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

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 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 Юмор как способ мотивации в процессе изучения иностранного языка

2021 ◽  
Vol 25 ◽  
pp. 239-249
Author(s):  
Оксана Самусенко ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Communication Barrier ◽  
The Russian Language

The paper deals with foreign language teaching methodology. It especially focuses on the ways of optimization of educational process for foreigners learning the Russian language. The goal of this article is the teaching of humorous texts as one of the ways to motivate students while mastering a foreign language. The paper includes an analysis of Russian educational material with a humorous component. The author explores the main difficulties of implementing humorous texts in the educational process and pays special attention to humour in animated movies. The conclusion is that an appropriately chosen humorous text motivates students to learn a foreign language, contributes to the development of linguistic, sociolinguistic and sociocultural competencies, and helps to overcome the communication barrier.

scholarly journals SPHERE CONCEPT OF RUSSIAN LANGUAGE IN THE STUDY OF LITERARY TEXT

2013 ◽  
Vol 3 (3) ◽  
pp. 75-80
Author(s):  
VIOLETTA GRIGORYAN
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Present Article ◽  
Literary Text ◽  
Russian Language ◽  
Literary Texts ◽  
Russian Culture ◽  
Text Study ◽  
The Russian Language

Joining Russian culture through literary texts is very important in the process of learning Russian as a foreign language (RFL). It may promote to intelligence of mode of thinking, attached to a new sphere concept, which can effectively help students to be acculturated in the process of creating a second language person at lessons of Russian language in higher school. In the present article we attempt to examine the sphere concept of the Russian language in the system of literary text study.

scholarly journals Teaching the adverbial participle to Hispanic students on the lessons of Russian as a foreign language

2021 ◽  
pp. 59-64
Author(s):  
Д.Р. Валеева
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Scientific Literature ◽  
Hispanic Students ◽  
Comparative Method ◽  
Russian Language ◽  
Similarity And Difference ◽  
Teaching Grammar ◽  
The Russian Language

Цель статьи – сопоставить русское деепричастие c испанским герундием и описать специфику презентации материала по теме «Деепричастие» испаноговорящим студентам. Методология работы основана на анализе и обобщении научно-педагогических трудов отечественных и зарубежных ученых в области преподавания грамматики. Несмотря на определенные сходства русского деепричастия с испанским герундием, нельзя отождествлять исследуемые грамматические формы. Автором также обосновывается целесообразность применения сопоставительного метода в преподавании, поскольку сравнение деепричастия с герундием на занятиях позволяет испаноязычным учащимся быстрее усвоить материал, избежать ошибок в употреблении деепричастия и, следовательно, достичь наилучших результатов в области овладения русской грамматикой. The purpose of the article is to reveal the features of similarity and difference between the adverbial participle and the Spanish gerund and describe the specifics of the presentation of the material on the topic «The adverbial participle» for the Hispanic audience. The methodology of work is based on the analysis and generalization of scientific and pedagogical papers of domestic and foreign scientists in the field of teaching grammar. When writing the article, the author also used textbooks on the Russian language for foreign students. The analysis of the scientific literature made it possible to reveal certain similarities between the adverbial participle and the Spanish gerund. But the article reveals the fact that it is nevertheless impossible to identify the investigated grammatical forms. The author justifies the advisability of applying a comparative method in teaching. Comparison of Russian adverbial participle with Spanish gerund during classes allows Hispanic students more quickly learn the material, avoid mistakes in the use of adverbial participles and, consequently to achieve the best results in the field of mastering Russian grammar.

scholarly journals “To see the world through the eyes of a Russian person” : review of the dictionary-textbook by Dronov V.V., Sinyachkin V.P., Shlyakhov V.I. The world of animals and birds in the Russian language con-sciousness. Part 1. Wild animals

2021 ◽  
Vol 2 (6) ◽  
pp. 307-311
Author(s):  
Eleonora D. Suleimenova ◽  
◽  
Sandugash K. Sansyzbayeva ◽  
Dana Kh. Akanova
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Point Of View ◽  
Wild Animals ◽  
The World ◽  
Original Approach ◽  
The Russian Language ◽  
Linguistic Material

The dictionary-textbook being analyzed has no analogues in the literature for teaching Russian to foreigners. It is based on zoomorphic images of wild animals in Russian language consciousness. The original approach realized by the authors in presenting the linguistic material, tasks and exercises was considered from the point of view of methodology of teaching Russian as a foreign language.

scholarly journals Contextuality in the Russian language

2019 ◽  
Vol 23 (3) ◽  
pp. 731-748
Author(s):  
Igor G. Miloslavsky
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Point Of View ◽  
Mutual Understanding ◽  
The Third ◽  
Successful Communication ◽  
Language Structure ◽  
The Relationship ◽  
The Russian Language

The modern scientific paradigm of linguistics that replaced comparative historical and linguistic-centric paradigm is focused on the relationship between language and reality which is inherently asymmetric in nature. In this situation, the problem of an accurate and complete mutual understanding of the participants of communication becomes more and more urgent. This problem considered in the framework of cultural studies suggests the division of cultures into high context cultures, i.e. those where the behavior of communication participants does not directly express their goals and intentions, and low context cultures, implying direct and frank manifestations of those intentions. The author applies the idea of high and low contextuality to the Russian language, setting the task of identifying those typical manifestations of Russian discourse in which the linguistic signs show a high dependence on the situational and verbal context, and in this way, by virtue of the language structure, cause difficulties for mutual understanding. From this point of view, the study investigates the polysemy of Russian words and grammatical forms, as well as the conditions in which their unambiguous understanding is or is not achieved. It emphasizes the insufficiency of merely stating the possibility of several solutions and the need for algorithms that provide the only (or not the only) correct solution. The author sees another obstacle for successful communication in hyperonyms that do not have a distinct hyponymic content for each participant of communication. The third obstacle is the omission of the verbal designation of modifying and / or substantial characteristics of reality. The article emphasizes that those who speak Russian, in principle possessing the resources necessary for overcoming these difficulties, seek to use them effectively only in certain specialized areas (science, sports, trade) and do not care about the maximum adequacy of language units and reality in everyday and political discourse. In conclusion, the article describes how to take into account the noted features of the Russian language when consciously learning Russian as a native language, as well as when teaching it as a foreign language.

scholarly journals Problems of mastering the grammar of Russian as a foreign language when teaching Francophones (from the point of view of a military institute)

2020 ◽  
Author(s):  
Viktoria Bestsennaya ◽  
Olga Fesenko
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Russian Language ◽  
Point Of View ◽  
National Language ◽  
French Language ◽  
Language Orientation ◽  
Military Institute ◽  
The Russian Language ◽  
Engineering Institute

The aim of the study was to conduct a comparative analysis of the grammatical systems of the Russian and French languages to identify significant differences that must be taken into account when studying Russian as a foreign language (RFL), and to offer a series of exercises aimed at preventing important errors in students’ speech from a communicative point of view. Comparing the systems, we compiled a list of grammatical features of the French language that affect the productive mastery of the Russian language, and offered examples of exercises aimed at preventing mistakes. A study of the effectiveness of the use of exercises was held at the Omsk Tank-Automotive Engineering Institute from 2016 to 2019 (in total, 50 students took part in the experiment). The learning outcomes allow us to talk about the prospects of considering the characteristics of the native language of cadets in teaching Russian as a foreign language. Keywords: Francophones, French speakers, Russian as a foreign language, methods of RFL, technology of national language orientation, lingua franca

scholarly journals Most common mistakes Chinese students make while learning Russian as a foreign language

2020 ◽  
pp. 146-154
Author(s):  
Galina E. Sokolova
Keyword(s):  
Foreign Language ◽  
Chinese Language ◽  
Chinese Students ◽  
Educational Material ◽  
Russian Language ◽  
Language Competence ◽  
Lecture Material ◽  
Language Norms ◽  
Teaching Chinese ◽  
The Russian Language

This article analyzes the various types of mistakes that Chinese students who come to study to Russia make. Since the improvement of the students’ speech culture and literacy is one of the main challenges that a teacher of Russian as a foreign language faces, it is necessary to carefully differentiate, distinguish and combat all possible sorts and kinds of errors Chinese students make while studying. Unfortunately, most students’ language competence is too low for a fullfledged academic activity. They find it difficult to communicate in the Russian language, to work with the educational material, to write, listen to, perceive, and then to reproduce the lecture material. The Chinese language is fundamentally different from the Russian language, for example, Chinese nouns are not marked for gender, number, or case. And when learning Russian, students face rules and language norms, which they find very difficult not only to understand, but also to apply in practice. Observations and years of experience of teaching Chinese students prove that the mistakes, they make in the process of learning Russian, are quite similar. Therefore, the article attempts to consider, analyze and organize possible cases of violation of all language norms of the Russian language.

Features of medical terminology teaching in Russian as a foreign language lessons

2019 ◽  
pp. 99-105
Author(s):  
Elena Zinovyeva
Keyword(s):  
Medical Students ◽  
Foreign Language ◽  
Educational Material ◽  
Russian Language ◽  
Medical Terminology ◽  
Syntactic Skills ◽  
Medical Terms ◽  
Clinical Terminology ◽  
The Russian Language ◽  
Selection Of

We consider the issues of studying medical terminology in the lessons of the Russian language with a foreign audience. Medical terminology is a macroterminosystem consisting of subsystems (anatomical and histological, clinical, pharmaceutical), each of which has its own characteristics. This phenomenon must be considered in creating a system of tasks and exercises for teaching Russian as a foreign language to medical students. We analyze the methods of semanticization of medical terms, describe the principles of planning the program of the Russian language course for foreign medical students, suggest methods for developing the skills of dialogical speech at different stages of the lesson. We review and group the most productive methods of language aspects teaching, their use in writing and speaking; we present the criteria for the selection of educational material aimed at the formation and improvement of phonetic, lexical, grammatical, morphological and syntactic skills. Listening is a mandatory component of any Russian as a foreign language lesson. We present the possible topics and options for working with anatomical and clinical terminology. We conclude that teaching the language of the specialty for medical stu-dents should be diverse, multidisciplinary and include work to realize three main aims: teaching, developing and educational.

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