scholarly journals Working with  special texts during the lessons  russian as a foreing language

2020 ◽  
Vol 6 (Extra-B) ◽  
pp. 201-206
Author(s):  
Aygul Restamovna Salakhova ◽  
Tatjana Albertovna Burtceva ◽  
Lada Alekseevna Moskaleva
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Cultural Adaptation ◽  
Russian Language ◽  
Language Level ◽  
Language Classes ◽  
The Russian Language

The proposed article reveals the issues of professionally oriented teaching in Russian as a foreign language (RFL) for students and postgraduates, considering the difficulties of social and cultural adaptation. The authors show and substantiate the necessity and features of organizing stage-by-stage work with special texts based on the principle of continuity, an algorithm for working with such text materials is proposed, certain types of tasks are given for the formation of the necessary skills among students and graduate students in analytical types of work with text, and further prospects are demonstrated for enhancing the knowledge, skills and abilities acquired during the Russian language classes. The article discusses possible approaches to solve the problems of classroom and independent educational and scientific activities of students in the assimilation and progressive processing of information in the language material of special texts, which will not only improve the language level of students, but also their motivation in linguistic and professional terms.    

Working with  special texts during the lessons  russian as a foreing language

2020 ◽  
Vol 6 (Extra-B) ◽  
pp. 201-206
Author(s):  
Aygul Restamovna Salakhova ◽  
Tatjana Albertovna Burtceva ◽  
Lada Alekseevna Moskaleva
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Cultural Adaptation ◽  
Russian Language ◽  
Language Level ◽  
Language Classes ◽  
The Russian Language

The proposed article reveals the issues of professionally oriented teaching in Russian as a foreign language (RFL) for students and postgraduates, considering the difficulties of social and cultural adaptation. The authors show and substantiate the necessity and features of organizing stage-by-stage work with special texts based on the principle of continuity, an algorithm for working with such text materials is proposed, certain types of tasks are given for the formation of the necessary skills among students and graduate students in analytical types of work with text, and further prospects are demonstrated for enhancing the knowledge, skills and abilities acquired during the Russian language classes. The article discusses possible approaches to solve the problems of classroom and independent educational and scientific activities of students in the assimilation and progressive processing of information in the language material of special texts, which will not only improve the language level of students, but also their motivation in linguistic and professional terms.    

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 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.

Socio-Cultural Adaptation of Migrant Children by Means of Russian Language

2016 ◽  
Vol 4 (4) ◽  
pp. 24-26
Author(s):  
Проскурня ◽  
I. Proskurnya
Keyword(s):  
Foreign Language ◽  
Cultural Adaptation ◽  
Effective Means ◽  
Russian Language ◽  
Migrant Children ◽  
Psychological Characteristics ◽  
Cultural Component ◽  
Gaming Activity ◽  
The Russian Language

The article considers the socio-cultural component of the process of adaptation of children who immigrated with his parents in Russia, taking into account the psychological characteristics of the younger schoolchild. It is proposed to use a gaming activity, which involves the puppet characters, as an effective means of acquaintance with the Russian language, which stands for many of these children as a foreign language.

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.

General Didactic And Pedagogical Foundations Of Teaching Russian As A Foreign Language

2021 ◽  
Vol 03 (03) ◽  
pp. 597-600
Author(s):  
Sirajitdinova Nargiza Usmanovna ◽  
◽  
Xolmatova Shahida Tafikovna ◽  
Zaitova Ozoda Yusupovna ◽  
Babaeva Lyudmila Leonidovna ◽  
...  
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Russian Language ◽  
Future Teachers ◽  
The Russian Language

The paper will help improve the level of teaching Russian as a foreign language and the successful mastery of this subject (and the language itself) by students. Although it is addressed primarily to future teachers, it can be useful for teachers of the Russian language, graduate students, trainees, as well as anyone interested in methodology as a science.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Work ◽  
Russian Language ◽  
Interactive Communication ◽  
Innovative Teaching ◽  
Teaching Language ◽  
New Methods ◽  
The Russian Language

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered

Next lesson – Let's Go to the Theater!

2021 ◽  
Vol 23 (4) ◽  
pp. 383-389
Author(s):  
Rozalina Dimitrova ◽  
Keyword(s):  
Foreign Language ◽  
Emotional Experience ◽  
Considerable Change ◽  
Russian Language ◽  
Educational Objectives ◽  
Russian Culture ◽  
Creative Abilities ◽  
The Russian Language

Theatrical pedagogics allows for the considerable change of the ordinary school lessons and transforms its educational objectives. The students become stronger in their confidence of their skills to use Russian language as a means of communication and willingness to improve their knowledge. Dramatization in Russian language brings positive emotional experience, cultivates creative abilities in children, adds to their personality, trains interest towards the Russian language and Russian culture. Theatrical lessons create conditions for increasing motivation in studying Russian language with lessons in Russian as a foreign language.

scholarly journals On the problem of typological research of the Russian phonetic system in a linguodidactic context

2021 ◽  
pp. 4-9
Author(s):  
Е.Л. Бархударова
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Target Language ◽  
Foreign Accent ◽  
Language Background ◽  
Sound Structure ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

В основе разработки курсов практической фонетики, адресованных иноязычной аудитории, лежит анализ типологического своеобразия фонетической системы изучаемого языка в контексте лингводидактики. К числу важных направлений типологического исследования звукового строя русского языка следует отнести, во-первых, изучение соотношения консонантизма и вокализма в его фонетической системе на иноязычном фоне, во-вторых, – анализ позиционных закономерностей русской фонетической системы в сопоставлении с функционированием звуковых единиц в типологически разных языках. В позиционных закономерностях звукового строя языка наиболее ярко проявляется его идиоматичность: в каждом языке позиционные закономерности носят специфический характер и определяются соотношением парадигматики и синтагматики звуковых единиц. Большое число фонологически значимых отклонений в иностранном акценте обусловлено интерферирующим воздействием позиционных закономерностей родного языка на русскую речь учащихся. The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics. It is necessary to designate two important areas of typological research of the sound structure of the Russian language: the study of the relationship of consonantism and vocalism in its phonetic system against a foreign language background and the analysis of positional rules of the Russian phonetic system in comparison with the functioning of sound units in typologically different languages. Idiomatic character of the language is most clearly manifested in the positional patterns of its sound structure. In each language, positional patterns are specific and are determined by the dominance of paradigmatic or syntagmatic relations of sound units. A large number of phonologically significant deviations in a foreign accent are due to the interfering influence of the positional laws of the native language on the Russian speech of students.

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