scholarly journals Features of Teaching Russian as a Foreign Language in Bilingual Audience

2019 ◽  
Vol 16 (1) ◽  
pp. 95-101
Author(s):  
Nina D Afanasieva ◽  
Svetlana S Zakharchenko ◽  
Irina B Mogileva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Significant Role ◽  
Learning Difficulties ◽  
Russian Language ◽  
Bilingual Students ◽  
Special Program ◽  
Language Study ◽  
The Russian Language

The article is devoted to the peculiarities of teaching Russian to bilingual students: overcoming the low motivation of deep language learning, difficulties in writing, socialization, intercultural communication, issues of the professional language learning. The authors note that the special program written for bilinguals includes expanding vocabulary, work on the texts, writing samples, audio and video materials. Professional language learning and extracurricular work play a significant role in the Russian language study.

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>

scholarly journals Features of teaching Russian as a foreign language to bilingual students (using the example of the Russian verb aspect study)

2020 ◽  
Vol 9 (4) ◽  
pp. 321-324
Author(s):  
Elena Leonidovna Perkova ◽  
Lubov Pavlovna Shirobokova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Bilingual Students ◽  
Grammatical Category ◽  
Verb Aspect ◽  
Russian Verb ◽  
Special Cases ◽  
Basic Level ◽  
The Russian Language

The paper discusses the features of learning Russian by foreign students who speak English at a basic level. A difficult aspect for foreign students is grammar, which is accompanied by an innumerable set of rules and the same number of exceptions. One of the most difficult grammatical topics is Imperfect and Perfect Verbs, since in other languages the grammatical category of the verb aspect does not exist. In this regard, there are difficulties for foreign bilingual students in determining the meaning, methods of education, use and application of imperfect and perfect verbs in speech situations. The explanation of the material is based on the principles of consistency and systematicity, i.e. from the disclosure of the semantics of verbs, their functions in specific communicative situations, further to the methods of forming of aspect pairs of the verb using common prefixes, suffixes, as well as exceptions to the rules, alternating adjacent consonants and vowels in the root, and special cases of formation of aspect pairs of the verb that need to be remembered. The paper presents methods of teaching the grammatical category of the verb aspect in the Russian language to foreign students, successive stages of work on the formation and correct using of perfect and imperfect verbs in order to remove the language barrier in intercultural communication.

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.

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 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 SOCIOCULTURAL KNOWLEDGE AS A MEANS OF ADAPTATION IN A FOREIGN LANGUAGE (AT THE LESSONS OF RUSSIAN LANGUAGE AS A FOREIGN LANGUAGE)

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
N.E PETROVA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Adaptation ◽  
Foreign Students ◽  
Young Person ◽  
Russian Language ◽  
Point Of View ◽  
Common Problems ◽  
Optimal Set ◽  
The Russian Language

The article provides a methodological description of a lesson on the discipline "Russian as a foreign language" on socio-cultural topics: "Youth is the future of the planet." This lexical topic is intended for study and discussion by foreign students studying Russian at the basic or first certification level. Depending on the distribution of academic hours for studying the Russian language, this topic can be considered both in the preparatory department and in the 1st or 2nd year. Of course, the topic is fertile enough for discussion at any stage of language learning, however, from the point of view of the socio-cultural adaptation of foreigners, it is advisable to conduct a lesson on such a topic when students acquire sufficient vocabulary, and knowledge of the language reaches a level where the student can ask a question, formulate and argue your point of view. In the methodological development, not only textual material and a system of tasks for the development of speech skills are presented, but also a dictionary of the topic with an optimal set of vocabulary on this topic and a system of grammatical and syntactic exercises. The lexical topic and the entire structure of the lesson allows students not only to exchange opinions, but to look at this problem through the eyes of a Russian-speaking young person, to find common problems for all and ways to solve them.

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 On the Problems of Teaching Russian As a Foreign Language to the Speakers of a Cognate Language (Polish)

2020 ◽  
Author(s):  
Julia Aleksandrovna Arskaya ◽  
Elena Sergeevna Zarubina
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Native Speakers ◽  
Russian Language ◽  
Foreign Languages ◽  
Polish Language ◽  
The Russian Language ◽  
Oriented Approach ◽  
Made In

This paper is devoted to the problem of learning Russian by native speakers of the Polish language. The presented research is made in the context of the language-oriented approach and includes linguistic experiment, comparative analysis of Russian and Polish languages and identification of problem areas causing interference errors. A system of rules and exercises for Polish learners of Russian is being proposed as a recommended practice for excluding interference errors. The language-oriented approach used in this report is based, first, on provisions that take into account the already existing initial language system of learners, second, on a comparative analysis of languages, and third, on an analysis of learners’ mistakes. Mastering a foreign language takes place in close interaction with language systems in the minds of students. In the situation of interaction between two contacting languages, interference is likely to occur. Identification of interference errors in the analysis of speech of foreign languages allows us to identify problem areas in the studied language and correct the language skill in the course of learning. Typical mistakes are material for creating the necessary strategy of teaching the Russian language for native speakers of a certain language. Keywords: interference, Polish language, Russian language, learning Russian as a foreign language, language-oriented approach

scholarly journals Foreign Language Accent in Russian Speech of the Mongols As a Result of Interference of Language Systems

2021 ◽  
pp. 72-76
Author(s):  
Yuliya A. Mel’nik
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Russian Language ◽  
Foreign Accent ◽  
Practicing Teachers ◽  
Successful Communication ◽  
Correct Pronunciation ◽  
The Given ◽  
The Russian Language ◽  
Comparative Description

The article analyses the most typical phonetic and intonational mistakes that arise in the speech of the Mongols when mastering the Russian language. Such mistakes create a specific foreign accent, and can be an obstacle to successful communication. Phonetic and intonational differences in the speech of the Russian-speaking Mongols are due to the influence of the phonological system of their native language, as well as the diverse structure of the compared languages (consonant and vocal), the discrepancy of articulation bases, and the peculiarities of the organization of the super-segment level. The practice shows that Mongol students experience significant difficulties in mastering the phonetics and intonation of the Russian language; the formed accent is very stable and difficult to correct, so it is important to work on pronunciation at the initial stages of language learning. The most effective, according to the author, is a comparative methodology based on a comparative description. The given material can be useful for practicing teachers working in a Mongolian-speaking audience, who are interested in correct pronunciation, who want to get an idea of the phonetic systems of the compared languages to prevent typical mistakes and correct them.

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