scholarly journals Levels of tests of Russian as a foreign language in terms of school age characteristics

2021 ◽  
Vol 19 (2) ◽  
pp. 222-234
Author(s):  
Nadezhda A. Dubinina ◽  
Dmitrii V. Ptiushkin
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Russian Language ◽  
School Students ◽  
Second Language Proficiency ◽  
Academic Literature ◽  
Training Courses ◽  
Guidelines And Recommendations

The current paper discusses possibilities for school students to successfully pass TORFL-I/B1, TORFL-II/B2 and TORFL-III/C1. The relevance of this article is determined by the fact that despite Russian as a foreign (second) language has been taught within the framework of the TORFL system for more than two decades, there is a shortage of methodological material aimed at preparing school students for TORFL. In addition, the issue of choosing the level of testing in accordance with the level of Russian language proficiency and taking into account age specifics is not sufficiently covered in Russian academic literature. The aim of this paper is to define age reference marks for school students who plan to pass TORFL. The materials to review and analyse were the works of Russian and foreign researchers in the field of foreign (second) language proficiency, language development of children and adolescents, assessment of school students communicative competence, language assessment, and correlation of these data with the requirements for completing tasks of the TORFL-I/B1, TORFL-II/B2, TORFL-III/C1 Writing subtests selected as an example. The paper has resulted in providing recommendations on the choice of examination level for senior and junior school students, within the framework of TORFL-I/B1, TORFL-II/B2, TORFL-III/C1, which can also be used in the development of training courses in Russian as a foreign language for schools. The authors concluded that there is need to develop a new methodological area in testing of Russian as a foreign language system capable to provide guidelines and recommendations for preparing school students for examinations, and designing TORFL training courses and teaching materials according to the school students age.

scholarly journals DEVELOPMENT OF HIGH SCHOOL STUDENTS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE BY MEANS OF GAME APPLICATIONS

2021 ◽  
Vol 229 ◽  
pp. 70-75
Author(s):  
A.V. Osiyanova ◽  
◽  
N.A. Muratova ◽  
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Interpersonal Communication ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Educational Process ◽  
School Students ◽  
Speech Activity ◽  
Learning Through Play ◽  
Independent Work

The standards of modern higher education determine the requirements for the preparation of a university graduate who speaks a foreign language and is competent in the field of intercultural communication. In this regard, in the field of linguistic education, the appeal to innovative technologies is being actualized, ensuring the improvement of foreign language communicative competence and increasing motivation for mastering a foreign language. The linguo-didactic potential of gaming applications is of particular interest to researchers. Foreign language communicative competence is the student’s ability and willingness to carry out foreign language intercultural and interpersonal communication in variable authentic spheres and situations. The development of linguistic, speech, socio-cultural, compensatory and educational components of foreign language communicative competence involves the deepening of knowledge, the formation of skills and abilities about all types of speech activity by means of reproductive, problem-search, project and game teaching methods. Learning through play by means of modern gaming applications creates a comfortable environment for active mastery of the language being studied. In the course of observations and experimental work, the linguo-didactic potential of the game applications “Memrise”, “The Phrasal Verbs Machine”, “Quizlet”, “Words, Sounds: Pronunciation App”, “Learn English with SpeakingPal” in the linguistic education of students was revealed, which is expressed in the possibilities their application for the purpose of purposeful assimilation of lexical and grammatical material and its further application in foreign language speech activity, ensuring the development of all components of foreign language communicative competence. The choice of game applications is due to the age characteristics of students, their cognitive interests, the level of foreign language proficiency, the specifics of the integration of synchronous and asynchronous independent work. The study found that the positive effect of using the considered game applications in the development of foreign language communicative competence is manifested in the successful mastering of language material, the development of communication skills, and increased motivation for the educational process in general.

SECOND LANGUAGE PROFICIENCY, FOREIGN LANGUAGE APTITUDE, AND INTELLIGENCE: QUANTITATIVE AND QUALITATIVE ANALYSES.Miyuki Sasaki. New York: Peter Lang, 1996. Pp. xii + 155. $40.95 cloth.

1999 ◽  
Vol 21 (1) ◽  
pp. 161-161
Author(s):  
Paul Angelis
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Japanese Version ◽  
Reduced Form ◽  
Short Version ◽  
Language Aptitude ◽  
Second Language Proficiency ◽  
Foreign Language Aptitude

There are few in-depth studies that have attempted to explore the complex relationships among second language proficiency, foreign language aptitude, and intelligence. Information on such studies is usually found only in unpublished dissertations or in greatly reduced form in journal articles. This text is a rare example of a full-length report of such a study. Based on data from 160 EFL students in Japan, the researcher employed an extensive array of analytical procedures relating performance on English language proficiency measures with performance on a three-part aptitude battery and an intelligence measure. The proficiency measures included multiple-choice tests of grammar, cohesion, vocabulary, listening, and reading using short and long texts as well as a cloze and a free composition. The foreign language aptitude battery was a Japanese version of a test modeled after the short version of the Modern Language Aptitude Test. The measures of verbal intelligence and reasoning came from an existing Kyoto University test with 12 subtests.

Teaching the culture of speech to foreign students on the basis of texts about the aesthetics of the Russian language

2021 ◽  
pp. 125-133
Author(s):  
Galina E. Sokolova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Russian Language ◽  
Speech Communication ◽  
Language Knowledge ◽  
Training Courses ◽  
The Subject ◽  
The Russian Language ◽  
Written Speech

The subject of the research is the analysis of the study by foreign students of texts about the aesthetics of the Russian language in the classroom for the development of oral and written speech. The purpose of using such texts is the development of the culture of speech of foreign students, the development of their aesthetic speech ideal, communication skills, interests, feelings, emotions. In the process of such work, foreign students get acquainted with the Russian language worldview, they have a desire to study the Russian language more seriously and deeper, learning its wealth, beauty and grace. The methodic principles of working with these types of texts are de-scribed, a detailed analysis of the pre-text, text and post-text analysis of the text by K.G. Paustovsky in the classroom with foreign students with a level of Russian language proficiency B1-B2. The relevance of working with texts on the aesthetics of the Russian language and speech in the classroom on Russian as a foreign language is substantiated, since it contributes to the develop-ment of language knowledge, skills and abilities of students, forms their cultural competence, artistic thinking, the desire to speak Russian, relying on aesthetic samples from the studied texts. The research results can be used in practical classes with foreign students in the process of teaching the following training courses: “Development of oral and written speech”, “Russian literature”, “Practice of speech communication”, “Corrective vocabulary course”, “Speech etiquette”, “Russian culture”, etc.

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

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