scholarly journals Discussion potential of the essay genre in teaching Ukrainian as a foreign language

2019 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Professional Competence ◽  
Point Of View ◽  
Internal Contradiction ◽  
Textual Competence ◽  
Basic Features ◽  
Main Component ◽  
Colloquial Style

The article deals with the problem of academic discussion’ opportunities in teaching Ukrainian as a foreign language. The author emphasizes the subjective interpretation of the topic as the essential characteristic, the main genre law of the essay. Bright subjectivity encourages the reader to meditate and dialogue with the text. We can offer an essay for discussion to foreigners speaks Ukrainian at medium and high levels. This will be especially useful for foreign students of the humanities. Examples of essay prose are relevant to future Ukrainian philologist, historians, political scientists, sociologists, cultural scientists, and art historians, as the essay thematic spectrum is concentrated in these areas. In addition, reading essays and their discussion will promote the development of textual competence – the main component of the humanitarian’s professional competence. Among the various forms of modern essay, an essay in the form of a column in the media is a most interesting in the aspect of language learning. Small size, an appeal to important contemporary themes, and the involvement of elements of the colloquial style – these basic features determine the linguodidactic potential of an essay-column. The article proposes a detailed analysis of the essay “One against All” by S. Zadan and shows its internal contradiction. Synonymic rows make one global antithesis: a compromise and a struggle. The analysis reveals how ambiguous the problem is, how subjective the authorʼs point of view is and how productive it is for organizing discussion. The author's questions give rise to student answers and a lot of new questions. The article proposes the plan of the discussion and emphasizes the importance of the psychological factors and the personal teacher’s traits (the ability to feel the interests of the group, to create a positive psychological microclimate, to interest students, to call for a trusting conversation). Prospects for further research are the selection and linguodidactic analysis of Ukrainian essays suitable for use in the study of foreigners.

scholarly journals PROBLEMS AND PECULIARITIES OF TEACHING UKRANIAN AS A FOREIGN LANGUAGE

2021 ◽  
Author(s):  
Ivetta Martynova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Effective Communication ◽  
Point Of View ◽  
Personal Contact ◽  
Self Confidence ◽  
Psychological Training ◽  
Potential Break

The purpose of the paper is to summarize and present teaching Ukrainian as a foreign language in higher educational institutions of Ukraine. The main focus lies in the most modern methods of teaching Ukrainian for foreign students of different nationalities who attain higher education in Ukraine. The author reviewed the development of the concepts of emotional intelligence and modern approaches to the determination of the nature and forms of manifestation of empathy in individuals. Empathy is a principal social emotion; in its most general form it is defined as the individual's ability to react emotionally and to respond to other people's experiences. The author emphasizes the feasibility of accounting empathy as part of emotional intelligence, which is key to successful study of the Ukrainian language for foreigners. The value of socio-psychological training as a means to enhance students’ empathy is proven. Emotional intelligence techniques for the formation and development of empathy culture are presented. The formation of students’ emphatically culture promotes social and psychological training, thus enhancing competence in the field of communication and interpersonal skills to acquire. Socio-psychological training covers various methods, such as business and role-playing, discussions and more. It involves the acquisition of psychological and pedagogical knowledge in communication, effective communication skills, for example, to get in touch, listen, persuade others and to form attitudes necessary for successful communication, such as readiness to consider the problem from another point of view; development of abilities of self-examination, to understand other students, and correction system of relations with the outside world. Other techniques appropriate to apply during the stimulation of student culture are widely known such as self-disclosure, emotional response, personal contact (physical, visual, verbal, plastic, object-efficient) jokes, humor and others. The latter are very effective in removing emotional stress, eliminating aggressive or sad states of stress in relationships, and help enhance mental activity. Jokes activate distraction and relax empathy. The development of emotional intelligence in the student regulates that individual’s abilities and traits that are responsible whether the impact of emotional phenomena will be constructive or destructive behavior for the student. Developing emotional intelligence is inextricably linked to the communicative approach to language learning. The teacher should provide comfortable and effective communication between students in class, using the methods above, techniques and creating a positive atmosphere that promotes cooperation and helps develop confidence in students. Holistic education must involve the unity of intellectual and emotional areas. Also, this work is devoted to the analysis of existing classifications of dialogues, consideration of advantages and disadvantages of some of their types, to the coverage of methods of extracurricular work with students, their detailed analysis, and identification of their pluses and minuses. The model of the use of more appropriate combinations of types of dialogues is presented in order to achieve the most productive result in language learning. A model of formation of foreign communicative competence is offered. The practice of the proposed methods should allow students to unleash their potential, break language barriers, expand vocabulary, improve pronunciation, and most importantly – increase self-confidence.

scholarly journals Professional portrait of Teacher of Russian as a Foreign Language: competence-based approach

2020 ◽  
Vol 8 (4) ◽  
pp. 4
Author(s):  
A. L. Latukhina ◽  
Ju. A. Marinina
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Professional Competence ◽  
Native Speaker ◽  
Educational Programs ◽  
Point Of View ◽  
Language Teachers ◽  
Professional Competencies ◽  
Master's Degrees ◽  
Effectiveness Of Training

Introduction. One of the urgent problems of modern education is building a professional competence model of a specialist in order to increase the effectiveness of training and the formation of professional competencies necessary for a successful entry into the profession. From this point of view, the description of a professional portrait of Teacher of Russian as a Foreign Language will contribute to the most effective design of educational programs in this area of training.Materials and Methods. In the course of the work, theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization.Results.In the preparation of Teacher of Russian as a Foreign Language, two models were initially laid down: when the teacher is a native speaker and when he himself learns Russian as a foreign language and subsequently broadcasts the acquired knowledge to foreign students. The main difference between these portraits of teachers is the presence of a foreign language communicative competence in the training of foreign language teachers, as well as the formation and improvement of a foreign language reading competence. At the same time, the common, uniting both models, are the psychological, pedagogical, methodological, intercultural and acmeological competences, which constitute the portrait of Teacher of Russian as a Foreign Language. The designated competencies made it possible to formulate professional competencies in educational programs in the direction of training «Pedagogical education» at the bachelor's and master's degrees at the Nizhny Novgorod State Pedagogical University named after Kozma Minin (44.03.01 «Russian as a foreign language» and 44.04.01 «Teaching Russian as a foreign language») and the corresponding sets of regulatory documents. Discussion and Conclusions. Teacher of Russian as a foreign language being a translator of Russian culture, it should be a competent, erudite, tolerant, ready for intercultural communication, striving for constant professional improvement, having both general pedagogical and specialized competencies.

scholarly journals SOCIOCULTURAL KNOWLEDGE AS A MEANS OF ADAPTATION IN A FOREIGN LANGUAGE (AT THE LESSONS OF RUSSIAN LANGUAGE AS A FOREIGN LANGUAGE)

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
N.E PETROVA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Adaptation ◽  
Foreign Students ◽  
Young Person ◽  
Russian Language ◽  
Point Of View ◽  
Common Problems ◽  
Optimal Set ◽  
The Russian Language

The article provides a methodological description of a lesson on the discipline "Russian as a foreign language" on socio-cultural topics: "Youth is the future of the planet." This lexical topic is intended for study and discussion by foreign students studying Russian at the basic or first certification level. Depending on the distribution of academic hours for studying the Russian language, this topic can be considered both in the preparatory department and in the 1st or 2nd year. Of course, the topic is fertile enough for discussion at any stage of language learning, however, from the point of view of the socio-cultural adaptation of foreigners, it is advisable to conduct a lesson on such a topic when students acquire sufficient vocabulary, and knowledge of the language reaches a level where the student can ask a question, formulate and argue your point of view. In the methodological development, not only textual material and a system of tasks for the development of speech skills are presented, but also a dictionary of the topic with an optimal set of vocabulary on this topic and a system of grammatical and syntactic exercises. The lexical topic and the entire structure of the lesson allows students not only to exchange opinions, but to look at this problem through the eyes of a Russian-speaking young person, to find common problems for all and ways to solve them.

scholarly journals Communicative Approach in Teaching Students of Mining Specialties to Foreign Language Reading

2018 ◽  
Vol 41 ◽  
pp. 04042 ◽  
Author(s):  
Lyubov Fedyanina ◽  
Sergey Lebedintsev ◽  
Vyacheslav Gustov
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Methodological Principle ◽  
Foreign Language Reading ◽  
Rational Learning ◽  
Textual Competence ◽  
Main Component ◽  
Goals And Objectives ◽  
Selection Of

This article is devoted to teaching foreign-language reading intended for students studying at the mining specialties of the higher mining school. The authors share with their practical and theoretical experience as well as innovative ideas for the development and construction of a level classification of testing task forms, in order to use them effectively in mining. It is well known that the achievement of the goals and objectives of the curriculum as well as rational learning by mining students and their interest in acquiring and using mining knowledge depend on properly selected test tasks. The main component of communicative competence is considered to be a textual competence, under which is understood as a set of mining knowledge and skills. The selection of testing tasks is based on the methodological principle from simple to complex. Testing tasks at different text levels help to overcome the difficulties taking place in the course of decoding mining information.

scholarly journals STRATEGIES IN IMPROVING READING COMPREHENSION THROUGH VOCABULARY ACQUISITION

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Khairil Razali ◽  
Irhami Razali
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Large Vocabulary ◽  
Written Text ◽  
Written Texts ◽  
L2 Learners ◽  
Basic Ideas ◽  
Basic Features

Vocabulary acquisition concerns on how people expand the numbers of words they understand when learning a new language. Knowing words in a second or foreign language is vitally important because the reader will be able to understand the written text well and the speaker will be able to communicate basic ideas through vocabulary even if the person does not understand how to create a grammatically correct sentence. As Madsen argued, “mastering vocabulary is the primary thing that every student should acquire in learning English” (Harold, 1983). Therefore, acquiring a sufficiently large vocabulary is one of the important tasks faced by L2 learners in order to comprehend the written texts in reading as one of the four basic features of language learning.

scholarly journals Tracks for Russian university students’ multilingual development within remote education during the pandemic

2021 ◽  
pp. 217-233
Author(s):  
Anastasia Atabekova ◽  
Alexander Belousov ◽  
Oleg Yastrebov
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Translation ◽  
Foreign Language Learning ◽  
Skills Training ◽  
Point Of View ◽  
University Education ◽  
Educational Institutions ◽  
Language Courses

The chapter explores language and non-language university students’ practices of foreign language learning within the unscheduled shift to remote studies in Russia due to the COVID-19 emergency. The RUDN University Law Institute experience is considered as an example. The paper explores common and specific features of foreign language, translation, and interpreting skills training within the Law Institute language and non-language programmes. The research rests on the case study methodology, considered from the policy-making and managerial point of view. The findings reveal both common features and specificities of multilingual university education of non-language and language students. The study also confirms the need for the educational institutions to draft specific guidelines on language courses implementation for different target audiences during the COVID-19 pandemic.

scholarly journals Teaching russian as a foreign language in the modern educational paradigm: training dictionaries

2021 ◽  
Vol 97 ◽  
pp. 01012
Author(s):  
Liudmila Alexandrovna Iniutina ◽  
Tatiana Sergeevna Shilnikova
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Foreign Students ◽  
Professional Competence ◽  
European Languages ◽  
Lexical Competence ◽  
Educational Paradigm ◽  
Russian Military ◽  
Independent Work

The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of the lexical competence of students. The role of educational dictionaries of various types is emphasized. The Experimental Electronic Multilingual Dictionary of Military Terms is presented. It is based on ABBYY Lingvo software for teaching Russian to foreign students of military universities. His vocabulary includes a special vocabulary describing various segments of military activity (weapons, equipment, commands, military life, etc.). For each word there are translations into European languages (boi - English batttle, combat; French combat (m); Portuguese combate) and Asian languages (Laos ; Arabic ; Pashto ). The potential of an electronic multilingual dictionary in the implementation of multicultural and professionally oriented teaching of Russian as a foreign language in a non-linguistic university is identified. The role of the electronic translated multilingual thesaurus in the formation of speech professional competence, which ensures the removal of language barriers in the study of military-technical sciences by foreigners, is determined. The universality of the dictionary is characterized. It was created taking into account those national languages whose speakers receive special education in Russian military universities, and provides opportunities for the redistribution of classroom and independent work of students. Its effectiveness has been proven as a tool for modern interactive, multilingual and multicultural education.

CONTENT AND LANGUAGE INTEGRATED LEARNING IN FOREIGN LANGUAGE TO STUDENTS OF NON-LINGUISTIC SPECIALTIES: ADVANTAGES AND PROBLEMS OF IMPLEMENTATION

2021 ◽  
pp. 44-51
Author(s):  
А.И. Дубских
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Professional Competence ◽  
Rapid Development ◽  
Foreign Language Learning ◽  
Integrated Learning ◽  
Skill Levels ◽  
The Impact ◽  
Experimental Group

Стремительное развитие информационно-коммуникационных технологий, расширение международных связей в области экономики, науки, культуры и образования сделало владение иностранным языком одним из ключевых компонентов профессиональной компетентности специалиста. Иностранный язык в вузе превращается из просто дисциплины в инструмент получения профессиональной информации. Предметно-языковое интегрированное обучение (Content and Language Integrated Learning - CLIL) представляет один из целесообразных способов, позволяющих успешно устанавливать связи между профилирующими дисциплинами, а также осуществлять эффективную подготовку будущего специалиста к ведению профессионального общения с коллегами на иностранном языке, что и определяет актуальность нашей работы. В статье описываются принципы предметно-языкового интегрированного обучения, его преимущества и проблемы использования в учебном процессе. Цель статьи - определить влияние CLIL на улучшение изучения учащимися лексики и выяснить, есть ли разница между прогрессом студентов, применявших CLIL на занятиях, и теми, кто опирался на традиционные методы. Для проведения исследования были отобраны студенты, которые прошли обучение в экспериментальной и контрольной группах. Студенты экспериментальной группы активно использовали методы CLIL. Результаты показали, что студенты экспериментальной группы демонстрируют более высокий уровень квалификации и более высокую коммуникативную компетентность, чем их сверстники. Однако в процессе использования методики CLIL и преподаватели, и учащиеся столкнулись с рядом трудностей. Тем не менее автор приходит к выводу, что у CLIL есть потенциал для лучшего понимания профессионального контента при изучении иностранного языка. Полученными выводами могут воспользоваться преподаватели, методисты, исследователи, разработчики образовательных программ. The rapid development of information and communication technologies, the expansion of international ties in the field of economy, science, culture and education have made foreign language knowledge one of the key components in a specialist’s professional competence. Foreign language in the university is transformed from simply discipline into a tool for obtaining professional information. Content and Language Integrated Learning (CLIL) is one of the most expedient ways to successfully establish links between majoring disciplines, as well as effectively prepare a future specialist to conduct professional communication with colleagues in a foreign language, which determines the relevance of our work. The article describes the principles of students’ Content and Language Integrated Learning, their advantages and problems of implementation. The purpose of the article is to determine the impact of CLIL on improving students’ study of vocabulary and to find out if there is a difference between the progress in students’ using CLIL in classes and those who have relied on traditional methods. The study selected students who were trained in experimental and control groups. Students in the experimental group actively used CLIL methods. The results showed that students in this experimental group demonstrate higher skill levels and higher communicative competence than their peers. However, in the process of using the CLIL methodology, both teachers and students faced a number of difficulties. The author concludes that CLIL has the potential to better understand professional content through foreign language learning. These results can be used by teachers, methodologists, researchers, and developers of educational programs.

scholarly journals Mobile Applications in Mastering Mining Engineers' Competences

2018 ◽  
Vol 41 ◽  
pp. 04041
Author(s):  
Roman Islamov ◽  
Oksana Greenwald ◽  
Nina Tunyova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Point Of View ◽  
Educational Institutions ◽  
Language Competence ◽  
Educational Potential

Being one of the leading coal mining regions in the world, Kuzbass (Russia) demands from its regional higher educational institutions to master a range of competences of the graduates, namely mining engineers. Foreign language competence is considered to be among the key ones. The article reveals the concept of the competence, its relevance for mining engineers. We also analyze existing mobile applications from the point of view of their educational potential and present the results of the experiment conducted to assess effectiveness of mobile applications in mastering foreign language competence of mining engineering undergraduates. Our methods included interviews with students, classroom observations and surveys of students. The results suggest that integrating mobile applications in educational process is likely to have a positive impact on foreign language competence and increase students’ motivation and satisfaction with foreign language learning.

scholarly journals Tutor at the preparatory faculty: a teacher’s point of view

2021 ◽  
Vol 127 ◽  
pp. 03004
Author(s):  
Marina Anatolievna Droga ◽  
Dina Ivanovna Romero Intriago ◽  
Irina Mikhailovna Subbotina ◽  
Yuliya Aleksandrovna Klimova
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Point Of View ◽  
Survey Method ◽  
Forecasting Method ◽  
First Results ◽  
The University ◽  
Academic Year

The article analyzes the experience of tutoring teachers teaching foreign students in the distance learning mode. It is also about the interaction of a teacher and a student throughout the whole academic year, as well as the importance of all elements of systematic work in teaching Russian as a foreign language from scratch. A team of tutors was organized at the faculty, whose mission was to contact their wards within the framework of distance learning: from their connection to the educational platform of the university to organizing their admission to Russian universities. Purpose of the study: consider the role of a tutoring teacher in the system of teaching Russian as a foreign language in a distance mode. The main methods of work are the methods of observation and description of the features of the pedagogical process. The forecasting method is also used to model the future educational mode of foreign students. The survey method is applied, which allows to get “feedback” from the respondents. The quantitative technique allowed us to analyze the number of responses as a percentage. The changes taking place in the world have given a powerful impetus to the improvement of digital educational resources. Teachers were able to mobilize and conduct their own experiment, while adhering to the new standards of distance learning. An attempt is made in the work to comprehensively analyze the introduced system of tutoring and summarize its first results.

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