scholarly journals Information Technologies as the Main Component of Formation of Professional and Communicative Competence of Russian Language and Literature Teachers

2019 ◽  
Vol 59 (2) ◽  
Author(s):  
B Dzholdasbekova ◽  
K Zhapparkulova ◽  
O Aleksandrova
Keyword(s):  
Information Technologies ◽  
Communicative Competence ◽  
Russian Language ◽  
Language And Literature ◽  
Main Component

scholarly journals DOCTOR’S SPEECH CULTURE AS THE MAIN COMPONENT OF PROFESSIONAL ETHICS

Bioethics ◽  
2020 ◽  
Vol 25 (1) ◽  
pp. 39-42
Author(s):  
T. K. Fomina ◽  
◽  
Yu. G. Fateeva ◽  
O.V. Kostenko ◽  
◽  
...  
Keyword(s):  
Professional Ethics ◽  
Communicative Competence ◽  
Russian Language ◽  
Literary Language ◽  
Medical Worker ◽  
Medical Activity ◽  
Russian Literary ◽  
Level Of Knowledge ◽  
Language Norms ◽  
Main Component

The article is devoted to the communicative competence of a doctor as a component of professional ethics. Knowledge of norms of the modern Russian literary language, compliance with these standards in the oral and written speech of a medical worker helps to establish contact between doctor and a patient. To identify the level of knowledge of Russian language norms, readiness for professional speech a scientific research was made, during which the most typical mistakes were revealed:orthoepic, morphological, lexical, stylistic. Following the norms of the language and ethics of communication contributes to the achievement of the main aim of a medical activity – recovering of a patient.

On the Principles of Working with Concepts during Russian Language and Literature Lessons

2020 ◽  
Vol 81 (1) ◽  
pp. 7-14 ◽  
Author(s):  
M. I. Shutan
Keyword(s):  
Russian Language ◽  
Scientific Publications ◽  
Lexical Meaning ◽  
Classroom Activities ◽  
Russian State ◽  
Language And Literature

In this article, the author sets out to investigate the principles of teaching schoolchildren how to work with word concepts during Russian language and literature lessons, including distinction between the lexical meaning of the word and the concept, creation of the image of a word concept (on the example of the concept "face"), visualisation of concepts, textocentrism. The identification of these principles is based on the analysis of scientific publications and accumulated pedagogical experience. The concluding part of the article correlates classroom activities of working with word concepts with the content of Russian state exams in the 9th and 11th forms.

The Russian Language at the Turn of the Century: Semantic Capability and Development Prospects

2018 ◽  
Vol 13 (3-4) ◽  
pp. 150-169
Author(s):  
Svetlana N. Perevolochanskaya
Keyword(s):  
Information Technologies ◽  
Language Evolution ◽  
Turn Of The Century ◽  
Russian Language ◽  
First Century ◽  
Linguistic Knowledge ◽  
Current State ◽  
Linguistic Sign ◽  
Development Prospects ◽  
The Russian Language

The article considers the current state of the Russian language. Information technologies in the twenty first century present diverse forms of linguistic knowledge and modalities of knowledge quantisation in a linguistic sign. The Russian language develops from a standard, direct expression of thoughts to a nonstandard, psychologically complex, associative deep statement of thoughts. In the early nineteenth century, during the democratisation of the Russian language, a national genius, Alexander Pushkin, emerged. Thanks to him, the unique informational, cultural, and artistic evolution of the language took place. Nowadays, while democratisation and globalisation, processes which resemble the language evolution 200 years ago, are occurring. These processes suggest some patterns: overcoming stylistic disparity, changes in linguistic sign boundaries and semantic extension.

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

Phraseology in Teaching Professional Communication in Russian Language to Foreign Students

2021 ◽  
Vol 10 (4) ◽  
pp. 61-66
Author(s):  
N. Basko
Keyword(s):  
Communication Skills ◽  
Foreign Students ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Communication ◽  
Economic Discourse ◽  
Linguistic Resources ◽  
Speech Control ◽  
Teaching Professional

The article is devoted to the role and possibilities of using phraseology in teaching professional communication skills in Russian to foreign students. As an example, phraseological units are discussed that are used in professional communication in the field of economics and business. The article contains such linguistic characteristics of phraseological units in the economic discourse as semantics, stylistic properties, etymology, communicative value. Teaching professional communication with the use of phraseology assumes acquaintance of foreign students with the main linguistic characteristics of phraseological units, i.e. with their grammatical properties, lexical and syntactic compatibility, features of functioning in speech. Control tests are aimed at mastering the semantics of phraseological units, at developing the skills and abilities of using phraseological units in professional speech. The author of the article comes to the conclusion that the use of phraseological expressions in teaching professional communication allows to consider phraseology as one of the linguistic resources that contributes to the formation of communicative competence in the professional sphere among foreign students.

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 Levels of tests of Russian as a foreign language in terms of school age characteristics

2021 ◽  
Vol 19 (2) ◽  
pp. 222-234
Author(s):  
Nadezhda A. Dubinina ◽  
Dmitrii V. Ptiushkin
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Russian Language ◽  
School Students ◽  
Second Language Proficiency ◽  
Academic Literature ◽  
Training Courses ◽  
Guidelines And Recommendations

The current paper discusses possibilities for school students to successfully pass TORFL-I/B1, TORFL-II/B2 and TORFL-III/C1. The relevance of this article is determined by the fact that despite Russian as a foreign (second) language has been taught within the framework of the TORFL system for more than two decades, there is a shortage of methodological material aimed at preparing school students for TORFL. In addition, the issue of choosing the level of testing in accordance with the level of Russian language proficiency and taking into account age specifics is not sufficiently covered in Russian academic literature. The aim of this paper is to define age reference marks for school students who plan to pass TORFL. The materials to review and analyse were the works of Russian and foreign researchers in the field of foreign (second) language proficiency, language development of children and adolescents, assessment of school students communicative competence, language assessment, and correlation of these data with the requirements for completing tasks of the TORFL-I/B1, TORFL-II/B2, TORFL-III/C1 Writing subtests selected as an example. The paper has resulted in providing recommendations on the choice of examination level for senior and junior school students, within the framework of TORFL-I/B1, TORFL-II/B2, TORFL-III/C1, which can also be used in the development of training courses in Russian as a foreign language for schools. The authors concluded that there is need to develop a new methodological area in testing of Russian as a foreign language system capable to provide guidelines and recommendations for preparing school students for examinations, and designing TORFL training courses and teaching materials according to the school students age.

scholarly journals Project technology in the development of communicative competence in schoolchildren: Extracurricular classes of Russian language

2018 ◽  
Vol 13 (4) ◽  
pp. 461-468
Author(s):  
Guzel M. Nurullina ◽  
Alexandr F. Muraviyov ◽  
Anastasiya A. Martyanova ◽  
Iskander E. Yarmakeev
Keyword(s):  
Extracurricular Activities ◽  
Personal Experience ◽  
Communicative Competence ◽  
Individual Characteristics ◽  
Russian Language ◽  
Productive Activity ◽  
Educational Impact ◽  
Educational Work ◽  
Knowledge And Skills ◽  
The Russian Language

The article considers the project technology as a way of forming the communicative competence in students during extracurricular activities connected with the Russian language, the importance of this pedagogical technology in the organisation of teaching and educational work that allows the teacher to deepen the knowledge and skills of students obtained during the lesson. The project technology has a wide educational impact on the student in extracurricular activities connected with the Russian language: they reveal individual characteristics and abilities of students; enrich personal experience of students and their cognitive interest and develops the desire to be involved in a productive activity approved by society. The use of project technology in extracurricular classes allows the teacher to consolidate the knowledge of students in the vocabulary and phraseology of the Russian language, expand the vocabulary of students; promotes the development of their speech, logical thinking, improving the skills of expressive reading and the implementation of interdisciplinary communications. Keywords: Project technology, communicative competence, Russian language, extracurricular activities, methods of language teaching

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