scholarly journals SOME THEORETICAL ISSUES ON TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2015 ◽  
Vol 8 (2) ◽  
pp. 65-68
Author(s):  
NUNE AIVAZYAN
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Language Teachers ◽  
Elementary Level ◽  
Educational Materials ◽  
Educational Models ◽  
Distinctive Features ◽  
Theoretical Issues ◽  
The Russian Language

Distinctive features of the methodology of teaching Russian as foreign language, as well as the description of the new textbook of Russian language (elementary level) are outlined in the article. According to the methodology of teaching Russian as a foreign language one of the ways of productive teaching is the usage of good educational materials, a textbook was developed by the Russian language teachers of YSU in which the methodology of teaching Russian as a foreign language is outlined in the form of consequentially given educational models and exercises for fixing the grammatical constructions and for activating the lexis.

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.

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 I'M GIVEN A CORPUS – WHAT TO DO WITH IT? CORPUS TECHNOLOGIES IN RUSSIAN LANGUAGE TEACHING AND LEARNING

2021 ◽  
pp. 4-13
Author(s):  
М.Ю. Лебедева
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Russian Language ◽  
Ministry Of Education ◽  
Educational Materials ◽  
Training Systems ◽  
The Russian Federation ◽  
Direct Use ◽  
The Russian Language

Статья посвящена корпусной лингводидактике – прикладной междисциплинарной области, изучающей возможности, преимущества и ограничения применения языковых корпусов в обучении языку. В сфере обучения русскому языку, в том числе РКИ, это направление только развивается, однако уже сейчас очевиден потенциал корпусного подхода как в практике преподавания языка, так и в развитии методики РКИ; как на уровне создания учебных материалов, так и на уровне разработки автоматизированных обучающих систем и других продуктов на стыке лингводидактики и информационных технологий. В статье предлагается обзор направлений корпусной лингводидактики русского языка, таких как корпусное преподавание, разработка средств обучения с опорой на корпус и создание специальных корпусов для прикладных лингводидактических задач. Сorpus linguistics, corpus-based languagу teaching, corpus-driven language teaching, corpora, corpus technologies. The article is devoted to the possibilities, advantages and limitations of the use of language corpora in language teaching. In the field of teaching the Russian language, including Russian as a foreign language, this direction is only developing, however, the potential of the corpus approach is already obvious both in the practice of teaching the language and in the development of the RFL methodology; both in creating educational materials, and in developing automated training systems and other products. The article offers an overview of the areas of utilizing corpora in Russian language teaching, such as direct use, indirect use and the creation of special corpora for applied pedagogical problems. The article opens the special issue. The article was prepared in full within the state assignment of Ministry of Education and Science of the Russian Federation for 2020-2024 (No. FZNM-2020-0005)

scholarly journals Teaching expats Russian as a foreign language

2019 ◽  
pp. 64-71
Author(s):  
A. Zhukovska
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Traditional Approach ◽  
Russian Language ◽  
Elementary Level ◽  
New Approach ◽  
Approach To Teaching ◽  
Foreign Corporations ◽  
The Individual ◽  
The Russian Language

This article focused on the challenges of teaching the Russian language as a foreign language at elementary level on individual basis with expatriates-employees of foreign corporations working in Russia. The article discusses in detail the characteristics of this student category and analyzes the differences between the individual classes of the teacher of Russian as a foreign language with expatriate students, from working with students in a group. Meanwhile, there has been an attempt to substantiate a new approach to teaching this group of students, which by many criteria it should differ significantly from the traditional approach to teaching Russian as a foreign language, presented in modern textbooks for foreigners. Considering the information findings, teachers have to create their own teaching materials that cannot replace a professionally created textbook. Undoubtedly, this complicates the work of the teacher, slows down the learning process, and does not stimulate the students to work on classes.

scholarly journals SHORT FILM НЕ МОЙ IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Author(s):  
С. Рудольф ◽  
Л.Б. Волкова
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Short Film ◽  
Friedrich Schiller ◽  
Educational Materials ◽  
Speech Activity ◽  
Language Environment ◽  
The University ◽  
The Russian Language ◽  
Slavic Studies

Предлагаемые учебные материалы направлены на активизацию речевой деятельности студентов, развитие коммуникативной и социокультурной компетенции, что особенно актуально вне языковой среды. Материалы были апробированы в работе со студентами Института славистики и кавказоведения Йенского университета им. Фридриха Шиллера. The proposed educational materials are aimed at enhancing students' speech activity, developing communicative and sociocultural competence, which is especially important outside the language environment. The materials were tested when teaching the Russian language to students of the Institute of Slavic Studies and Caucasian Studies at the University of Jena named after Friedrich Schiller.

scholarly journals LINGUISTIC TEXTBOOK OF THE RUSSIAN LANGUAGE IN THE SYSTEN OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
O.V BONDAREVA ◽  
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Language Teaching ◽  
Russian Language ◽  
Language Transfer ◽  
Educational Materials ◽  
Adequate Understanding ◽  
English Speaking ◽  
Approach To Teaching ◽  
The Russian Language

The article deals with the issue of linguistic-oriented teaching of Russian as a foreign language. The features of the methodological concept of the national-linguistic orientation of language teaching are described, the advantages of this approach to teaching are formulated. As an illustrative example, a description of a textbook on the Russian language for English-speaking students is given. Some illustrative fragments of the textbook and ways of presenting language material are presented. Analyzed the scientific works of modern methodologists on this topic. Revealed the urgency of the problem, which is associated with the need to create educational materials of a linguistic nature for a different contingent of students, studying the interaction of languages in the minds of students, ways of representing linguistic phenomena, taking into account the general and specific features of contacting language systems, difficulties in teaching Russian due to the originality of the native language, transfer current rules, programs of speech behavior from the native language into the studied (Russian) language. A linguistic textbook on the Russian language must certainly take into account the peculiarities of the studied language through the prism of the native language and consciously rely on it, but not by comparing the systems of two languages, but by including educational comments, increased attention to a particular language fact that causes special difficulties, and the choice of semantization techniques lexical units, the sequence of studying the material and certain ways of presenting the material. Taking into account the above factors contributes to a quick and adequate understanding of the facts of the studied language, a solid assimilation of the material.

scholarly journals THE POTENTIAL OF DIALECT PHONETIC MISTAKES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
Vol 5 ◽  
pp. 582-587
Author(s):  
Suellen Martins Medina ◽  
Ekaterina Budnik
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
Russian Language ◽  
Educational Materials ◽  
Brazilian Students ◽  
Methodological Principles ◽  
The Russian Language

This article examines the problem of presenting phonetic material in texts when teaching Russian as a foreign language (RFL) to Brazilian students. Based on the methodological principles of teaching Russian phonetics, the authors discuss the importance of taking into account students' phonetic needs in selecting text in the educational process. The structure of educational materials and educational texts are analysed as an example of this approach. The authors offer to consider the national specifics of students to increase the efficiency of work on phonetics. To analyse the phonetic material present in texts and expose the specific difficulties Brazilian students experience when learning the Russian language, the authors experimented using a text from the textbook "Poekhali! 1 level". From different regions, fifty-four students were interviewed, and we presented different phonetic problems according to their dialectal characteristics. The most exciting and complex phonetic error is related to the pronunciation of the sounds [r]-[rʲ] and [X]-[Xʲ]; based on this type of error it is possible to determinate the provenience of the interviewed students.  

scholarly journals COMPARATIVE ANALYSIS OF EDUCATIONAL PROGRAMS IN RUSSIAN AS A FOREIGN LANGUAGE IN RUSSIA AND IN CHINA

2020 ◽  
Vol 54 (4) ◽  
pp. 169-178
Author(s):  
Aiyisha YUSUFU ◽  
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Chinese Students ◽  
Educational Programs ◽  
Russian Language ◽  
Educational Institutions ◽  
Elementary Level ◽  
Similarities And Differences ◽  
Basic Level ◽  
The Russian Language

Statement of the problem. The article is devoted to a comparative analysis of educational programs in the Russian language at universities in China and Russia on the example of the Chinese “Curriculum for the Russian language for higher educational institutions” (2012) and the Russian “Linguodidactic program in Russian as a foreign language. Elementary level (A1). Basic level (A2). The first certification level (B1)” (2017). The main sections of the curriculum, related to the description of the goals and content of training, act as a guideline for both teachers and authors of textbooks. At the same time, Russian language curricula aimed at Chinese students at universities in Russia and China differ in their content. The purpose of the article is to compare the goals and content of teaching Russian to Chinese students in China and Russia. Methodology (material and methods). The material of the research was the Chinese “Curriculum for the Russian language for higher educational institutions” published by the Publishing House for Research and Teaching Foreign Languages ​​of China and the “Linguodidactic Program in Russian as a Foreign Language. Elementary level (A1). Basic level (A2). First certification level (B1)”. In the course of the study, the method of comparative analysis was used. Research results. The study revealed the similarities and differences in the goals and content of teaching aspects of the language and types of speech activity for Chinese students in two countries, an attempt was made to explain these similarities and differences. The research results can be used in teaching Russian to Chinese students. Conclusion. It has been established that the difficulties experienced by Chinese students in the study of the Russian language in Russian universities are not only subjective, but also objective. They are conditioned by the conditions of education (in the linguistic environment or outside it) and different linguodidactic traditions. This is revealed in the course of the analysis of the curriculum aimed at Chinese students studying Russian language: the authors of the Chinese program focus on teaching grammar and writing, while the authors of the Russian program emphasize on teaching oral speech.

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

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