scholarly journals OPPORTUNITIES FOR BACKGROUND KNOWLEDGE IN LITERATURE WHEN LEARNING RUSSIAN AS A FOREIGN LANGUAGE (BASED ON THE STUDY OF THE READING EXPERIENCE OF FOREIGN STUDENTS)

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
A.A IBRAHIM ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
World Literature ◽  
Background Knowledge ◽  
Russian Language ◽  
Internal Resources ◽  
Reading Experience ◽  
Cultural Codes ◽  
Motivation For Learning ◽  
The Mind

The article examines the reader's portrait of foreign students, presented in the form of a study of reading in their native language (first of all) and the interpretation of this study. Background knowledge of literature, which is in a hided form in the mind, can become the basis not only for intercultural dialogue, but also for learning the Russian language, since background knowledge in General is one of the conditions for the development of communicative competence in teaching a foreign language. Training is usually based on background knowledge, which, in turn, can become the basis for a dialogue of cultures, motivation for learning a foreign language, exchange of cultural (in particular, reading) experience and experience of emotional experiences. The literature on these positions has immeasurable internal resources. The paper identifies works of foreign literature - points of intersection of cultural codes of different peoples. The article describes the course of the research, justifies the choice of works of world literature for the survey, analyzes its results and gives recommendations on the use of readers ' experience in teaching Russian as a foreign language. The survey included respondents from Asia, Africa, Europe, South America, and Australia.

scholarly journals ENHANCING AND IMPACTING OF THE INFOGRAPHICS POTENTIAL AS A PART OF DIRECTED ACTIVITIES RELATED TO MULTICODE TEXTS

2020 ◽  
Vol 5 ◽  
pp. 346
Author(s):  
Ekaterina Budnik ◽  
Alena Kuvaeva ◽  
Irina Leshutina ◽  
Yulia Naumenko ◽  
Liliya Vokhmina
Keyword(s):  
Foreign Language ◽  
Southeast Asia ◽  
Foreign Students ◽  
Background Knowledge ◽  
Russian Language ◽  
Teaching Material ◽  
Visual Aids ◽  
Communication Situations ◽  
The Russian Language

The article presents the description of the linguo-didactic potential of infographics as one of the leading visual aids in teaching Russian as a foreign language at the present time. Infogaphics must be considered a paralinguistic tool which externally styles a text, pragmatically affects a recipient and performs some didactic functions within an educational text (informing, semantizing, stimulating utterance, controlling and facilitating the reconstruction of communication situations). The article gives the observation of different references which help to realize the nature of infographics and the principles of their creation. The authors also present their own teaching material with infographics which can be used in a foreign audience: it is based on “Directed Activities Related to Text” method as it forces students to interact with the text, use their background knowledge and thinking. The material includes tasks which promote the activation of language and speech skills of foreign students. It was approbated in the Russian language course within "Foreign language" discipline at the Philological faculty at Pushkin State Russian Language Institute during 2018-2019/2019-2020 academic years: 3-year students of baccalaureate (students from Southeast Asia). 

Game technologies in the study of russian as a foreign language

2020 ◽  
pp. 62-70
Author(s):  
Elena Nikolaevna Chugunova
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Language Proficiency ◽  
Foreign Students ◽  
Sociological Theory ◽  
Educational Games ◽  
Active Form ◽  
Russian Language ◽  
Motivation For Learning ◽  
The Individual

This work is devoted to the use of gaming technology in teaching Russian as a foreign language to Chinese undergraduates, at the Moscow State University named after M.V. Lomonosov at the faculty of teacher education. A typology of educational games is given. The crucial role of overcoming the language barrier in the socialization of Chinese students in Russia is emphasized. The contribution of the sociological “theory of roles” to training using game technologies is considered, and the relationship of the individual with the environment that surrounds her is shown, and how this connection is realized in the performance of various social roles. The games that we use when teaching at various levels of Russian language proficiency for the study and development of lexical and grammatical material are presented. The positive and negative aspects of the use of games in the training of foreign students are analyzed. It is concluded that the use of gaming technologies in teaching Russian as a foreign language is also an exercise for a more active form of adaptation to other new cultural life models, to mastering skills in interpersonal communication in the context of another cultural matrix, recorded primarily in the language. During the game, there is an increase in motivation for learning, interest in studying the subject is growing, activity in learning is increasing, and as a result, the level of language proficiency improves.

scholarly journals The linguo-regional knowledge aspect of the structure of the teaching methodology of Russian as a foreign language as one of the ways of adaptation of foreign students

2021 ◽  
Vol 94 ◽  
pp. 02007
Author(s):  
Elena Gagarina ◽  
Ksenia Gushchina ◽  
Anna Matyushkova
Keyword(s):  
Foreign Language ◽  
Visual Information ◽  
Foreign Students ◽  
Russian Language ◽  
Teaching Methodology ◽  
Adaptation Process ◽  
Motivation For Learning ◽  
Astrakhan Oblast ◽  
Regional Component ◽  
Cultural Component

The present article touches upon the problems of adaptation of foreign students in the multicultural region of Russia - the Astrakhan oblast. The article outlines the main methodological ways of solving them in the framework of education by updating the linguo-regional knowledge aspect of the structure of the teaching methodology of Russian as a foreign language (RFL), and gives descriptions of methodological models for the implementation of linguocultural adaptation of foreign students in the process of educational activities of the university based on the linguoregional specifics of the region. This work reveals the significance of the regional component of the RFL methodology aimed at forming communicative skills and abilities of students, in order to intensify the adaptation process. The authors present the features of country-specific and linguo-regional studies carried out in classroom and extracurricular time at the Department of Russian Language of Astrakhan State Medical University. The authors of the article associate the effectiveness of the adaptation process and acculturation of foreign students with the actualization of the linguo-regional knowledge aspect of the structure of the RFL methodology, which contributes to the formation of internal motivation for learning the Russian language and getting acquainted with Russia, to the removal of psychological communication barriers and to the development of communication skills. This work suggest using the principles of consistency and concentrism in the formation of countryspecific and regional knowledge, ensuring the reliability of visual information, and taking into account the native culture of foreign students with semantisation of words with a cultural component.

scholarly journals Interactive technologies of teaching Russian as a foreign language for medical students

2018 ◽  
Vol 1 (1) ◽  
pp. 40-43
Author(s):  
N. Goncharenko
Keyword(s):  
Medical Students ◽  
Foreign Language ◽  
Foreign Students ◽  
Teaching Practice ◽  
Professional Competence ◽  
Teaching Experience ◽  
Russian Language ◽  
Interactive Technologies ◽  
Biological Studies ◽  
Motivation For Learning

Abstract The paper discusses the new interactive technologies in teaching Russian as a foreign language. Based on a review of literature, research, theory, internet resources and current teaching practices the paper considers both theoretical and practical aspects of the usage of interactive technology in teaching Russian as a foreign language for medical students. The author demonstrates that learning Russian plays a vital role for foreign students studying medicine in Russia, being a prerequisite for their educational and professional work performance during their studies in a Russian university. The new modern technologies of teaching such as interactive teaching technologies largely contribute to the increase of foreign students’ motivation for learning the Russian language, particularly for medical and biological studies, and the efficiency of the learning process, as well as to the development of an active verbal communication during the classroom activities. Teaching experience demonstrates the effectiveness of interactive technologies for the development of speaking proficiency, interpersonal and communication skills. Based on the theory of teaching practice at a medical university and on the literature review as well, we specified the core characteristics of the interactive technologies compared to the traditional methods of teaching. Our review’s results make it possible to suggest that interactive technologies implementation should be based on mechanisms of dialogue, reflexivity and collaboration. These mechanisms contribute to the formation of the communicative as well as professional competence of foreign students.

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.

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).

scholarly journals Linguistic and Cognitive Analysis of Inter-Cultural Business Discourse from the Perspective of “Dialogue of Cultures” in the Formation of Inter-Cultural Communicative Competence

2020 ◽  
Vol 15 (09) ◽  
pp. 173
Author(s):  
Irina Belousova ◽  
Svetlana Bairamova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Business Communication ◽  
Russian Language ◽  
Intercultural Communicative Competence ◽  
Native Culture ◽  
Foreign Culture ◽  
Business Behavior ◽  
Synergetic System

The article discusses the creation of a qualitatively new educational system in intercultural business communication, capable of providing real interaction between specialists in the global cultural space. Under the current conditions of expanding international cooperation, the humanities specialist must speak a foreign language at a fundamentally new level as an instrument of professional intercultural communicative competence. The aforesaid determines the existence of contradictions between the provisions developed in linguistics and linguistic didactics concerning the theory of intercultural communication and methods of teaching foreign students the Business Russian Language and the lack of their integration and extrapolation in the training of foreign students for interaction in the business sphere of communication. The question of interest is what happens to a linguistic personality when it enters a "foreign" environment undergoing the processes of cognitive consciousness transformation. Based on the studies of the cultural synergy model in the formation of intercultural communicative competence of foreign citizens in business communication, it is concluded that the possession of a foreign-language code that allows a successful intercultural professional interaction requires knowledge of a “foreign” culture and determines the specifics of the social and business behavior of the speakers of this culture. In the “native" culture, a linguistic personality assimilates language through reality, and in a "foreign” culture, the reality is assimilated through language. In this case, the interaction process of communication participants is considered as a complex synergetic system, in which the traditions accepted in the native culture are neutralized and the traditions accepted in the culture of business partners are updated.

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 Features of teaching Russian as a foreign language to bilingual students (using the example of the Russian verb aspect study)

2020 ◽  
Vol 9 (4) ◽  
pp. 321-324
Author(s):  
Elena Leonidovna Perkova ◽  
Lubov Pavlovna Shirobokova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Bilingual Students ◽  
Grammatical Category ◽  
Verb Aspect ◽  
Russian Verb ◽  
Special Cases ◽  
Basic Level ◽  
The Russian Language

The paper discusses the features of learning Russian by foreign students who speak English at a basic level. A difficult aspect for foreign students is grammar, which is accompanied by an innumerable set of rules and the same number of exceptions. One of the most difficult grammatical topics is Imperfect and Perfect Verbs, since in other languages the grammatical category of the verb aspect does not exist. In this regard, there are difficulties for foreign bilingual students in determining the meaning, methods of education, use and application of imperfect and perfect verbs in speech situations. The explanation of the material is based on the principles of consistency and systematicity, i.e. from the disclosure of the semantics of verbs, their functions in specific communicative situations, further to the methods of forming of aspect pairs of the verb using common prefixes, suffixes, as well as exceptions to the rules, alternating adjacent consonants and vowels in the root, and special cases of formation of aspect pairs of the verb that need to be remembered. The paper presents methods of teaching the grammatical category of the verb aspect in the Russian language to foreign students, successive stages of work on the formation and correct using of perfect and imperfect verbs in order to remove the language barrier in intercultural communication.

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