of teaching Russian as a foreign language. The teacher must be armed with the development of psychology, psycholinguistics, ethnopsychology, ethnolinguistics in the field of justification of bilingualism and analysis of its characteristics. Key words: bilingualism, teaching methods, foreign language, language systems

Approaches to the study of the Russian as a native language in primary school

2020 ◽  
pp. 147-152
Author(s):  
Irina A. Pavlinova
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Native Language ◽  
Russian Language ◽  
Theory And Practice ◽  
National Language ◽  
Native Languages ◽  
Language Study ◽  
First Time ◽  
The Russian Language

This study is a logical continuation of the work “On the formation of value attitude to the Russian language study at school”, which addressed the issues of language learning in three aspects: as a state, as a native and as a foreign language. In July 2018, Russia adopted the law “On the study of native languages” for the first time. Along with other national languages, for the first time Russian was considered not only as a state language, but also as a national language, requiring special attention and study. In this regard, we raise the problem of the choice of scientific approaches to the native Russian language study at the first stage of education. We study the course of “native Russian language”, define its goals and objectives and propose a list of scientific and methodological approaches to its teaching. We offer the native Russian language study from the position of four scientific aspects: axiological, communicative-activity, linguocultural and hermeneutic. The essence of each presented approaches is analyzed from the standpoint of the degree of study, development, expediency of use in primary school in theory and practice. We connect the conclusions about the success of applying the presented approaches to the native Russian language study, first of all, with the teachers, who should be an example of real knowledge of the Russian language, love for it, recognize and appreciate the richness of the native culture. We note that the introduction of additional hours of the Russian language is not intended to level the gaps in the students’ knowledge of basic course of the Russian language. Native language study should contribute to the formation of students’ perception of themselves as part of Russian culture, to form a valuable attitude not only to the language, but also to its study.

scholarly journals Comparative-semantic analysis of the adverb of time frequency in the Chinese and Russian languages

Litera ◽  
2021 ◽  
pp. 80-89
Author(s):  
Лянь Цзинь
Keyword(s):  
Foreign Language ◽  
Comparative Research ◽  
Semantic Analysis ◽  
Chinese Language ◽  
Chinese Students ◽  
Russian Language ◽  
Theory And Practice ◽  
Time Frequency ◽  
The Subject ◽  
The Russian Language

This article presents a comparative research of adverbs with the meaning of time in the Russian and Chinese languages. Analysis is conducted on the adverb of time in the Russian languages; characteristic is given to macro- and micro-aspects. Macro-description is an attempt to determine and classify the adverbs of time. Micro-aspect, first and foremost, implies semantic analysis of a specific adverb of time. The subject of this research is the adverb of time &lsquo;always&rsquo; in the Russian language in comparison with the corresponding adverb in the Chinese language. The goal of this research consists in the analysis of semantic characteristics and variables that depend on the semantics of grammatical and pragmatic characteristics of the adverb of time frequency &ldquo;always&rdquo; in the Russian as compared to the Chinese language. The scientific novelty lies in description of the macro- and micro- aspects, identification of semantic and compatible characteristics of the adverb of time frequency &lsquo;always ' in the Russian languahe in comparison with the corresponding adverb in the Chinese &mdash; &#24635;&#26159; [zong shi]. The acquired results indicate that the use of the adverb &lsquo;always&rsquo; with the meaning of continuity or frequency requires fulfilling certain conditions. This article can be valuable in further research on the topic, in theory and practice of translation, as well as in teaching Russian as a foreign language to the Chinese students.

scholarly journals Basic principles of preparing foreign students for the “Writing” subtest TORFL-I

2021 ◽  
Vol 19 (3) ◽  
pp. 346-360
Author(s):  
Oksana L. Abrosimova ◽  
Liliana V. Voronova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Control Process ◽  
The State ◽  
Russian Language ◽  
Self Control ◽  
Theoretical Research ◽  
Educational Standard ◽  
State Educational ◽  
The Russian Language

The study is devoted to the relevant topic - the search for the most optimal ways to prepare students for the Writing subtest (TORFL-I) based on the principles, forming in the examinee a complex of knowledge, skills and expertise, embedded in the state educational standard in the Russian language as a foreign language of the appropriate level. The purpose of the research is to present, summarize and demonstrate on the example of the developed test tasks the principles of preparing foreigners for the Writing subtest in the system of International State Examination in the Russian Language (TORFL-I). The research materials include tasks, texts, test materials of a training nature in writing. The authors used methods of theoretical research: axiomatic, hypothetical, analytical, systemic. Empirical methods of observation, description, comparison were used when fixing the specific features of the components in the system of preparation for linguodidactic testing in Russian as a foreign language, which is carried out at Transbaikal State University at the Local Center for Testing Foreign Citizens (Chita, Russia). The results of the study show that preparation for testing should be based on certain principles - integrity, continuity, unity of control and self-control. The article emphasizes the principle of integrity as fundamental. Integrity in preparation for test in writing has several manifestations and implies the development of linguistic, communicative, sociocultural, discursive competencies among students; development of knowledge, skills and expertise in the field of writing with simultaneous development of writing techniques; considering the lexical minimum and requirements of the State Educational Standards for the first level of general proficiency in Russian as a foreign language. We also consider the principle of continuity to be important, which implies consistency in preparation for the Writing subtest - making skills and expertise automatic by repeating, looping; considering the material learned at previous levels of proficiency in Russian as a foreign language - elementary and basic. The principle of unity of control and self-control is considered in the content-functional aspect: a system of test tasks has been developed and presented, which allows to increase the effectiveness of the control and self-control process and the effectiveness of forming the competencies - linguistic, communicative, sociocultural and discursive. The methodology, based on these principles, allows foreign students to quickly adapt to passing tests and the necessary material in full.

scholarly journals SHORT FILM НЕ МОЙ IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Author(s):  
С. Рудольф ◽  
Л.Б. Волкова
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Short Film ◽  
Friedrich Schiller ◽  
Educational Materials ◽  
Speech Activity ◽  
Language Environment ◽  
The University ◽  
The Russian Language ◽  
Slavic Studies

Предлагаемые учебные материалы направлены на активизацию речевой деятельности студентов, развитие коммуникативной и социокультурной компетенции, что особенно актуально вне языковой среды. Материалы были апробированы в работе со студентами Института славистики и кавказоведения Йенского университета им. Фридриха Шиллера. The proposed educational materials are aimed at enhancing students' speech activity, developing communicative and sociocultural competence, which is especially important outside the language environment. The materials were tested when teaching the Russian language to students of the Institute of Slavic Studies and Caucasian Studies at the University of Jena named after Friedrich Schiller.

scholarly journals Forming a methodical thesaurus of a foreign author of a manual on Russian as a foreign language

2020 ◽  
Vol 18 (4) ◽  
pp. 422-438
Author(s):  
Lyubov V. Farysenkova ◽  
Elnura I. Zhellali
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Professional Training ◽  
Round Table ◽  
Russian Language ◽  
Theoretical Research ◽  
Conceptual System ◽  
Sources Of Information ◽  
Foreign Author ◽  
The Russian Language

The article aims at investigating the specifics of the modern practice of training foreign authors of Russian as a foreign language (RFL) textbooks and identifying the prospects for the formation of a professional thesaurus of this group on the basis of modern educational technologies. This issue is really relevant, since, as it is shown in the article, there are currently almost no methodological studies and manuals addressed to this group of trainees. At the same time, practice shows that foreign colleagues are in urgent need of diverse methodological support from Russian methodologists. The paper shows that in 1970-1980-s, when such support was purposefully implemented, modern textbooks on RFL were created in foreign countries, which contributed to the Russian language spreading in Europe, Asia and Africa. The research materials were textbooks on the Russian language for foreigners, which marked a certain stage in teaching methods of RFL development. The authors of the article rely on general scientific theoretical research methods: comparative analysis of available sources of information, comparative analysis of the conceptual system of the topic under research, synthesis of their own points of view (or positions), based on the analysis of various ways of solving the problem. The article resulted in the proposed topic of training and consulting materials for potential foreign authors of RFL textbooks, which are supposed to be based on the developed electronic platform, as well as the introduction of materials of the round table Designing a communicative textbook of RFL into the system of professional training and advanced training. The authors concluded that potential foreign authors of RFL textbooks are currently in urgent need of systematic scientific and methodological support. In this regard, it is recommended to intensify work with this contingent, using the potential of domestic methodological research, both classic and modern.

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 Information and communication technologies and the formation of cross-cultural communication skills in a foreign language environment

2020 ◽  
Vol 26 (4) ◽  
pp. 76-88
Author(s):  
A. V. Lentovskaya
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Speech Acts ◽  
Educational Environment ◽  
Russian Language ◽  
Learning System ◽  
Pragmatic Language ◽  
Cross Cultural Communication ◽  
Language Environment ◽  
The Russian Language

The article discusses the various possibilities of using ICTs in teaching Russian as a foreign language at the University of Pisa and the methods of working with a modern virtual educational environment. A brief description of the modern educational environment (and, more broadly, ecosystem) that has developed under the influence of informatization, computerization and digitalization of society in the late XX — early XXI centuries is proposed. The paper also focuses on the ways in which the Blended learning approach as an integration of classroom and online learning is put in practice by using the E-learning system and Moodle tools. Particular attention is paid to the methodology of working with the multimedia corpus of the Russian language MURCO in teaching grammar. In particular, it is demonstrated that the use of the corpus allows developing pragmatic language competence and mastering adaptation mechanisms for the adequate implementation of communicative intentions within any social scenario. In language teaching, the recognition of the need to study pragmatics using corpus data is due to the fact that the design of the verbal-semantic and linguo-cognitive levels of the secondary language personality is not enough to form a stable communicative skill. Reaching the third and the highest, i.e. pragmatic level of functioning of the secondary language personality, which allows to realize communicative-activity needs, is impossible without immersion in the environment (which can be artificially recreated) of the language being studied. In particular, it will be demonstrated how the analysis of micro-dialogs from the MURCO corpus, illustrating imperative speech acts, allows not only to describe the elements of the “expanded” semantics of the imperative mood in the Russian language, but also to reveal the socio-pragmatic factors of its use.

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