scholarly journals Comparative Approach in Teaching German as the Second and Czech as the First Foreign Language: the Case of Prepositional Government of Verbs

2021 ◽  
Vol 7 (1) ◽  
pp. 130-139
Author(s):  
M. A. Yelizaryeva ◽  
I. V. Alexandrova
Keyword(s):  
Foreign Language ◽  
Language Contact ◽  
Mother Tongue ◽  
Russian Language ◽  
Comparative Approach ◽  
First Year ◽  
State University ◽  
Russian State ◽  
Target Languages

The article focuses on the comparative approach in teaching German as the second foreign language simultaneously with Czech as the first foreign language at the Russian State University for the Humanities. The bachelor program “Slavistics and Central European studies: languages, culture and literature of the Czech Republic and Austria” at the RSUH has some unique features: from the first year of this program students learn simultaneously two foreign languages: Czech as the first foreign language and German as the second one, therefore, they often make mistakes in German due to the influence of their mother tongue, Russian, as well as English, learned at school, and Czech. If the teacher of German has a good command of the Czech language, he or she can use some similarities between German and Czech that have appeared due to their long-term language contact and convergent evolution. The prepositional government of some Czech and German verbs is one of these similarities that distinguish them from the Russian language. And many mistakes are made by students in their target languages due to the verbal government of Russian. But with that said this language transfer could be avoided or reduced if we show that plenty of German and Czech verbs have analogous verb government. In order to check this statement, we have made a set of exercises (substitution drill and translation “Czech – German”, “German – Czech”, “Russian – Czech, German”), which contained four couples of German and Czech verbs with prepositional government. The testing of these exercises on seven second-year-students of the RSUH has shown that such exercises could help students to focus on Czech-German grammatical similarities and reduce the influence of the Russian language.

scholarly journals Difficulties faced by a foreign student during their first year of study at a Russian university in the Russian language

2020 ◽  
pp. 205-211
Author(s):  
Alla A. Zhukovska
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Foreign Student ◽  
Russian Language ◽  
First Year ◽  
First Year Students ◽  
The Real ◽  
Level Of Knowledge ◽  
The Russian Language ◽  
Lack Of Knowledge

The article deals with the issue of the language adaptation of foreign students who have left the preparatory faculty and begun their studies in Russian in the first year of the main faculty of the Russian University. The main problem is the lack of knowledge of Russian by foreign students to understand and take notes at lectures, to actively participate in seminars. The article identifies and discusses the main difficulties faced by foreigners while studying in Russia and the reasons of their appearance, analyzes the conditions of training of foreign students at the preparatory faculty and the real results of this training, the main of which is the discrepancy between what foreign students know and are capable of and what they need to know and be able to, becoming the first-year students of a Russian University. Most first-year foreign students find it difficult to study at the same level with Russian students, so they need the support and understanding of not only teachers of Russian as a foreign language, but also teachers of other subjects. It is noted that teachers who don’t specialize in teaching Russian as a foreign language can’t and don’t want to adequately assess the level of knowledge of a foreign student and help them if needed. The article proposes a possible solution to this problem.

scholarly journals Methodology of first-year students’ foreign language written discourse competency development

2021 ◽  
pp. e021023
Author(s):  
Iryna Hoshtanar ◽  
Olga Kostrubina ◽  
Aelita Lebedieva ◽  
Oksana Izmailov
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
First Year ◽  
State University ◽  
Competency Development ◽  
Written Discourse ◽  
First Year Students ◽  
Experimental Teaching ◽  
The Subject ◽  
Development Of Students

The article focuses on the issues of methodology of first-year students’ foreign language written discourse competency development. The aim of this paper is to present the results of experimental work on the development of first-year students’ foreign language written discourse competency and to specify the achievements in its implementation into the educational process at the Faculty of Foreign Philology of the Kherson State University. The subject of our research project is the methodology of the development of students’ written discourse competency as the basis for their written communication in a foreign language. The achievement of this goal was carried out in the course of solving a number of tasks. Thus, the notion of written discourse competency in a foreign language is considered and its structure and components are clarified. The methodology of university students’ foreign language written discourse competency development is presented in the form of a model which includes 5 components: target, concept, content, procedure and outcome. The results obtained in the course of the experimental teaching are given.

scholarly journals Schwerpunkte immer noch schwer? Einige Überlegungen über die deutsche Grammatik für slawische native speakers

2020 ◽  
Vol 47 (1) ◽  
pp. 41-51
Author(s):  
Olga Kostrova ◽  
Izabela Prokop
Keyword(s):  
Social Sciences ◽  
Foreign Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
State University ◽  
Error Prevention ◽  
Grammatical Categories ◽  
Suitable Measure ◽  
Adam Mickiewicz

The aim of this article is to present the project of a contrastive Polish-German and Russian-German grammar, which arose as a result of the cooperation between Samara State University of Social Sciences and Education and Adam Mickiewicz University in Poznan. The idea of a unilateral grammar which is based on the categories of the mother tongue of the learner and is aimed at the foreign language to be learned, is designed as a suitable measure within the framework of error prevention. The grammar contains selected grammatical categories that are significant sources of errors for native Slavic speakers

scholarly journals Synthetic artistic culture as a fundamental principle of culturally-oriented teaching of the Russian language in Slovakia: to Eva Kollarova’s anniversary

2019 ◽  
Vol 17 (4) ◽  
pp. 408-413
Author(s):  
Frantisek Heiser
Keyword(s):  
Foreign Language ◽  
Significant Contribution ◽  
Language Education ◽  
Fundamental Principle ◽  
Foreign Language Education ◽  
Russian Language ◽  
Educational Work ◽  
Russian Art ◽  
The Russian Language

The report is devoted to culturological research in foreign-language education, issues of working at masterpieces of Russian art in connection with a systemic-chronological presentation of ingenious representatives of Russian culture in the dialogue with Slovak culture. The communicativecultural concept constitutes the basis of long-term research and educational work of the remarkable Slovak specialist in Russian philology Eva Kollarova. An analysis of Eva Kollarova’s textbooks and monographs presented in the article shows her significant contribution to the Russian language diffusion not only in Slovakia, but also in other European countries.

scholarly journals Modern principles of developing the subtest “Reading and Use of Language” of the TORFL-II

2021 ◽  
Vol 19 (2) ◽  
pp. 207-221
Author(s):  
Inna N. Erofeeva ◽  
Tatiana I. Popova
Keyword(s):  
Foreign Language ◽  
Reliability And Validity ◽  
Russian Language ◽  
Integrative Approach ◽  
Second Phase ◽  
Language Test ◽  
State University ◽  
Assessment Task ◽  
Different Types ◽  
And Control

The article is devoted to the topical problem of modern principles of developing tests of Russian as a foreign language (RFL), taking into account the world experience. The purpose of the article is to summarize the modern principles of language test development and to show how they are implemented in the new tests of Russian as a foreign language. The materials of the article include the research papers of Russian and foreign authors in the sphere of methodology over the past 20 years, as well as modern formats of testing in foreign languages. At the first stage of the study, general scientific methods of generalization, systematization and structuring were used. At the second phase, a new format of the RFL test Reading and Use of Language (B2) was modelled, combining language and communication competence testing. At the third stage, an experiment was conducted to test the new format. 48 foreign master students studying the program Russian Language and Russian Culture in the Aspect of Russian as a Foreign Language in Saint Petersburg State University took part in the experiment. It was concluded that the modern language test, in accordance with the basic cognitive and communicative principle of learning and control, should be based on the following principles: testing skills in different types of speech activities mainly on the text material; interdependence between the type of the task and the speech genre of the text being created/used in the task; basing on a linguistic and didactic description of the communicative competence level; integrative approach; using different types of test tasks within one subtest; the principle of increasing complexity of tasks; taking into account the complexity of each task in its assessment; task feasibility according to students educational level; taking into account the values of the multicultural world; taking into account international experience; basing on reliability and validity criteria of test tasks. These principles implemented in the new TORFL-II subtest format Reading and Use of Language are presented in the article. The implementation of modern test principles should ensure that all speech control facilities are systematically allocated to the appropriate level and parameters for their assessment. The above-mentioned principles of test creation and the example of their implementation can be taken as the basis of a full-fledged system of control and measurement materials based on linguistic and didactical descriptions of each level.

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

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.

scholarly journals Отражение стереотипных представлений о русских людях в практике преподавания русского языка как иностранного (на примере китайских учебников)

2020 ◽  
Vol 46 (2) ◽  
pp. 6-14
Author(s):  
Цзин ЛИ ◽  
Любовь Александровна ЗОЛОТАРЁВА
Keyword(s):  
Foreign Language ◽  
Comparative Method ◽  
Educational Material ◽  
Russian Language ◽  
Point Of View ◽  
First Year ◽  
Negative Stereotypes ◽  
Russian Culture ◽  
Primary Image ◽  
The Russian Language

В статье анализируются китайские учебники русского языка с точки зрения отражения в них стереотипных представлений о поведении русского человека в различных бытовых ситуациях. Материал ограничен темами первого года обучения, в течение которого у китайских студентов языковых факультетов закладываются основы знаний о русской культуре, это темы «Семья», «О себе», «Учёба», «Рабочий день», «В гостях», «Отдых», «У врача», «В кафе», «Магазины, покупки». Авторы привлекают внимание к спорным моментам в учебном материале, требующем специального комментария преподавателя русского языка. В статье анализируются как положительные, так и отрицательные стереотипы, которые служат основой для создания первичного образа представителя русской культуры. При анализе материала был использован сопоставительный метод. русский язык как иностранный, русский язык в Китае, стереотипные представления, китайские учебники русского языка, «Русский язык в университетах (Восток)», стереотипы о русских именах, внешность русских, поведение и привычки русских людей, устаревшая информация The article analyzes Chinese textbooks of the Russian language from the point of view of their reflection of stereotypical ideas about the behavior of a Russian person in various everyday situations. The material is limited to the topics of the first year of study, during which Chinese students of language faculties learn the basics of knowledge about Russian culture. The list of topics includes: “Family”, “About Me”, “Study”, “Workday”, “Away”, “Rest”, “At the doctor”, “In a cafe”, and “Supermarkets, purchases”. The authors draw attention to controversial points in the educational material, requiring special commentary from the Russian language teacher. The article analyzes both positive and negative stereotypes, which are the basis for creating the primary image of a representative of Russian culture. The image of a Russian person represented in first-year textbooks is not ideal, both advantages and vices are noted. The authors also point out that some of the material in the Chinese textbooks no longer corresponds to today’s Russian reality and needs to be corrected. A comparative method is used in the analysis of the material. Russian as a foreign language, Russian language in China, stereotypes, Chinese textbooks of the Russian language, “Russian language at universities (East)”, stereotypes about Russian names, Russian appearance, behavior and habits of Russian people, outdated information

scholarly journals Формирование поликультурной образовательной среды как средства интенсификации обучения русскому языку как иностранному

2021 ◽  
Vol 12 ◽  
pp. 82-97
Author(s):  
Людмила Кипнес ◽  
◽  
Елена Непоклонова ◽  
Keyword(s):  
Foreign Language ◽  
Decisive Role ◽  
Russian Language ◽  
Joint Project ◽  
Flexible System ◽  
Russian State ◽  
Teachers And Students ◽  
Science And Culture ◽  
The University ◽  
Methodological Aspects

The article discusses ways of forming a multicultural educational environment as an actual means of effective teaching of Russian as a foreign language. Methodological issues are considered in close interaction with the issues of the relationship between science and culture at the present stage, special attention is paid to the decisive role of methodological reflection in the competence model of a modern researcher and how to form it in the process of teaching research skills at the stages of school and university learning using the example of teaching the Russian language as to foreign. Particular attention is paid to modern educational projects aimed at creating an effective multicultural interaction between students studying Russian as a foreign language in order to intensify learning. In the framework of the multicultural interaction project between Turkmen and Russian students, implemented at the Russian State Medical University, the article discusses the methodological aspects of linguistic Olympiads and the joint project activities of Turkmen and Russian students. The article also discusses the prospects of creating a Russian-Turkmen language center on the basis of the university as a scientific community of teachers and students, suggesting a flexible system of various types and methods of integration in order to solve various professional problems.

scholarly journals Assessment and final reports in foreign language lessons

EduLingua ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 57-65
Author(s):  
Feryal Çubukçu
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Human Memory ◽  
Western Coast ◽  
State University ◽  
Morphological Complexity ◽  
Single Root ◽  
Complex Words ◽  
Shed Light ◽  
Separate Entry

Psycholinguists are interested in how words are stored in human memory. The question as to whether words are stored as single root words or whether they are stored along with the affixes still remains a controversial issue. Aitchison (1987) believes that each word has a separate entry. Mackay (1978) and Taft (1981) hold that words are made of constituent morphemes. When we listen, we decompose the morphemes and when we speak, we combine them to make multimorphemic words. The decomposition view claims that only the root is stored in memory. To test this claim, a group of 50 intermediate level students at the preparatory department of a state university situated on the western coast of Turkey were selected. They were taught 10 pseudo root nouns and verbs and 10 psuedo complex nouns and verbs. To see how the morphological complexity affected lexical access and which type of words were better remembered, they were tested on these words. Then the same group was given 10 root and 10 complex words in their mother tongue and their answer times were compared. Students recalled the root words more easily and accurately.The results shed light on the validity of the decomposition theory, showcasing we remember the words in roots better.

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