scholarly journals WORKING WITH AUDIOVISUAL MEANS ON PRACTICAL CLASSES WITH FOREIGN STUDENTS IN THE RUSSIAN LANGUAGE SYSTEM AS FOREIGN

2019 ◽  
Vol 8 (28) ◽  
Author(s):  
N.E Petrova ◽  
Keyword(s):  
Foreign Students ◽  
Russian Language ◽  
Language System ◽  
The Russian Language

scholarly journals Review of the textbook by L.S. Kryuchkova “Word Formation. Form, semantics, function, teaching methods”, 2019, 216 p.

2020 ◽  
Vol 4 ◽  
pp. 23-26
Author(s):  
Elena Yu. Nikolenko ◽  
Keyword(s):  
Teaching Methods ◽  
Foreign Students ◽  
Word Formation ◽  
Russian Language ◽  
Text Book ◽  
New Words ◽  
Language System ◽  
Russian Word ◽  
The Russian Language

The review analyzes the textbook by L.S. Kryuchkova “Word formation. Form, semantics, function, teaching methods”. Russian word-formation language system is rich and diverse, it has creative opportunities, due to which the vocabulary of the Russian language is updated and replenished with new words. This becomes especially important in working with foreign students. The methodology of working with word-forming material described in the text-book is especially valuable.

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.

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 Training Foreign Students of Medical University for Medical Practice in Hospitals

2020 ◽  
pp. 72-79
Author(s):  
О.Н. Маслова ◽  
О.В. Алексеева
Keyword(s):  
Foreign Students ◽  
English Language ◽  
Foreign Student ◽  
Russian Language ◽  
Hospital Environment ◽  
Successful Implementation ◽  
Practical Training ◽  
Language Program ◽  
Medical University ◽  
The Russian Language

Скорость и качество овладения русским языком иностранными студентами, обучающимися в медицинских вузах России, во многом зависят от того, имеется ли у этих студентов возможность пройти предварительную языковую подготовку на подготовительном факультете. В условиях ее отсутствия студенты получают образование на языке-посреднике, а русский язык становится факультативной дисциплиной, в результате чего погружение в русскую культуру, понимание правил невербальной коммуникации в русскоязычной среде, равно как и просто уверенное владение русским языком становятся уделом избранных лиц. Вместе с тем каждый иностранный студент должен проходить практику в русских медицинских учреждениях. В связи с этим перед преподавателем русского языка как иностранного встает несколько задач, к числу которых относится не только общеязыковая подготовка иностранных обучающихся к прохождению медицинской практики, но и речевая, культурологическая и психологическая. Успешной реализации поставленных задач может способствовать создание и использование на занятиях специального словаря-разговорника, который позволит студентам заблаговременно познакомиться с правилами поведения в больнице, освоить необходимый для практики лексический минимум, ввести в активный речевой оборот ряд фраз, актуальных в повседневном общении медперсонала с больными. В статье раскрывается и объясняется структура словаря, обозначены его задачи и целевая аудитория. The speed and the quality of mastering the Russian language by foreign students studying at medical universities in Russia largely depend on whether these students have the opportunity to take a preliminary year-long Russian language course at the preparatory division. If the students receive education in the English language, the Russian language program is reduced to an optional course, not sufficient to ensure understanding of Russian culture and rules of non-verbal communication in a Russian-speaking environment. However, every foreign student must undergo practical training in Russian medical institutions. In this case the Russian language teacher faces an almost insurmountable task of equipping students with the skills of communicating with Russian patients and colleagues and with sufficient cultural and psychological awareness for adequate verbal and non-verbal behavior in a hospital environment. The successful implementation of these tasks can be facilitated by developing and using a special vocabulary-phrase book at the lessons of the Russian language. This manual will allow students to get acquainted with the rules of behavior in the hospital in advance, master the lexical minimum necessary for practice and introduce a number of phrases that are relevant in everyday communication of medical staff with patients. The article reveals and explains the structure of the manual, identifies its objectives and target audience.

VERBAL ASPECT IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Author(s):  
Liudmila Valova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Teaching Method ◽  
Russian Language ◽  
Verbal Aspect ◽  
Risk Zones ◽  
The Russian Language ◽  
Different Levels

Verbal aspect is one of the grammar “risk zones” of the Russian language. The purpose of this paper is to familiarize the reader with the author’s teaching method which makes it easier for foreign students to grasp the concept of Russian verbal aspect. The techniques and recommendations described in this paper can be applied while teaching students of different levels (A1 – C2).

Lexicographic Work with Foreign Linguistics Students Who Study Russian As a Foreign Language. Advanced Level

2015 ◽  
Vol 4 (4) ◽  
pp. 30-32
Author(s):  
Антропова ◽  
M. Antropova
Keyword(s):  
Public Relations ◽  
Foreign Language ◽  
Foreign Students ◽  
Traditional Method ◽  
Russian Language ◽  
Advanced Level ◽  
Online Newspapers ◽  
Innovative Method ◽  
Russian Higher Education ◽  
The Russian Language

The article represents the author’s experience in creating a PR-glossary in the course of lessons of the Russian language with foreign students who study in Russian higher education institutions at the programme “Advertising and Public Relations”. The author considers work on creating a glossary not only as a traditional method of enlarging a student’s vocabulary but also as an innovative method of teaching students to understand and use vocabulary of the publicistic style on the basis of such modern sources as online magazines, online newspapers, websites, the corpus of the Russian language and online dictionaries, thus developing students’ lexicographic skills.

scholarly journals ADDRESSING THE PRINCIPLE OF LINGUISTIC ECONOMY AGAIN

2017 ◽  
pp. 50-75
Author(s):  
Lydia A. Stanovaïa ◽  
Keyword(s):  
Language Change ◽  
Language Evolution ◽  
Russian Language ◽  
Russian Linguistics ◽  
Language System ◽  
The Russian Language ◽  
Different Levels

After a long and very heated discussions in 60s-70s of the last century, the term «linguistic economy» is firmly established in Russian linguistics. However, the analysis of modern publications of Russian linguists indicates «embarrassing» polysemy of the term, which is used in different meanings: 1) ordinary, determined by the meaning of the word «economy» in the Russian language as frugality, thrift; 2) special, determined by A. Martinet theory, where economy is considered as the principle of organization and evolution of the language system; 3) mixed due to the mixture of different terms, ideas and concepts. The article discusses the main issues related to defining the essence of linguistic economy, its place and role in language evolution. Many postulates concerning these issues contradict well-known facts of language change on different levels of language system. However, if we strictly separate economy in speech from economy in language many contradictions disappear.

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