scholarly journals Language Transfer: Dominant Channels in Perception

2021 ◽  
pp. 195-208
Author(s):  
Yana V. Datiyeva ◽  
Tatiana Yu. Tameryan
Keyword(s):  
Cognitive Style ◽  
Language Proficiency ◽  
Foreign Students ◽  
Cognitive Linguistics ◽  
Russian Language ◽  
Speech Compression ◽  
Native Languages ◽  
Oral Speech ◽  
Indian Students ◽  
The Russian Language

The paper covers a range of issues related to the specifics of Russian language mastering by Indian students studying in English and Russian. The research is based on an integrative methodological platform that combines approaches to multilingualism formation from the standpoint of psychological linguistics, cognitive linguistics, the theory of language contacts, discourse and communication science. The research involves the techniques of psychological and semantic analyses and verbal associations, the methods of contextual analysis and comparison. The material of the paper is the data obtained from online surveys of Indian students who have been studying at universities in North Ossetia-Alania for six years (elementary and pre-intermediate levels of Russian language proficiency). The study is aimed at identifying perception channels that represent the features of foreign students cognitive style in the Russian natural environment, descripting level-by-level interfering influence of native languages and weak interference of English. Based on text fragments and lexical units, vectors and methods of interlingual interference were demonstrated, its leading types were determined, that are phonetic, phonemic, graphemic, phonemic-graphemic, morphological and lexical. The role of English as a communicative mediator is defined. The analysis done confirmed complex application of auditory, visual and kinesthetic channels at the information input, and revealed the dominance of the auditory perception channel at the information output while learning the Russian language by Indian students. The Indian students cognitive style tends to be simplified through contamination of written and oral speech, compression, abbreviations usage, intensification of associative and semantic links. Strategies for using Internet translation, imitation of mastering the Russian language, literal translation from English into Russian, strategies for the implementation of graphic, phonetic-graphic principles of writing, phonemic and grammatical reduction were identified as the basic communication strategies of Indian students learning Russian.

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 Reliance on invariant grammatical content when teaching the Russian language to foreign students.

2019 ◽  
Author(s):  
Khalid Innaiat Ali Mukhammad ◽  
Irina Mikhailovna Timofeeva
Keyword(s):  
Foreign Students ◽  
Semantic Content ◽  
Educational Process ◽  
Russian Language ◽  
Grammatical Category ◽  
Pedagogical Strategy ◽  
Intermediate Language ◽  
Standard Text ◽  
Indian Students ◽  
The Russian Language

Annotation The article is devoted to the pedagogical strategy of modeling the educational process of foreign students based on the invariant content of contacting languages: studied - Russian and native - Urdu, taking into account the structures of the intermediate language (English). As the material of the study, the grammatical category of the verb type included in the standard text is considered, producing certain invariant meanings (invariant semantic content). The aim of the work is to model the pedagogical strategy of teaching the Russian language to Pakistani and Indian students at level A0 - A2, based on universal semantic content. The novelty of the search is the creation of a nationally oriented pedagogical strategy based on invariant (universal) units of contact languages.

TEACHING RUSSIAN TO FOREIGN STUDENTS USING CURRENT BORROWED VOCABULARY

2021 ◽  
Author(s):  
Natalya Nikolaevna Mukhina ◽  
Keyword(s):  
Learning Process ◽  
Foreign Students ◽  
Russian Language ◽  
Native Languages ◽  
The Russian Language

The article is devoted to the consideration of difficult issues of teaching aspects of the Russian language to foreign students. It is emphasized that the most difficult for foreigners is polysemantic vocabulary. An introduction to the learning process is offered: analysis of words borrowed from the students ' native languages, and illustrations of the meanings acquired by these lexical units.

scholarly journals Semiotics of fiction in teaching Russian as a foreign language

2021 ◽  
pp. 184-192
Author(s):  
Anastasia Alexandrovna Korshunova ◽  
Svetlana Maksimovna Petrova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Literary Text ◽  
Russian Language ◽  
Educational Technologies ◽  
Approaches To Teaching ◽  
Effective Form ◽  
Oral Speech ◽  
Russian Universities ◽  
The Russian Language

One of the conditions for the spread of the Russian language is the education of foreign students in Russian universities. Consequently, the search for new approaches to teaching Russian as a foreign language becomes relevant. Practice has shown that literature is a guide to understanding the characteristics of the Russian language and the development of oral speech. The object of the study is a literary text in the system of teaching the Russian language. The purpose of this work is to search for the effective forms and methods of teaching foreign students the Russian language on the basis of literary text. The results of the study showed that the most effective form of training is the use of educational technologies based on practice-oriented aspects of semiotics. On the material of the Gogol's poem "Dead Souls" the technique of working with literary text is shown.

Teaching the culture of speech to foreign students on the basis of texts about the aesthetics of the Russian language

2021 ◽  
pp. 125-133
Author(s):  
Galina E. Sokolova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Russian Language ◽  
Speech Communication ◽  
Language Knowledge ◽  
Training Courses ◽  
The Subject ◽  
The Russian Language ◽  
Written Speech

The subject of the research is the analysis of the study by foreign students of texts about the aesthetics of the Russian language in the classroom for the development of oral and written speech. The purpose of using such texts is the development of the culture of speech of foreign students, the development of their aesthetic speech ideal, communication skills, interests, feelings, emotions. In the process of such work, foreign students get acquainted with the Russian language worldview, they have a desire to study the Russian language more seriously and deeper, learning its wealth, beauty and grace. The methodic principles of working with these types of texts are de-scribed, a detailed analysis of the pre-text, text and post-text analysis of the text by K.G. Paustovsky in the classroom with foreign students with a level of Russian language proficiency B1-B2. The relevance of working with texts on the aesthetics of the Russian language and speech in the classroom on Russian as a foreign language is substantiated, since it contributes to the develop-ment of language knowledge, skills and abilities of students, forms their cultural competence, artistic thinking, the desire to speak Russian, relying on aesthetic samples from the studied texts. The research results can be used in practical classes with foreign students in the process of teaching the following training courses: “Development of oral and written speech”, “Russian literature”, “Practice of speech communication”, “Corrective vocabulary course”, “Speech etiquette”, “Russian culture”, etc.

scholarly journals CENTER FOR OPEN EDUCATION USING THE RUSSIAN LANGUAGE: EXPERIENCE IN IMPLEMENTING THE PROJECT

2021 ◽  
Vol 35 (1) ◽  
pp. 22-27
Author(s):  
Vladimir N. Artamonov ◽  
◽  
Iulia G. Baykova ◽  
Elena F. Galushko ◽  
Elena V. Zakharova ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Russian Federation ◽  
Foreign Students ◽  
The State ◽  
Russian Language ◽  
Open Education ◽  
Language Experience ◽  
State Program ◽  
The Russian Federation ◽  
The Russian Language

The article presents the activities of the Center for Open Education in Russian (hereinafter — COER), created at the Ulyanovsk State Pedagogical University named after I. N. Ulyanov with the support of the State Program «Scientific, methodological and staffing support of teaching the Russian language and the languages of the peoples of the Russian Federation», which is a subprogram «Improving the management of the education system» of the state program of the Russian Federation «Development of education». During December and January 2020, the staff of the COER organised a number of educational courses for foreign students, conducted educational events that promote the popularisation of the Russian language in the world and increase the level of Russian language proficiency, the competitive positioning of open education in Russian and teaching the Russian language in the global educational space. The authors share the experience of the COER, acquaint readers with the results of the questionnaire survey of the participants and name the nearest prospects for the development of the established Center.

scholarly journals LEARNING THE PHONETIC ASPECT OF RUSSIAN LANGUAGE AT THE INITIAL STAGE IN THE CONTEXT OF DISTANCE LEARNING

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.R VITOROVICH ◽  
Keyword(s):  
Distance Learning ◽  
Foreign Students ◽  
Spoken Language ◽  
Russian Language ◽  
Insufficient Attention ◽  
Initial Stage ◽  
Oral Speech ◽  
The Creation ◽  
The Russian Language

Objective of the article is to make a list of phonetic exercises, which will be based on the most frequent mistakes in the written and spoken language of foreign students in the process of teaching the Russian language remotely. Applied methods: observation, linguacultural analysis and pedagogical experiment, the result of which is the creation of phonetic exercises for foreign students of the initial stage. Results: finally, a list of proven exercises is provided to help foreigners improve their listening and pronunciation skills. : in conclusion, a list of proven exercises based on speech video lessons by Natalya Gruzinova is provided, which helps foreigners correct existing mistakes in oral speech and improve their hearing and pronunciation skills. Conclusions: often foreign students, who come to Russia face various difficulties in learning the Russian language, in particular, grammatical and phonetic. Having studied various scientific works, we came to the conclusion that insufficient attention has been paid to the phonetic aspect of teaching RFL in the context of distance learning. This thesis substantiates the relevance of the chosen topic.

scholarly journals Taking into account Chinese students’ cognitive and psychological characteristics while teaching Russian grammar

2020 ◽  
Vol 9 (1) ◽  
pp. 283-288
Author(s):  
Yu Sun
Keyword(s):  
Comparative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Psychological Characteristics ◽  
Oral Speech ◽  
The Russian Language ◽  
Specific Learning

This paper aims to discuss the problem of nationally oriented teaching of Russian grammar to Chinese students. The author analyzes the works that are devoted to the study of Chinese students cognitive and psychological characteristics. The analysis revealed specific learning strategies that Chinese students use when learning a foreign language. When training a mono-ethnic group, the national-oriented approach is considered optimal. To implement this approach, a comparative analysis of systems of contacting languages is necessary to determine the zones of interlanguage and intralanguage interferences. The most important factor in the effectiveness of the educational process is the adequacy of the teachers ideas about students from different regions. The author concludes that in order to maintain motivation for mastering the Russian language and optimize the learning process as a whole when developing curricula and class books for Chinese students, it is necessary to strive to make the learning process not only effective, but also as comfortable as possible for students. Taking into account Chinese students cognitive and psychological characteristics will not only contribute to the development of strong grammar skills, but will also ensure the development of oral speech skills in Russian. The paper provides recommendations for intensifying the process of teaching Russian grammar to Chinese students. The following research methods were used: a comparative analysis, an analysis and a synthesis.

scholarly journals THE ETERNAL QUESTION IN TEACHING METHODOLOGY: WHAT IS THE SITUATION WITH READING INTEREST OF FOREIGN STUDENTS AND RUSSIAN SCHOOL STUDENTS?

2019 ◽  
Vol 11 (1) ◽  
pp. 56-62
Author(s):  
Daniya Abuzarovna Salimova ◽  
Leysan Atlasovna Akhmetova
Keyword(s):  
Language Proficiency ◽  
Foreign Students ◽  
Cultural Knowledge ◽  
Russian Language ◽  
Teaching Methodology ◽  
Mathematical Methods ◽  
School Students ◽  
Field Methods ◽  
Reading Interests ◽  
Interview Survey

The article deals with one of the problems of contemporary didactics and methodology - lack of reading interests of both foreign students and the majority of Russian pupils. The article presents an attempt to explain a number of reasons that led to the decrease of interest in reading in general. Special attention is given to the fact that implementation of EU competences related to the life in a multicultural society is often associated with the process of reading literature in other languages. It is emphasized that the attitude towards reading among foreign students and Russian schoolchildren is significantly different, which is associated with the level of language proficiency. The leading methods in the study were the following: analysis of scientific and bibliographic literature on the topic; direct practical, so-called “field” methods: questioning; monitoring students and teenage pupils who come to the library; data analysis of the library in the institute and at school; mathematical methods of processing the results. The article presents the conclusions made on the acute problem discussed, which are based on the results of the respondents’ interview survey (15 questions in the questionnaire in total) and direct teaching of the Russian language and literature. The article concludes that foreign students often do not distinguish Russian authors from other foreign writers and poets. A number of specific measures are suggested to draw students’ interest to language, literature and reading. It is pointed out that children’s short moralizing stories should be recommended to foreign students for reading, they can arouse interest in the art of using words, provide linguistic and cultural knowledge and skills

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