scholarly journals The use of interactive methods in teaching the Russian language in technical universities of Kazakhstan

2021 ◽  
Vol 7 (3A) ◽  
pp. 348-360
Author(s):  
Nailya S. Sanjyarova ◽  
Gulnara M. Abdiyeva ◽  
Kirill I. Borodin
Keyword(s):  
Language Learning ◽  
Language Policy ◽  
Foreign Language Learning ◽  
Russian Language ◽  
Professional Communication ◽  
Interactive Methods ◽  
Policy Changes ◽  
Simultaneous Study ◽  
European Standards ◽  
The Russian Language

The relevance of the research is determined by the introduction of the CLIL trilingual system, which includes a simultaneous study of Russian, Kazakh, and English in accordance with the language policy of Kazakhstan. The research is based upon the authors’ own pedagogical experience, official law documents, and state guidelines regarding the language policy in Kazakhstan, and the analysis of the scientific literature on the matter. The paper reveals the features of the educational system of Kazakhstan as the result of recent state policy changes: orientation towards European standards, foreign language learning for professional communication as a priority, the digitalization of education, and its practical focus.

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

METHODOLOGICAL AND PEDAGOGICAL PRINCIPLES OF MANAGEMENT IN RUSSIAN AS A FOREIGN LANGUAGE

Globus ◽  
2020 ◽  
Author(s):  
M. Yayich Novogradets
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Russian Language ◽  
Important Indicator ◽  
Conscious Choice ◽  
Teaching Psychology ◽  
Successful Students ◽  
The Russian Language ◽  
Pedagogical Principles

The whole teaching system is based on various principles. The paper deals with the presentation of methodological and pedagogical principles, which are considered to be an important indicator of how the teaching is organized and how successful students are during foreign language learning. Foreign language teaching, having in mind the Russian language, cannot be created without fundamental theoretical framework, such as the knowledge of basic concepts and principles of teaching, psychology of language acquisition, conscious choice of language means and practical forms of teaching [1, p. 13]. Some suggestions how to make Russian language learning for Croatian students better regarding the methodological and pedagogical principles are presented in the work

scholarly journals Factors Facilitating Teacher’s Professional Competence Development

Linguaculture ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 103-112
Author(s):  
Alyona Shyba
Keyword(s):  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Professional Competence ◽  
Foreign Language Learning ◽  
Interactive Methods ◽  
Personality Factor ◽  
Teaching Staff ◽  
Affective Factors ◽  
The Impact

The objective of the article is to further study the concept “teacher’s professional competence” as well the ways of its formation. The research was conducted among the students as prospective teachers, and teaching staff of Yuriy Fedkovych Chernivtsi National University. The analysis of the research helped prove the essential role of some factors in the professional development of future teachers. In particular, such factors as knowledge of the teaching subject, knowledge of effective teaching methods and skills to implement them, the importance of teaching practice, the personality factor, teacher’s self-education were singled out. Therefore, the paper aims to outline a few ideas on how to ensure the implementation of the above-mentioned considerations. We also dwell upon the impact of the human behavior on the process of foreign language learning and teaching. That is why knowledge about affective factors is consequential in the academic process and using some interactive methods can also help lower the affective filter. Types of motivation and ways to enhance it are described in the paper too.

DIDACTICAL POSSIBILITIES OF CLIL TECHNOLOGY IN TEACHING RUSSIAN LANGUAGE TO HISTORICAL STUDENTS AT A PEDAGOGICAL UNIVERSITY

2021 ◽  
Vol 77 (3) ◽  
pp. 66-77
Author(s):  
A.B. Umarova ◽  
◽  
G.A. Kazhigaliyeva ◽  
Keyword(s):  
Language Learning ◽  
Subject Area ◽  
Educational Process ◽  
Russian Language ◽  
Innovative Methods ◽  
Technology In Teaching ◽  
Language Classes ◽  
Language Needs ◽  
The Subject ◽  
The Russian Language

The article examines the issues of the systemic use of CLIL technology in teaching the Russian language to students-historians at a pedagogical university. The urgency of introducing innovative methods into the learning process is substantiated, including the use of Content and Language Integrated Learning (CLIL) in the linguistic educational process, which makes it possible to combine the study of a language and a special subject, thus expanding the general educational space through a functional approach. to language learning. The article describes the content of the survey conducted by the authors among 1st year students of the history profile, specialties "History" and "History-geography" of Abai Kazakh National Pedagogical University. The subject of the survey of students was to identify the language needs and opinions of students regarding the use of CLIL technology in Russian language classes. The results of the survey made it possible to assert that the formation of professional-communicative, cultural-communicative competencies in the classroom in the Russian language through the CLIL technology allows you to learn the language, simultaneously activating knowledge from the subject area.

LANGUAGE POLICY OF UKRAINE IN THE SOUTH AND EAST OF THE COUNTRY AS A METHOD OF ETHNOCRACY

2020 ◽  
Vol 65 (4) ◽  
pp. 58-65
Author(s):  
YULIA V. KOSTENKO ◽  
Keyword(s):  
Public Opinion ◽  
Language Policy ◽  
Language Education ◽  
The State ◽  
Russian Language ◽  
The South ◽  
Political Consequences ◽  
Democratic Norms ◽  
The Russian Language ◽  
Local Levels

The author characterizes the language policy of post-Maidan Ukraine (2014-2020) in the South and East of the country as a method of consolidating ethnocracy in the process of nation-building. An assessment of the state and trends in the historiography of the problem is given. Ethnodemographic changes in the structure of the population, as well as public opinion in the South and East of Ukraine over the period from 1989 to 2020 were revealed. The intentions of the language policy of Ukraine are revealed. The ineffectiveness of international influence to ensure compliance with democratic norms of language policy is noted. Russian Russian language policy is defined as the destruction of institutions of Russian-language education and mass media in the Russian language, the weakening of Russian ethnic identity, carried out by the state authorities of Ukraine. An important factor in de-Russification is the armed conflict in the Donbas, which has become a catalyst for the transition to ethnocracy in Ukraine. At the same time, the unrecognized states in Donbass maintain the equality of languages on their territory. It is concluded that the dual (mixed) identity of residents of the South and East of the country is preserved at the regional and local levels. At the same time, the Russian-speaking community in the South and East of the country remains politically weak and disorganized, and is subject to targeted discrimination. The political consequences of forced ukrainization, as well as resistance to ethnocracy in public opinion and voting in elections, are determined.

scholarly journals Common problems of teaching russian verbs to persian language students using russian-persian bilingual dictionaries as a teaching tool

2020 ◽  
Vol 6 (4) ◽  
pp. 103-111
Author(s):  
M. R. Mohammadi ◽  
M. Ahmadi ◽  
H. Baharloo ◽  
S. S. Ghalebandi
Keyword(s):  
Language Learning ◽  
Russian Language ◽  
Educational Levels ◽  
Bilingual Dictionaries ◽  
Persian Language ◽  
Russian Verb ◽  
Verb Forms ◽  
Common Problems ◽  
Iranian Students ◽  
The Russian Language

This article studies the Russian verb and its grammatical and semantic information in three dictionaries by Klevtsova S. D., Voskanyan G.A., Ovchinnikova I.K., which are the most relevant diction-aries at present and most often used while learning the Russian language in Iranian universities. In this work the problems with which Iranian students are faced while searching verb forms in these dictionaries are considered. By comparing these dictionaries in terms of the content and information contained in each entry, the author lists the differences between these dictionaries and points out the lack of some information necessary for Iranian students to learn. It seems that updating the content of the mentioned diction-aries will not only help to optimize the Russian language learning process by Iranian students at different educational levels, but also to solve translation problems.

scholarly journals The features of the modern language trilingual’s policy in the Republic of Kazakhstan under conditions of modernization of public consciousness

2020 ◽  
Vol 132 (3) ◽  
pp. 36-43
Author(s):  
S.K. Zhalmagambetova ◽  
Keyword(s):  
Language Policy ◽  
National Culture ◽  
Developed Countries ◽  
The State ◽  
Russian Language ◽  
Modern Language ◽  
Public Consciousness ◽  
Scientific Terms ◽  
The Republic ◽  
The Russian Language

The article analyzes the features of the modern language trilingual’s policy in the Republic of Kazakhstan under conditions of modernization of public consciousness. The author studies cause and effect relationships of the occurrence of this phenomenon in the state, assesses the prospects for its development, identifies the difficulties faced by the Kazakhstan’s society on the path to introducing trilingual’s, and shows the current development priorities of the linguistic personality of the most developed countries of the world. Nowadays many difficulties arise in the way of ensuring a new language policy in Kazakhstan, caused by the fact that the Kazakh language lacks many scientific terms and concepts. Their use in the state has always been provided by the Russian language. At the same time, a number of scholars evaluate the transition to the Latin alphabet as a destructive phenomenon in language policy that can harm the Kazakh language and national culture. At the same time, experts offer acceptable options for solving emerging problems and

scholarly journals Economic risks of language policy and language culture of youth in Russia

2020 ◽  
Vol 18 (3) ◽  
pp. 136-150
Author(s):  
Olga Yu. Smyslova ◽  
Andrei A. Linchenko ◽  
Daria V. Lakomova
Keyword(s):  
Young People ◽  
Language Policy ◽  
Fundamental Problem ◽  
Well Being ◽  
The State ◽  
Russian Language ◽  
Role Of The State ◽  
The Russian Language ◽  
Economic Risks

The purpose of the article was to classify and analyze the economic risks of language policy in Russia in the context of the peculiarities of the language culture of young people, as well as their ideas about the place and role of the Russian language in the economic development of Russia. The systemic nature of these risks, as well as the post-fundamentalist interpretation of political philosophy, allowed us to single out and classify the external and internal risks of language policy, as well as talk about the internal risks of language policy not only in the aspect of public policy (policy level), but also in the aspect of public activity and initiative (political level). It was revealed that the key problem of external risk management is the lack of certainty of the functional role of the Russian language. The key problem of managing internal risks is to change the emphasis of language policy from preserving the language situation to increasing human economic well-being, reducing language barriers as economic barriers. The fundamental problem of Russian language policy lies in the absolutization of the role of the state and its policy and insufficient attention to non-state actors, public organizations, communities and social groups as subjects of language policy. A reflection of the general inconsistency of modern Russian language policy is the state and peculiarities of the economic consciousness of young people, the study of which was undertaken by us in the aspect of the attitude and interpretation of foreign economic vocabulary by young people in Russian. It was found that, on the one hand, Russian youth demonstrates a positive attitude towards the possibility of finding and implementing Russian equivalents of foreign economic terms and concepts, and on the other hand, the study recorded an increase in skepticism towards this as young people grow up and are included in work and business. At the same time, it was revealed the importance of the educational sphere and the media as mediums for the transformation of language culture and tools of language policy.

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