Technologies teaching students in russian universities within the framework of the person-oriented and competence–based approaches

In the era of internationalization of education, process integrating the synthesis of the person-oriented and competence-based approaches, the introduction of new technologies for teaching the Russian language to foreign students is especially rapid and intensive being one of the most relevant issues in education sector. Educational process and subsequent socialization in the foreign language environment is based on the acquisition, transformation and active reproduction of knowledge, skills and abilities of the verbal and nonverbal communicative behaviour representing a set of communicative rules being obligatory for the performance in the linguo-cultural community within the standard communicative situations. Research indicates that integration of teaching technologies when mastering Russian as a foreign language forms an effective system of educational process, involving the synthesis of methods, goals, content, forms, means, namely, its main components; students' active involvement in educational activities creates comfortable conditions for implementation of fruitful educational process and improvement of their communicative competence.

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Modern Approaches and Methods in Teaching English

Interactive science ◽

10.21661/r-552102 ◽

2020 ◽

pp. 63-66

Author(s):

Marina Anatolevna Sinovats

Keyword(s):

Foreign Language ◽

New Technologies ◽

Traditional Education ◽

Educational Process ◽

Human Potential ◽

Educational Institutions ◽

Innovative Methods ◽

The Face ◽

Recent Trends ◽

Main Components

Teaching a foreign language includes two main components: to impart and to receive information. In practice, the teacher tries his best to convey the knowledge that he has. The use of innovative methods in educational institutions expands the rights and opportunities of both students and teachers. Innovative technologies contribute to the development of the country's human potential. With a number of educational opportunities available to students of the modern generation, new trends that have completely changed the face of the traditional education system have emerged. Recent trends in the methodology reflect the vitally important role of the education sector as a whole, with its internalization of the educational process, emphasis on quality, and increased use of new technologies. Theory and methods are constantly being developed in the field of ELT. The article presents well-known trends in ELT that have been practically used all over the world recently. New trends in foreign language teaching are becoming known as GTM, a communicative method.

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M-learning in project activities when teaching Russian as a foreign language

10.29039/02051-7 ◽

2021 ◽

Author(s):

Evgeniya Kallisratidis ◽

Svetlana Korostova ◽

Igor' Nefedov ◽

Andrey Panteleev ◽

Anna Tretyakova ◽

...

Keyword(s):

Foreign Language ◽

Foreign Students ◽

Educational Process ◽

Russian Language ◽

Additional Source ◽

Home Reading ◽

Introductory Part ◽

Depth Study ◽

Advanced Stages ◽

The Russian Language

The textbook is intended for foreign students who speak Russian at the basic and first certification levels and master the official business and scientific styles of speech. The manual is made up of texts about the Southern Federal University that differ in their level of complexity. Each text is accompanied by pre-text and post-text tasks, including lexical and grammatical exercises aimed at the formation of speech competencies, as well as at repetition and deeper assimilation of the language material studied in the framework of the main courses of Russian as a foreign language. The textbook can be used as an additional source of materials for teaching foreign students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes and as a book for home reading, as well as in the process of independent in-depth study of the Russian language. The textbook is addressed to foreign students of the secondary and advanced stages of education, as well as to all foreign readers interested in the Southern Federal University and seeking to expand their vocabulary, as well as to master the official business and scientific style of speech. The introductory part of the textbook may also be of interest to teachers of Russian as a foreign language (RKI), who expand their professional competencies through the introduction of innovative technologies in the educational process.

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ON THE QUESTION OF LINGUO-REGIONAL ORIENTATION OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE

Pedagogical IMAGE ◽

10.32343/2409-5052-2020-14-4-597-606 ◽

2020 ◽

Vol 14 (4) ◽

pp. 597-606

Author(s):

L. Ts. Tarchimaeva ◽

Keyword(s):

Cultural Competence ◽

Foreign Language ◽

Foreign Students ◽

Language Education ◽

Local History ◽

Educational Process ◽

Russian Language ◽

State University ◽

Multicultural Environment ◽

Regional Component

Abstract. Introduction. The formation of socio-cultural competence in a multicultural environment is an urgent topic of modern foreign language education. The purpose of the research is to reveal the peculiarities of teaching Russian to foreign students in a regional Russian University. Materials and Methods. The object of the research is the method of forming socio-cultural competence in the process of teaching Russian with a linguo-regional orientation. The material of the research is local history texts about the traditions, history and culture of the Buryat people, which are adapted for educational purposes and supplemented by the author’s development of lexical and grammatical tasks. The scientific and methodological material is presented on the basis of a descriptive method of research and analysis of their own pedagogical experience. Results. The scientific novelty consists in the consideration of practical forms of work on the formation of socio-cultural competence, taking into account the national and regional component, using the example of teaching Russian to foreigners at the Buryat state University. The research results in a fragment of a lesson on regional studies developed within the framework of the linguistic and regional orientation of Russian language teaching in the regions of Russia. Conclusion. In the future, the systematic use of local history material in the educational process will expand the productive forms of work on the formation of socio-cultural competence for foreigners who have arrived for a language internship at a regional Russian University. Keywords: Russian as a foreign language, linguistics, national and regional component, linguistics, socio-cultural competence, language training, Buryatia.

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FЕАTURES OF TRAINING FOREIGN STUDENTS IN BUSINESS COMMUNICATION IN THE ASPECT OF RUSSIAN AS A FOREIGN LANGUAGE

Bulletin of Kemerovo State University ◽

10.21603/2078-8975-2016-2-171-175 ◽

2016 ◽

pp. 171-175 ◽

Cited By ~ 1

Author(s):

S. Ya. Evtushenko

Keyword(s):

Foreign Language ◽

Foreign Students ◽

Business Communication ◽

Educational Process ◽

Teaching Business ◽

Business Competencies ◽

Language Communication ◽

Professional Business ◽

Language Environment

The paper discusses the problem of teaching business communication to foreign students majoring in Linguistics. To date, it can be argued that it is very important, because it enhances the role of foreign language communication in the professional employment of modern professionals. The purpose of the paper is to develop guidelines for improving the educational process for teaching business communication to foreigners. The author focuses on the modern educational technologies used in their practice. The author allocates and describes the methods and forms of working to facilitate efficient formation of professional business competencies in foreign (Chinese) students at the advanced stage of training in the language environment. The research resulted in a number of significant proposals for optimatizing the educational process for foreign students.

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Russian as a foreign language and the peculiarities of its teaching

LAPLAGE EM REVISTA ◽

10.24115/s2446-6220202173d1691p.60-64 ◽

2021 ◽

Vol 7 (3D) ◽

pp. 60-64

Author(s):

Yameng Wang

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Process ◽

New Technologies ◽

Educational Process ◽

Learning Material ◽

Optimal Learning ◽

Online Technologies ◽

Number Of Factors ◽

Main Components

The features of the process of teaching Russian as a foreign language using modern online technologies are considered. The main components of the organization of the learning process of the teacher in the mode of synchronous and asynchronous communication and the classification of online services and online resources for language learning, including an overview of applications for the organization of the learning process are presented. The author points out the relationship of goals and features of the educational process with the chosen method of teaching and the main components of the educational process aimed at building a flexible learning model focused on the optimal learning material acquisition by students when teaching Russian as a foreign language. The relevance of this topic is due to a number of factors of modern reality, which point to the importance and necessity of applying new technologies and teaching methods in the traditional educational process.

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Comparative typological method as a tool for teacher training philologist in the process of teaching the Russian language

Linguistics ◽

10.12958/2227-2631-2021-1-43-107-115 ◽

2021 ◽

pp. 107-115

Author(s):

Svitlana Shpetna ◽

◽

Оlha Kirichenko ◽

Keyword(s):

Foreign Language ◽

Foreign Students ◽

Native Language ◽

Russian Language ◽

Material Structure ◽

Analysis And Synthesis ◽

Contact Language ◽

Complete Exclusion ◽

Language Environment ◽

Level Of Motivation

The article considers some aspects of the use of comparative-typological method in the process of studying the educational component «Russian language» by applicants for higher education from Turkmenistan, the role and significance of the comparative characteristics of Turkmen and Russian language to solve a specific methodological task: teaching students the language to master the future profession of teacher of Russian language and literature. In practice, it is proved that the complete exclusion of the native language in the process of learning Russian (as a foreign) language is impossible. Assimilation of Russian by Turkmen students occurs in most cases through the structure of the native Turkmen language, taking into account typological properties in phonetics, lexicology, phraseology, morphology, based on linguistic, cultural, mental features, which affects not only the mastery of a foreign language but and for a better understanding of the native language, thanks to the knowledge of different language cultures, national peculiarities of perception of the world and determination of one's place in it. One of the conditions for effective teaching of Russian to foreign students is the use of comparative-typological method, which allows the teacher to explain language features, clarify similarities and differences between contact language systems, taking into account the processes of interference of native language in Russian. By gradually involving students in such activities, we increase the level of motivation to learn a foreign language, stimulate the improvement of communication skills, as well as the ability to abstract thinking, analysis and synthesis, clear and precise expression, ability to argue and support facts. This approach helps students to more easily learn the material, structure it, organize knowledge of native and Russian languages, which significantly improves the understanding of language as such and linguistic phenomena in general. The use of the method of comparison helps Turkmen students to adapt more quickly to the language environment, to adequately understand and master the material of lectures and practical classes, to prevent typical language mistakes, and in general to overcome difficulties in the learning process. Language comprehension gives students the opportunity to form linguistic and communicative competence in the areas of professional and situational communication in oral and written forms, and thus to be successful in the profession.

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VIDEO COURSES AS ONE OF THE METHODS FOR IMPROVING THE EFFICIENCY OF TEACHING THE RUSSIAN LANGUAGE AS A FOREIGN

BULLETIN Series of Philological Sciences ◽

10.51889/2020-1.1728-7804.110 ◽

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.

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Linguistic Security of Russia in the Mode of Multilingualism

Nizhny Novgorod Linguistics University Bulletin ◽

10.47388/2072-3490/lunn2020-si-139-152 ◽

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.

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Game Method of Studying Species-Tense Form of the Russian Verb

Scientific Research and Development Modern Communication Studies ◽

10.12737/article_5cb6e031831c73.50634397 ◽

2019 ◽

Vol 8 (2) ◽

pp. 59-62

Author(s):

О. Арискина ◽

O. Ariskina ◽

Ю. Бокатина ◽

Yu. Bokatina ◽

Е. Дрянгина ◽

...

Keyword(s):

Foreign Language ◽

Foreign Students ◽

Educational Practice ◽

Language Game ◽

Educational Process ◽

Interactive Methods ◽

State University ◽

Initial Stage ◽

Russian Verb ◽

Language Environment

In this article, we will discuss gaming techniques to study species-tense forms of the Russian verb at the initial stage of teaching Russian as a foreign language. Game techniques belong to the group of interactive methods in modern education. Interest in them emerged when educational practice showed that positive changes in society could not be achieved within the framework of the traditional model of education. Game techniques contribute to the formation of foreign students communicative, linguistic and linguistic competencies, develop the ability to work in a team to defend their own opinion. Of particular relevance is the use of interactive techniques in the study of the species-temporal forms of verbs at the initial stage of teaching Russian as a foreign language. Develop and verify the effectiveness of the proposed in the article the methodology was carried out in 2016-2018, the experiential learning was conducted on the basis of the National Research Ogarev Mordovia State University. Analysis of the results of application of game methods in the study of species-tense forms of the Russian verb showed that the proposed method gave educational process more informed and fascinating character. Interactive tasks contributed to the development of communicative and linguistic competence of students and helped foreign students acquire social experience of interaction in the language environment.

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VIDEO LESSONS AS ONE OF AN EFFECTIVE METHODS IN TEACHING RCL TO CHINESE STUDENTS

BULLETIN Series of Philological Sciences ◽

10.51889/2020-4.1728-7804.86 ◽

2020 ◽

Vol 74 (4) ◽

pp. 428-432

Author(s):

Duo Li ◽

Keyword(s):

Foreign Language ◽

Foreign Students ◽

Comparative Method ◽

Chinese Students ◽

Educational Process ◽

Russian Language ◽

Video Tutorials ◽

Video Lesson ◽

Teaching Chinese ◽

The Russian Language

The Russian language is one of the richest languages of our time. Currently, more than 200 million people speak Russian. It is also one of the ten working languages of the United Nations. The Russian language is one of the most difficult for foreign students to learn, which necessitates a better approach to the educational process. The article examines the study of the problem of increasing the effectiveness of teaching Chinese students Russian as a foreign language. A solution to the problem in the auxiliary application of video tutorials is proposed. An analysis of several existing video tutorials available online is being carried out. The article deals with the comparative method of difficult moments that may arise for Chinese students studying Russian. It is confirmed that the creation of a new video lesson and the linguo-methodological foundations of its implementation in the educational process are new and relevant.

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